MLK School Site Council: Dr. Martin Luther King, Jr. Academic Middle School School Site Council Agenda MAY 13TH , 2008 4:30pm Library

Dr. Martin Luther King, Jr., Academic Middle School
School Site Council Meeting
Agenda
MAY 13TH, 2008, 4:30pm , In The School Library
· Review Old Business
· Introduction of k-12 Computer Grant
· ssc site plan language goal 3 strategy 1 language
· wellness center request
· 2008-2009 budget update
· ISS SUSPENSION ROOM
· Computer Lab Grants-Microsoft/Apple, K-12 Voucher
· Other Business
· Close of Business

DR MARTIN LUTHER KING JR., ACADEMIC MIDDLE SCHOOL
SCHOOL SITE COUNCIL MEETING SUMMARY APRIL 8TH 2008, 4:30PM

PRESENT:C.RAMIREZ, R.RAMIREZ,H.WONG(ALT) , M.HARPER(ALT.) ,
J.MOORE(ALT) , J.WONG,S.ZHENG,J.CHEN,W.CHAN,S.RAMIREZ,
T.JUSINO,M.MCCACHREN,T.JUSINO,M.DOYLE (ALT)

1. MINUTES REVIEWED AND PASSED UNANIMOUSLY
2. J.GALGANO_STATED HE RECEIVED COMPLAINTS FROM FACULTY SSC MEMEBERS AS
WELL AS THOSE WHO WORKED ON THE 2008-2009 SITE PLAN THAT GOAL NUMBER
THREE STRATEGY HAD BEEN CHANGED FROM THE LANGUAGE AGREED TO FROM THE
MARCH 11TH AND 13TH, 2008 SSC MONTHLY AND EMERGENCY MEETINGS.

J.GALGANO: I AM REQUESTING THROUGH THESE MINUTES AS UBC CHAIR AND SSC
SECRETARY ALL MATERIALS PROVIDED TO MR TAI AND MS DOYLE TO COMPLETE
2008-2009 SITE PLAN, DUE TO COMPLAINT FROM SSC FACULTY MEMBERS THAT THE
WORDING THAT WE DID NOT AGREE TO WAS INCLUDED INT THE 2008-2009 SITE
PLAN DRAFT REGARDING

A. SCHOOL SITE DISCIPLINE PLAN REVISIONS REVIEWED, AND REVISED AND
UNANIMOUSLY APPROVED FROM PREVIOUS SSC MONTHLY MEETING.

B. CONCERNS ABOUT UNAPPROVED REVISION IN KEY STRATEGIES FOR GOAL 3

J. GALGANO: READ CURRENT WORDING AND APPROVED WORDING FOR 2008-2009
SITE PLAN FOR KEY STRATEGY 1 FOR GOAL THREE. SEE BELOWÉ..

Key Strategies for Goal 3
[What key strategies will be implemented in order to achieve the
objectives above? Please be as specific as possible in describing how
these strategies will lead to improved instructional practice at the
school.]

WHAT WAS AGREED TO BY SSC 3/13/08

:::L.SCHUKNECHT/M.MCCACHREN/J.SHELDON/J.GALGANO AND SITE PLAN COMMITTEE
REVISION PROPOSAL:
Key Strategy 1: Utilize both School Site and SFUSD professional
development in key instructional strategies, and monitor their
implementation.
· Within first six weeks the administration and school site staff will
list and prioritize professional development needs at grade level and
department meetings. Using this and additional information from various
SFUSD departments and programs regarding mandated and recommended
topics , a year long calendar of professional development will be
developed and implemented with appropriate input from faculty/staff and
UBC/ADM through grqade level faculty .
·

Key Strategy 1: Utilize both in-house and outside expertise to provide
professional development in key instructional strategies, and to
monitor their implementation.
Within the first 6 weeks, grade level and department level teams will
list and prioritize site professional development needs, with
additional recommended and mandated training activities to be included
through out the school year.
Staff will conduct staff training workshops, with topics to include
differentiation of instruction, Spec. Ed. modifications and grading,
checking for understanding, non-linguistic representations,
think-pair-share, Òbest practicesÓ student engagement instructional
strategies, and/or others as determined by staff needs.
Differentiation of instruction will be appropriately incorporated
school-wide, and will be a continuing topic for common planning within
grade levels and departments. Best practices will be shared with the
whole staff at faculty professional development meetings
At the start of the school year, teachers will be provided data on the
individual identified learning needs and test scores of the students in
each class so as to assist with planning of appropriate differentiated
instruction.
The librarian and other qualified staff will offer technology and
information literacy workshops and trainings, so that teachers are
comfortable using computers and internet for instruction.

M.HARPER: AGREED THAT THIS BE INCLUDED IN THIS MEETINGÕS MINUTES AS
REQUESTED BY MR GALGANO.

THERE WAS NO OBJECTION TO INCLUDE THIS IN THESE MINUTES.

J.GALGANO- READ THE UBC/FACULTY.STAFF PASSED SITE DISCIPLINE PROPOSAL
FOR THE SSC . THE SSC REVIEWED AND REVISED THIS PROPOSAL WITH PROPOSALS
FROM SSC REPRESENTATIVES PRESENT. THERE WAS A CONSENSUS AGREEMENT THAT
THESE WOULD BE INCLUDED IN THE 2008-2009 SITE.

CHANGES WERE PROPOSED BY M.HARPER, C.RAMIREZ, AND T.JUSINO, SECONDED
AND AGREED TO AT THIS MEETING.

BELOW IS THE FINALIZED DOCUMENT THAT WAS REVIEWED, REVISED AGREED TO.
AT THE UBC/ADM MEETING 4/11/08 THESE REVISIONS WERE AGREED TO BY THE
UBC/ADM MEMBERS PRESENT.

BELOW IS UBCADM APPROVED SCHOOL SITE BEHAVIOR/DISCIPLINE POLICY AS OF
2/20/08 PRESENTED TO SSC 4/8/08_REVIEWED APPROVED 41108 UBC/ADM
REVIEWED AND APPROVED
UNIVERSAL CLASSROOM EXPECTATIONS
1. FOLLOW INSTRUCTIONS
2. COME PREPARED AND ON TIME
3. KEEP YOUR HANDS, FEET, AND OBJECTS, ETC TO YOURSELF
4. USE APPROPRIATE LANGUAGE. NO TEASING, SWEARING, BULLYING, OR
PUTDOWNS.
5. NO DISRUPTIONS TO THE LEARNING PROCESS
CONSEQUENCES FOR NOT FOLLOWING INSTRUCTIONS
1. WARNING
2. FIVE MINUTE TIME OUT
3. TEN MINUTE TIME OUT
DEPENDING ON STUDENTÕS BEHAVIOR,THE TEACHER WILL DETERMINE THE
APPROPRIATE TIME OUT SEQUENCE WITHIN CLASSROOM ,WHERE NEEDED TO PROMOTE
ON TASK BEHAVIOR.
4. PARENT/GUARDIAN PHONE CALL
5. BUDDY ROOM-MAIN OFFICE REFERRAL
6. IN SCHOOL SUSPENSION:
*** ARTICLE 22 CLASSROOM SUSPENSIONS BY TEACHER
TIMEOUTS WILL BE USED IN THE CLASSROM AND BE IMPLEMENTED BY EACH
INDIVIDUAL TEACHER ACCORDING TO THEIR RESPECTIVE STUDENT POPULATIONS
AND ACCORDING TO IMMEDIATE NEEDS OF EACH LESSON EACH SCHOOL DAY.

CUTS_
· TEN MINUTES AFTER THE SECOND BELL OF EACH PERIOD IF A STUDENT IS NOT
ABSENT IT IS RECORDED AS A CUT.
· FILL OUT CUT SLIP SEND TO OFFICE
· COUNSELORS WILL INFORM PARENTS OF CUTS
TARDIES_
· STUDENT (S) ABSENT UP TO TEN MINUTES FROM CLASS SHOULD BE MARKED AS
TARDY BY TEACHER IN ATTENDANCE BOOK.
· FIVE MINUTES AFTER SECOND BELL RINGS student(s) sent to attendance
room for tardy recording and pass back into classroom.
· AFTER TWO TARDIES PARENT/GUARDIANS ARE INFORMED STUDENTS IN JEOPARDY
OF RECEIVING A ÒUÓ FOR BEING TARDY
· AFTER FOUR TARDIES STUDENT RECEIVES A ÒUÓ FOR THAT GRADING PERIOD
· A. 2 tardies equals a warning
· B. 4 tardies equals a ÒuÓ
· ONLY TEACHERS OR ADULTS MAY TAKE ATTENDANCE DURING EACH CLASS PERIOD.

LUNCH TIME TUTORIAL AND/OR CLUB ACTIVITIES
· STUDENTS NEED PASS TO ENTER SCHOOL BUILDING(WITH PASS)
· STUDENTS MUST REMAIN IN ROOM OR GO OUTSIDE(WITH PASS)
· Students provided with written passes from teachers/staff
· Teacher meets students at front door or entry refused, unless student
has written pass.
· Violators give referrals and/or detention/suspension as defiance of
rule.
· Students need written pass to restroom during lunchtime.
· Shared supervision of students to insure violations limited during
lunch time
· Student violators lose lunchtime privileges, given lunchtime cleanup,
after school/Saturday school detention.
· ONCE A STUDENT ENTERS THE BUILDING THEY CANNOT LEAVE A SPONSORED
ACTIVITY OR CLASSROOM WITHOUT ADULT SUPERVISION

Uniform policy
Uniform:
1. Students shall be required to wear uniform white shirt/blouse and
black pants/skirt.
2. No non-uniform jackets/sweaters allowed in classroom other than
school uniform red sweater, red pullover sweater, and/or 8th grade
hoody.
a. If students entering room with non-uniform sweater:
1. Students asked to remove garment.
2. If they refuse given referral as defiance and sent to attendance
office.
3. Teachers record on uniform log return to office
4. STUDENT WILL NOT BE REMOVED FROM CLASS FOR THIS EXCEPT IN CASES OF
OPEN DEFIANCE, WHICH DISRUPT THE CLASS.
UNIFORM POLICY: Preventative measures:
5. Students provided with uniform garment needed to comply if available.
6. Students who adhere to policy given free dress passes weekly.(FREE
DRESS PASS SIGNED BY TEACHER WITH STUDENTS NAME)
7. Free dress incentives should not punish students who follow uniform
policy.
Buddy Room:
USED FOR LESSER INFRACTIONS WHICH MAY DISRUPT THE CLASSROOM, BUT ARE
NOT OPEN DEFIANCE
· It was agreed that in most circumstances buddy rooms should be in
close proximity to each other to prevent hallway disruptions.
· There should be flexibility in cases where special Ed and general Ed
teacher have an agreement or in case of absence of teachers. No student
should be sent to a buddy room when teacher is absent.
· Security guards must constantly patrol classroom areas through out
school day and look in on teachersÕ classes occasionally to show a
presence.
· The administration must provide a detention room and staff it with
peer resource person, security guards, student advisors only using
counselors as a last resort. Location of buddy room must be within
building as in room 101 if possible.
· The library is not a buddy room, nor place to send disruptive
students without librarianÕs permission.
WHAT INCIDENTS OR STUDENT ACTIONS CONSTITUTE A LESS SERIOUS INFRACTION:
SEE SFUSD STUDENT HANDBOOK PGS. 84-94
· CURSING
· INCIDENTAL DISRUPTIONS
· UNIVERAL CLASSROOM RULE VIOLATIONS (UNLESS DISRUPTIVE AND DEFIANT AS
WELL AS REPRETIVE IN NATURE)
· * SEE STUDENT AND PARENT/GUARDIAN HANDBOOK PGS 84-94
·
WHAT INCIDENTS OR STUDENT ACTIONS ARE SERIOUS IN NATURE AND WARRANT A
REFERRAL OR SUSPENSION:
SEE STUDENT AND PARENT/GUARDIAN HANDBOOK PAGES 84-86
· CUTTING CLASS: BEYOND TEN MINUTES ALLOTTED
· CUTTING CLASS WALKING OUT OF CLASS WITHOUT ADULT PERMISSION.
· WITH QUALIFICATIONS FOR SPECIAL EDUCATION STUDENTS TO ADDRESS
BEHAVIOR INTERVENTION PLANS, DISABILTY, AND SPECIAL EDUCATION TEACHER
CONCERNS.
· CURSING AND OPEN DEFIANCE WITH TEACHER AND STAFF IN CLASSROOM
· SLURS DIRECTED TOWARDS INDIVIDUALS AND/OR GROUPS OF INDIVIDUALS
DURING CLASS TIME
· OPEN DEFIANCE OF AUTHORITY DISRUPTING THE LEARNING ENVIRONMENT
· HITTNG STUDENTS EVEN IF DONE WITHIN PLAY FIGHTING SCENARIO IN
CLASSROOM
· VANDALISM OF INDIVIDUAL OR SCHOOL PROPERTY
· STEALING
· DEFACING SCHOOL PROPERTY

WHAT SHOULD HAPPEN WHEN A STUDENT IS REFERRED TO THE COUNSELLING OFFICE:
· STUDENTS MUST HAVE WRITTEN REFERRAL FROM TEACHER
· STUDENTS SHALL BE REQUIRED TO WRITE INCIDENT REPORTS AND/OR
REFLECTIONS OF WHAT THEY ARE RESPONSIBLE FOR WHICH LEAD TO THEIR
REFERRAL
· IN SCHOOL SUSPENSION AND/OR AFTERSCHOOL OPPORTUNITY ROOM CONSEQUENCE
SHALL BE SUPERVISED BY APPROPRIATE ONSITE AND AFTERSCHOOL STAFF
· STUDENTS SHALL BE REQUIRED TO COMPLETE TEACHER PROVIDED WORKSHEETS
AND/OR SECOND STEP LESSONS SUPERVISED ISS COUNSELORS AND/OR OTHER
CERTIFICATED STAFF (THOSE WHO USE THEIR PREPARATION PERIOD WILL BE
COMPENSATEDFOR THEIR TIME)
· ADMINISTRATION WILL RESTRUCTURE COUNSELLING OFFICE AND PLACE ONLY
STUDENTS NEEDING COUNSELOR ASSISTANCE IN THE COUNSELLING OFFICE
· STUDENT REQUIRING ISS CONSEQUENCE WILL BE PLACED IN HOUSE SUSPENSION
ROOM FOR THIS CLASS TIME PERIOD
· REFERRED STUDENTS SHALL BE PLACED IN DESIGNATED IN SCHOOL SUSPENSION
ROOM TO COMPLETE INCIDENT REPORTS, TEACHER SHALL PROVIDE WORKSHEETS,
WRITTEN REFLECTIONS AND/OR SECOND STEP LESSON WORKSHEETS TO PROMOTE
DEVELOPMENT OF AND ADHERENCE TO EXPECTED APPROPRIATE BEHAVIORS.
CURRENT SCHOOL POLICY***
SAFELY WALKING FROM PE AND LUNCH AND/OR TO CLASS IN THE HALLWAYS
Calmly walk and talk in halls to ensure safe transitions from place to
place.
1. Warning.
A. Require that the student go back and return safely.
B. Ignoring a request to change behavior is DEFIANCE
If repeated incidences have occurred, a Referral should be sent to the
Office.
PREVENTATIVE MEASURES:
A. Teachers model talking calmly and quietly.
B. Teachers with one foot inside and one foot outside of classroom
during passing periods.
C. An adult needs to be present at the intersection in front of the
library at all passing periods.

CURRENT POLICY-
Electronic devices (cassette/cd players, radios, headphones, beepers,
etc.) are not to be brought to school.
1. Warning.
2. Confiscate, next time to main office.
3. Confiscate, send to main office, return to parent.
4. Confiscate, send to main office, return to parent in June.
PREVENTATIVE MEASURES
A. Allow students to listen to their music (through teacher/school
equipment); lyrics must be appropriate to school language standards.

***2/20/08
AGREEMENT TO ALL OF THE ABOVE BY UBC/ADM 2/20/08
1) ASSISTANT PRINCIPAL WILL REVIEW AND THEN REVISE IN SCHOOL SUSPENSION
REQUIREMENTS WITH COUNSELORS AND THEN REVISIT WITH UBC AT UBC/ADM
MEETING FOR FINAL APPROVAL (STILL NOT DONE 4/7/08)
2) ASSISTANT PRINCIPAL WILL DEVELOP IN SCHOOL SUSPENSION ROOM STAFFING
SCHEDULE WITH COUNSELORS AND THEN PRESENT TO UBC AT UBC/ADM MEETING FOR
FINAL AGREEMENT (STILL NOT DONE 4/7/08)
3) UBC/ADM AGREE THAT UNTIL ADDITIONAL IN SCHOOL SUSPENSION ROOM
STAFFING IS FOUND AND/OR AGREED TO COUNSELORS, WHOSE JOB DESCRIPTION
INCLUDES DISCIPLINE DOMAIN WILL BE UTILIZED FOR 2007-2008 TO STAFF THE
IN SCHOOL DETENTION ROOM ACCORDING TO SCHEDULE DEVELOPED BY ASSISTANT
PRINCIPAL. (2/22/08)

APPROVED AT UBC/ADM MEETING 2/22/08_4/11/08
CONSENSUS AGRREMENT FOR SSC TO APROVE AND INCLUDE IN 2008-2009 SITE
PLAN AS ADDENDUM 4/8/08

J.GALGANO- REQUESTED THAT DUE TO TIME CONSTRAINTS REVIEW OF THE IN
SCHOOL SUSPENSION POLICY PROPOSAL BE DELAYED TO THE NEXT MONTHLY SSC
MEETING.

AGREED TO BY MEMBERS PRESENT

J.GALGANO Ð ASKED IF THERE WAS A CURRENT ISS ROOM BEING USED FOR THOSE
WHO VIOLATE THE RULES AND REQUIRE THIS CONSEQUENCE.

M.HARPER- STATED THAT ROOM 101 WOULD BE USED AS THE ISS ROOM, BUT THE
STAFFING OF THIS ROOM HAD NOT YET BEEN RESOLVED AT THIS TIME.

J.GALGANO- ASKED MR HARPER IF THIS WOULD BE RESOLVED AND PRESENTED TO
THE SSC AT THE NEXT UBC/ADM AND NEXT SSC MONTLY MEETING

M.HARPER Ð STATED HE WAS WORKING ON RESOLVING THIS BY THESE DATES

MEETING ADJOURNED 5;41PM

J.GALGANO

DR MARTIN LUTHER KING JR ACADEMIC MIDDLE SCHOOL
SCHOOL SITE COUNCIL MEETINGÉAPRIL 8TH, 2008 AT 4:30PM IN THE LIBRARY

Dr. Martin Luther King, Jr. Academic Middle School School Site Council
Agenda
Old Business-
1. Final comments re: Academic Site Plan//.THREE YEAR SITE PLAN REVIEW
2. Review Discipline Plan
3. Detention/In School Suspension Room
4. TARDY,CUT,REFERRAL AND SUSPENSION NUMBER UPDATES
5. Health and Safety concerns

MARCH 13TH,2008 EMERGENCY SSC MEETING SUMMARY
SSC MEMBERS/ALTERNATES PRESENT:
G.CHO,P.KOKA,R.RAMIREZ,C.RAMIREZ,A.BROWN,J.SHELDON,M.MCCACHREN,G.CHO,S.R
AMIREZ,L.HURLEY,0.PADILLA,J.GALGANO
OTHERS:J.GERBER,J.ALSIP,H.WONG
· B2008-2009 SITE PLAN AND SITE PLAN COMMITTEE MATERIALS DISTRIBUTED
· 2008-2009 SITE PLAN GOALS AND STRATEGIES/ACTIONS READ, REVIEWED AND
REVISEDÉREVISIONS AGREED TO UNANIMOUSLY FOR ALL BUT REVISION DESCRIBED
Ó ***Ó BELOW
· DISCUSSION WHY THE MONITORING WORDING FROM PREVIOUS SITE PLAN SHOULD
BE RETAINED TO INCLUDE ÒTHE ADMINISTRATION,SSC AND THE UBCÓÉ..
· PROPOSAL TO RETAIN LANGUAGE IN SITE GOALS STRATEGY/ACTIONS MONITORING
LANGUAGE TO INCLUDE Ò THE ADMINISTRATION, SSC AND UBCÓ WAS PROPOSED AND
SECONDED , PASSED WITH ONLY THE OBJECTION/VOTE ABSTENTION OF THE
PRINCIPAL.
· 2008-2009 SITE PLAN GOALS,OBJECTIVES, STRATEGIES AND ACTIONS,
REVIEWED AND REVISED, RECORDED BY M.MCCACHREN,R.TAI, AND OTHER MEMBERS.
· IT WAS AGREED ALL MATERIALS AND REVISIONS WOULD BE TURNED OVER TO MR
TAI AND MS DOYLE TO COMPLETE REVISIONS AS AGREED TO AT THIS MEETING,
UNANIMOUSLY APPROVED
· MOTION MADE AND SECONDED TO APPROVE THE 2008-2009 SITE PLAN WITH ALL
AGREED TO SITE PLAN GOALS,OBJECTIVES, STRATEGIES AND ACTIONS REVISIONS
MADE AND READ. PASSED UNANIMOUSLY.

SEE ATTACHED SITE PLAN!

MARCH 11TH, 2008 SSC MONTHLY MEETING
SSC MEMBERS/ALTERNATES ATTENDING:
G.CHO,C.RAMIREZ,R.RAMIREZ,S.RAMIREZ,L.SCHUKNECHT,H.WONG,M.HARPER,J.SHELD
ON,J.GERBER,O.
PADILLA,W,CHAN,J.WONG,R.FONG,J.CHEN,J.GALGANO
OTHERS ATTENDING: J.ALSIP,M.DOYLE,R.TAI.
J.GALGANO:OBJECTION THAT PROPOSED SITE PLAN HAD NOT BEEN PROVIDED TO
SSC MEMBERS OR POSTED 72 HOURS PRIOR TO MEETING
· AGENDA SET ASIDE AND MEMBERS AND PARTICIPANTS PRESENT WORKED AS A
COMMITTEE AS A WHOLE TO REVIEW AND REVISE 2008-2009 SITE PLAN WITH SITE
PLAN COMMITTEE MATERIALS AND PRINCIPAL GENERATED SITE PLAN PROPOSAL
· REVISIONS WERE DISCUSSED AND AGREED TO AND WILL BE ADDED TO SITE PLAN
TO BE REVIEWED AT AN EMERGENCY MEETING MARCH 13TH, 2008 IN THE SCHOOL
LIBRARY
· MEMBERS AGREED THE PRIORITY OF THEIR WORK WAS FOR THE STUDENTS AND TO
PROMOTE THER ACADEMIC PROGRESS.
· REVISIONS XEROXED TO BE SHARED ON MARCH 13,2008.

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

Academic Plan
for
Student Achievement
(2008-2009 School Year)

Dr. Martin Luther King, Jr. Academic Middle School
School

38684786059885
CDS Code

(Draft #4), April 4, 2008
Date of this plan/revision

Purpose of this Academic Plan

This academic plan meets the content requirements of amended Education
Code Section 64001 (effective January 2002) for a single school plan
for pupil achievement. Such a plan must be developed at each school
that operates any programs funded through the Consolidated Application.

This academic plan provides a single, comprehensive school plan to
improve the academic performance of students. Its use requires
collection and analysis of student performance data, setting priorities
for program improvements, rigorous use of effective solution
strategies, and ongoing monitoring of results. The template provides a
structured means to improve teaching and learning to meet state content
and performance standards. To accomplish this purpose, the template
includes elements found by educational research and professional
practice to be essential to the success of plans to improve student
academic performance. In addition, if all applicable portions of the
template are properly completed, school plan content requirements will
be met for all programs for which the school has an allocation in the
Consolidated Application.

Schools operating School-Based Coordinated Programs must include
instructional and auxiliary services to meet the special needs of
English learners, educationally disadvantaged pupils, gifted and
talented pupils, and pupils with exceptional needs.

DATA SUMMARY
(To be provided by Research, Planning and Accountability, format TBD)

EXECUTIVE SUMMARY

Dr. Martin Luther King, Jr. Academic Middle School has
traditionally offered a basic, quality instruction to its student body
such that a firm academic foundation is built for students to not only
succeed in high school but look beyond to enrolling in a higher
education institution. Therefore, teachers will continue from this
school yearÕs efforts to identify, practice, coach, and perfect
research-based student engagement instruction strategies so that all
students will eventually learn, through their own modality, content
standards in the four subject areas of math, English/language arts,
social studies, and science. This school goal was initiated through our
second year involvement in a California GEAR UP (Gaining Early
Awareness and Readiness for Undergraduate Programs), where two full day
professional development sessions concentrated on previewing several
AVID (Advancement Via Individual Determination) instructional
strategies (Socratic seminar, Cornell Note-taking, and non-linguistic
representation). Subsequently, the DistrictÕs Middle School Teacher
Leadership Institute (MSTLI) launched its review and demonstration of
research-based classroom student engagement strategies to accompany
their focus the past several years on examining student benchmark data.
Through involvement in next school yearÕs AVID program, at least 6
(six) teachers will be trained along the dimensions of this programÕs
curricula and employment of classroom strategies. Since these
strategies are among an array of at least two dozen research-based
identified student engaging strategies, they will lead discussions and
model practices at faculty and monthly site PD seminars. Teachers will
continue to coach/practice selected strategies from this year with the
goal of eventually perfecting at least two from the array of Òbest
practicesÓ classroom strategies. In the meantime, students enrolled in
the AVID elective classes will not only benefit, but all students will
be actively engaged in instruction through deployment of these
strategies from practicing teachers.
Since the California GEAR UP project primarily sponsored faculty
professional development workshops, the Federal GEAR UP project goes
beyond to sponsor at-risk, student directed activities to promote a
college bound culture of middle school students. This second major goal
of cultivating a college going mindset among our student body involves
students being tutored by college students, field trips to neighboring
colleges and universities, job shadowing of professionals with college
degrees, career and college awareness days, and parent workshops to
support their childÕs future enrollment in post-secondary institutions.
Secondarily, the AVID program will support twice a week tutorials for
their program-enrolled students, to complement GEAR UPÕs at risk
student participants.
A third primary goal for SY2008-2009 is to promote more active
awareness and participation of parents in their childÕs education here
at Dr. Martin Luther King, Jr. Academic Middle School. Both GEAR UP
projects and the AVID program will sponsor a series of parent awareness
seminars to (1) educate parents/caregivers on their childÕs social,
physical, and emotional growth at the middle school years; (2)
interpret student educational progress date (STAR, benchmark
assessments, writing prompt); (3) how to support their childÕs learning
at home; (4) what to enroll their child at high school in order to
qualify for college entrance; (5) financial means to send their child
to college.

Priorities for 2008-2009
The School Site Council has analyzed the academic performance of all
student groups and has considered the effectiveness of key elements of
the instructional program for students failing to meet API and AYP
targets. Below are the data conclusions for each of the five District
Goals and the schoolÕs key objectives and strategies for the upcoming
2008-2009 school year.

Goal 1: Academic Achievement
Significantly increase academic achievement and learning for all
students, including closing the achievement gap, based on achievement
data. Focus must be on reading and mathematics as measured by tests
and other assessments as appropriate.
Data Conclusions for Goal 1
Questions to cover:
What are the key data findings observed from last yearÕs CST? What
achievement gaps exist (can be grade-level gaps, subject-subject, by
racial subgroups, EL vs. non-EL students, Specia Ed vs. non-Special Ed
students, EDY vs. non-EDY students, etc.). [Note: The overall
performance of English learners, Special Ed, and socio-economically
disadvantaged students should be addressed in Goal 2; however, any
achievement gaps that exist for or within these subgroups should be
addressed here in Goal 1.]
What patterns or trends have been observed over multiple years?
What additional school data was analyzed, if any (i.e. data gathered
from benchmark assessments, pre/post tests administered, surveys,
attendance data, etc.) and what are the key patterns or trends
observed?
Key Findings:
Although all groups made significant gains on the 2007 CSTs, the
achievement gap between the African American, Latino, and Special
Education students and our other students remains as wide as in
previous years. Our English Learners also have lower scores, though
ethnicity seems to be a factor as wellÑLatino students are experiencing
more difficulty with reading and writing skills than other EL students.
The test score gaps noted above have been evidenced at MLK for the last
five years. Previous and current efforts to accelerate the test
success of the groups named above have not succeeded, though the scores
of these students have risen in general along with those of the other
students.
The results from the Spring 2007 ELA and Math Benchmark Assessments
show that these same groups continue to lag behind our other students,
though the gap is getting smaller for Latino students. Loss of
instructional time due to absences, tardies, and behavioral infractions
is a critical factor for some but not all of the students in these
groups. Variable home support, insufficient academic motivation,
learning difficulties, and staff turnover are also involved. Each
student has a unique mix of these and other factors that must be
addressed in order to close the achievement gap.

Proficiency and Above
General School Gr 6 Gr 7 Gr 8
E/LA 33% 46% 39%
Math 42% 48% 30%

AA Students Gr 6 Gr 7 Gr 8
E/LA 16% 9% 9%
Math 9% 6% 0%

L Students Gr 6 Gr 7 Gr 8
E/LA 26% 29% 28%
Math 21% 22% 21%

EL Students Gr 6 Gr 7 Gr 8
E/LA 12% 7% 11%
Math 27% 32% 8%

Key Objectives for Goal 1
[Based on the data conclusions above, identify the key objectives (one
to three) for Goal 1 for the school.]
Objective 1: CST scores for African American, Latino, and Special
Education students will meet or exceed the CDEÕs 2008-2009 proficiency
targets and AYP requirements.
Objective 2: Instructional time and academic engagement of African
American, Latino, and RSP/Inclusion students will show significant
improvement over current rates.
Objective 3: The timely delivery and effectiveness of both academic
and affective interventions for these targeted students will also
improve over current levels.

Key Strategies for Goal 1
[What key strategies will be implemented in order to achieve the
objectives above? Please be as specific as possible in describing how
these strategies will lead to improved student achievement.]
Key Strategy 1: Improve and expand the existing student support systems
(including SST and SAP) so as to better address the factors affecting
each non-proficient studentÕs progress. This includes improved
monitoring of student support services by scheduling SST and SAP review
of staff-referred students.
Key Strategy 2: Through projects such as the California and Federal
GEAR UP (Gaining Early Awareness and Readiness for Undergraduate
Programs) projects, SF Promise program, and AVID project, we will
continue to build a college-bound culture of students.
Key Strategy 3: Refine and/or introduce academic and affective
interventions and monitoring/feedback systems to help improve the
academic success of these targeted and focal student groups, including
the use math and E/LA benchmark assessments to redirect instruction,
and implement student engagement instructional classroom strategies.

Goal 2: Academic Equity
Ensure that all students have access to a comprehensive education by
providing a high-quality program of studies in the Core Curriculum
areas (English/language arts, mathematics, science, social studies,
visual and performing arts, health and physical education), world
languages, and school-to-career and technical programs where
appropriate.

Data Conclusions for Goal 2
Questions to cover:
What special programs (Special Education, GATE, Honors, AP, ELD,
language immersion, arts magnet, etc.) are offered at your school?
What are the key data findings observed for students participating in
these programs from last yearÕs CST? [Note: If academic achievement
for students in these programs was disaggregated by racial subgroup and
any achievement gaps were observed, these gaps should be discussed in
Goal 1.]
Are any racial subgroups underrepresented or overrepresented in certain
programs (i.e. low African American students in GATE, Honors, and/or AP
programs, high numbers of EL students in Special Education)?
What patterns or trends have been observed over multiple years?
What additional school data was analyzed (can be data gathered from
benchmark assessments, pre/post tests administered, surveys, attendance
data, etc.) and what are the key patterns or trends observed?
Key Findings:
MLK currently has RSP and SDC programs for special education students
whose learning disabilities range from mild to severe. As much as
feasible, these students are allowed access to general education
classes. GATE students have the same program as other students, but
receive some differentiated instruction and preferential access to
certain elective classes. There are no Honors classes at MLK, based on
our original Consent Decree mandate, but all 8th graders do take
Algebra. English Learners are intermixed with general education
students in classes using ELD and SDAIE instructional strategies. Lower
performing EL students are grouped together for one period of the day
in an intervention reading class.
The special education students continue to score mainly in the Far
Below thru Basic ranges on CSTs. GATE students are scoring comparably
well with GATE students in other SFUSD middle schools. English
Learners show steady progress in learning English, as shown through
CELDT scores and the reclassification rate, and on CST scores, though
more so for Asian than Latino students.
Over the past six years, MLKÕs English Learner population has grown
notably. This has increased the need for professional development in
ELD and SDAIE strategies. The number of students designated as GATE has
also increased, mostly through student success on standardized tests,
and most of these are Asian students.
Current analysis of SFUSD benchmark assessments shows that MLK students
are not performing quite as well as last year when compared with other
SFUSD middle schools. Also, a higher than normal degree of staff
turnover from last year has resulted in a higher percentage of
relatively inexperienced teachers this year. SDC student access to the
core curriculum is currently in process of review and revision. Most
general education students designated as needing intervention have been
placed in supplemental ÒstrategicÓ ELA classes rather than High Point
classes so as to better support learning of the core curriculum
standards. Intervention classes for English Learners still use the
district-approved intervention curriculum, but are supplemented with
instruction focusing on core standards as well. Underperforming
students have less access to elective classes due to scheduling and
staffing limits. This is compensated, to some extent, via music and
art based assemblies and field trips, and participation in the After
School Program. In particular, a before school choir class and after
school instrumental music are offered to any student, regardless of
academic and program standing, who is interested in enrolling in these
classes.

Key Objectives for Goal 2
[Based on the data conclusions above, identify the key objectives (one
to three) for Goal 2 for the school.]
Objective 1: Ensure that 100% of placements in Special education
programs are correct and appropriate and that all channels for
identifying GATE students are utilized.
Objective 2: Ensure that all students have access to a comprehensive
education that includes opportunities to participate in activities that
go beyond the core curriculum.
Objective 3: Ensure that all English Learners can access the core
curriculum in all subjects via effective use of SDAIE and ELD
techniques.

Key Strategies for Goal 2
[What key strategies will be implemented in order to achieve the
objectives above? Please be as specific as possible in describing how
these strategies will lead to improved student achievement.]
Key Strategy 1: Special education severe to moderate students will, to
the fullest extent possible, be mainstreamed in core subject areas in
order to ensure instruction in grade level standards, including
periodic assessment through application of common benchmark assessments
in math and English language arts.
Key Strategy 2: Improve delivery of special events and programs to
provide intervention and strategic students with increased access to
performing arts, service learning, accelerated summer school programs
sponsored by SF Promise programs, college-directed activities, and
school library-based literacy activities.
Key Strategy 3: Through faculty and monthly professional development
workshops, staff will be trained on Òbest practicesÓ student engagement
classroom instructional strategies, AVID, SDAIE and ELD strategies.

Goal 3: Instructional Improvement
Improve the instructional delivery to all students using best practices
for student learning as reflected in Focus on Learning recommendations,
compliance, whole school reform models, school-wide programs,
school-based curricular instructional or programmatic improvements.

Data Conclusions related to Goal 3
[Please state your data patterns and trends. In addition, describe
other school level data you may have gathered and analyzed.]
Key Findings:
MLK has worked to improve instructional practices through introduction
of AVID training sessions sponsored by our CA GEAR UP project. In
addition, department and grade level groups have adopted at least one
student engaging instructional strategy to perfect, as a result of our
schoolÕs participation in the DistrictÕs middle school initiative. MLK
will continue to refine Òbest practicesÓ student engagement
instructional strategies through faculty participation in AVID program
in addition to District middle school initiative.
Monthly professional development workshops in classroom management
strategies was offered and continues to be a need for some staff
members still new to teaching.
Most staff members are well on their way to meeting the requirements
for NCLBÕs Òhighly-qualifiedÓ status. However, some staff members
(current or new) may need additional professional development and/or
additional college units to reach this goal. The school needs to
monitor and support this process.

Key Objectives for Goal 3
[Based on the data conclusions above, identify the key objectives (one
to three) for Goal 3 for the school.]
Objective 1: Increase staff expertise in instructional practices
designed to better support learning in all subjects, through key
faculty participation in AVID training program, subsequent monthly
school site PD on student engagement instructional strategies, and
department and grade level meetings.
Objective 2: Expand the professional development opportunities for
staff members, both in the above-mentioned strategies and as needed to
help staff meet the Òhighly qualifiedÓ status requirements of NCLB.

Key Strategy 1: Utilize faculty members trained on AVID instructional
strategies, in addition to staff who have perfected several identified
classroom strategies, to conduct monthly provide professional
development, and monitor their implementation.
Key Strategy 2: Supplement and improve the current available
professional development sessions through faculty, common planning
time, monthly professional development, Saturdays, and after school
meetings. Staff attendance on Saturdays and after school will be
Òstrongly encouraged, but optionalÓ and will be appropriately
compensated. When appropriate, professional development can be targeted
to those staff members identified as needing such, reducing the costs
involved. Such targeted PD allows the school to ÒrecognizeÓ
experienced staff members as already being skilled in certain
strategies.
Key Strategy 3: Ensure each staff member completes his/her NCLB
highly-qualified certification process, utilizing available resources
provided through SFUSD.

Goal 4: School Climate
Ensure safe, secure school and learning environment relative to
cleanliness, management of the facility and student behavior.

Data Conclusions for Goal 4
[Please state your data patterns and trends. In addition, describe
other school level data you may have gathered and analyzed.]
Key Findings: The main school climate issue noted in the 2007-2008
Site Plan was unclear student discipline policies. From November to
April, policies and consequences were reviewed and revised.
Implementation of consequences due to student misconduct has varied
from last school year, primarily because of lack of Òin-house
suspensionÓ staffing. In addition, ten new classroom teachers have
replaced retired and vacated teaching positions, many of whom are first
year probationary and intern teachers. Monthly meetings to acquaint
these teachers to the schoolÕs procedures, instructional patterns, and
general support have occurred. Reflecting on this, we realize we need
to do a better job in orienting and supporting new staff members.
Through ÒSchool Violence and PreventionÓ funds, we have allocated
these monies to hire an additional campus supervisor to patrol school
grounds and monitor student activities during the day. In addition,
student-generated clubs have been created to occupy studentsÕ before
school and lunch times and support their varied interests in areas such
as recycling, gardening, game boards, and computers. Staff has been
compensated, and field trips scheduled to support these clubs.
Our Peer resource counselor trains and involves students to
conduct conflict mediation sessions between students. In addition, MLK
has an active student body government that provides input in the
schoolÕs decision-making process.
The school has revisited its preparedness for disasters and
emergencies, but only briefly this year. More planning and training is
needed to maintain maximum preparedness.
An informal review of Goal 4, using the survey suggested by
SFUSD, also shows that MLK needs to review and improve itÕs delivery of
the SFUSD Health curriculum and School Health department activities.
Comments made by parents at several recent meetings and staff
observations also indicate a need to repair and/or update several
aspects of the physical safety of the campus, including the outdoor
lighting and outdoor trash receptacles.

Key Objectives for Goal 4
[Based on the data conclusions above, identify the key objectives (one
to three) for Goal 4 for the school.]
Objective 1: Reduce student classroom tardies and students defiant to
adult authority by 25% from the previous year
Objective 2: Achieve 100% implementation of all health and safety
related requirements.
Objective 3: Surveys completed by staff will show an increase in new
teachersÕ feelings of comfort and success in their work at MLK.

Key Strategies for Goal 4
[What key strategies will be implemented in order to achieve the
objectives above? Please be as specific as possible in describing how
these strategies will lead to improved school climate.]
Key Strategy 1: The counseling staff and Learning Support Professional
will coordinate groups of students to improve their social behaviors
and attendance.
Key Strategy 2: The schoolÕs Crisis Response Team will attend
professional development sessions sponsored by SHPD, and oversee fire
drills, evacuation plans, and other safety related issues and topics.
Key Strategy 3: Improve new teacher levels of comfort and success
through stronger orientation and support activities.

Goal 5: Parent and Community Involvement
Significantly increase the involvement of a broad base of parents and
community at the school level.

Data Conclusions related to Goal 5
[Please state your data patterns and trends. In addition, describe
other school level data you may have gathered and analyzed.]
Key Findings:
The MLK PTSA meets on a monthly basis, and attendance at meetings
is very low. In addition, GATE meetings have not turned out to the
satisfaction of staff. Therefore, more incentives are needed to
increase attendance. However, parent participation during
teacher-parent conference weeks has improved this year. The
auto-dialer phone system has been utilized more frequently than in the
past. Elected parents are also active participants on the SSC.
Important documents for parents are usually translated into Spanish and
Chinese. Translators are provided as needed for parents when
communicating with school personnel.
The California GEAR-UP program has sponsored several parent
workshops on preparing their child for college, with some success. The
people who did participate found the program both motivating and
informative. Workshops of this sort will be continued and better
publicized so as to reach more families, primarily through not only the
California but Federal GEAR UP project through its full time site
coordinator, and also the SF Promise program that includes a
family/parent component to educate them on preparing their child to not
only succeed in high school but enroll and matriculate at the college
level.

Key Objectives for Goal 5
[Based on the data conclusions above, identify the key objectives (one
to three) for Goal 5 for the school.]
Objective 1: Attendance at PTSA meetings and other parent/community
focused events will increase 25% over current rates.
Objective 2: Participation in the California and Federal GEAR-UP
projects and SF Promise program will increase by 25% over the current
year.
Objective 3: Empower willing parents with tools to better support
student academic progress at home.

Key Strategies for Goal 5
[What key strategies will be implemented in order to achieve the
objectives above? Please be as specific as possible in describing how
these strategies will lead to improved parent and community
involvement.]

Key Strategy 1: Develop a more effective system of publicity and
incentives to enhance parent involvement in school events and improve
home-school communication
Key Strategy 2: The school will continue to provide families with
information, activities, and workshops designed to heighten awareness
of and assist in planning for high school and college needs, utilizing
the California and Federal GEAR-UP projects, SF Promise, and other
available resources. These activities will be well publicized and
participants will be recognized in some manner for their participation.
Key Strategy 3: Parents will be provided with suggested opportunities
and activities that will enable them to provide additional academic
support for their students at home and over the summer.

ACTION PLAN

The School Site Council has analyzed the academic performance of all
student groups and has considered the effectiveness of key elements of
the instructional program for students failing to meet API and AYP
growth targets. In order to achieve the key objectives and implement
the key strategies set forth in the plan, the following related
actions and expenditures have been adopted to raise the academic
performance of student groups not meeting state standards:

Goal 1: Academic Achievement
Significantly increase academic achievement and learning for all
students, including closing the achievement gap, based on achievement
data. Focus must be on Reading and Mathematics as measured by tests
and other assessments as appropriate.
Actions to be Taken to Reach This Goal
Consider all appropriate dimensions (e.g., Teaching and Learning,
Staffing and Professional Development) Start Date
Completion Date Proposed Expenditures
Funding
Source District Support(s) Needed Key Strategy 1: Improve and expand
the existing student support systems (including SST and SAP) so as to
better address the factors affecting each non-proficient studentÕs
progress. This includes improved monitoring of student support
services.
Lessons will include strategies that reflect scaffolded and
differentiated instruction for all under-performing students and
appropriate modifications of both instruction and grading to better
support students with disabilities.
School site tutorials, community resources, study skills classes, will
be utilized to provide academic and mentoring support for
underperforming students.
The SAP/SST teams will meet at least 1 time a week to review referred
high risk studentsÕ academic records and behavior plans and recommend
additional monitoring and added support mechanisms. The referral
process for these programs will be streamlined and monitored for timely
follow-through. List schedule of SST/SAPs in the bulletin.
Counselors will communicate Òat-risk studentÓ performance to
parents/guardians each grading period. *(3 or more U in citizenship, or
3 or more referrals, or a GPA < 2.5)
PTSA and teachers will develop and adopt a classroom program to
encourage parent involvement in the homerooms.
Grade level teacher teams will meet regularly with the administration
to review, coordinate, implement underperforming student support
activities.

September - May

August - May

Each 6-wk. grading period

September - May

Federal GEAR UP; SF Promise/AVID; Before/After School program

School Health Programs, Learning Support Professional

Prop H

PTSA Key Strategy 2: Improve the attendance and active class
participation of African American, Latino, and Special Education
through both external and internal incentives and place more emphasis
on engaging culturally relevant delivery of curricula.
The counselors will identify attendance issues. SART will address
problems and will communicate with students and parent/guardians to
improve attendance where needed.
Appropriate incentives such as educational fieldtrips and culturally
relevant speakers will be identified to reward truant-prone students
for improved attendance. (i.e. MUNI passes)
Staff and Grade Level, Department Level will review current curricula
and instructional strategies to identify areas where more culturally
relevant content and activities can be appropriately added to or
substituted.
The school will purchase multiple copies of books to address the
cultural and language diversities of our school site population.
Purchases will emphasize popular student-engaging topics.
The library will offer culturally relevant book clubs and author events
to create a community of readers.

September -May

Ongoing

August - May

Fall, 2008

CA and Federal GEAR UP Grants

Donorschoose.com program

Key Strategy 3: Refine and/or introduce academic and affective
interventions and monitoring/feedback systems to help improve the
academic success of these targeted and focal student groups, the use of
benchmark assessments to re-direct instruction, and implement student
engagement classroom strategies.
Students will be assessed by academic achievement data for placement in
Reading Support classes or for placement in elective classes. All
students will also have a core Language Arts class. Language Arts
teachers will continue to use the state-adopted district-approved
instructional materials in these core classes, supplemented
appropriately by other materials. Reading support classes will use
appropriate materials to supplement the state adopted district approved
curriculum so as to better engage student interest and motivation.
CST ÒBasicÓ scoring focal students as defined by the district will be
identified and matched with an on-site mentor/monitor who will provide
friendly informal support and encouragement.
During the Fall Semester, a student in the Reading Support classes will
be eligible to be moved to a regular elective class if they pass two
consecutive benchmark assessments. The Grade Level Teams will make
final determinations of the students based on other formative and
summative assessments. Limitations on class sizes for Elective and
Support classes will be developed so as to anticipate and allow for
this movement. The master schedule will be developed so as to
anticipate and allow for this movement.
The criteria for the support electives exiting will be reviewed by
grade level teams, staff and parents before the end of the first
semester.
All teachers will monitor Focal studentsÕ performance on SFUSDÕs
Benchmark assessments to assist those who need additional support.
These students will be given first priority in After School ProgramÕs
tutorial services, teacher-voluntary tutoring during lunch and/or after
school, and other behavioral and academic support services.
Trained teachers will assist other teachers to review, select, practice
grade level and department adoption of student engagement classroom
instructional strategies. Monthly schoolsÕ professional development
series of workshops will focus on academic rigor through practicing
these Òbest practiceÓ classroom strategies.
The administration will facilitate teachers coaching and mentoring each
other in practicing and perfecting instructional strategies.

Aug./Sept.Ñplaced by mid-September

By Mid-October after implementation of 6 week ÒSecond StepÓ curriculum

Throughout school year

October Ð May

August Ð May

September - May
Federal GEAR UP; SF Promise/AVID program;
School Health Department

SF Promise/AVID

MSTLI
SF Promise/AVID
CA GEAR UP

Site Admin

LSP
Monitoring and Assessment for Goal 1
Questions to cover:
How will the school monitor implementation of the high leverage
activities above?
How will the school evaluate its progress towards achieving the desired
objective(s)?
What data will be collected to measure progress?

1. The SSC, administration, and UBC will periodically review, discuss,
and revise as needed the implementation and timelines.

2. The SSC, administration, and UBC will periodically monitor and
update the various data provided to evaluate progress.

3. Student academic progress and movement between the Intervention,
Strategic, and Benchmark categories will be monitored via CST and SFUSD
Benchmark Assessment scores, teacher feedback, and class enrollment
data.

August - May

SFUSD Content/Program
Specialists Key Strategy 2: Improve delivery of special events
and programs to provide all students with increased access to
performing arts, service learning, ecology, gardening and outdoor
education activities.
School staff will plan and implement periodic assemblies and field
trips to insure that all students have opportunities to learn more
about and participate in visual and performing arts, service learning,
and outdoor education activities.
Visual and Performing arts, choir, and instrumental music classes will
be offered to all students in order to ensure that all students
regardless of program or academic status, have access to these special
classes
The library will offer visits from authors and other literacy related
cultural events.

August through May

Federal GEAR UP;
SF Promise; AVID projects/programs

Prop H Funds Key Strategy 3: Differentiated instructional and student
engagement strategies through grade level and department level teams
and staff will be introduced in planning meetings and Professional
Development to address the academic and learning style needs of our
diverse student population.
The SFUSD Multi-lingual Department will provide on-site targeted
professional development on SDAIE and ELD expectations and strategies.
Language Arts teachers will actively employ ELD instruction daily,
appropriate to the needs of each class.
Content area teachers will employ SDAIE strategies daily to help EL
students access the core curriculum.

October - May

Ongoing

Federal GEAR UP;
SF Promise;AVID programs/projects

Prop H Funds
Common Meeting/Planning times

Multi-lingual Department
Monitoring and Assessment for Goal 2
Questions to cover:
How will the school monitor implementation of the high leverage
activities above?
How will the school evaluate its progress towards achieving the desired
objective(s)?
What data will be collected to measure progress?

1. The SSC, administration, and UBC will periodically review, discuss,
and revise as needed the implementation and timelines.
Administration will monitor implementation of SDAIE and ELD strategies
through classroom observations.

2. The SSC, administration, and UBC will periodically monitor and
update the various data provided to evaluate progress.

3. Records and documents from professional development sessions will
be saved for review. Enrollment, admission, and demission figures for
Spec. Ed., GATE, and EL students will be disaggregated by grade level
and ethnicity and compared with previous year information and similar
SFUSD information. Records of all assemblies and filed trips will be
maintained in the main office and compared with similar data from
previous years where available.

Actions to be Taken to Reach This Goal
Consider all appropriate dimensions (e.g., Teaching and Learning,
Staffing and Professional Development) Start Date
Completion Date Proposed Expenditures
Funding
Source District Support(s) Needed Key Strategy 1: Utilize both
in-house and outside expertise to provide professional development in
key instructional strategies, and to monitor their implementation.
Within the first 6 weeks, grade level and department level teams will
list and prioritize site professional development needs, with
additional recommended and mandated training activities to be included
through out the school year.
Staff will conduct staff training workshops, with topics to include
differentiation of instruction, Spec. Ed. modifications and grading,
checking for understanding, non-linguistic representations,
think-pair-share, Òbest practicesÓ student engagement instructional
strategies, and/or others as determined by staff needs.
Differentiation of instruction will be appropriately incorporated
school-wide, and will be a continuing topic for common planning within
grade levels and departments. Best practices will be shared with the
whole staff at faculty professional development meetings
At the start of the school year, teachers will be provided data on the
individual identified learning needs and test scores of the students in
each class so as to assist with planning of appropriate differentiated
instruction.
The librarian and other qualified staff will offer technology and
information literacy workshops and trainings, so that teachers are
comfortable using computers and internet for instruction.

August/Sept. 2008

October - May

September - May

Ongoing

September - May

California and Federal GEAR UP projects;
SF Promise; AVID projects

Title I

Key Strategy 2: Supplement and improve the current available
professional development sessions with periodic sessions after school.
Staff attendance will be Òstrongly encouraged, but optionalÓ and will
be appropriately compensated. When appropriate, professional
development may be targeted to those staff members identified as
needing such, reducing the costs involved. Such targeted PD allows the
school to ÒrecognizeÓ experienced staff members as being skilled in
certain strategies.
Periodic professional development sessions will be held during and
after school for staff, who will be encouraged (but optional
attendance). They will be compensated for attending these workshops..
This will allow more intensive and targeted PD to be provided on
various topics deemed more appropriate for this extended time format.
A school site recruitment and interview team, consisting of one parent,
one administrator, one leader of the appropriate content area, one
student from the seventh or eighth grade and one counselor will be
created to address the issue of the schoolÕs facultyÕs annual turnover
rate of teachers. They will assist the principal in marketing the
school and interview candidates for vacancies.

September- May

Title I

HR Model Staffing Initiative Key Strategy 3: Assist each staff member
in completing/verifying his/her NCLB highly-qualified certification,
using both site resources, as available, and resources provided through
SFUSD.
Administrators will review the NCLB highly qualified status of each
staff member, and will use this information, according to SFUSD/UESF
contractual requirements, to assign teachers in the Master Schedule
appropriately.
Staff members identified as needing to complete this NCLB certification
will be directed to the proper resources provided by SFUSD for this
purpose.

Spring 2007

Spring/August 2007

Human Resources Dept.

Monitoring and Assessment for Goal 3
Questions to cover:
How will the school monitor implementation of the high leverage
activities above?
How will the school evaluate its progress towards achieving the desired
objective(s)?
What data will be collected to measure progress?
1. The SSC, administration, and UBC will periodically review, discuss,
and revise as needed the implementation and timelines.
Administration will monitor implementation of instructional strategies
through classroom observations.

2. The SSC, administration, and UBC will periodically monitor and
update the various data provided to evaluate progress. Administration
will maintain communication with appropriate SFUSD personnel regarding
the NCLB highly qualified status of each teacher. Progress/problems
will be reported periodically to the UBC and SSC.

3. Records and documents from the professional development sessions
will be provided to the above groups for review. SFUSD will provide
data relevant to NCLB certification requirements and progress.

Goal 4: School Climate
Ensure safe, secure school and learning environment relative to
cleanliness, management of the facility and student behavior.

Actions to be Taken to Reach This Goal
Consider all appropriate dimensions (e.g., Teaching and Learning,
Staffing and Professional Development) Start Date
Completion Date Proposed Expenditures
Funding
Source District Support(s) Needed Key Strategy 1: The counseling staff
and Learning Support Professional will coordinate groups of students to
improve their social behaviors and attendance in and out of class.
Maintain and expand the peer conflict mediation program, the peer
court, and anti-bullying activities.
Use incentive rewards (King Cobra tickets, free dress) to promote
improved school and class attendance and reduced tardies.
Assign security staff so as to effectively monitor hallways between
periods, by maintaining the Òcampus supervisorÓ position to 3.0 FTE
period.
Involve students through student council meetings and homeroom reports
to assist in a periodic review and of behavior expectations and
discipline procedures, conflict mediation options, incentives, etc.
Explore a Middle School Wellness Center including a school nurse or a
mental health counselor to address underlying problems with at-risk
youths.
Revisit Health Education curriculum and create a Coordinated School
Health Program and the use of clubs to promote appropriate social norms
and infuse health lessons in the curriculum.
Adapt and enforce School Wide Discipline Plan and Uniform Dress policy.
Second Step program will be implemented during the first sixth weeks of
the Unified Arts period for all school site students.

September - May

September - May

September Ð May

August Ð May

September Ð October

Oct. Ð Update & drill

School Health DeptÕs ÒViolence PreventionÓ funds

School Health Department

Materials & training
via SFUSD Key Strategy 2: The School Safety Team will attend
professional development sessions sponsored by SHPD, and oversee fire
drills, evacuation plans, and other safety related issues and topics
The Science and PE departments will meet with administration and/or
School Health personnel to examine and revise our current
implementation of the mandated health curriculum and to make revisions
as needed.
Identify/train/update staff on emergency procedures, and inform
parents/guardians about such procedures through monthly newsletters and
other communication methods.
Identify, fix and/or update all campus safety-related items, including
outdoor lighting and trash disposal needs.
Implement the ÒSecond StepÓ six week unified arts program for all
students.
Provide annual First Aid/CPR training for all faculty and staff.

August - October

September Ð May

September Ð November
September Ð October

September - May

.
Uniform Middle School Minimum Day schedule

SFUSD School Health Dept.

Building & Grounds

SFUSD School Health Dept. Key Strategy 3: Improve new teacher levels
of comfort and success through stronger orientation and support
activities.
Hold new teacher meetings weekly during first month of school year and
monthly thereafter. These meetings should be two-way discussions which
help new teachers better adapt to MLK procedures and expectations and
to resolve problems that arise.
Create a Social Activities Club for faculty and staff.

Aug/Sept.- weekly
Oct.-May- monthly

August Ð May

September

Human Resources Dept./BTSA

Monitoring and Assessment for Goal 4
Questions to cover:
How will the school monitor implementation of the high leverage
activities above?
How will the school evaluate its progress towards achieving the desired
objective(s)?
What data will be collected to measure progress?

1. The SSC, administration, and UBC will periodically review, discuss,
and revise as needed the implementation and timelines.

2. Surveys will be analyzed and appropriate behavior-related data will
be recorded, reviewed, updated and compared with previous years by the
above groups.

3. Surveys will be given out at the conclusion of each semester to
parents, staff, and students to monitor progress made in ensuring a
safe and clean school environment and a well-behaved student body.

Goal 5: Parent and Community Involvement
Significantly increase the involvement of a broad base of parents and
community at the school level.

Actions to be Taken to Reach This Goal
Consider all appropriate dimensions (e.g., Teaching and Learning,
Staffing and Professional Development) Start Date
Completion Date Proposed Expenditures
Funding
Source District Support(s) Needed Key Strategy 1: Develop a more
effective system of publicity and incentives to enhance parent
involvement in school events and improve home-school communication.
A schedule of all parent/community related meetings will be developed
early in the year and will be actively publicized. This will include
meetings for parents of students in specific programs such as Special
Education and GATE. (Staff hours spent presenting at such meetings, if
held beyond the regular school day, will be appropriately compensated.)
The new school web site will reserve a page for communication of events
and activities to/for parents and community.
Develop an effective system for parents and others to communicate with
the school and its various personnel via email.
Send monthly email reminders via the school website and phone tree to
parents regarding school updates, functions, activities, and to check
the schoolÕs website for current information.

Back to School Week

August

August - May

Federal and CA GEAR UP projectsts; SF Promise program; AVID program

Translation services Key Strategy 2: The school will continue to
provide families with information, activities, and workshops designed
to heighten awareness of and assist in planning for high school and
college needs, utilizing the GEAR-UP program and other available
resources. These activities will be well publicized and participants
will be recognized in some manner for their participation.
Workshops, including those designed through the GEAR-UP projects, will
be held for parents/guardians on topics relevant to their role in
preparing middle school students for high school and college. These
will be organized and publicized by the Parent Liaison, the PTSA, and
the GEAR-UP staff.
Publicity will include flyers, email, the auto-dialer, phone tree, the
new school website, and community newspaper/newsletters.
Free dress and/or other incentives will be awarded to the students from
families participating in these workshops. San Bruno Ave, merchant
discount coupons and/or other incentives will be awarded to the adults
and/or students from families participating in these workshops.

September - May

Federal and CA GEAR UP projects; SF Promise program

Key Strategy 3: Parents will be provided with suggested
opportunities and activities that will enable them to provide
additional academic support for their students at home and over the
summer.
Maintain and expand percentage of families using Home Test Prep
materials effectively.
The Language Arts Department and Librarian will jointly generate a
suggested Summer Reading List for students entering each new grade
level.
Support staff will provide parents with additional opportunities to
support student academic progress at home and better prepare students
for the following school year.

January-March 2009

April - May
Federal and CA GEAR UP projects; SF Promise program

SFUSD State and Federal programs

Monitoring and Assessment for Goal 5
Questions to cover:
How will the school monitor implementation of the high leverage
activities above?
How will the school evaluate its progress towards achieving the desired
objective(s)?
What data will be collected to measure progress?

1. The SSC, administration, and UBC will periodically review, discuss,
and revise as needed the implementation and timelines.

2. Surveys will be analyzed and appropriate behavior-related data will
be recorded, reviewed, updated and compared with previous years by the
above groups.

3. Records of attendance and publicity documents will be kept for all
parent/community events and made available to the above groups for
review and evaluation purposes. Surveys will be given out at the
conclusion of each semester to parents to assess their level of
participation and satisfaction with parent related activities and
home/school communications.

School Site Council (SSC) Membership

Education Code Section 64001 requires that this plan be reviewed and
updated at least annually, including proposed expenditures of funds
allocated to the through the Consolidated Application, by the school
site council. The current make-up of the council is as follows:

Name of Member

MemberÕs Signature
Principal Classroom
Teacher Other School Staff Parent or
Community
Member Secondary Student Date Elected Gilbert Cho X James
Galgano X Laura Hurley X Michael
McCachren X Dianne Reynolds X Lloyd
Schuknecht X Nancy Folauoo X Patricia
Koka X Terezinha Jusino X Orlanda Padilla X Carlos
Ramirez X Rocio Ramirez X Cheryl Taylor X Johnson
Chen X Sabrina Jusino X Stephanie Ramirez X
Numbers of members of each category 1 5 2 5 3 At elementary schools,
the council must be constituted to ensure parity between (a) the
principal, classroom teachers and other school personnel and (b)
parents of pupils attending the school or other community members.
Classroom teachers must comprise a majority of persons represented
under section (a). At secondary schools there must, in addition, be
equal numbers of parents or other community members selected by
parents, and students. Teachers, other school personnel, parents and
(at secondary schools) students select representatives to the council
(Education Code 52012).
For schools participating in the Immediate
Intervention/Underperforming Schools Program, the local governing board
must appoint a "broad-based schoolsite and community team" (Education
Code 52054(a)). The board may meet this requirement in either of the
following ways:
Add one or more "nonschoolsite personnel" to an existing school site
council to form the "school site and community team"; or
Appoint a "school site and community team" unrelated to the membership
of the school site council.
English Learner Advisory Committee (ELAC) Membership

Name of Member

MemberÕs Signature Principal Classroom
Teacher Other School Staff Parent of EL Student Other Parent /
Community Secondary Student Date Elected Gilbert Cho X
Michael McCachren X Victoria Gonzalez X Henry
Wong X Cesar Flores X Patricia Contreras
X Mercedes Munoz X Maricela Garduno X Ai Chan
Zhang X Mui When Wu X Jose Morando X Mario
Martinez X Timothy Zhang X Kevin Ling X
Numbers of members of each category

The composition of the English Learner Advisory Committee (ELAC) must
contain parents of EL students.
The percentage of parents of EL students is to be at least the same as
that of EL students at the school.
School Advisory Committee (SAC) Membership

Name of Member

MemberÕs Signature
Principal Classroom
Teacher Other School Staff Parent or
Community
Member Secondary Student Date
Elected

Numbers of members of each category

The composition of the School Advisory Council must be such that it
contains a majority of parents.

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 in
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):
___ School Advisory Committee for State Compensatory Education Programs
___ English Learner Advisory Committee
___ Community Advisory Committee for Special Education Programs
___ Gifted and Talented Education Program Advisory Committee
___ Other (list)

The school site council reviewed the content requirements for school
plans of programs included in this Single Plan for Student Achievement,
and believes all such content requirements have been met, including
those found in district governing board policies and in the Local
Improvement Plan.
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.
The school held two (2) community meetings prior to the completion of
the school site plan.
One meeting to gather input from the school community including all
advisory committees
DATE: February 14, 2008
One meeting to present plan upon its completion.
DATE: March 4, 2008
This school plan was adopted by the school site council on: March 13,
2007.
Our site has a process and budget for replacing lost or damaged
textbooks as well as a process for managing textbooks to ensure that
each student has standards-aligned textbooks or other required
instructional materials to use in class or to use at home in order to
complete required homework assignments.
Our site uses an IEP Master Calendar to ensure compliance with Special
Education timelines.

Attested:
Gilbert Cho 4/3/08
_________________________ _______________________ ________
Typed name of school principal Signature of school principal Date
Michael McCachren 4/3/08
_________________________ _______________________ ________
Typed name of SSC chairperson Signature of SSC chairperson Date
See Appendix B: Chart of Requirements for the SPSA for content
required by each program or funding source supporting this goal.
List the date an action will be taken or will begin, and the date it
will be completed.
See Appendix B: Chart of Requirements for the SPSA for content
required by each program or funding source supporting this goal.
List the date an action will be taken or will begin, and the date it
will be completed.
See Appendix B: Chart of Requirements for the SPSA for content
required by each program or funding source supporting this goal.
List the date an action will be taken or will begin, and the date it
will be completed.
See Appendix B: Chart of Requirements for the SPSA for content
required by each program or funding source supporting this goal.
List the date an action will be taken or will begin, and the date it
will be completed.
See Appendix B: Chart of Requirements for the SPSA for content
required by each program or funding source supporting this goal.
List the date an action will be taken or will begin, and the date it
will be completed.

PAGE 1

PAGE 2

PAGE 1

PAGE 11

MLK School Site Council

Monday, May 12, 2008

Dr. Martin Luther King, Jr. Academic Middle School School Site Council Agenda MAY 13TH , 2008 4:30pm Library

Other Languages

Blog Archive