The Single Plan for Student Achievement

School: Merced High School CDS Code: 2465789-2435204 District: Merced Union High School District Principal: Kurt Kollmann Revision Date: November 28, 2017

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA.

For additional information on school programs and how you may become involved locally, please contact the following person:

Contact Person: Jannette McAuley Position: Associate Principal, Teaching and Learning Phone Number: (209) 325-1006 Address: 205 West Olive Avenue Merced, CA 95348 E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on October 11, 2017.

The Single Plan for Student Achievement 1 of 42 12/19/17 Table of Contents

School Vision and Mission ...... 3 School Profile...... 4 Comprehensive Needs Assessment Components ...... 4 Data Analysis ...... 4 Surveys ...... 5 Classroom Observations...... 5 Analysis of Current Instructional Program ...... 6 Description of Barriers and Related School Goals ...... 9 School and Student Performance Data ...... 10 CAASPP Results (All Students) ...... 10 CELDT (Annual Assessment) Results...... 14 CELDT (All Assessment) Results...... 15 Planned Improvements in Student Performance...... 16 School Goal #1...... 16 School Goal #2...... 20 School Goal #3...... 24 School Goal #4...... 27 School Goal #5...... 31 Centralized Services for Planned Improvements in Student Performance ...... 32 Centralized Service Goal #1...... 32 Centralized Service Goal #2...... 33 Centralized Service Goal #3...... 34 Centralized Service Goal #4...... 35 Centralized Service Goal #5...... 36 Summary of Expenditures in this Plan...... 37 Total Expenditures by Object Type and Funding Source...... 37 Total Expenditures by Funding Source ...... 38 Total Expenditures by Object Type...... 39 Total Expenditures by Goal ...... 40 School Site Council Membership...... 41 Recommendations and Assurances...... 42

The Single Plan for Student Achievement 2 of 42 12/19/17 School Vision and Mission

Merced High School’s Vision and Mission Statements

SCHOOL PURPOSE MHS Mission Statement – To Empower All Students with the Academic, Vocational, and Social Skills Necessary to Succeed in a Dynamic Society

MHS Vision Statement - Pursuing Excellence in the Home of Scholars and Champions

The expectation is that graduates will be productive citizens and socially skilled individuals who communicate effectively and solve problems through creative and critical thinking. For over 100 years, Merced High School has maintained a high standard for academic and co-curricular excellence. This BEAR heritage continues to inspire the teachers and staff of MHS to maintain a tradition of excellence. Together, certificated and classified employees, we make every effort to provide our students with a comprehensive program that develops both mind and body, while ensuring a safe and secure environment where everyone can feel a sense of “Bear pride” which is reflected throughout the community.

The Single Plan for Student Achievement 3 of 42 12/19/17 School Profile

Merced High School has high expectations for students and strives for success for all. Our goal is to build on the district’s focus of “Relevant Education for All,” by providing the tools necessary to become outstanding citizens with academic, vocational and social skills.

Our mission is to develop a school where “No one wants to leave.” Relationships are built between students, staff and families to create a community and develop the supports for students to become successful. We believe we have developed the solid foundation and now continue to build focusing on school culture and climate for all students to have a positive high school experience.

We believe in a balanced educational program including rigor and relevance in all courses. We offer a diverse range of courses in Career Technical Education, (CTE) such as Agriculture, Business, Auto, as well the Arts. Our belief is for all students to become critical thinkers, creative problem solvers as well as inquisitive and diligent readers and researchers.

Merced High has a rich tradition which makes Merced High School the “Home of Scholars and Champions.” The staff at Merced High School has invested in the tradition and continues to build the Bear Country legacy.

Areas of focus include continuing to close the achievement gap between all sub-groups, especially English Learners, “at-risk”, and Special Education students. Specific school-wide goals include:

Academic Excellence • Implementation of the CCSS • Academic Response to Intervention (reducing alternative education transfers) • Provide access to college and career readiness through a rigorous and relevant instructional program • Enroll/retain students in the Advanced Placement courses who reflect the demographic profile of our student body • Improve re-designation rates for EL students through improved CELDT results and course level mastery

Communication/Public Image • Distributive Model of Leadership • Creating outreach programs between community/parents and our school • Increase communication between schools and families

Maintain a safe and orderly school • Positive School Culture and Climate • Emergency Readiness • Behavioral Response to Interventions (tiered discipline model) • Knowledge Saves Lives • Restorative Justice

Comprehensive Needs Assessment Components

Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided.

The Single Plan for Student Achievement 4 of 42 12/19/17 Surveys This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s).

The Healthy Kids Survey is used district wide to guide school sites in fostering school climate and culture and to provide strategies for a safe environment. School perception surveys were used for parents, students, and staff.

Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings.

The Merced Union High School District and District Teachers' Association collective bargaining agreement requires all probationary teachers to have three formal classroom observations per year. Permanent teachers are evaluated every other year. In addition, at Merced High School, the classroom observation process is done in a walk-through format. The walk-through process is essential to establishing and maintaining the fidelity of the district established instructional norms and allows teachers on-going recognition of strengths as well as provides specific feedback and ideas to address challenge areas. Administrative walk-throughs are conducted by each administration at a rate of approximately twenty per month for a total of eighty observations each month. Feedback can be given in either a written or face-to-face format. District office staff also participate in the walk-through process, partnering with a campus administrator, to allow for calibration between the administrative staff and to provide additional insights into successes and target areas. Finally, peer-to-peer walk-throughs are also utilized to allow for the MHS teaching staff to learn from master teachers on site.

The Single Plan for Student Achievement 5 of 42 12/19/17 Analysis of Current Instructional Program The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

• Not meeting performance goals • Meeting performance goals • Exceeding performance goals

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs.

Standards, Assessment, and Accountability

1. Use of state and local assessments to modify instruction and improve student achievement (ESEA)

Merced High School uses a variety of professionally acceptable processes to collect, disaggregate, analyze and report performance data to the entire shareholder community. Our embedded intervention program provides a five-week grading cycle that allows students and parents regular feedback in regards to student performance as well as corresponding intervention. Teachers are required to post grades within the AERIES grading system. Students and parents are provided with log-in information that allows them to see specific grades on signature assignments and assessments. Use of the AERIES system, also allows for teachers, instructional coaches, counselors and administrators to analyze student’s performance on assessment measures such as classroom based formative and summative assessments, district benchmark assessments, the ELPAC assessment and the CAASPP assessment. Common district benchmark assessments or performance task assessments associated with the Common Core State Standards are administered quarterly to collect data regarding our school’s progress towards Common Core and State Standards. The data from these assessments are reviewed both at the site and district level to include school wide staff meetings, department meetings, Instructional Leadership Team meetings, Intervention Team meetings, School Site Council, ELAC, and DELAC. Common formative assessments, which have been vetted by the WEST-ED organization, have been used by our departments to collect data regarding the level of rigor demonstrated by the staff. The data from these assessments are reviewed by site members and material is discussed at subject level meetings and instructional leadership team meetings. All data is collected with the intent of driving instruction and allowing for transparency in terms of communication with stakeholders.

2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)

Teachers employ a variety of strategies in order to determine the success of teaching techniques and level of student learning. Common assignments and formative and summative assessments are administered to determine student’s mastery of the standards taught during each grading period. Error analysis and reflection are required as part of the mastery process. In addition to these assignments and assessments, frequent checking for understanding measures appropriate for the 1:web environment are utilized. Data gathered is used to inform instruction in regards to what standards need reteaching and what strategies produce the best results in terms of learning. The monthly collaborative periods allow for an immediate platform for all teachers to review this data and make needed changes to better support student learning. Data is collected with specific intent to drive instruction and intervention. Student’s performance on assignments and assessments is analyzed by subject specific teacher teams during collaboration periods in order to immediately adjust instruction. Additionally, students participate in “data chats” and “test chats” with counseling and administrative staff related to their performance on standardized assessments and goal setting for future test administrations. Academic marks are analyzed at each five week interval in order to adjust embedded intervention supports. MHS now offers 6 sections of Academic Support, where students struggling with academics, acceptable behavior, or social expectations can receive additional support.

The Single Plan for Student Achievement 6 of 42 12/19/17 Staffing and Professional Development

3. Status of meeting requirements for highly qualified staff (ESEA)

The MUHSD board has adopted specific policies and expectations regarding the need for staff to be highly qualified. Merced High School has 73 fully credentialed teachers, 2 teacher interns, 1 teacher with a PIP and 4 teachers with STSPs. All MHS teachers receive professional development through both site and district level trainings which include follow up coaching support to ensure proper implementation of new or refined strategies. Site trainings are developed in association with the MHS instructional foci for the school year which are directly aligned to both the adoption of the Common Core Standards and the district’s communicated instructional focuses. Current instructional focuses include use of instructional norms, Depth of Knowledge, Student Engagement, innovation, problem solving and student centered.

4. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC)

MHS staff receive regular professional development at both site based and district level, in addition to specific professional development pursued on an individual basis. Professional development is designed and selected based on district and school based strategic plans and instructional focus areas, the MHS vision and mission statements. All new teachers receive direct instructional support, and new credentialed teachers receive Induction support through the district’s Induction program. District sponsored professional development opportunities available to all teachers include the provision of credentialed instructional coaches who collaborate with teachers and provide feedback and support in a non-evaluative format, continual off-site training in researched based instructional norms (objective writing, higher order thinking questioning strategies, student engagement, vocabulary development, and daily literacy enhancing activities); lesson planning training and support; use of technology to support instruction and student learning; and funded opportunities for alternate campus visitations to observe and collaborate with MUHSD master teachers. On-going training in adopted programs that target at-risk subgroup populations to include iLit curriculum used to support students acquiring English is provided by expert trainers. MHS has also established on-site Common Core instructional support provided by an Instructional Coach who serves to support other teachers in implementing instructional strategies aligned with the Common Core standards.

5. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)

On-going professional development at MHS consists of both support through the instructional coaching model and through an established site professional learning calendar. The site professional learning calendar was collaboratively initiated based on the MHS instructional focci for the school year and the essential skills that MHS students will require in order to achieve mastery of the Common Core State Standards and be college and career ready. The professional learning calendar allows for the following sessions, length determined by the needs of the staff (half day or full day), available first and second semester of the school year: Depth of Knowledge (DOK) Project Based Learning Technology Integration Instructional Norms

6. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)

MHS staff receive continual coaching and feedback through the use of instructional coaching and peer to peer or administrative walk-throughs. Instructional coaching support is available daily, any period of the day, as Merced employs one full time instructional coach on site. The instructional coaching process allows for non-evaluative support to teachers by request or as assigned if necessary.

The Single Plan for Student Achievement 7 of 42 12/19/17 7. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC)

MHS offers a unique master schedule in which a weekly collaboration period is offered in order to allow on-going monitoring of student achievement, while also providing an opportunity to refine and recommend instructional strategies and tactics for meeting student needs. Student’s performance on signature assignments and assessments is analyzed by subject specific teacher teams during the monthly collaboration time in order to immediately adjust instruction.

Teaching and Learning

8. Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)

Teachers are implementing the Common Core State Standards in the classroom. Teachers continue to prepare students for the existing accountability system and utilize district adopted assessments/performance tasks to monitor progress. Teachers also use District provided pacing guides, quarterly benchmarks, and site created formative assessments.

9. Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC)

10. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)

Embedded intervention classes are offered throughout the school day and allow students to access core classes as well as intervention classes when needed. There is also an Academic Support class offered 6 periods during the school day.

11. Availability of standards-based instructional materials appropriate to all student groups (ESEA)

As evidenced by Merced High School compliance with the Williams Act, every student has access to standards-based instructional materials

12. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC)

MHS core classes are aligned to state adopted standards.

Opportunity and Equal Educational Access

13. Services provided by the regular program that enable underperforming students to meet standards (ESEA)

Merced High School teachers utilize research-based instructional practices such as checking for understanding to assist in identifying students who may require Tier 1 classroom interventions (small group or individual instruction). After-school tutorials are offered on a daily basis. EL and Special Education paraprofessionals, Cal SOAP and AVID tutors, and SpEd instructors are placed in several core classes.

14. Research-based educational practices to raise student achievement

All teachers have been trained in Innovated Instruction and lesson design. Instructional Norms such as frequent checks for understanding, questioning techniques which require Higher Order Thinking Skills, student engagement strategies, vocabulary instruction, and participation in activities which integrate the four domains of language are also employed. The Instructional Coach schedules follow-up instruction in that norm. The Admin Team will focus on Depth of Knowledgeduring their walk throughs.

The Single Plan for Student Achievement 8 of 42 12/19/17 Parental Involvement

15. Resources available from family, school, district, and community to assist under-achieving students (ESEA)

Merced High School offers many opportunities for parent and community involvement. Activities include School Site Council, English Learner Advisory Committee, EL Parent meetings, Back to School Night, Open House, Freshman Orientation, 8th Grade Orientation, Senior Night, Scholarship Night, and Parent LCAP Information Night. A community liaison provides translation and outreach services to non-English speaking populations. In addition, Merced High School offers to parents multiple opportunities to become involved including: classes on English instruction, technology instruction, and parenting strategies.

16. Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932)

Involving stakeholders in programs is a focus at Merced High. Input is received from parents, community representatives, classroom teachers and other personnel as part of the School Site Council and English Learner Advisory Committee.

Funding

17. Services provided by categorical funds that enable underperforming students to meet standards (ESEA)

Academic Support, Integrated Math A and B, AVID, technology, pilot programs and professional development.

18. Fiscal support (EPC)

MHS receives fiscal support with LCFF, Title I, and Title III funds.

Description of Barriers and Related School Goals

1. Not all students in MUHSD learn or achieve at grade level in the core academic subjects. This indicates that a learning gap exists between certain subgroups of students and their grade level peers. Related Goal: All students will be provided a relevant and rigorous instructional program that provides access to college and career readiness. 2. Parents/guardians need to increase their knowledge of educational offerings and opportunities related to extra and co-curricular activities. Transportation is a barrier to participation. Related Goal: Merced High School will involve key stakeholders, where appropriate, in providing information, feedback and input on District issues. 3. Students need a safe and engaging academic, social-emotional, and physical school environment. Merced High School will develop physically literate students with the knowledge, skills and confidence to experience a lifetime of healthy activities, by way of increasing student involvement and community service. Related Goal: Maintain safe and orderly school 4. Staff who are highly qualified, credentialed and well trained contribute to the overall success and academic outcomes of students. Teachers who are trained in special education and science continue to be areas of need. There will be additional site based recruitment efforts for math and science teachers. Related Goal: Support District in recruiting and retaining highly qualified staff.

The Single Plan for Student Achievement 9 of 42 12/19/17 School and Student Performance Data

CAASPP Results (All Students)

English Language Arts/Literacy

Overall Participation for All Students # of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade Level 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 Grade 11 407 359 383 390 354 378 388 352 378 95.8 98.1 98.7 All Grades 407 359 383 390 354 378 388 352 378 95.8 98.1 98.7 * The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met Grade Level 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 Grade 11 2599.0 2582.5 2569.4 22 16 14.81 37 42 30.42 24 22 31.48 17 20 23.28 All Grades N/A N/A N/A 22 16 14.81 37 42 30.42 24 22 31.48 17 20 23.28

Reading Demonstrating understanding of literary and non-fictional texts % Above Standard % At or Near Standard % Below Standard Grade Level 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 Grade 11 35 22 24.34 46 56 51.59 18 21 24.07 All Grades 35 22 24.34 46 56 51.59 18 21 24.07

Writing Producing clear and purposeful writing % Above Standard % At or Near Standard % Below Standard Grade Level 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 Grade 11 25 20 20.16 55 57 50.93 19 24 28.91 All Grades 25 20 20.16 55 57 50.93 19 24 28.91

Listening Demonstrating effective communication skills % Above Standard % At or Near Standard % Below Standard Grade Level 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 Grade 11 15 19 19.84 67 65 59.79 16 16 20.37 All Grades 15 19 19.84 67 65 59.79 16 16 20.37

Research/Inquiry Investigating, analyzing, and presenting information % Above Standard % At or Near Standard % Below Standard Grade Level 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 Grade 11 35 30 22.49 52 56 53.17 12 14 24.34 All Grades 35 30 22.49 52 56 53.17 12 14 24.34 The Single Plan for Student Achievement 10 of 42 12/19/17 Conclusions based on this data: 1. We went down about 13% in our standard exceeded and met. 2. We need to make improvements.

The Single Plan for Student Achievement 11 of 42 12/19/17 School and Student Performance Data

CAASPP Results (All Students)

Mathematics

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade Level 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 Grade 11 407 359 383 388 354 378 385 354 378 95.3 98.6 98.7 All Grades 407 359 383 388 354 378 385 354 378 95.3 98.6 98.7 * The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met Grade Level 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 Grade 11 2574.5 2567.3 2550.3 11 8 9.26 20 21 16.14 29 29 26.46 39 41 48.15 All Grades N/A N/A N/A 11 8 9.26 20 21 16.14 29 29 26.46 39 41 48.15

Concepts & Procedures Applying mathematical concepts and procedures % Above Standard % At or Near Standard % Below Standard Grade Level 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 Grade 11 22 19 15.87 38 32 29.89 40 49 54.23 All Grades 22 19 15.87 38 32 29.89 40 49 54.23

Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems % Above Standard % At or Near Standard % Below Standard Grade Level 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 Grade 11 14 12 11.38 58 56 42.86 29 31 45.77 All Grades 14 12 11.38 58 56 42.86 29 31 45.77

Communicating Reasoning Demonstrating ability to support mathematical conclusions % Above Standard % At or Near Standard % Below Standard Grade Level 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 Grade 11 12 13 11.38 60 56 59.79 28 31 28.84 All Grades 12 13 11.38 60 56 59.79 28 31 28.84

Conclusions based on this data: 1. We went up 1% in Exceeded but down 5% in Met. Went up 7% in Not Met 2. With 74% of our students being Nearly Met and Not Met, there needs to be improvement.

The Single Plan for Student Achievement 12 of 42 12/19/17 The Single Plan for Student Achievement 13 of 42 12/19/17 School and Student Performance Data

CELDT (Annual Assessment) Results

Percent of Students by Proficiency Level on CELDT Annual Assessment Grade Advanced Early Advanced Intermediate Early Intermediate Beginning 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 9 2 6 29 42 22 46 42 50 17 10 17 5 11 10 4 5 11 30 44 50 30 31 29 22 10 7 15 10 4 11 7 5 8 43 37 46 36 26 33 11 11 8 4 21 4 12 26 13 12 41 52 47 12 13 18 15 13 6 6 9 18 Total 10 7 7 35 44 39 32 29 35 16 11 10 7 9 9

Conclusions based on this data: 1. By 10th, 11th and 12th grade, more than half of our students are scoring in Early Advanced or above. 2. Not know how many of these students are "long term ELs". 3. Question that needs more data - How many of these students are new, entering MHS for the first time?

The Single Plan for Student Achievement 14 of 42 12/19/17 School and Student Performance Data

CELDT (All Assessment) Results

Percent of Students by Proficiency Level on CELDT All Assessments (Initial and Annual Combined) Grade Advanced Early Advanced Intermediate Early Intermediate Beginning 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 9 2 8 26 38 21 42 36 46 16 8 15 14 10 18 10 3 7 11 31 42 39 28 28 22 21 9 6 17 14 22 11 6 4 8 44 40 42 32 20 31 9 8 12 9 28 8 12 23 13 11 41 52 44 15 13 17 13 13 6 8 9 22 Total 9 8 7 35 42 34 30 26 31 14 9 10 12 15 18

Conclusions based on this data: 1. CELDT will only be administered to new comers; students will be taking the ELPAC this spring.

The Single Plan for Student Achievement 15 of 42 12/19/17 Planned Improvements in Student Performance

School Goal #1

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:

SUBJECT: College and Career Ready LEA GOAL: GOAL 1: All students will be provided a relevant and rigorous instructional program that provides access to college and career readiness in part by implementing and monitoring Frosh Seminar, implementing HMH curriculum and benchmarks, communication on site pathways and CTE plans. SCHOOL GOAL #1: Support the District with providing all students with a relevant and rigorous instructional program that provides access to college and career readiness. MHS core teachers and many elective teachers are invested in developing Common Core materials into their instructional program. A 6 year plan developed in connection with the Guidance department and a Career Tech provided by MCOE provides information about college and career readiness. English learners are provided support at several levels. ELD courses support acquisition of English and the improvement of grades in ELA and Social Studies classes as students move from 2 periods of support for ELD 1 & 2, a period of support for transitional students and those identified as ELD 4 & 5. Data Used to Form this Goal: Data used for this goal was based on California Department of Education (CDE) guidance as required for the Local Control Accountability Plan (LCAP) and Merced Union High School District (MUHSD) values and are as follows: Pass rate and enrollment on AP exams, HMH benchmark pass rate, a-g enrollment, CTE enrollment, CELDT/ELPAC reclassification rate, CAASPP (including EAP), graduation rates, dropout rates, chronic absenteeism, National Education Technology Standards (NETS), articulation and dual enrollment.

Findings from the Analysis of this Data: Not all students in MUHSD learn or achieve at grade level in the core academic subjects. This indicates that a learning gap exists between certain subgroups of students and their grade level peers. The LCAP will detail actions and services that will be put into place to provide additional layers of support for academically challenged students. Success of these actions, services and additional layers of support will be measured by multiple means of the data points listed above. How the School will Evaluate the Progress of this Goal: Evaluation of this goal will be based on CDE guidance as required for the Local Control Accountability Plan (LCAP) and Merced Union High School District (MUHSD) values and are as follows: Pass rate and enrollment on AP exams, HMH benchmark pass rate, a-g enrollment, CTE enrollment, CELDT reclassification rate, CAASPP (including EAP), graduation rates, dropout rates, chronic absenteeism, National Education Technology Standards (NETS), articulation and dual enrollment.

The Single Plan for Student Achievement 16 of 42 12/19/17 Actions to be Taken to Reach This Goal Proposed Expenditure(s) Person(s) Timeline Responsible Description Type Funding Source Amount 1. Students will develop their college and career readiness through certification and articulation opportunities. Assessment and planning continue in the further development of 2+2 articulation and certification opportunities. Teachers will encourage their students to participate in the certification process and educate them about the benefits. July 2017-June 2018 Guidance Department Materials for 6 year plan 4000-4999: Books And Title I 1000 Supplies Abraham Olivares, AP Career and College Exploration 5000-5999: Services Title I 3000 And Other Operating Jannette McAuley, AP Expenditures

2. Examine instructional materials aligned to Common Core State Standards in all four core areas and work toward full implementation of the CCSS. An Instructional Coach, a TSA, will provide support for teachers in these areas throughout the year; providing instructional support. An Instructional Leadership Team (ILT) of 11 teachers will meet regularly with the principal to provide suggestions for staff development, peer observation and instructional improvements designed to support implementation of and alignment with the CCSS. July 2017-June 2018 Kurt Kollmann, Materials to support 4000-4999: Books And Title I 8000 Principal dissemination of collaboratively Supplies developed CCSS lessons and Jannette McAuley, AP assessments; inclusion of district- adopted instructional strategies. ILT Teachers

Joel Sebastian, Interim AP

John Wendel, Interim Instructional Coach

3. Advancement Via Individual Determination (AVID) will be used as a means to achieving college and career readiness. Teachers will receive training at the AVID institute to infuse AVID support into core classes. A teacher will provide an AVID program for grades 9-12.

The Single Plan for Student Achievement 17 of 42 12/19/17 Actions to be Taken to Reach This Goal Proposed Expenditure(s) Person(s) Timeline Responsible Description Type Funding Source Amount

July 2017-June 2018 Abraham Olivares, AP Instructional Materials need to 4000-4999: Books And Title I 1700 support the AVID program at Supplies MHS (including PSAT's) AVID Teachers Advisor, 5 sections 1000-1999: Certificated Title I Lindsay Gentry, Personnel Salaries Advisor AVID College Tutors 2000-2999: Classified Title I Personnel Salaries AVID Institute costs and College 5000-5999: Services Title I 2500 Visits And Other Operating Expenditures 4. Maintain existing programs and services to students such as operational expenses; instructional supplies, utility costs, transportation services, custodial services, teachers, administration, Adult Education, clerical support, salaries, statutory and benefits, existing intervention and co/extra-curricular services. Response to Intervention will target struggling students by placing them in Academic Support. July 2017-June 2018 Abraham Olivares, AP Link Crew (gr 9) and Mentors (gr 4000-4999: Books And Title I 1000 10-12) will support socialization, Supplies Andrea DeLeon enrichment activities and tutorial Teacher support for all grade levels. Supplies and materials to support 4000-4999: Books And Title I 2000 Certificated Staff students in Academic Support Supplies classes. 5. Create additional Career Technical Education (CTE) opportunities for students that include certification and capstone courses. Expect teachers providing 2+2 courses to encourage and increase the number of students taking advantage of the certification. A needs assessment will determine the viability of additional CTE courses to be offered in future years. July 2017-June 2018 Jannette McAuley AP Implement District lead initiatives 4000-4999: Books And Title I 6000 and support staff and students in Supplies Abraham Olivares, AP the process. Explore costs for certification Other CTE Steering tests for 2016-2017 school year. Committee

Project Based Learning, Pathways 5000-5999: Services Title I 4500 and Field Trips And Other Operating Expenditures

6. Provide instructional and operational technology for all students. Maintain and support technology systems to ensure equitable access for students and staff.

The Single Plan for Student Achievement 18 of 42 12/19/17 Actions to be Taken to Reach This Goal Proposed Expenditure(s) Person(s) Timeline Responsible Description Type Funding Source Amount

July 2017-June 2018 Joel Sebastian and Teacher on Special Assignment 1000-1999: Certificated Title I John Wendel, TSA Personnel Salaries Provide necessary technology 4000-4999: Books And Title I 5000 Jannette McAuley, AP support to continue to allow Supplies 1:Web access to all students.

7. Increase access to college, career and scholarship counseling by hiring the additional personnel where needed. College, career and scholarship counseling will be available to all students as early as ninth grade. Use of additional counseling resources will be coordinated with the guidance AP and guidance department. Guidance AP will work with Bernadine Diele, Stefanie DeLaCruz, and Patty Zarco in supporting college counseling. July 2017-June 2018 District Supplies and materials to support 4000-4999: Books Title I 750 students in their transition to And Supplies Kurt Kollmann, post high school (including Principal PSAT's)

Abraham Olivares, AP

8. Provide academic and social and emotional counseling services for all students to ensure all of their needs are met so they are successful in school.

July 2017-June 2018 Abraham Olivares, AP Full time crisis counselor and part 1000-1999: Certificated LCFF - Supplemental time Livingston Health Service Personnel Salaries Cindy Davis, Crisis Manager Counselor

Academic Counselors

Livingston Community Health Services

The Single Plan for Student Achievement 19 of 42 12/19/17 Planned Improvements in Student Performance

School Goal #2

SUBJECT: School Climate LEA GOAL: GOAL 2: Maintain safe and orderly schools by tracking student involvement numbers, implementation of safety plans, and regularly monitor facilities. SCHOOL GOAL #2: Support District in maintaining safe and orderly schools by tracking student involvement numbers, implementation of safety plans, and regularly monitor facilities. Merced High School evaluates safety on a regular basis. This year Restorative Justice (TSMP) will be continued school wide in an effort to develop trusting relationships between teachers and students that will result in fewer students being sent out of class to the Intervention Center. The Student Support office assists with the level 3 interventions. Students are all issued a school lanyard to be able to display their ID cards at all times on campus. Data Used to Form this Goal: Data used for this goal was based on California Department of Education (CDE) guidance as required for the Local Control Accountability Plan (LCAP) and Merced Union High School District (MUHSD) values and are as follows: Safety, facilities, graduation rate, suspension/expulsion rates, intervention center rates, chronic absence and student involvement.

Findings from the Analysis of this Data: Students need a safe and engaging academic, social-emotional, and physical school environment. MHS will develop physically literate students with the knowledge, skills and confidence to experience a lifetime of healthy activities. How the School will Evaluate the Progress of this Goal: Evaluation of this goal will be based on CDE guidance as required for the Local Control Accountability Plan (LCAP) and Merced Union High School District (MUHSD) values and are as follows: Safety, facilities, graduation rate (transfer rate and 95% target), suspension/expulsion rates, intervention center rates, chronic absence and student involvement (80%).

Actions to be Taken to Reach This Goal Proposed Expenditure(s) Person(s) Timeline Responsible Description Type Funding Source Amount 1. Increase parent/guardian knowledge of educational offerings/opportunities.

The Single Plan for Student Achievement 20 of 42 12/19/17 Actions to be Taken to Reach This Goal Proposed Expenditure(s) Person(s) Timeline Responsible Description Type Funding Source Amount

July 2017-June 2018 Kurt Kollmann, Materials/supplies and food for 4000-4999: Books And Title I 1000 Principal meetings Supplies Full time Community Liaison - 2000-2999: Classified Title III Jannette McAuley, AP Spanish Personnel Salaries Part time Community Liaison - Abraham Olivares, AP Hmong

Parent Support Center 4000-4999: Books And Title I 2000 operational costs (mailings, Supplies copying, supplies, postage, publications Materials/Supplies/Refreshments 4000-4999: Books And Title I 1000 for School Site Council and Supplies English Learner Advisory Committee School wide activities and 4000-4999: Books And Title I 1500 community outreach Supplies opportunities 2. Provide parent education opportunities and parenting skills development.

July 2017-June 2018 Merced Adult School Merced Adult School is providing Other classes available to parents of Abraham Olivares, AP MHS students in English and technology Chris Tufts, AP

ASSETS

3. Maintain existing programs and services to students such as operational expenses; instructional supplies, utility costs, transportation services, custodial services, teachers, administration, clerical support, salaries, statutory and benefits, Adult Education, existing intervention and co/extra-curricular services

The Single Plan for Student Achievement 21 of 42 12/19/17 Actions to be Taken to Reach This Goal Proposed Expenditure(s) Person(s) Timeline Responsible Description Type Funding Source Amount

July 2017-June 2018 Kurt Kollmann, Transportation and refreshments 5000-5999: Services LCFF - Supplemental Principal costs for Parent Participation. Bus And Other Operating will be provided for parents to Expenditures Abraham Olivares, AP attend school-based activities. ASSETS for Family Literacy Chris Tufts, AP classes.

4. Increase opportunities for parent involvement.

July 2017-June 2018 Kurt Kollmann, Ensure that student families have 4000-4999: Books And Title I 1000 Principal an opportunity to attend at least Supplies one extra/co-curricular activity Joel Sebastian, Interim once per year. MHS AP Administration along with the Activities Director will provide Abraham Olivares, AP opportunities "parent free" events throughout the year to Jannette McAuley, AP encourage parent participation. Back to School Night in the fall Paul Hogue, AD and Course Fair in the spring are announced through the media Haydee Arreola, and via dailer. An occasional Activities Director sports, music, fine arts or academic event will be provided Andrea DeLeon, ELD free of charge. Teacher Nutritional supplies and other 4000-4999: Books And Title I 805 materials for Parent Nights Supplies

5. Maintain a safe, clean learning environment that promotes respect, fosters learning and supports a collaborative school culture. Students are all issued a school lanyard to be able to display their ID cards at all times on campus. July 2017-June 2018 Chris Tufts, AP Supplemental materials and 4000-4999: Books And LCFF - Supplemental supplies to support continued Supplies Abraham Olivares, AP implementation of Restorative Justice (TSMP). Kurt Kollmann, Principal

The Single Plan for Student Achievement 22 of 42 12/19/17 Actions to be Taken to Reach This Goal Proposed Expenditure(s) Person(s) Timeline Responsible Description Type Funding Source Amount

Involve stakeholders in updating LCFF - Supplemental School Safety Plan

Character Counts 4000-4999: Books And Title I 1500 Supplies Continue to train and inform 4000-4999: Books And LCFF - Supplemental staff, students, and parents on Supplies Restorative Justice. Lanyards/plastic sleeves and 4000-4999: Books And LCFF - Supplemental identification of students for Supplies safety and accountability. 6. Improve student attendance and behavior on all school campuses.

July 2017-June 2018 Chris Tufts, AP Student recognition for improved 4000-4999: Books And LCFF - Supplemental and continued positive Supplies Abraham Olivares, AP attendance. Students have opportunity to be rewarded weekly and monthly for attendance. Student of the Month 4000-4999: Books And Title I 500 recognitions Supplies 7. Facility and furniture upgrades will be made to modernize learning environment for students and staff.

July 2017-June 2018 Kurt Kollmann, Provide necessary upgrades to 4000-4999: Books Title I 14000 Principal modernize classrooms and And Supplies facilities on campus. Jannette McAuley, AP

Abraham Olivares, AP

The Single Plan for Student Achievement 23 of 42 12/19/17 Planned Improvements in Student Performance

School Goal #3

SUBJECT: Equitable Access LEA GOAL: GOAL 3: MUHSD will educate staff on needs of underrepresented populations, implement safety nets for at risk students, and track indicators by subgroups. SCHOOL GOAL #3: Supporting the District with educating staff on needs of underrepresented populations, implementing safety nets for at risk students, and tracking indicators by subgroups. Data Used to Form this Goal: Data used for this goal was based on California Department of Education (CDE) guidance as required for the Local Control Accountability Plan (LCAP) and Merced Union High School District (MUHSD) values and are as follows: EL proficiency rate/CELDT, support for long term EL, high subgroup suspension rate, A-G/Graduation rate gap, and monitoring system for long term EL, homeless youth & foster youth.

Findings from the Analysis of this Data: At MUHSD, we will close the academic gap of our specified underrepresented populations, at risk students, and indicated subgroups. How the School will Evaluate the Progress of this Goal: Evaluation of this goal will be based on CDE guidance as required for the Local Control Accountability Plan (LCAP) and Merced Union High School District (MUHSD) values and are as follows: EL proficiency rate/CELDT/ELPAC, support for long term EL, high subgroup suspension rate, A-G/Graduation rate gap, and monitoring system for long term EL, homeless youth & foster youth.

Actions to be Taken to Reach This Goal Proposed Expenditure(s) Person(s) Timeline Responsible Description Type Funding Source Amount 1. English Learners will acquire the English language rapidly and effectively. Increase number of students achieving proficiency; passage of ELA and history courses. Two ELD teachers provide English language support for students in their acquisition of and competency in English to support proficiency in all coursework. A Spanish-speaking paraprofessional is employed to support the needs of those students enrolled in ELD.

The Single Plan for Student Achievement 24 of 42 12/19/17 Actions to be Taken to Reach This Goal Proposed Expenditure(s) Person(s) Timeline Responsible Description Type Funding Source Amount

July 2017 - June 2018 Joel Sebastian, Interim Supplies to support instruction 4000-4999: Books And Title I 2000 AP including, but not limited to Supplies manipulatives, group activities Andrea DeLeon, ELD material, learning logs Teacher Bilingual Aide 1 FT 2000-2999: Classified Title I Personnel Salaries Alejo Miramontes, ELD Teacher Provide incentives for students 4000-4999: Books And Title I 1000 ELD advancement - Supplies redesignation, reclassification

2. Provide instructional and operational technology for all students. Maintain and support technology systems to ensure equitable access for students and staff.

July 2017 - June 2018 Jannette McAuley, AP Provide necessary technology 4000-4999: Books And Title I 6983 support to continue to allow Supplies John Wendel, 1:web access to all students. Instructional Coach

3. A comprehensive network of support and materials will be provided to track, evaluate, support and intervene on behalf of Foster Youth and McKinney Vento students to ensure success toward graduation. July 2017 - June 2018 Abraham Olivares, AP Provide support throughout high 4000-4999: Books And LCFF - Supplemental school to ensure success towards Supplies Niza Crispin, graduation. Homeless/Youth Liaison

Norma Cardona, CWAS Program Manager

4. All students will be enrolled in a broad course of study as measured in school master schedules.

July 2017 - June 2018 Kurt Kollmann, Support and provide materials 4000-4999: Books And Title I 3000 Principal and supplementals for instruction Supplies New programs and continual 4000-4999: Books And Title I 3500 Abraham Olivares, AP support for classes (World Supplies Language, AP courses, etc.) Jannette McAuley, AP The Single Plan for Student Achievement 25 of 42 12/19/17 Actions to be Taken to Reach This Goal Proposed Expenditure(s) Person(s) Timeline Responsible Description Type Funding Source Amount

5. Cultural Awareness and integration among students and groups to support equitable access and climate.

July 2017-June 2018 Kurt Kollmann, Cultural/Diversity Fair 4000-4999: Books And Title I 1000 Principal Supplies

Abraham Olivares, AP

Jannette McAuley, AP

The Single Plan for Student Achievement 26 of 42 12/19/17 Planned Improvements in Student Performance

School Goal #4

SUBJECT: Recruit and Retain LEA GOAL: GOAL 4: Recruit and retain highly qualified staff by developing leadership capacity, supporting new teachers/administrators, and accessing professional development opportunities. SCHOOL GOAL #4: Support District in recruiting and retaining highly qualified staff by developing leadership capacity, supporting new teachers/administrators, and accessing professional development opportunities. Staff Development and peer support will assist in the retention of new teachers. The district Induction advisor will meet with the administration regularly to provide suggestions for how to improve retention. Data Used to Form this Goal: Data used for this goal was based on California Department of Education (CDE) guidance as required for the Local Control Accountability Plan (LCAP) and Merced Union High School District (MUHSD) values and are as follows: Support for new teachers, support for special courses/positions, support to sites, and support for administrators by ongoing professional development.

Findings from the Analysis of this Data: Staff who are highly qualified, credentialed and well trained contribute to the overall success and academic outcomes of students. How the School will Evaluate the Progress of this Goal: Evaluation of this goal will be based on CDE guidance as required for the Local Control Accountability Plan (LCAP) and Merced Union High School District (MUHSD) values and are as follows: Support for new teachers, special courses/positions, sites, and administrators by participation rate in ongoing professional development opportunities.

Actions to be Taken to Reach This Goal Proposed Expenditure(s) Person(s) Timeline Responsible Description Type Funding Source Amount 1. Ensure on-going professional development for certificated and classified staff so they may stay current in their field. MHS provides opportunities for members of departments to take part in conferences with a focus on CCSS. The attendees report back to the Site Council as to how they will share and implement what they have learned. On site professional development will be planned by the Admin and ILT around district expectations for researched instructional strategies.

The Single Plan for Student Achievement 27 of 42 12/19/17 Actions to be Taken to Reach This Goal Proposed Expenditure(s) Person(s) Timeline Responsible Description Type Funding Source Amount

July 2017 - June 2018 Kurt Kollmann, Professional Development for 5000-5999: Services Title I 58046 Principal funding amount of $58046 And Other Operating Expenditures Jannette McAuley, AP Resources and Supplies to 4000-4999: Books And Title I 3000 support Professional Supplies ILT Development Activities. Subject Level Professional Development 5000-5999: Services Title I Facilitators Opportunities which may include And Other Operating attendance at Model Schools Expenditures Department Chairs Conference and visits to similar schools Marcia Carrillo, Induction

2. All staff will have access to on-site instructional team leaders, technology literacy coaching and an instructional coach. The ILT and Administration will identify targeted staff development opportunities available to all staff such as, but not limited to: a revisit of district instructional norms for new and current staff, Depth of Knowledge, technology support in preparation for 1-web in 2017-2018, Google platforms to support instruction and learning, development of websites for access by students and parents/guardians, Weebly, data assessment, meeting the needs of special populations (EL, SED and foster students) and development of CCSS lessons and assessments. July 2017- June 2018 Kurt Kollmann, Staff Developments to assist 5000-5999: Services Title I 9500 Principal teachers implementation of CCSS And Other Operating Jannette McAuley, AP ( to include, but not limited to, Expenditures embedding technology into their ILT members CCSS,Google classroom, google apps training, Weebly, Website Joel Sebastian, development for student access Instructional Coach to instructional materials, instructional strategies for BTSA mentor improved learning) Professional Development 4000-4999: Books And Title I 1000 Supplies Supplies 3. MHS will purchase Technological resources to support the professional development of teachers and to support improved instruction focused on increased student achievement and access to CCSS .

The Single Plan for Student Achievement 28 of 42 12/19/17 Actions to be Taken to Reach This Goal Proposed Expenditure(s) Person(s) Timeline Responsible Description Type Funding Source Amount

July 2017-June 2018 Kurt Kollmann, As needs are established to 4000-4999: Books And Title I 1,500 Principal support instructional goals and Supplies CCSS implementation, technology Jannette McAuley, AP purchases will be made to provide better access to all ILT students in increasing achievement through the use of Joel Sebastian, instructional and personal Instructional Coach technology provided for their use during the school year. Department Chairs

4. Maintain existing programs and services to students such as Adult Education, transportation services, custodial services, teachers, administration, clerical support, salaries, statutory and benefits, existing intervention and co/extra-curricular services. July 2017 - June 2018 MUHSD Including but not limited to None Specified Title I 256623.09 salaries for teachers, tutors, paraprofessionals and community liaisons.

5. Provide personnel to maintain the existing programs and services to support student achievement.

July 2017-June 2018 Kurt Kollmann, AVID college tutors 2000-2999: Classified Title I Principal Personnel Salaries Community Liaisons, ELD 2000-2999: Classified Title I Abraham Olivares, AP paraprofessional Personnel Salaries Jannette McAuley, AP 1 section Strategic Math, 5 1000-1999: Certificated Title I sections AVID, 3 sections ELD, Personnel Salaries Lindsey Gentry, AVID Instructional Coach Coordinator

Joel Sebastian, Instructional Coach

The Single Plan for Student Achievement 29 of 42 12/19/17 The Single Plan for Student Achievement 30 of 42 12/19/17 Planned Improvements in Student Performance

School Goal #5

SUBJECT: LEA GOAL: SCHOOL GOAL #5: Data Used to Form this Goal: Findings from the Analysis of this Data: How the School will Evaluate the Progress of this Goal:

Actions to be Taken to Reach This Goal Proposed Expenditure(s) Person(s) Timeline Responsible Description Type Funding Source Amount

The Single Plan for Student Achievement 31 of 42 12/19/17 Centralized Services for Planned Improvements in Student Performance

The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each categorical program in this section must be aligned with the Consolidated Application.

Centralized Service Goal #1

SUBJECT: Centralized Services for Planned Improvements in Student Performance in SCHOOL GOAL #1: Summer school will be offered for students needing credit recovery and remediation.

Actions to be Taken Person(s) Proposed Expenditure(s) Timeline to Reach This Goal Responsible Description Type Funding Source Amount Student data/grades will be reviewed Summer 2018 Abraham Olivares, Teachers 1000-1999: Title I and appropriate students will be AP Certificated signed for up for summer school if Personnel Salaries necessary for credit recovery and Academic Supporting Staff 2000-2999: Classified Title I remediation. Counselors Personnel Salaries Materials and supplies 4000-4999: Books Title I And Supplies

The Single Plan for Student Achievement 32 of 42 12/19/17 Centralized Services for Planned Improvements in Student Performance

Centralized Service Goal #2

SUBJECT: Centralized Services for Planned Improvements in Student Performance in SCHOOL GOAL #2:

Actions to be Taken Person(s) Proposed Expenditure(s) Timeline to Reach This Goal Responsible Description Type Funding Source Amount

The Single Plan for Student Achievement 33 of 42 12/19/17 Centralized Services for Planned Improvements in Student Performance

Centralized Service Goal #3

SUBJECT: Centralized Services for Planned Improvements in Student Performance in SCHOOL GOAL #3:

Actions to be Taken Person(s) Proposed Expenditure(s) Timeline to Reach This Goal Responsible Description Type Funding Source Amount

The Single Plan for Student Achievement 34 of 42 12/19/17 Centralized Services for Planned Improvements in Student Performance

Centralized Service Goal #4

SUBJECT: Centralized Services for Planned Improvements in Student Performance in SCHOOL GOAL #4:

Actions to be Taken Person(s) Proposed Expenditure(s) Timeline to Reach This Goal Responsible Description Type Funding Source Amount

The Single Plan for Student Achievement 35 of 42 12/19/17 Centralized Services for Planned Improvements in Student Performance

Centralized Service Goal #5

SUBJECT: Centralized Services for Planned Improvements in Student Performance in SCHOOL GOAL #5:

Actions to be Taken Person(s) Proposed Expenditure(s) Timeline to Reach This Goal Responsible Description Type Funding Source Amount

The Single Plan for Student Achievement 36 of 42 12/19/17 Summary of Expenditures in this Plan

Total Expenditures by Object Type and Funding Source

Object Type Funding Source Total Expenditures 4000-4999: Books And Supplies Title I 71,738.00 5000-5999: Services And Other Operating Title I 77,546.00 NoneExpenditures Specified Title I 256,623.09 Total: 405,907.09

The Single Plan for Student Achievement 37 of 42 12/19/17 Summary of Expenditures in this Plan

Total Expenditures by Funding Source

Funding Source Total Expenditures Title I 405,907.09 Total: 405,907.09

The Single Plan for Student Achievement 38 of 42 12/19/17 Summary of Expenditures in this Plan

Total Expenditures by Object Type

Object Type Total Expenditures 4000-4999: Books And Supplies 71,738.00 5000-5999: Services And Other Operating Expenditures 77,546.00 None Specified 256,623.09 Total: 405,907.09

The Single Plan for Student Achievement 39 of 42 12/19/17 Summary of Expenditures in this Plan

Total Expenditures by Goal

Goal Number Total Expenditures Goal 1 35,450.00 Goal 2 23,305.00 Goal 3 17,483.00 Goal 4 329,669.09 Total 405,907.09

The Single Plan for Student Achievement 40 of 42 12/19/17 School Site Council Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows:

Name of Members Principal Classroom Teacher Other School Staff Parent or Community Member Secondary Students

Kurt Kollmann X Jannette McAuley (non-voting member) Annette Garcia X Julia Robertson X Stacey Hughes X Paul Chambers X Erin Smith X Andrew Calzadillas X Andrea DeLeon X Del Camara X Tammie Meyer X Anica Martinez X Susan Mikkelsen X Stephanie Cowperwaithe X Leslie Ferris X Carol Tippett X Ethan Kolb X Alyssa Lordeo X Emilie Zuzlewski X Cassandra Valdez X Rushad Ahmed X Numbers of members of each category: 1 6 3 5 5

At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.

The Single Plan for Student Achievement 41 of 42 12/19/17 Recommendations and Assurances

The school site council (SSC) recommends this school plan and Proposed Expenditure(s)s to the district governing board for approval and assures the board of the following:

1. The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.

2. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.

3. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):

State Compensatory Education Advisory Committee Signature English Learner Advisory Committee Signature Special Education Advisory Committee Signature Gifted and Talented Education Program Advisory Committee Signature District/School Liaison Team for schools in Program Improvement Signature Compensatory Education Advisory Committee Signature Departmental Advisory Committee (secondary) Signature Other committees established by the school or district (list): Safety, Instructional Leadership Team Signature

4. The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

5. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This SPSA was adopted by the SSC at a public meeting on This SPSA will be voted on the SSC at a public meeting on October 19, 2017 and revised according to their instructions..

Attested:

Kurt Kollmann Typed Name of School Principal Signature of School Principal Date

Rushad Ahmed Typed Name of SSC Chairperson Signature of SSC Chairperson Date

The Single Plan for Student Achievement 42 of 42 12/19/17