CKM Site Plan

2005-2006

School Site Plan
For
C. K. McClatchy
School Plan 2005-2006
Checklist for NCLB Compliance/Plan Completion

Check P those that apply: ¨ Schoolwide Title 1 ¨ Targeted Assistance Title I ¨ Program Improvement: Year___

*Does the Plan include*…				*Page #(s*)
	Comprehensive Schoolwide Needs Assessment that… Involves all stakeholders and addresses each focus area Includes findings formatted into statements that are based on data		Identifies possible reasons (within school control) Lists clear needs identified to address each finding
	Goal Statements that… are specific and quantifiable and based on multiple measures. include AYP goals
	Action Plan/School Reform Strategies that... Address each need statement from needs assessment Provide opportunities for all children to meet State’s proficient and advanced levels of student academic achievement Use effective methods and instructional strategies based on scientifically based research that: Strengthen the core academic program Increase the amount and quality of learning time and helps provide an enriched and accelerated curriculum Include strategies for meeting the educational needs of historically underserved populations Address how school will determine if such needs have been met (monitoring and evidence of success) Include strategies to provide access for all students to the school library Identify a process for ongoing school library collection development so students will have access to up-to-date, relevant resources Provide instruction by highly qualified teachers Include professional development for teachers, principal, paraprofessionals, parents and others Increase parent involvement Involve teachers in making decisions regarding academic assessments and instruction to improve student achievement Include activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards are provided effective, timely additional assistance Coordinate and integrate local and federal programs (Budget Resource Page) Involve administrator, school staff, and parents who represent students to be served under the plan and other community or district personnel, in the development of the plan.
	Data Summary Pages
	Addendum Pages School-Based Coordinated Program Recommendations and Assurances	Allocation of Resources School Site Council Roster

Just For The Kids
Best Practice Framework

MAJOR THEMES	DISTRICT	SCHOOL	CLASSROOM	Local Influences, Relationships, Communication
What is Taught and Learned CURRICULUM AND ACADEMIC GOALS	Define and Unpack Specific Academic Objectives by Grade and Subject	Focus School Plan on Explicit Improvement of Performance on Academic Objectives	Ensure Teaching Content is based on Specified Academic Objectives		Resource Allocation
						Organizational Knowledge
							Core Beliefs about Teaching and Learning
Selecting/Developing People STAFF SELECTIONS AND CAPACITY BUILDING	Provide Strong Instructional Leaders, HQ Teachers, and Aligned PD	Select, Develop, And Allocate Staff Based on Student Learning	Collaborate in Grade/Subject Level Teams Focused on Student Work
The Right “Stuff”-Time and Tools INSTRUCTIONAL PROGRAMS, PRACTICES AND ARRANGEMENTS	Provide Scientifically Based, Evidence-Based Instructional Programs	Ensure the Use of Scientifically Based, Evidence-Based Programs, Practices and Arrangements in Every Classroom	Use Scientifically Base, Evidence-Based Programs, Practices, and Arrangements
Knowing the Numbers COMPILATION, ANALYSIS, AND USE OF DATA	Develop Student Assessment and Data Monitoring Systems: Monitor School Performance	Monitor Teacher Performance and Student Learning	Monitor Student Learning
Assuring ALL Children Learn RECOGNITION, INTERVENTION, AND ADJUSTMENT	Recognize, Intervene, or Adjust Based on School Performance	Recognize, Intervene, or Adjust Based on Teacher and Student Performance	Recognize, Intervene, or Adjust Based on Student Performance

Focus Area: English Language Arts Reading, Writing and English Language Development School Wide Needs Assessment

Finding (Evidence)	Data Source	Possible Reason for Finding	Need Based on Finding
22.3 % of African American, 25.4 % of Hispanic, and 5.0 % of English Learners scored at a level of Prof. or above on the 2004 CST ELA	CST 2004 CAHSEE 2004 AYP 2004 SASI	Standards-based instruction in some classrooms may be limited or not universally implemented	There is a need for students and staff to internalize grade level standards
An achievement gap of 49.2% exists among White (81%) and African American (31.8%) student populations scoring at “Proficient” in 2004 AYP ELA		There may be limited home-school communication with students and families with different cultures and/or language backgrounds	There is a need to continue working with our parent advisors and have staff available to communicate with non-English speaking parents There is a need for teachers to increase communication with families on lack of achievement towards standards
73.4% of English Language Learners were deemed not proficient in 2004 AYP ELA		Faculty, staff, and administration may not be using the results of data to guide decisions and actions	There is a need to foster a data-driven culture school wide There is a need for teachers to be provided data and trained on how to interpret the findings
68.2% of African American and 62.7% of Hispanic students were deemed not proficient in 2004 AYP ELA		Teacher expectations for engagement and student work may be too low	There is a need for teachers to raise expectations for student engagement and student work There is a need to provide teachers with structured engagement strategy training
An achievement gap of 22% exists between African American and White students in passing the CAHSEE ELA		Student progress may not be monitored by teachers and support staff appropriately throughout the school year to provide timely feedback and opportunity for improvement	There is a need for teachers to provide timely and constructive feedback to allow students the opportunity to improve
An achievement gap of 20% exists between Hispanic students and White students in passing the CAHSEE ELA		Assessments school wide for a given content area may be lacking in consistency in areas such as level of difficulty, grading, and alignment to the State Content Standards.	There is a need to have consistent assessment school wide across a content area. There is a need to be consistent in the manner in which student work is evaluated across content areas There is a need for common finals and grading rubrics
An achievement gap of 48% exists between English Learners and White students in passing the CAHSEE ELA		Classrooms vary in the amount of effective vocabulary and writing instruction	There is a need for all classes to provide strong language and vocabulary instruction for all students
An achievement gap of 44.9 % exists between African American and White students scoring Proficient or above on the 2004 CST ELA		Students are under-prepared to achieve grade-level content standards	There is a need to provide targeted interventions to support students’ mastery of content standards
33.5 % of McClatchy students tested scored Below Basic or Far Below Basic on 2004 CST ELA		Staff may not be familiar with techniques to scaffold instruction to meet the different academic needs of all students	There is a need to provide staff development and training in cultural proficiency, awareness and understanding There is a need to provide staff development that builds teachers’ toolkit of resources to teach to different learning modalities
48 % of Hispanic students scored Below Basic or Far Below Basic on 2004 CST ELA		Instructional strategies and lesson design may not address the various learning modalities of all students	There is a need to provide ongoing staff development in the areas of structured lesson design to include activities that target multiple intelligences
51% of African American students scored Below Basic or Far Below Basic on the 2004 CST ELA		Some classrooms may not utilize instructional time efficiently	There is a need for a school-wide culture of daily continuous learning.
68% of English Language Learners scored Below Basic or Far Below Basic on the 2004 CST ELA		Classroom instructional time may be interrupted by organizational and behavioral issues	There is a need to limit interruptions to instructional time There is a need to train teachers on positive classroom management strategies There is a need to provide support and interventions for students with behavioral problems
14% of ELL 12^th grade students are UC/CSU eligible 2004-2005		Inadequate time spent during CPT to articulate instructional strategies and to discuss needs of individual students	There is a need for Teacher Leaders to allot substantial time for instructional planning and student reviews
1% of ELL students scored at the Adv/Prof levels in ELA in 2004 vs. 26% English only.		Administrators may not provide sufficient instructional feedback on classroom visits	There is a need for administrators to increase the amount of instructional feedback for teachers There is a need for administrators to provide “Just-In-Time-Strategy” trainings for teachers based on data collected from instructional visits
		There may be inadequate academic counseling support for some students	There is a need for all faculty and staff to provide students equal access to information regarding academics, college and career opportunities
		Classrooms vary in the variety of strategies used to support English Learners and under prepared students	There is a need to train teachers on differentiated instruction and vocabulary development strategies
		All students may not be receiving instruction that is rigorous, relevant, and standards driven.	There is a need to provide all students with rigorous, relevant, and standards-driven instruction
		Some students feel stigmatized by their placement and perceived “labels”	There is a need for teachers to ensure rigorous, standards-based instruction that ensures all students can achieve grade-level material
		English Learners come with varying learning needs	There is a need to ensure Master Schedule maximizes support to EL There is a need to appropriately place EL students There is a need to increase supportive services for the varying needs of EL
		It takes up to five years for ELL to catch up with curricular requirements and language proficiency	There is a need to maximize support, motivation, monitoring academic progress of ELL students
		Faculty and staff may need to participate in more professional development opportunities to more effectively meet the needs of school’s diverse population	There is a need for ongoing training and professional development activities including conferences and workshops that help teachers meet the needs of diverse learners
		There may be inadequate supplemental programs targeting underperforming groups	There is a need to continue to support targeted interventions for underperforming groups
		All stakeholders may not be assuming collective responsibility for student achievement	There is a need for a strong collective responsibility for student achievement There is a need for increased collaboration between the home, school, and community sectors.
		Increased parent involvement may be needed to improve student achievement	There is a need to increase parent involvement to improve student achievement
		Student attendance issues may impede learning	There is a need to increase interventions for students with attendance issues
		Some students may benefit by smaller and more personalized learning environment	There is a need to further develop our SLC’s to better provide our students with smaller, more personalized learning environments.
		Some students may benefit by additional support services and safety nets (Novanet Program)	There is an ongoing need to provide students support services and safety nets (Novanet Program) There is a need for faculty and staff to identify students in need of support services and safety nets
		Students of some ethnic minorities may not be enrolling in upper level courses	There is a need for increased representation of ethnic minority students in upper lever courses
		Not all staff may feel ownership of the action plan in the School Site Plan	There is a need for all staff to have ownership of the action plan outlined in the School Site Plan
		There may be insufficient support staff to provide timely performance data to teachers and administrators	There is a need to hire an office technician, one clerical staff, and a part time computer technician as support staff
		Students may not have access to help from resource teachers	There is a need to hire a bilingual resource teacher
		Students are scheduled into the wrong classes	There is a need to hire additional support staff and counselors to assist in scheduling students into the correct ELA and math classes
		There may be insufficient text books and staff to manage the book room	There is a need to hire a bookroom clerk
		There may be insufficient counselors to give students academic advise, especially for our ELD students	There is a need to hire more counselors
		ELL, Hispanic, and African American students are not programmed into support classes	ELL, Hispanic, and African American students need special support classes during the day and after school
		Insufficient staff and resource teacher to teach classes and support students in testing, programming, and academic advice.	There is a need to hire additional teachers and resource teachers to better teach and support students
		Possible lack of supplementary instructional and supply materials for teachers to teach and duplication needs of teachers	There is a need to ensure adequate supplemental materials and supplies for teachers and to meet duplication needs
		There may be insufficient staff to coordinate SLC needs	Need to have a coordinator such as a School Improvement Facilitator to oversee SLC needs
		Students may benefit by additional remediation to help in passing the English portion of the CAHSEE	There is a need to implement an ELA remediation program to assist students in passing the CAHSEE
Library collection contains 8.2 books/student- National Average is 22 books per student	CDE Online School Library Survey Results
Average age of non-fiction library books is 1990 copywrite	CDE Online School Library Survey Results	Library may need additional instructional materials or equipment to support core instruction	There is a need to purchase current and up-to-date library resources in a variety of formats and to provide library support services
Library periodical Collection contains 26 titles- 50 recommended	Standards and Guidelines for Strong School Libraries	Library may need additional new, up-to-date materials to reflect current information.	There is a need to purchase print and non-print materials to support core instruction in the library
Library has 6 online databases- 20 recommended	Standards and Guidelines for Strong School Libraries
Technology Resource Center can accommodate only 22 students- space and equipment for 35 students and teachers needed	Class size data	Students may need 1 to 1 computer access in TRC with teacher supervision and direct instruction when preparing reports and presentations	There is a need to expand the TRC to provide room enough to accommodate students and equipment for a class of 35 students and 1 teacher.
74% of Core Subject teachers have met NCLB “Highly Qualified Teacher” certification 82% of paraprofessionals have met NCLB Qualifications	District HQT Data	Teacher and aides may not have met the NCLB requirements
	District NCLB Paraprofessional data


Focus Area: English Language Arts Reading, Writing and English Language Development Academic and Curriculum Goals

Academic Goals
Schoolwide Achievement Goals (Reading, Writing, ELD)	Meeting AYP: An increase of 5% of our students, schoolwide, will move into the proficient and advanced levels in English Language Arts, as measured by the California Standards Test between 2004 to Spring 2006 (i.e. positive movement from 53.6% to 58.6%).
	NCLB Teacher and Paraprofessional Qualifications: 100% of teachers in core academic subjects will be certified as a NCLB Highly Qualified Teacher by June 2006. 100 % of paraprofessionals will meet NCLB qualifications by June 2006.

	At least 5% of all students will demonstrate an increase in academic achievement within their individual proficiency levels, as measured by the California Standards Test by Spring 2006
	All students will demonstrate an improvement in writing strategies based on samples taken from their step-up-to-writing curriculum by spring, 2006.
Closing the Achievement Gap Goals (Subgroups)	Meeting AYP: 24.4% of all significant subgroups will be at proficient and advanced levels in English Language Arts, as measured by the California Standards Test by Spring 2006.
Closing the Achievement Gap Goals (Subgroups)	At least 5% of all students within significant subgroups will demonstrate an increase in academic achievement within their individual proficiency levels, as measured by the California Standards Test by Spring 2006
	Narrow the achievement gap at the proficient and advanced levels in ELA between African American/Hispanic students and White/Asian students by 5% as measured by the California Standards Test by Spring 2006
	All students within the significant subgroups will demonstrate academic gains as evidenced by teacher tests by Spring of 2006.
	All students within the significant subgroups will demonstrate an improvement in writing strategies based on samples taken from their Step Up to Writing Curriculum by Spring 2006
Curriculum Goals
Implementation Goals	At least 90% of students will access materials in the school library as a means toward addressing the ELA standards for literature response and analysis, and reading and responding to a wide variety of children’s literature, as shown by circulation statistics.
	80% of teachers will demonstrate expertise in the motivational framework in their classrooms and apply and connect it to the core curriculum as evidenced by SP data, lesson plans, meeting agendas, and administrator observations.
	All components of the ELA curriculum will be fully implemented in each classroom based on evidence gathered through curriculum schedules, lesson plans, and principal observations. These components include: Holt Standards, Standards Plus, Visions, and Step Up to Writing.
	80 % of 9^th/10^th grade teachers will implement Standards Plus in the classrooms as evidenced by lesson plans and administrator observations.

Focus Area: Mathematics School Wide Needs Assessment

Finding (Evidence)	Data Source	Possible Reason for Finding	Need Based on Finding
An achievement gap of 41.8 % exists among White (67.9 %) and African American (26.1 %) student populations scoring at “Proficient” in 2004 AYP total math:	AYP 2004 CAHSEE CST 2004 (District HQT Data) (District NCLB Paraprofessional data)	Students may not possess effective study skills, and may not be able to do homework after school	There is a need to provide books for students to utilize at home There is a need for all teachers to incorporate study skills into their instruction
73.9 % of African American students were deemed not proficient in 2004 AYP Math		Faculty and staff may need to participate in additional professional development opportunities to more effectively meet the needs of school’s diverse population Teachers and aides may not have adequate training to meet NCLB requirements and meet the needs of all learners	There is a need for ongoing training and professional development activities including conferences and workshops that help teachers meet the needs of diverse learners
5.9 % of African American, 8.2 % of Hispanic, and 8.0 % of English Learners scored at a level of Proficient or above on the 2004 CST total Math		There may be limited home-school communication with students and families with different cultures and/or language backgrounds	There is a need to continue working with our parent advisors and have staff available to communicate with non-English speaking parents There is a need for teachers to increase communication with families on lack of achievement towards standards
An achievement gap of 19.6 % exists between African American and White students scoring Proficient or above on the 2004 CST total math.		Increased parent involvement may be needed to improve student achievement and homework completion	There is a need to increase parent involvement to improve student achievement and to monitor homework completion
75 % of McClatchy Algebra I students tested scored Below Basic or Far Below Basic on 2004 CST		Administrators may not provide sufficient instructional feedback on classroom visits	There is a need for administrators to increase the amount of instructional feedback for teachers There is a need for administrators to provide “Just-In-Time-Strategy” trainings for teachers based on data collected from instructional visits
84 % of Hispanic Algebra I students scored Below Basic or Far Below Basic on 2004 CST		Students are under-prepared to achieve grade-level content standards	There is a need to provide targeted interventions to support students’ mastery of content standards There is a need to implement requirements for students to achieve mastery of grade-level content before advancing to the next grade.
Students scoring BB or FBB on 2004 CST Algebra I All Students 75% Asian 66% White 61% Hispanic 84% African Amer. 79% English Learner 80%		Instructional strategies and lesson design may not address the various learning modalities of all students	There is a need to provide ongoing staff development in the areas of structured lesson design to include activities that target multiple learning styles
Students scoring BB or FBB on 2004 CST Geometry All Students 37% African Amer. 36% Asian 42% White 27% Hispanic 44% English Learner 66%		Some students feel stigmatized by their placement and perceived “labels”	There is a need for teachers to ensure rigorous, standards-based instruction that ensures all students can achieve grade-level material
Students scoring BB or FBB on 2004 CST Algebra II All Students 30% Asian 25% White 28% Hispanic 25% African Amer. 69% English Learner 45%		Classroom instructional time may be interrupted by organizational and behavioral issues There may be a lack of articulation with feeder middle school teachers.	There is a need to limit interruptions to instructional time There is a need to train teachers on positive classroom management strategies Develop ongoing articulation with middle school teachers
14% of ELL 12^th grade students are UC/CSU eligible 2004-2005		Student attendance issues may impede learning	There is a need to increase interventions for students with attendance issues
1% of ELL students scored at the Adv/Prof levels in ELA in 2004 vs. 26% English only.		Limited specific supplemental programs targeting underperforming groups	There is a need to continue to support targeted interventions for underperforming groups
Grade Level 74% of Core Subject teachers have met NCLB “Highly Qualified Teacher” certification		Student behavior issues may impede learning	There is a need to provide support and interventions for students with behavioral problems
82% of paraprofessionals have met NCLB Qualifications		Not sufficient staff to coordinate SLC needs	Need to have a coordinator such as a School Improvement Facilitator to oversee SLC needs
		Resources for academic counseling support may be inequitably distributed among student populations.	There is a need for all faculty and staff to provide students equal access to information regarding academics, college and career opportunities
		Students may benefit by additional remediation to help in passing the math portion of the CAHSEE	There is a need to implement a math remediation program to assist students in passing the CAHSEE There is a need to increase educational opportunities for students in 0/7 periods.
		There may be insufficient support staff to provide timely performance data to teachers and administrators	There is a need to hire an office technician, one clerical staff, and a part time computer technician as support staff
		Students do not have access to help from resource teachers	There is a need to hire a bilingual resource teacher
		Students are scheduled into the wrong classes	There is a need to hire additional support staff and counselors to assist in scheduling students into the correct ELA and math classes
		There may be insufficient text books and staff to manage the book room	There is a need to hire a bookroom clerk
		Some students may benefit by smaller and more personalized learning environment	There is a need to further develop our SLC’s to better provide our students with smaller, more personalized learning environments.
		Some students may benefit by additional support services and safety nets	There is an ongoing need to provide students support services and safety nets There is a need for faculty and staff to identify students in need of support services and safety nets
		Some students may not be receiving curriculum that facilitate entering the “world of work” and post-secondary education.	There is a need to continue to develop student pathways to the “world of work” and post secondary education
		All students may not be receiving instruction that is rigorous, relevant, and standards driven.	There is a need to provide all students with rigorous, relevant, and standards-driven instruction
		Some classrooms may not utilize instructional time efficiently	There is a need for a school-wide culture of daily continuous learning.
		All stakeholders including administration, faculty, staff, students parents and the public and private sector may not be assuming collective responsibility for student achievement	There is a need for a strong collective responsibility for student achievement There is a need for increased collaboration between the home, school, and community sectors.
		Not all staff may feel ownership of the action plan in the School Site Plan	There is a need for all staff to have ownership of the action plan outlined in the School Site Plan
		Faculty, staff, and administration may not be using the results of data to guide decisions and actions	There is a need to foster a data-driven culture school wide
		Not all instruction may be aligned to State Content Standards	There is a need to ensure that instruction is aligned to the State Content Standards
		Assessments school wide for a given content area may be lacking in consistency in areas such as level of difficulty, grading, and alignment to the State Content Standards.	There is a need to have consistent assessment school wide across a content area. There is a need for common finals and grading rubrics
		not enough students of some ethnic minority are enrolling in upper level courses	There is a need for increased representation of ethnic minority students in upper lever courses
		Insufficient counselors to give students academic advise, especially for our ELD students	There is a need to hire more counselors
		ELL, Hispanic, and African American students are not programmed into support classes	ELL, Hispanic, and African American students need special support classes during the day and after school
		Insufficient staff and resource teacher to teach classes and support students in testing, programming, and academic advice.	There is a need to hire additional teachers and resource teachers to better teach and support students
		Possible lack of supplementary instructional and supply materials for teachers to teach and duplication needs of teachers	There is a need to ensure adequate supplemental materials and supplies for teachers and to meet duplication needs

Focus Area: Mathematics Academic and Curriculum Goals
Academic Goals
Schoolwide Achievement Goals	Meeting AYP: 26.5 of the students, schoolwide, will be at proficient and advanced levels in Mathematics, as measured by the California Standards Test by Spring 2005.
	NCLB Teacher and Paraprofessional Qualifications: 100% of teachers in core academic subjects will be certified as an NCLB Highly Qualified Teacher by June 2006. 100 % of paraprofessionals will meet NCLB qualifications by June 2006.
	At least 25% of all students will demonstrate an increase in academic achievement within their individual proficiency levels, as measured by the California Standards Test, by Spring 2006
Closing the Achievement Gap Goals (Subgroups)	Meeting AYP: 26.5 of all significant subgroups will be at proficient and advanced levels in mathematics, as measured by the California Standards Test by Spring 2005.
Closing the Achievement Gap Goals (Subgroups)	At least 5 % of all students within the significant subgroups will demonstrate an increase in academic achievement within their individual proficiency levels, as measured by the California Standards Test, by Spring 2006
	Narrow the achievement gap at the proficient and advanced levels in total mathematics between African American/Hispanic students and White/Asian students by 5 % as measured by the California Standards Test by Spring 2006
	All students within the significant subgroups will demonstrate academic gains as evidenced by teacher tests by Spring of 2006
Curriculum Goals
Implementation Goals	All components of the Mathematics curriculum will be fully implemented in each classroom based on evidence gathered through curriculum schedules, lesson plans, and principal observations. These components would include: department adopted benchmark tests and lessons.
	Implement and teach a standards Based Curriculum in all math subjects
	Integrate “Standards Plus” as a supplementary curriculum in Algebra I

Focus Area: School Climate Parent Engagement, Family Support and Learning Environment School Wide Needs Assessment

Finding (Evidence)	Data Source	Possible Reason for Finding	Need Based on Finding
22% of students do not feel safe on campus vs. 10% in the classroom. 55% say bullying takes place	District SLC survey Fall 2004	Occasional fights (and crowding in hallways) Absence/shortage of adult presence in halls	Increased teacher presence in hallways during passing period Increase campus monitor presence More “education” regarding bullying, conflict management
30% of students do not feel there is an adult to turn to	District SLC survey Fall 2004	Only 4 counselors per 2,300 students Lack of information regarding support services available	There is a need to improve efforts in making students aware of available student services and how to access these services Create intervention/assessment tools for @ SLC to identify students needing assistance
In new SLCs approximately 45% of students participate in extracurricular activities In HISP, approximately 80% participate in extracurriculars Only 40% work with a counselor or advisor	District SLC survey Fall 2004 SLC survey Fall 2004	Students have jobs Students don’t know about opportunities Parents have concerns about students arriving home too late Students are ineligible for athletics Lack of student interest College bound students and parents value extracurricular activities Students don’t all need counseling	Greater efforts at including all kids in areas of their interests. Educating parents about the importance of extracurricular activities for their students There is a need to increase time spent in the classroom by counselors There is a need to sustain ILP’s There is a need to increase referrals by SLC (Intervention) There is a need to develop strategies to foster an increased sense of connectedness in students
Approximately 50 students participate in Student Government	Class enrollment	Students unaware of purpose of counselors	There is a need for more SLC specific events, newsletters, field trips, courses There is a need for a summer bridge programs for incoming 9^th graders There is a need for each SLC to identify four students for Youth Congress
58 students participate in the Spirit Program	Sign-in Sheets	School administration actively recruited a large, diverse student group	Need to continue and expand SPIRIT Program
2 students sit on the School Site Council	Sign-in Sheets	Bylaws require two student members	Need to continue recruiting and to sustain student participation in School Site Council
2 students sit on the Shared Decision Making Council	Sign-in Sheets	Bylaws require two students members	Need to continue recruiting student members for SDMC
4 students on the SAC	Election results	Each school is invited to have four members	Need to create a forum for all student groups to come together with administration and faculty to discuss campus issues
8 Youth Congress Members	Sign-in sheets	Not all SLCs have been recruiting members at this date for Youth Congress	Each SLC needs to identify and recruit 4 students to Youth Congress, one student from each SLC
40% of students in 4 new SLCs feel a sense of connection to their SLC	District survey Fall 2004	Newness of SLC Lack of information disseminated regarding SLC activities and purpose	Teacher Leaders with teacher teams need to create a format for Student Advisory Boards for each SLC
No SLC has a formalized student – advisory board Only 50% indicate they can voice opinion/opportunity	SIF/Teacher Leaders District survey Fall 2004	Newness of SLCs Lack of opportunity and structure	Create alternative vehicles for leadership, i.e., peer court and expanded Youth Congress
1 of 5 SLC’s has an active parent group	SLC T.L.	New SLCs: young	Each SLC needs to initiate parent participation groups
Approximately 350 families actively participated in support of school programs Parents actively participate in the following school organizations: HISP Boosters- 100 active families Athletic Boosters- 300 families through 17 sports Choir/Band Boosters- 50 parents ELAC 20 Parents PTA-Minimal parent participation and event specific Counseling Office- approximately 18 parent volunteers SB813 counseling sessions	Faculty Survey HISP volunteer forms Booster sign-in sheets Volunteer time sheets SB813 counseling log	Lack of relevant opportunity for parent participation on campus Lack of knowledge about how important parent participation remains through their child’s high school years Students discourage parent participation Parents participate in several activities of interest	There is a need to create opportunities that are relevant for parent participation There is a need to increase the school’s parent outreach efforts There is a need to increased communication and dialogue between teachers and parents There is a need to provide a parent component to the SLC Summer Bridge Continued and improve data collection on parent participation

Focus Area: School Climate Parent Engagement, Family Support and Learning Environment Goals

Goals
Schoolwide Goals	Increase to 500 the number of parents involved with campus activities
	Increase school safety
	Students feels connected to their campus and Small Learning Community
	60% of students participate in extracurricular activities
	More students access school support services
	Parents will be educated/aware of opportunities to support their students education
	Each SLC will have an active Parent Booster Group
Closing the Achievement Gap Goals (Subgroups)	Increase parent participation and involvement from all ethnic groups

Focus Area: School Climate Interventions School Wide Needs Assessment
Finding (Evidence)	Data Source	Possible Reason for Finding	Need Based on Finding
Mental Health YTD 156 students have received 12,560 minutes of counseling with School Counseling and Social Work Interns through Healthy Start	Village Project Services Summary of Interventions through Healthy Start Program	Students in need of mental health services utilize many hours of services each year Many of the hours utilized are spent in identification of need.	Create and communicate a more efficient and thorough student referral process
YTD 75 students have been referred through County Access for long-term intensive mental health services through CKM on-site community partner Catholic Healthcare West (CHW).	Access referral service records in Healthy Start.	CKM students are facing multiple internal and external stressors, which limit coping skills, affect mood and interfere with academic achievement.	Create better access to long-term, intensive mental health services
YTD 30 students have received intensive mental health services through CHW,	CHW mental health service records in Healthy Start.	The acute mental health symptoms CKM students qualified for CHW services on or off site experience impede their ability to fully participate in their learning.	Increase access to funding for mental health services.
YTD 142 students have received mental health related intervention services from School Nurse (i.e. date rape, self-harm, homelessness	School Nurse Medi-Cal records-in sheets	The degree of trauma CKM students who experience these events adversely impacts school attendance and academic achievement.	Create better access to long-term, intensive mental health services.
YTD 9 students have been referred for inpatient mental health services	Referral summaries through Healthy Start	Students requiring intensive mental health services require specialized services and long term monitoring.	Increase coordination with Special Education services

Focus Area: School Climate Interventions School Wide Needs Assessment
Finding (Evidence)		Data Source		Possible Reason for Finding		Need Based on Finding
Academic Support (Health related) YTD 575 students rec’d Hearing Screenings, 34 students referred for add’l follow up. 11 of the 34 seen by physicians, 2 with resulting surgery.	School Nurse referral records and screening records		There may be a lack of knowledge of hearing loss related to environmental factors (i.e. loud music, headphones) and inadequate medical care,		There is a need to continue to maintain access to ongoing hearing screening based on current Federal mandates.
YTD 32 students have been tested for TB for ROP placement	School Nurse records		There may be insufficient funding and access for screening services		There is a need to secure continued access to funding for serum and needles
YTD 496 students received vision screening, 35 identified as needing glasses/corrective measures, 10 vouchers issued for eye exams and glasses.	School Nurse referral and screening records.		There may be inadequate access to ophthalmic services There may be insufficient support staff to coordinate the delivery of health services.		There is a need to secure continued access to ongoing screening and increased availability to funding for vision services. There is an ongoing need to fund a full-time Nurse
YTD 8 pregnant students serviced in collaboration w/ Sacto. Pub. Health Dept .	School Nurse referral and service records		Pregnant students in need of pre-natal care and support to remain in school and prevent subsequent pregnancies.		Continued to deliver abstinence education and ongoing access to appropriate medical care.
YTD 3 students have attended orientation at Charles Jones Skills Center for Medical Assisting training.	School Nurse referral records		Students in need of alternative post-graduation job training access community-based programs.		Expand collaboration with local technical and vocational training programs.

Focus Area: School Climate Interventions School Wide Needs Assessment

Finding (Evidence)	Data Source	Possible Reason for Finding	Need Based on Finding
Academic Support (Health related) YTD 5 students have been identified as diabetic YTD, 8 students have been identified as having seizure disorders.	School Nurse referral records and screening records	Lack of knowledge of the need for ongoing care for chronic conditions and inadequate medical care,	Secure continued access to on-sited care for chronic illnesses.
380 students received Sexual Harassment Prevention training	Student pre-and post test records	Students at CKM are in need of additional and consistent training in the area of sexual harassment and hostile school environment Staff at CKM may be in need of additional consistent training in how to identify and prevent harassment and bullying	There is a need to provide students ongoing and accessible training and increased awareness of appropriate conduct. There is a need to provide staff additional staff development in identifying and preventing harassment and bullying
YTD, 8 students have been identified as in need of sports physicals.	School Nurse records	Lack of funding and access for screening services	Secure continued access to on-site screening for participation in sports

Focus Area: School Climate Interventions School Wide Needs Assessment

Finding (Evidence)	Data Source	Possible Reason for Finding	Need Based on Finding
Academic Support YTD 174 student have received 30,560 minutes of academic support services through Healthy Start	Village Project Services Summary of Interventions through Healthy Start Program	Students in need of academic support services utilize many hours of services each year Many of the hours utilized are spent in identification of need Insufficient support staff to coordinate academic, family, and mental health services	Develop and implement a student referral process more integrated with learning and classroom management Full-time Healthy Start Coordinator
YTD 26 students have participated in Violence Prevention Training and mentored 32 5^th/6^th grade students at Bret Harte Elementary School through People Reaching Out (PRO)	PRO service records and Independent Study class records.	Students in need of consistent, ongoing tutoring school involvement services utilize many hours of services each year	Develop and implement more integrated and systematic system of referral
YTD 87 students have participated in after-school tutoring services through Youth Works	Youth Works Service records provided to Healthy Start	Students in need of consistent, ongoing tutoring school involvement services utilize many hours of services each year	Develop and implement a more efficient and integrated system of referral for tutoring and academic support.
YTD 43 students have been referred for SST services, 28 have participated in SST meetings.	Healthy Start SST service records.	Students and families in need of specialized services access SST services often and could benefit from intervention services early in the school year.	Develop and implement an expanded system of referrals for SST’s to identify student support need earlier.
YTD 4 students have been referred for services related to 504 accommodation plans.	Healthy Start records and Nurse records	Students and families in need of academic accommodations access 504 services	Develop and implement a streamlined, organized referral system for 504 accommodation plan requests.

Focus Area: School Climate Interventions Goals
Goals
Schoolwide Goals	Reduce the amount of lost class time due to unmet mental health, medical and family support needs.
	Reduce the number of school days missed due to mental health, medical, family and social issues
	Develop and communicate a school-wide student support referral system that integrates and includes classroom management behavioral intervention strategies.
	Increase access to post-high school graduate technical and vocational education training programs. Develop and clearly articulate the progressive intervention process to all stakeholders. Improve academic support for underachieving students Reduce student drop out rate at CKM by 5%.
Closing the Achievement Gap Goals (Subgroups)	Based on test scores, grades, attendance and other measures, close the academic achievement gap for students served by 5%.

Focus Area: School Climate Attendance School Wide Needs Assessment

Finding (Evidence)	Data Source	Possible Reason for Finding	Need Based on Finding
Over 1000 letters are sent each year to CKM students who have 18 unexcused period absences	SASI	Students, with absentee problems, do not feel it is important to come to school	We need to consistently contact parents via phone, letters, and e-mail
Approximately 600 CKM students fail to attend at least one of their classes each day	SASI	Parents are unaware that their children are not attending	We need to engage students, especially Latino and African-Americans, in classroom activities
A disproportionate number of Latino and African-American students are classified as truant since they are 38.8% of CKM students and receive 58.5% attendance third letters	SASI	Some staff members are not placing enough emphasis on the value of attending their classes Limited communication of absentee problems between some teachers and home African-American and Latino students did not experience academic success at school	We need to build class participation into student grades We need to continue and expand teacher/staff monitoring of at-risk student’s attendance.
Attendance Data for 2004-2005:		African-American and Latino students may feel disenfranchised and therefore become unengaged	We need to expand/continue SLC staff and faculty monitoring of student attendance.
Total students who received 3^rd letter =557 (24.7% of 2257) Total African American who received 3^rd letter =45 (18.4% of 245} Total Hispanic who received 3^rd letter =253 (40.1% of 630}	SASI	Lack of personnel to contact parents	We need to focus on contact to African-American and Latino families We need to hire additional part or full time Community Liaison Worker and Outreach worker There is a need to have support staff to work with students and parents on attendance issues

Focus Area: Climate Attendance Goals

Academic Goals
Schoolwide Attendance Goals	To raise attendance from 95+ percent to 96+ percent - based on SASI attendance data. To bring Latino and African-American attendance rates closer to that of all CKM students – based on number of attendance letters sent


Closing the Achievement Gap Goals (Subgroups)	To raise attendance of Hispanic and African Americans by at least 5%

Focus Area: School Climate Discipline School Wide Needs Assessment
Finding (Evidence)		Data Source		Possible Reason for Finding		Need Based on Finding
In a partial year 1,821 behavior referrals were made to administration 469 referrals – 25.7% for disruptive behavior 432 referrals – 24.7% for defiance 628 referrals – 34.4% for tardiness 123 referrals – 6.7% for misc. violations 59 referrals – 3.2% for truancy 53 referrals – 2.9% for profanity 18 referrals - .91% for students off campus 11 referrals –6% for attendance issues 28 referrals – 1.5% for other infractions	Survey of student behavior files		Current classroom management strategies are not effective for those students who exhibit behavior problems Administrative interventions are not successful for those students receiving behavior referrals There is no screening process for student behavior needs A streamlined process does not exist for students to receive interventions outside the classroom		There is a need for a comprehensive early diagnosis process for student behavior issues to reduce repeat referrals There is a need to reduce the number of behavior referrals made to administration by 50% There is a need for teachers who write referrals to utilize more effective behavior management strategies There is a need for teachers who send behavior referrals to be aware of the variety of resources available There is a need for a streamlined behavior referral process to bring interventions to the students There is a need for behavior management interventions to be implemented in the Small Learning Communities prior to administrative referral There is a need to continue to monitor the school environment with campus monitors
YTD 276 of the 698 students (39.5%) assignments to Saturday school have attended	Saturday school log		Parents are not supportive of Saturday school assignments Saturday school is not effective behavior management tool for the majority of students assigned Consequences for not attending Saturday school are not a deterrent for failure to attend		There is a need for implementation of a comprehensive screening process prior to behavior interventions

Focus Area: School Climate Discipline School Wide Needs Assessment
Finding (Evidence)		Data Source		Possible Reason for Finding		Need Based on Finding
YTD students have missed 1202 school days due to suspension	SCUSD Office f Assessment, Research and Evaluation report: violations by school, sex and ethnicity		Interventions which help manage student behaviors are not effective for those students receiving suspensions		There is a need to reduce number of student suspensions by 10%
YTD the cumulative rate of suspension of African American students is 33.7% Current enrollment of African American students is 10.9% of the student population	SCUSD Office f Assessment, Research and Evaluation report: violations by school, sex and ethnicity		African American students may be suspended at a disproportionately high rate		There is a need to reduce suspension rate of African American students by 22.8%
YTD students have served 2.768 hours of in-house suspension	In-house suspension log		Students are assigned in-house suspension in lieu of interventions which are more directly aligned with student needs		There is a need to reduce by 50% the number of hours of in-house suspension There is a need to implement a comprehensive screening process prior to behavior interventions

Focus Area: School Climate Discipline
Goals
Schoolwide Goals	All teachers will use a variety of early classroom intervention strategies to increase student engagement and behavior responsibilities
	All teachers will participate in student behavior review teams within their Small Learning Communities
	Teachers will reduce the number of administrative behavior referrals by 50%
	Reduce student suspensions by 10%
	Reduce suspension of African American students by 22.8% - the proportional differential between the percentage of African American student population and suspension rate.

School Action Plan Instructional Programs, Practices & Arrangements *The Right “Stuff”—Time and Tools*
English Language Arts
Focus Area	Actions to Support Goals	Timeline	Evidence of Success
Schoolwide Actions	Provide access to up-to-date relevant library books and resources.	Sept – June Ongoing	100% of students are borrowing materials from the school library on a regular basis.
	All teachers will provide a content standards based instructional program with high academic expectations for students	Sept – June Ongoing	Literacy rate improved in core subject areas as teachers teach according to standards
	Teachers will learn and apply differentiated instruction to meet the different learning modalities needs of students	Sept – June Ongoing	Observable teacher actions, improved student performance on CST
	Teachers will apply structured engagement, active participation teaching strategies.	Sept – June Ongoing	Observable active participation and student engagement activities in the classroom
	Each LA teacher will plan and implement a vocabulary program and receive training and curriculum support for it.	Sept – June Ongoing	Observable teacher actions, improved student performance on CST
	Teachers will raise student expectations by using higher level questioning techniques under Bloom’s taxonomy.	Sept – June Ongoing	Observable teacher actions, improved student performance on CST
	Create standards based common finals and rubrics and align assessments to the curriculum	Sept – June Ongoing	Common finals and rubrics will be on file in the main office
	Teacher must utilize instructional time fully, and teacher will learn to develop lesson plans that promote bell-to-bell teaching.	Sept – June Ongoing	Observable teacher planning and delivering lessons based on the 8-step model and Bloom’s taxonomy
	Teachers will maximize the amount of time in which they provide direct instruction for their students	Sept – June Ongoing	Observable teacher action
	9^th grade ELA will use the lessons from the “Standards Plus” binders.	Sept – June Ongoing	Teachers using “Standards Plus” lesson plan in the classroom
	All ELA teachers will provide timely and constructive feedback on students tests, papers, homework, projects, etc.	Sept – June Ongoing	Results of student surveys
	Teachers will learn and apply positive classroom management strategies	Sept – June Ongoing	Positive classroom management will result in fewer behavioral referrals
	All administrators, teachers, counselors, and support staff will take an active role to reduce student absenteeism by calling home and counseling students	Sept – June Ongoing	Student absenteeism declines by at least 10%
	Teachers will use progressive discipline strategy as part of classroom management	Sept – June Ongoing	Progressive discipline strategies will result in fewer behavioral referrals
	Hire additional support staff that includes an office technician, clerical staff, and a part-time computer technician	Sept – June Ongoing	Support staff will meet the instructional needs of the teacher
	Hire a bilingual resource teacher	Sept – June Ongoing	Improved test scores on the CELDT test
	Hire support staff and counselor to schedule students in the proper ELA and math classes	Sept – June Ongoing	Students are placed by counselors in classes that meet graduation requirements
	Hire a bookroom clerk	Sept – June Ongoing	An organized book room with high accountability of students on books lost
	Will purchase additional textbooks as needed	Sept – June Ongoing	All students have sufficient text books
	Will hire more counselors	Sept – June Ongoing	Counselors provide counseling that leads to increased student success academically and emotionally
	Will implement special support classes to serve EL, Hispanic, and African American students	Sept – June Ongoing	Scores on the CST will reflect a narrowing of the “achievement gap”
	Will hire additional teachers and resource teachers to teach and support students	Sept – June Ongoing	Additional assistance for students will decrease the teacher to student ratio and result in improved academic achievement
	Will purchase additional supplemental instructional materials and supplies for teachers and provide for duplication needs	Sept – June Ongoing	Instructional needs of teachers will be met
	Will have a coordinator to oversee the needs of SLC’s such as a School Improvement Facilitator	Sept – June Ongoing	Well organized program of small learning communities coordinated by School Improvement Facilitator
	Will implement CAHSEE remediation program	Sept – June Ongoing	More students passing the CAHSEE
	Provide access to up-to-date relevant library books and resources	Sept – June Ongoing	Students are borrowing from the school library on a regular basis, Athena circulation reports, annual reports
	The library book to student ratio will be increased to 20 – 1 where currently the collection has a ratio of 8.2 books per student	Sept – June Ongoing	New books are added to the collection on a regular basis
	Technology in the library will be updated and increased to support instruction	Sept – June Ongoing	Students are accessing the on-line subscription databases and periodical resources on a regular- sign-in logs, reports, lesson plans, observations, inventory
Closing the Achievement Gap Actions (Subgroups)	EL students will be placed appropriately in ELD classes.	Sept – June Ongoing	EL students receiving instruction at the appropriate level and as a result achieve good grades
	An adequate number of EL classes with staffing reserved will be reflected in the master schedule.	Sept – June Ongoing	EL students receiving adequate instruction to meet individual students’ needs and as a result achieve good grades
	Tutorial services for EL students after school will be in place at least 3 times a week	Sept – June Ongoing	Tutorial services log shows students who received services improve in their course grades
	Attendance caller will focus on African American, Hispanic, and S.E. Asian students notifying parents of absences.	Sept – June Ongoing	Attendance improves for African American, Hispanic, and S. E. Asian students
	Continue Novanet Program for students who scored below the proficiency level in math, English, and other content areas	Sept – June Ongoing	Students in NovaNet score will in the Basic Achievement Skills Inventory (BASI)

School Action Plan Instructional Programs, Practices & Arrangements *The Right “Stuff”—Time and Tools*
Mathematics
Focus Area	Actions to Support Goals	Timeline	Evidence of Success
Schoolwide Actions	Math teachers will provide rigorous standards based instruction to insure students achieve grade-level competency in math	Sept – June Ongoing	Increased number of students passing the math benchmarks tests as a result of standards based instruction
	Every student will receive a textbook in his/her math class	Sept, Oct	All students will receive a textbook
	All math teachers will increase communication with parents on the academic status of the students via phone calls, e-mail, parent meetings, letters etc.	Sept – June Ongoing	Improved attendance and passing rate for students in math courses
	Teachers will implement targeted interventions in their lesson to support students’ mastery of content standards	Sept – June Ongoing	The failing rate in math classes declines as a result of targeted instruction and reteaching by teachers using “Standards Plus” lessons
	Algebra teachers will use lessons from “Standards Plus” binder to address student needs	Sept – June Ongoing	Improved focus on state content standards will result in improved student scores on CST
	Teachers will learn to apply positive classroom management strategies	Sept – June Ongoing	Students have positive learning attitude with positive management and progressive discipline
	Teachers will use progressive discipline strategies of part of their classroom management	Sept – June Ongoing	Students have positive learning attitude with positive management and progressive discipline
	A math Support class will be added and students who failed algebra previously will have it as a second math class	Sept – June Ongoing	Improved passing rate on Algebra End of Course Exam and CAHSEE
	Hire additional support staff that includes an office technician, clerical staff, and a part-time computer technician	Sept – June Ongoing	Clerical and technical staff provide timely information to teachers on testing and other data and as a result student absentee and tardy rate decline
	Hire a bilingual resource teacher	Sept – June Ongoing	Improved student test scores on CELDT test
	Hire support staff and counselor to schedule students in the proper math classes	Sept – June Ongoing	Students are placed by counselors in classes that meet graduation requirements
	Hire a bookroom clerk	Sept – June Ongoing	Have an organized bookroom with high accountability of students on books lost
	Will purchase additional textbooks as needed	Sept – June Ongoing	All students will be provided textbook
	Will hire more counselors	Sept – June Ongoing	Counselors provide counseling that leads to increased student success academically and emotionally
	Will hire additional teachers and resource teachers to teach and support students	Sept – June Ongoing	Additional staffing will allow support math classes to be implemented and will in math students passing their end of course exams and CAHSEE
	Will purchase additional supplemental instructional materials and supplies for teachers and provide for duplication needs	Sept – June Ongoing	With sufficient instructional materials, teachers are using various instructional strategies to differentiate instruction
	Will have a coordinator to oversee the needs of SLC’s such as a School Improvement Facilitator	Sept – June Ongoing	Well organized program of small learning communities coordinated by School Improvement Facilitator and expanded services to students in field trips, speakers, etc.
	Will implement CAHSEE remediation program	Sept – June Ongoing	Improved passing rate of students on the CAHSEE
Closing the Achievement Gap Actions (Subgroups)	Teachers will pull out data by ethnicity and study those numbers on ELL, Hispanic, and African American student performance	Oct - Nov	Greater teacher awareness of school’s achievement gap will result in greater focus on instruction
Closing the Achievement Gap Actions (Subgroups)	Teacher will design and apply targeted instruction to meet the needs of ELL , Hispanic, and African American students	Sept – June Ongoing	Teachers using data will plan lessons that meet needs of students in various ethnic groups
	Will implement special support classes to serve EL, Hispanic, and African American students	Sept – June Ongoing	Additional assistance for students will result in improved academic achievement

School Action Plan Recognition, Intervention & Adjustments *Assuring All Children Can Learn*

Focus Area	Actions to Support Goals	Timeline	Evidence of Success
Refining, and Adjusting First Teaching	Continue after school tutorial programs like youth works for ELA and math tutoring	Sept – June Ongoing	As a result of tutoring, student improve their course grades
	Continue the use of Americorp tutors in the classrooms for targeted students	Sept – June Ongoing	Increased personal attention for students results in improvements in academic achievement
	Interruptions of instructional time will be kept at a minimum	Sept – June Ongoing	Maximizing instructional time with limited instruction results in student academic improvement
	Develop common finals and rubrics for Geometry, Algebra II	Sept – June Ongoing	Common rubrics and finals improve evenness and testing accountability
	Provide “Standards Plus” binders to all Algebra I teachers	Sept, Oct	Increased focus on State Content Standards results in improved scores on the CST
Interventions	Teacher will make timely phone calls to parents on non-achieving students academic status and to engage and involve parents as our educational partners	Sept – June Ongoing	Parents are informed and are able to contact teachers directly which resulted in improved communication
	Continue to have bilingual parent advisors (Spanish, Hmong) on campus to help communicate and help non-English speaking students and parents	Sept – June Ongoing	Bilingual parents are more active at school
	Every effort will be made to limit interruptions to instructional time such as PA announcements and pulling teachers out for parent conferences during class time.	Sept – June Ongoing	Maximizing instructional time with limited instruction results in student academic improvement
	Students with severe behavioral problems will be removed from the teacher’s class and school in a timely manner	Sept – June Ongoing	Improved teaching/learning atmosphere when students displaying chronic behavioral problems are removed
	Counselors will provide equal opportunity and access to students seeking academic, college, and career information via classroom visits, career/scholarship information meeting, workshops for students, etc.	Sept – June Ongoing	Students will experience a smooth transition from high school to college/career
	Identify Below Basic and Far Below Basic incoming 8^th grade students and develop an ILP for them at an early stage	Sept – June Ongoing	Under the guidance of a counselor, each student has an ILP in the counselor’s office
	Identify success proven programs to support ELA students	Sept – June Ongoing	Continued improvement on CST and CAHSEE scores
	Continue to work with parent advisors to improve communication with non-English speaking parents	Sept - June	Bilingual parents are informed
	All administrators, teachers, counselors, and support staff will take an active role to reduce student absenteeism by calling home and counseling students.	Sept - June	Improved student attendance as all school personnel made contact with home regarding truant students
Recognition	Identify students in the advance level in the Renaissance Achievement Program	Sept – June Ongoing	Successful Renaissance Program with students being honored
	Students who achieve in Math will be honored at the Renaissance Assembly (recommendations by Math teacher)	Fall/Spring	Successful Renaissance Program with students being honored

School Action Plan Monitoring, Compilation, Analysis, and Use of Data *Knowing the Numbers*
Focus Area	Actions to Support Goals	Timeline	Evidence of Success
Use of Data to Inform Teaching & Learning	Use of end of course exams, department common finals for ELA classes and math benchmark tests to assess student achievement and re-teaching needs	Sept – Oct Ongoing	Provide valid assessment across the ELA/math curriculum as a result of common assessments and rubrics used
	Teacher will use re-writing strategy to improve student writing skills, especially in term paper assignments	Sept – Oct Ongoing	Improved writing as evidenced in grades received on research papers and other writing assignments
	Student data on CST and CAHSEE will be provided for teachers by administration, SIF, and lead teachers	Sept – Oct Ongoing
	Provide Data interpretation workshop for teachers	Sept – Oct Ongoing	Teachers are in-serviced with knowledge of how to interpret data and are thereby better equipped to use data to drive instruction to meet students’ needs
	Hold department meetings to go over student failure rate to address the issues of student failure in Algebra I and Geometry classes	Sept – Oct Ongoing
	Teachers will receive CST Data from lead teachers and review those data for planning instruction.	Sept – Oct Ongoing	Teachers provided data to reference when planning instruction and as a result students receive targeted instruction and help
Monitoring Teaching	Clear articulation between administrators and teachers on teaching expectations and visitation schedule.	Sept – Oct Ongoing	Teachers receive clear expectations and received valid post observation conference information and as a result teachers are able to grow in their instruction
	As part of monitoring, administrators will build in post-observation time with teachers to discuss student achievement, especially the students that are in Below Basic and Far Below Basic	Sept – Oct Ongoing
	Administration will have teachers keep a writing samples of student work for review and for WASC visitation next year	Sept – Oct Ongoing	All ELA teachers have an evidence box filled with student writing samples for future WASC use
	Administration will make more walk-throughs and classroom observation	Sept – Oct Ongoing
	Administration will provide clear expectations to teachers on instruction and frequency of walkthroughs and observation schedule	Sept – Oct Ongoing
	Administration will refer or provide “Just in Time Strategy” trainings for teachers based on data collected from instructional visits	Sept – Oct Ongoing
School Action Plan Leadership and Capacity Building *Developing People*

Focus Area	Actions to Support Goals	Timeline	Evidence of Success
Professional Development	Enroll teachers in cultural proficiency workshops	Sept – Oct Ongoing	Students find instruction more relevant and achieve better
	Search for consultants that can provide and train teachers in differentiated instruction	Summer 05	Teachers apply differentiated instruction with cultural knowledge resulting in students who learn more effectively and earn better grades
	Provide training to teachers on data interpretation, use of SASI system to obtain student information, test scores, etc.	Sept – Oct Ongoing	Teachers are well in-serviced on how to access data and are better prepared to provide data driven instruction
	In-services on standards based instruction with a review of ELA focus standards will be provided	Sept – Oct Ongoing	Teachers are well in-serviced and students benefit with improved test scores
	Provide continuous staff development on instructional strategies and differentiated instruction to math teachers	Sept – Oct Ongoing	Teachers apply differentiated instruction to better meet the diverse needs of students who then are able to learn more effectively and earn better grades
	Provide continuous staff development on structured lesson design such as the 8 step lesson plan and writing objectives	Sept – Oct Ongoing	Consistent teaching across core subjects and improved student achievement
Teacher Articulation/ Collaboration	In department meeting, teacher will share successful instructional strategies, classroom management strategies, and instructional materials	Sept – Oct Ongoing	Teachers collaborate by exchanging lessons, strategies, tests, etc. which resulted in better instruction and learning
	Teacher will exchange and review student work	Sept – Oct Ongoing	Improved consistency in teaching and assessment across content area results in more even teaching and improved student achievement
	Department meetings and CPT will be used for teachers to meet and review data, plan instructional, share strategies on instruction and classroom management, standards plus lessons, benchmark tests, etc.	Sept – Oct Ongoing	Department meetings provide planning time for teachers which resulted in focused and targeted curriculum planning that helps instruction and learning
Strategies to Recruit & Retain Highly Qualified Teachers	While the Sacramento City Teacher’s Association contract prohibits schools from recruiting and hiring teachers, the district Human Resource Departments is taking steps to recruit and ensure that teachers placed in Title I schools are Highly Qualified. Beginning teachers will be provided support through the New Teacher Induction Support program	Sept – Oct Ongoing	Securing highly qualified teachers throughout the school and maintaining a high rate of retention of new teachers

School Action Plan School Climate Parent Engagement, Family Support, Learning Environment, Interventions, Attendance, and Discipline
Focus Area	Actions to Support Goals	Timeline	Evidence of Success
Parent Engagement	Each SLC will create Parent Booster Club Each SLC devises contact plan Use of ConnectEd to inform and invite parents to school events	Sept – Oct Ongoing	Monthly or Quarterly SLC parent meeting, phone logs, sign-in sheets for school events
Learning Environment	Continue/Expand SPIRIT Program/MVP Create in-service for teachers on support and interventions available on campus SLC’s devote 1-2 CPT to discussing specific students who are struggling SLC’s will use data from student questionnaires to address students	Sept – Oct Ongoing	90% of students indicate they feel safe on campus Each SLC has intervention plan for supporting struggling students and actively uses interventions Counseling services accessed by more students as indicates by student survey
Student Engagement	Each SLC hosts 9^th grade summer bridge for incoming students Each SLC has student advisory boards that meet once a month Expand Club Rush to include Summer Bridge	Sept – Oct Ongoing	80% attendance at Summer Bridge Sign-in sheets at Advisory Meetings SLC District Survey indicates 60% participation
Interventions	Through collaboration with school Discipline Committee, and in cooperation with classroom teachers, identify specific and early classroom interventions strategies.	9/05 and on-going	Summary of intervention for classroom teachers, plan for initial interventions, and plan for progressive student discipline
	Develop tracking system for initial student referrals	9/05 and on-going	School-wide student intervention tracking referral system
	Create and coordinate staff development program to educate staff on student support delivery strategies	9/05	Two staff development sessions for new and returning staff
	In coordination with school Attendance Office and the Student Outreach Worker, early identification of students with attendance challenges	10/05	Collaborative system of referrals for SART and SARB resulting in a 50% increase in SARB attendance interventions and a measurable increase in student attendance
	Develop additional partnerships with mental health treatment providers to deliver services to families who are not Medi-Cal eligible	12/05	Additional mental health partnerships on campus
	Identify gaps in medical coverages for purposes of ongoing referral services	12/05	Enroll identified students in Healthy Families or Medi-Cal services
	Identify community resources for students identified with vision or hearing deficits	03/06	Deliver services to students in need of vision or hearing assistance
	Collaborate with Kaiser Permanente Hospitals to deliver abstinence training	02/06	Kaiser will deliver two hour assembly to incoming freshmen
	Identify and create a teacher pool for home/hospital teaching	10/05	List of current and retired teachers available for home hospital teaching
	Develop system to make available independent study (i.e. NovaNet)	10/05	Referral process for students needing independent study through Home/Hospital
	Coordinate/Deliver training for staff and students on harassment prevention	10/05	Sign-in sheets of staff development and increased feeling of student safety on student surveys
	Coordinate and hold a substance abuse related student forum at C. K. McClatchy	04/06	During 24-hour relay, ongoing presentations from community on substance use and abuse
	Coordinate and hold a school-wide student career fair	02/06	During CAHSEE testing, ongoing career related activities and information
	Coordinate with CSUS Social Work and School Counseling Interns with delivery of sexual harassment prevention training for incoming freshmen	10/05	Series of classroom presentations on sexual harassment
Attendance	Hire a Community Liaison Worker to call parents on a daily basis	9/05 – 6/06	Hire the Community Liaison Worker
	Hire a Student Outreach Worker to monitor student attendance via phone and email and to hold SART and SARB meetings	9/05 – 6/06	Hiring the Student Outreach Worker
	Provide in-service opportunities for teachers to hone their skills in conducting parent conferences with parents from all ethnic and economic backgrounds	9/05 – 6/06	Research and provide to teachers a list of opportunities
	Bring outside resources such as the Moral Values Program and 100 Black Men onto campus to meet with students on a regularly scheduled basis	9/05 – 6/06	Schedule of dates and record of outreach meetings held
	Pay special attention to engage Latino and African American students in classroom activities	Sept-June	CST and CAHSEE results will reflect a narrowing of the achievement gap
	Teachers will build classroom participation into students grades	Sept-June	Students will become more actively engaged in the lessons and show increased academic achievement
	SLC leaders will schedule discussions in their bi-weekly meetings among teachers in order to establish an SLC –wide grading policy which will incorporate attendance as a factor in academic grade	9/05 - 6/06	Increased attendance
	All staff will be assigned two students each to monitor attendance	9/05 - 6/06	Increased attendance by these students
Discipline	Form a school-wide discipline committee to set and monitor guidelines of the discipline process	Sept 2005	Administration will publish guidelines for implementation of the discipline process
	Develop a comprehensive, progressive, administrative review and intervention process for student academic, social, behavior, health, mental, health, and family support needs.	Sept 2005	Student needs will be diagnosed and addressed upon initial administrative referral
	Each Small Learning Community will form a student intervention team to diagnose student needs, apply early interventions and behavior consequences, and make administrative referrals.	Oct2005	Student will receive early interventions in the classroom Teachers will meet with parents prior to administrative referral
	Enroll teachers who submit a disproportionate number of behavior referrals in classroom management workshops	9/05 – 3/06	Teachers will demonstrate effective management techniques during classroom observations Data will show a 50% decrease in administrative referrals
	Allocate and schedule time for teachers to peer –observe effective behavior management techniques	9/05 – 3/06	Teachers will exhibit effective classroom management techniques during classroom observations

Progress Toward Federal Accountability Levels

Adequate Yearly Progress (AYP)
Comparison of District to School, Schoolwide and Subgroups, 2003 to 2004

Language Arts	# Tested 2004	# Proficient 2004	% Proficient 2004	# Tested 2003	# Proficient 2003	% Proficient 2003
District/All Students	32,167	9,974	33
African American	6,963	1,379	21.9
American Indian or Alaska Native	470	128	28.8
Asian	6,968	2,565	37.8
Hispanic or Latino	9,634	2,069	22.9
White (not of Hispanic origin)	7,163	3,503	51.4
Socioecinomically Disadvantaged	23,201	5,197	27.7
English Learner	11,760	2,296	20.4
Students with Disabilities	4, 004	401	10.4

School /All Students	604	313	53.6	591	291	51.8
African American	74	21	31.8	70	23	35.4
American Indian or Alaska Native	7	N/A	0	15	6	42.9
Asian	167	88	53.6	164	84	52.5
Hispanic or Latino	187	68	37.3	150	38	27.1
White (not of Hispanic origin)	157	124	81	183	134	76.6
Socioeconomically Disadvantaged	318	101	32.5	254	58	24.4
English Learner	191	49	26.6	184	62	34.1
Students with Disabilities	49	3	6.5	46	3	7.0

Adequate Yearly Progress (AYP)

Mathematics	# Tested 2004	# Proficient 2004	% Proficient 2004	# Tested 2003	# Proficient 2003	% Proficient 2003
District /All Students	32,088	11,532	38.2
African American	6,935	1,366	21.8
American Indian or Alaska Native	471	146	32.8
Asian	6,957	3,511	51.8
Hispanic or Latino	9,606	2,539	28.2
White (not of Hispanic origin)	7,154	3,610	53
Socioeconomically Disadvantaged	23,151	6,714	30.6
English Learner	11,732	3,757	33.6
Students with Disabilities	3,975	514	13.4

School /All Students	603	305	52.4	621	263	44.7
African American	73	17	26.1	78	16	22.2
American Indian or Alaska Native	7	N/A	0	15	5	35.7
Asian	165	107	66	168	80	48.8
Hispanic or Latino	188	66	36.2	162	36	23.7
White (not of Hispanic origin)	157	104	67.9	189	121	67.6
Socioeconomically Disadvantaged	319	116	37.4	269	59	23.5
English Learner	190	71	38.7	192	63	33.3
Students with Disabilities	50	1	2.1	47	2	4.7

Progress Toward State Accountability Levels

Academic Performance Index (API)
Comparison of District to School, Schoolwide and Subgroups, 2003 to 2004

	# Included in API 2004	2004 API	2003 API	Growth
Districtwide	35,771	682	666	16
African-American	7,346	602	587	15
Asian	8,315	734	712	22
Hispanic-Latino	10,431	633	618	15
White	8,079	765	759	6
Socioeconomically- Disadvantaged	25,030	642	625	17

Academic Performance Index (API)

	# Included in API 2004	2004 API	2003 API	Target	Growth
Schoolwide	1,677	698	680	6	18
African-American	207	592	555	5	37
Asian	463	719	699	5	20
Hispanic-Latino	480	600	562	5	38
White	471	821	806	A*	15
Socioeconomically- Disadvantaged	837	594	567	5	37

A* At or Above 800
California Standards Test 2004

Language Arts

Percent and Number of Students (#) at Each Performance Level

Comparison of All Students to Subgroups

All Students	Proficiency Level	9^th		10^th		11^th		*total*
	*Enrolled*	655		589		529		1,726
	*Number Tested*	624		570		512		1,706
	Advanced	20 %	124	21 %	120	17 %	87
	Proficient	21 %	131	20 %	114	25%	128
	Basic	23 %	143	24 %	137	30 %	153
	Below Basic	21 %	131	19 %	108	14 %	71
	Far Below Basic	15 %	94	16 %	91	15 %	76

African American	Proficiency Level	9^th		10^th		11^th		*total*
	*Number Tested*	95		67		52		*216*
	Proficient & Above	20 %	19	18 %	12	27 %	14	20 %	45

Asian	Proficiency Level	9^th		10^th		11^th		*total*
	*Number Tested*	152		164		150		468
	Proficient & Above	42 %	71	38 %	62	39 %	59	41 %	192

Hispanic-Latino	Proficiency Level	9^th		10^th		11^th		*total*
	*Number Tested*	195		174		117		495
	Proficient & Above	26 %	50	28 %	49	19 %	22	24 %	121

White	Proficiency Level	9^th		10^th		11^th		*total*
	*Number Tested*	162		146		169		483
	Proficient & Above	68 %	110	69 %	100	64 %	108	66 %	318

LANGUAGE ARTS

Socio- economically Disadvantaged	Proficiency Level	9^th		10^th		11^th		*total*
	*Number Tested*	311		285		202		809
	Proficient & Above	25 %	78	22 %	63	18 %	36	22 %	177

English Language Learners	Proficiency Level	9^th		10^th		11^th		*total*
	*Number Tested*	137		122		100		358
	Proficient & Above	7 %	10	5 %	6	2 %	2	5 %	18

Students

with

Disabilities

Proficiency Level

9^th

10^th

11^th

total

Number Tested

120

Proficient & Above

0 %

3 %

0 %

MATHEMATICS

Socio- economically Disadvantaged	Proficiency Level	9^th		10^th		11^th		*total*
	*Number Tested*	231		161		73		465
	Proficient & Above	4 %	9	4 %	6	4 %	3

English Language Learners	Proficiency Level	9^th		10^th		11^th		*total*
	*Number Tested*	120		80		39		239
	Proficient & Above	3 %	4	6 %	5	3 %	1

Students

with

Disabilities

Proficiency Level

9^th

10^th

11^th

total

Number Tested

Proficient & Above

0 %

8 %

California Standards Test 2004

MATHEMATICS

Percent and Number of Students (#) at Each Performance Level
Comparison of All Students to Subgroups

All Students	Proficiency Level	9^th		10^th		11^th		*total*
	*enrolled*	655		585		529		1,726
	*Number Tested*	399		246		127		772
	Advanced	0 %	0	0 %	0	0 %	0
	Proficient	4 %	16	4 %	10	5 %	6
	Basic	20 %	79	20 %	49	27 %	34
	Below Basic	58 %	231	55 %	135	44 %	56
	Far Below Basic	18 %	72	21 %	52	24 %	30

African American	Proficiency Level	9^th		10^th		11^th		*total*
	*Number Tested*	66		40		21		127
	Proficient & Above	2 %	1	3 %	1	10 %	2

Asian	Proficiency Level	9^th		10^th		11^th		*total*
	*Number Tested*	82		50		23		155
	Proficient & Above	7 %	6	8 %	40	9 %	2

Hispanic Latino	Proficiency Level	9^th		10^th		11^th		*total*
	*Number Tested*	*155*		*102*		49		*306*
	Proficient & Above	1 %	2	4 %	4	2 %	1

White	Proficiency Level	9^th		10^th		11^th		*total*
	*Number Tested*	81		47		26		154
	Proficient & Above	10 %	8	4 %	2	4 %	1

C. K. McClatchy High 2003-2004 School Year Suspensions

Count of Students by Ethnicity and by Grade

For the month of June


Ethnicity	Number of Students by Grade				Gender		Total Number of Student Susp	Total Percent of Students Suspended	Total Population	Total Percent of Population	Total Number of Incidents	Total Percent of Incidents	Total Number of Instructional Days Missed	Total Percent of Instructional Days Missed	Average Number of Incidents Per Student	Range of Number of Incidents by Student		Number of Students with 4 or more Incidents
Ethnicity	9	10	11	12	Female	Male	Total Number of Student Susp	Total Percent of Students Suspended	Total Population	Total Percent of Population	Total Number of Incidents	Total Percent of Incidents	Total Number of Instructional Days Missed	Total Percent of Instructional Days Missed	Average Number of Incidents Per Student	Minimum	Maximum	Number of Students with 4 or more Incidents
American Indian/Alaskan Native	0	0	0	0	0	0	0	0.0	37	1.7	0	0.0	0	0.0	0.0	0	0	0
Asian/Pacific Islander	1	0	0	0	1	0	1	11.1	632	28.8	1	11.1	3	9.1	1.0	1	1	0
African American	2	1	1	0	3	1	4	44.4	271	12.3	4	44.4	13	39.4	1.0	1	1	0
Hispanic	2	1	1	0	3	1	4	44.4	634	28.9	4	44.4	17	51.5	1.0	1	1	0
White	0	0	0	0	0	0	0	0.0	623	28.4	0	0.0	0	0.0	0.0	0	0	0
June Totals*	5	2	2	0	7	2	9	100.0	2,197	100.0	9	100.0	33	100.0	1.0	0	1	0
September - June Cumulative Total
Ethnicity	Number of Students by Grade				Gender		Total Number of Students Susp	Total Percent of Students Suspended	Total Population	Total Percent of Population	Total Number of Incidents	Total Percent of Incidents	Total Number of Instructional Days Missed	Total Percent of Instructional Days Missed	Average Number of Incidents Per Student	Range of Number of Incidents by Student		Number of Students with 4 or more Incidents
Ethnicity	9	10	11	12	Female	Male	Total Number of Students Susp	Total Percent of Students Suspended	Total Population	Total Percent of Population	Total Number of Incidents	Total Percent of Incidents	Total Number of Instructional Days Missed	Total Percent of Instructional Days Missed	Average Number of Incidents Per Student	Minimum	Maximum	Number of Students with 4 or more Incidents
American Indian/Alaskan Native	5	3	3	0	3	8	11	3.6	37	1.7	18	3.8	62	4.4	1.6	1	5	1
Asian/Pacific Islander	16	10	9	7	10	32	42	13.6	632	28.8	56	11.9	176	12.5	1.3	1	4	1
African American	41	15	18	9	34	49	83	26.9	271	12.3	152	32.3	415	29.5	1.8	1	8	8
Hispanic	55	30	21	18	37	87	124	40.3	634	28.9	192	40.8	589	41.8	1.5	1	6	5
White	16	13	9	10	12	36	48	15.6	623	28.4	53	11.3	166	11.8	1.1	1	2	0
Total (Cumulative)*	133	71	60	44	96	212	308	100.0	2,197	100.0	471	100.0	1,408	100.0	1.5	1	8	15

ATTENDANCE 03-04

9^th grade

10^th grade

11^th grade

12^th grade

ALL

All Students

644

575

531

470

2220

1^st LETTER

246 11%

2^nd LETTER

193 9%

3^rd LETTER

561 25%

ALL

1000 45%

African Amer.

117

151

268

1^st LETTER

2^nd LETTER

3^rd LETTER

34 37%

28 41%

22 42%

30 54%

114 20%

ALL

Hisp. or Latino

206

172

128

122

316

312

628

1^st LETTER

2^nd LETTER

3^rd LETTER

77 37%

64 27%

43 34%

48 39%

232 41%

ALL

White Non-Hisp

1^st LETTER

2^nd LETTER

3^rd LETTER

ALL

Socioeconomic- Disadvantaged

ATTENDANCE 04-05 (to date)

9^th grade

10^th grade

11^th grade

12^th grade

ALL

All Students

601

592

560

504

2257

1^st LETTER

222

2^nd LETTER

184

3^rd LETTER

559 24%

ALL

African Amer.

113

132

246

1^st LETTER

2^nd LETTER

3^rd LETTER

28 41%

26 37%

26 46.4%

23 45%

103 18.4%

ALL

Hisp. or Latino

181

185

159

105

326

304

630

1^st LETTER

2^nd LETTER

3^rd LETTER

61 33.7%

69 37%

55 34.6%

39 37%

224 40%

ALL

White- non Hisp

1^st LETTER

2^nd LETTER

3^rd LETTER

ALL

9^th grade

10^th grade

11^th grade

12^th grade

ALL

Socioeconomic- Disadvantaged

Sacramento City Unified School District
School Plan 2005
School-Based Coordinated Program
School: C. K. McClatchy High School

The following state categorical funding source(s) will be a part of the School-Based Coordinated Program (SCCP) at the school:

o School Improvement Program (SIP)

o EIA/State Compensatory Education (SCE)

o EIA/bilingual Education

o Gifted and Talented Education (GATE)

o Special Education

o Unchanged from previous year o Changed from previous year

The overall purpose of our school’s participation in the School-Based Coordinated Program (SBCP) will be the utilization of the Professional Development Days, as allowed in the School-Based Coordination Act, for in-service training.

Programs included in the School Plan:

o School-Based Coordinated Program/School Improvement Program

o Programs for English Learners

o Title I (Schoolwide Project)

o Title I (Targeted Assistance)

o State Compensatory Education

o Voluntary Integration Programs

o Program Improvement (PI)

o English Language Acquisition Program (ELAP)

This School Plan has been reviewed by the school staff and the School Site Council (SSC). It is approved to be submitted to the SCUSD Board of Education for approval and implementation in the 2004-2005 school year.

	5/10/05	John Sugar
SSC Chairperson’s Signature	Date	SSC Chairperson’s Name Typed

ELAC Chairperson’s Signature	Date	ELAC Chairperson’s Name Typed
	5/10/05	Dr. Daisy Lee
Principal’s Signature	Date	Principal’s Name Typed

Sacramento City Unified School District
School Plan 2005
Recommendations and Assurances

The School Site Council recommends this school plan and its related expenditures to the district governing board for approval, and assures the board of the following:

The school site council is correctly constituted, and was formed to accordance with district governing board policy and state law
The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval.
The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (check those that apply)

o School Advisory Committee for State Compensatory Education Programs

o English Learner Advisory Committee

o Community Advisory Committee for Special Education Programs

o Gifted and Talented Education Program Advisory Committee

o Other (list) _______________________________________________

This school plan is based upon 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
This school plan was adopted by the school site council on May 10, 2005

Attested:

Dr. Daisy Lee

May 10, 2005

Typed Name of School Principal

Signature of School Principal

Date

John Sugar

May 10, 2005

Typed Name of SSC Chairperson

Signature of SSC Chairperson

Date

2004-2005 Allocation of Resources

Resource

Allocations

SIP:

*NCLB: $ 490,842

EIA-LEP: $ 188,338

SCE: $

ELAP:

SAIT:

HPSG:

CSR: $

II-USP:

Other: $189,114

*Note: 1% of NCLB Title I funds must be allocated to Parent Engagement

Focus Area

Expenditure

Resource

Amount

Justification

Plan Page #

ELA

Math

School Climate

.1 Psychologist

NCLB

$11,032

Psychologist will observe in classrooms and support teachers in strategizing to better meet the needs of students who have difficulty staying engaged in learning.

Page 15

Professional Development

Carnegie

NCLB

ELA Bil

SLC

Gen’l fund

$25,000

Teachers will learn how to write and deliver structured lessons, standards-based instruction, differentiated instruction, classroom management techniques.

Page 6

Office Technician

NCLB

$54,396

To assist in scheduling students into the right classes and provide technical support to counselors

Page 7

Bookroom Clerk

NCLB

$49,085

To organize the book room especially when new books are purchased

Page 7

1.4 Counselor positions

NCLB

ELA Bilingual

$103,888

Increase counselors for academic counseling

Page 7

3.2 Teachers

NCLB

ELA Bilingual

$177,580

Additional teachers needed to teach support classes

Page 7

0.6 Resource teachers

ELA Bilingual

$37,082

Resource teacher will support ELL in testing, programming, academic advising, etc.

Page 7

0.2 Computer Technician

NCLB

$13,143

Provide technical support to students, staff, and teachers

Page 14

Parent meeting/communication

Carnegie

NCLB

ELA Bilingual

$15,400

Provides funds for duplication of newsletter, postage, and food for parent meetings

Page 6

Communication

Carnegie

NCLB

ELA Bilingual

$2,000

Pay for telephone cost and duplicating cost of letters to send home

Page 6

Supplementary instructional materials and supplies

Carnegie

NCLB

ELA Bilingual

Gen’l fund

$60,000

Provide sufficient funding so teachers can have instructional supplies to deliver their lessons and purchase “Standards Plus” binders.

Page 7

School Climate- Discipline

Staff Development

Carnegie

Fed SLC Grant

$1,280

Sixteen teachers, four from each SLC, will receive ½ day training on student study team techniques to facilitate implementation of student review teams within their SLC

Page 28

School Climate- Discipline

SLC Teacher release time

Fed SLC Grant

$20,480

Four teachers from each SLC will be provided with 1 day release time each month to perform student review team functions and administrative referrals

Page 28

School Climate- Attendance

Part –time Community Liaison Worker

NCLB

$14,756

Hire bilingual personnel to make attendance calls home to promote improved attendance

Page 26

School Climate- Attendance

Part time student outreach worker

NCLB

$10,878

Hire personnel to monitor SART/SARB as interventions to improve attendance

Page 26

School Climate- Attendance

In-service to teachers in working with parents

NCLB, SLC Carnegie

$4,000

Teachers will learn how to conduct meetings work with parents of various ethnic backgrounds

Page 26

School Climate- Attendance

Mailing, postage, cost for parent contact

SL, ELA,NCLB, Carnegie

$3,000

Keeping parents informed throughout the year

Page 26

School Climate- Family Support

Full –time High School Coordinator

NCLB Carnegie

SLC Grant

$92,000

To provide for on-going coordination and support

Page 7

School Climate- Family Support

Full-time School Nurse

NCLB

$83,067

To provide on-going health and family support

Page 22

School Climate- Family Support

Career/Health Fair Supplies

NCLB

$2,000

To provide support and supplies for student academic activities

Page 22

School Climate- Family Support

Parent Meetings-

1. Refreshments

NCLB

Carnegie Grant

Fed. SLC Grant

$1,000

Evidence suggests a strong correlation between parent involvement and student success. There is also evidence parents participate in interest specific groups. Each SLC will host parent meetings, communicate through newsletters and the web page (workshops on parenting teens will also be made available)

Page 19

2. Postage, duplication, newsletters, invitations, etc.

NCLB

Carnegie Grant

Fed. SLC Grant

$20,000

Page 19

3. Parent workshops, registration, facilitators materials

NCLB

Carnegie Grant

Fed. SLC Grant

$500

Page 19

School Climate- Student Engagement

Youth Congress Advisor

Carnegie Grant

Fed. SLC Grant

$1,700

Page18

SPIRIT Program- transportation, food/meals

NCLB

Carnegie Grant

$5,000

Page 18

Meeting Supplies

NCLB

Carnegie Grant

Fed. SLC Grant

$200

Page 18

SLC Student Advisory- meetings, meals

Carnegie Grant

$1,000

Page 18

SLC Summer Bridge- Staffing, meals

Fed. SLC Grant Carnegie Grant

$7,000

Page 17

Teacher in-service on interventions

$1,000

Page 17

School Climate- Learning Environment

Campus Monitor

General Fund

$45,000 per monitor x 5.5 positions

District should increase allocation for campus security personnel to improve safety climate

Page 28

ELA

Library Materials in a variety of formats

District Funds K-12 Library Acts Funds/6296 Title V Carnegie Grt SLC Grant Title I

Library media teacher will purchase library materials for school library, manage library circulation and provide motivation and instruction for student reading and research and increase resources for underachieving students

Page 8

SIRS

$2,400

School library is far below recommended book to student, recommended periodical collection amount, and online database amount: materials will be purchased to provide support for the core instruction and learning environment

Page 8

CQ Researcher

$1,000

Page 8

Periodicals

$2,700

Page 8

Library Books

$20,000

Page 8

Info Trac

$2,200

Page 8

Facts.com

$2,000

Page 8

NewsBank

$4,800

Page 8

World Book Online

$1,000

Page 8

Expansion of TRC

District adopted Tech Plan 2003 –07 Amount to be determined per modernization plan information

Page 8

School Climate- Intervention

Full-time High School Coordinator

NCLB

Healthy Start

$107,672

To provide for on-going coordination and support

Page 24

2003 CST Data for CKMcClatchy High School
	All Students by Grade	9th	10th	11th		Total Student Population
	Reading	58.8%	57.4%	60.2%		58.7%
	Language	56.9%	58.9%	60.9%		58.8%
	Mathematics	49.3%	60.8%	58.2%		55.8%
	Science	46.8%	51.8%	58.7%		52.0%
	Spelling	NT	NT	NT		NT

	All Students by Ethnicity	Af Amer	Asian	Hispanic	White
	Reading	42.0%	61.1%	41.3%	80.9%
	Language	42.9%	61.8%	42.1%	79.7%
	Mathematics	27.1%	65.7%	37.9%	77.1%
	Science	29.1%	52.0%	35.3%	79.2%
	Spelling	NT	NT	NT	NT

	All Students by Language Fluency	English Only	English Learner	Reclassified
	Reading	67.7%	17.6%	80.3%
	Language	66.9%	21.3%	79.4%
	Mathematics	60.8%	25.2%	78.3%
	Science	60.6%	12.9%	71.0%
	Spelling	NT	NT	NT

	All Students by Program	Soc-Eco Disadvantaged	Not Soc-Eco Disadvantaged	Special Ed	GATE
	Reading	38.2%	78.8%	6.3%	100.9%
	Language	40.3%	76.9%	6.3%	100.9%
	Mathematics	38.5%	72.8%	4.5%	96.6%
	Science	32.2%	71.2%	7.3%	95.7%
	Spelling	NT	NT	NT	NT
	NT = No students tested in particular group or subject not tested at grade level
	* = Less than 11 students tested
	Legend	Group percentage is at or above the total student population
	Legend	Group percentage is below the total student population

Sacramento City Unified School District
School Site Council Roster
Governance and Administration
School: C. K. McClatchy High School

The school site council is the representative body responsible for development of the school plan and related expenditures at schools operating School Improvement Programs, School Improvement and Pupil Achievement and Block Grant Programs, and School-Based Coordinated Programs. The current make-up of the council is as follows:

Name of Members	Principal	Classroom Teacher	Other School Staff	Parent or Community Member	Secondary Student
Cynthia Clark	X
Victoria Star		X
Ellen Wong		X
Bruce Hankin		X
Ken Vang			X
Ros Fallon			X
Lisa Giullen			X
John Sugar				X
Cynthia Shallit				X
Rosa Nguyen					X
Alison Saelee					X
Tong Chang				X
Total number in each representative group	1	3	3	3	3

School Wide Needs Assessment

Academic and Curriculum Goals

School Wide Needs Assessment

Academic and Curriculum Goals

School Wide Needs Assessment

Goals

School Wide Needs Assessment

School Wide Needs Assessment

School Wide Needs Assessment

School Wide Needs Assessment

Focus Area: Climate

Attendance

Goals

Discipline

o School Improvement Program (SIP)