SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Academic Plan
for
Student Achievement
(2007-2008 School Year)
Dr. Martin Luther King, Jr. Academic Middle School
School
38684786059885
CDS Code
03/13/07
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
Analysis of Current Educational Practice
The following questions will help you reflect on current educational
practices at your school and its impact on improving student
achievement, and to craft your academic plan for the 2007-2008 school
year:
Currently, what are the two or three (2-3) key objectives for the
school in 2006-2007 (across the five District goals)? For each
objective, please briefly answer the following questions, if
applicable:
What key strategies and high-leverage activities are being implemented
in order to achieve those objectives?
What challenges or barriers (within the school) is the school facing
and how is the school trying to overcome them?
How are resources (WSF and categorical funds) being aligned school-wide
to achieve those objectives, especially services and supports to enable
under-performing students to meet standards?
What and how are additional family, school, district and community
resources used to assist these students and what impacts have been
observed?
Current-Year Objective 1: "By June, 2007, all significant groups
(African American, Latino, students with disabilities) will meet the
minimum percentile 'at or above proficient' in both English/Language
Arts and Mathematics, as reflected in the CDE AYP Report published in
late August, 2007."
1.In order to motivate and hence raise the reading levels of our
students, a full time librarian was hired the first week in December.
She quickly surveyed students and staff to assess priorities in
"re-inventing" the school library. Since then, $15,000 has been spent
to purchase new computers, furniture and book displays, books and
magazines. She has given tours to all E/LA, math, social studies
classes; created book clubs; and taught basic research skill seminars
to classes. 2. In our second year involvement in MSTLI, we have
continued administering benchmark assessments in E/LA and math and
analyzed assessment results to re-teach standards. 3. A focal list of
African American and ELL students have been published and distributed
to all teachers (Basic scoring students). Discussions have begun at
grade levels to determine strategies to move them to state "Proficient"
subject matter levels.
1. Ten certificated faculty members are new to our school, of which
seven are probationary in status. This poses a tremendous challenge to
coach, evaluate, and create a professional culture of competent
teachers. Also, to our students, who must learn new adult personalities
and meet their as yet untried expectations. 2. Our half-time parent
liaison has been temporarily disabled since September, and we were able
to hire a temporary one in early January.
In mid-September, we re-evaluated our budget and determined that rather
than hire a literacy specialist we would opt for a librarian. Our
school has not had a librarian for five years.
1. Through our California GEAR UP (Gaining Early Awareness and
Readiness in Undergraduate Programs), we have begun to raise a culture
of college bound students among our student body. Ten focal students
submitted applications and essays for review of the $2,000 trust
scholarship giveaways. This is a motivating factor to excel in school.
2. Grade level counselors and administrators have initiated meetings
with parents and students of focal students in an effort to reiterate
the expectation that these students will score "Proficient" on their
spring, 2007 STAR exam.
Current-Year Objective 2: "A compared with 2005-2006, 5% more students,
including English Learners, will be placed in the Benchmark category,
having moved up from Strategic or Intervention status. This will then
mean a 5% increase in the number of students eligible to take an
elective class. This will result from a comparable increase in STAR
test results, scores on SFUSD Benchmark Assessments, and CELDT scores."
1. Shortly before the conclusion of the first semester, we reviewed
students' benchmark results in math and E/LA to see if students moved
up or down from elective/strategic/intervention. We concluded that up
to twenty students were eligible to move up to electives, and that 17
students would be placed in strategic from elective classes because of
their benchmark results. Hence, student moves were made to match their
performance indicators and academic status.
1. The greatest challenges to successfully implementing this objective
are (a) inconsistencies in student's approach to standardized testing,
and (b) new teachers to the career and MLK Middle School who are not
familiar with benchmark assessments nor why they are invaluable tools;
c) teachers not familiar with High Point, Prentice Hall materials; and
d) students who do not take these periodic assessments seriously.
1. Funds are used to purchase supplementary materials in reading and
E/LA support classes.
1. The After School Program includes tutorial opportunities for
students. Teachers also tutor students during and after school. 2.
District-purchased learning packets, "Practice and Mastery" booklets in
math and English are utilized
Current-Year Objective 3: "At the conclusion of the school year, the
school will have decreased the number of tardy students arriving to
school by 10% and the number of behavior-related referrals by 30%."
1. A Peer Court has been piloted to mete out consequences by students
to students who committed school infractions. This has succeeded in
making more students aware of their investment in our school culture
and facility. 2. The "Tools for Success" program under Noah Salzman,
consultant, has been introduced this school year. Five school wide
student behavior expectations, and procedures to implement once
students have violated these expectations, have been discussed. The
in-house suspension room is now in place, with over sixty student
referrals to that location for violation of classroom and school-wide
behaviors.
1. Faculty has been apprehensive in adopting several procedures of
Salzman's "Tools for Success" because of unfamiliarity and current
practices. 2. Because of ten new certificated staff members, students
are challenging adult limitations on misbehavior. We are experiencing a
two-fold increase, rather than 30% drop in teacher referrals, in
addition to more suspensions than the previous years.
1. We have procured the services of Noah Salzman, consultant, to assist
us in defining discipline behavior and implementing a five step
approach to meting student misbehavior. 2. A part-time Peer Resource
person was funded to work with key students in peer mediation and
conflict resolution.
1. We have procured the services of SFPD "Gang Violence Prevention" to
speak with all 6th grade students over a 6 week period on peer
pressure, bullying.
Priorities for 2007-2008
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 school's key objectives and strategies for the upcoming
2007-2008 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 year's 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 2006 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 well—Latino students are experiencing
more difficulty with reading and writing skills than other EL students.
The test score gaps noted above have been seen 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 2006-2007 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.
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 CDE's 2007-2008 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 student's progress. This includes improved
monitoring of student support services, and more effective use of STAR
school personnel and community resources.
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
and culturally sensitive and relevant delivery of curricula.
Key Strategy 3: Refine and/or introduce academic and affective
interventions and monitoring/feedback systems to help improve the
academic success of these targeted groups, including their preparation
and motivation for test-taking situations.
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 year's 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.
African-American students are over-represented in the Special Education
programs, except for the severely impaired class. To some extent, this
may be due to our geographic proximity to the city's largest African
American neighborhoods. If that were the main factor, though, then
African Americans would not then be underrepresented in the GATE
program, as is the actual case.
Over the past six years, MLK's 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. A higher than normal degree of staff turnover
from last year, resulting in a higher percentage of relatively
inexperienced teachers this year, is one probable factor. 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 "strategic" 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—but more such activities are needed.
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: Review, improve, and monitor Special Education, EL,
and GATE identification processes, program exit procedures, core
curriculum access activities, and standardized test preparations so as
to ensure proper placement. Where possible, efforts will be made to
better balance African –American and Latino student representation in
all school programs. Increased academic success for these groups will
help to reduce the imbalances.
Key Strategy 2: Improve delivery of special events and programs to
provide intervention and strategic students with increased access to
performing arts, service learning, outdoor education, and school
library-based literacy activities.
Key Strategy 3: Review staff knowledge and use of SDAIE and ELD
strategies and reinforce both as needed through targeted professional
development.
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:
Though MLK has worked to improve instructional practices, staff
turnover during the past few years necessitates continued professional
development (PD). Most classes are heterogeneously grouped.
Therefore, differentiated instruction is one area in need of on-going
PD. Classroom observations during 2006-2007 have also shown that too
many students are off-task or otherwise unengaged in classroom
instruction. This indicates a need to revisit student engagement
strategies, including checking for understanding. The use of
non-linguistic representations to help students better organize and
retain curriculum content has been a school-wide practice for several
years now, but newer staff members need more training on this strategy.
Additional PD in classroom management strategies is also needed for
some staff members still new to teaching.
Most staff members are well on their way to meeting the requirements
for NCLB's "highly-qualified" 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.
Objective 2: Expand the professional development opportunities for
staff members, both in the above-mentioned strategies and as needed to
help staff meet the "highly qualified" status requirements of NCLB.
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.]
Key Strategy 1: Utilize both in-house and outside expertise to provide
professional development in key instructional strategies, and to
monitor their implementation.
Key Strategy 2: Supplement and improve the current available
professional development sessions with periodic sessions after school.
Staff attendance will be "strongly encouraged, but optional" 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 "recognize" 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 issues noted in the 2006-2007
Site Plan were insufficient student discipline policies and shared
decision-making procedures. Noah Salzman was utilized as an outside
consultant in strengthening discipline procedures. Shared decision
making procedures continue to require more emphasis on the development
of a culture of collaboration and consensus building to maintain the
close knit community that staff members have come to expect as part of
the vision of Dr. King.
Most staff have utilized some of Salzman's best practices within
the classroom, though not consistently across the school. There are
still unresolved problems in implementing Salzman procedures outside of
the classroom—hallway behavior, cutting class, and the coverage of the
in-house suspension room. The amount of serious defiant and
disruptive behavior has risen this year. These factors have resulted
in a notable increase in referrals and suspensions. Most notably,
there has been an increase in severe behavior requiring police
involvement. Many staff members feel that the Salzman procedures alone
are not enough to solve these problems. Therefore, in early 2007, the
SSC sent a letter to SFUSD requesting an additional security guard be
allotted to MLK.
Since the school has had significant turnover of staff the past few
years, due mostly to the retirement and advancement of staff members,
many new teachers have come on board. But some have chosen not to stay
with us for very long. Working at MLK is a unique experience that's
both rewarding and challenging, and sometimes frustrating. Reflecting
on this, we realize we need to do a better job in orienting and
supporting new staff members.
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 it's 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: Significantly reduce or eliminate inappropriate and
defiant outside of class student behaviors such as cutting class.
Objective 2: Achieve 100% implementation of all health and safety
related requirements.
Objective 3: Comparable surveys completed by staff in 2007 and then
2008 will show an increase in new teachers' 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: Improve monitoring of outside of class behavior and
develop more effective behavior incentives and intervention strategies
for students needing such.
Key Strategy 2: Review and improve delivery of School Health
department curricula and activities as well as emergency preparedness
plans and campus safety.
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 does meet on a monthly basis, but the attendance at
meetings is still very low. More incentives are needed to increase
attendance. The meetings to be held for Special Education, GATE , and
English Learner parents have not yet happened, as of the first
semester. Staff members representing these groups need to communicate
with the Parent Liaison to plan and implement these meetings.
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
GEAR-UP program offered a series of workshops on preparing for college,
though attendance was less than desired. The people who did
participate found the program both motivating and informative.
Workshops of this sort should be continued and better publicized so as
to reach more families.
Recently, several parents have inquired as to what else they can do at
home to support their students' academic progress, during the school
year and over the summer to better prepare for the following school
year. Realizing that some parents have little or no spare time, we
couldn't make this a requirement. However, the school can explore ways
to enable interested parents to provide more home support.
Additionally, a suggested summer reading list can be prepared and
distributed to parents of all incoming students.
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 GEAR-UP 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 GEAR-UP program 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 student's
progress. This includes improved monitoring of student support
services, and more effective use of STAR school personnel and community
resources.
Lessons will include strategies that reflect scaffolded and
differentiated instruction for under-performing students and
appropriate modifications of both instruction and grading to better
support students with disabilities.
School site tutorials, community resources, and the After School
Program will be utilized to provide academic and mentoring support for
underperforming students.
The SAP/SST teams will meet regularly to review referred high risk
students' 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 and bilingual student advisors will communicate at-risk
student* performance to parents each marking period. *(3 or more U in
citizenship, or 3 or more referrals, or a GPA < 2.0)
STAR school personnel (the IRF, Parent Liaison, Student Advisor, and
Site Sub) will meet regularly with the administration to review and
coordinate underperforming student support activities.
The Parent Liaison will meet with parents to discuss student progress
and introduce the concept of developmental assets, help them conduct an
asset inventory, and develop additional support plans.
Sept.- May
Sept. - May
Aug./Sept. and then ongoing as needed
Each 6-wk. grading period
September
(During Back To School Week)
.5 FTE Counselor
.5 FTE Counselor
.5 FTE Parent Liaison
Prop H Peer Resources $
Prop H Peer Resources $
STAR program
Possibly SFUSD STAR personnel 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 Student Advisor, Parent Liaison, and counselors will identify
attendance issues. SART will address problems and will communicate with
students and parent/guardians to improve attendance where needed.
Appropriate incentives will be identified to reward truant-prone
students for improved attendance. (ie. MUNI passes)
Staff 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 library will purchase multiple copies of African-American and
Latino fiction, and will emphasize popular student-engaging topics in
its other purchases.
Monthly
Ongoing
August/Sept. and ongoing as needed
Ongoing
Key Strategy 3: Refine and/or introduce academic and affective
interventions and monitoring/feedback systems to help improve the
academic success of these targeted groups, with special emphasis on
their preparation and motivation for test-taking situations.
Students will be assessed by academic achievement data for placement in
Reading Intervention or Strategic ELA 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 Intervention
teachers will use appropriate materials to supplement the state-adopted
district-approved curriculum so as to better engage student interest
and motivation.
Academically at risk students will be identified and matched with an
on-site mentor/monitor who will provide friendly informal support and
encouragement.
At the start of each semester, and where appropriate between semesters,
students meeting identified parameters will be moved from Intervention
to Strategic, or from Strategic to Benchmark (elective) classes.
Limitations on class sizes for Elective and Strategic classes will be
developed so as to anticipate and allow for this movement.
The IRF will monitor academically at-risk student performance on
SFUSD's Benchmark assessments to identify and assist those who need
additional support in test-taking skills. Workshops for these students
and their parents will be offered to help teach effective testing
skills and strategies.
Aug./Sept.—placed by mid-September
Aug./Sept. then ongoing as needed
Aug./January/May
Spring 2007
Nov. & March
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 administration, UBC, and SSC will periodically review, discuss,
and revise as needed the implementation and timelines.
2. The above groups 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.
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.
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: Review, improve, and
monitor Special Education, EL, and GATE identification processes,
program exit procedures, core curriculum access activities, and
standardized test preparations so as to ensure proper placement. Where
possible, efforts will be made to better balance African –American and
Latino student representation in all school programs. Increased
academic success for these groups will help to reduce the imbalances.
On-site GATE identification procedures will be reviewed and adjusted to
include additional opportunities to identify GATE status such as
leadership and/or artistic skills.
Special Education procedures will be reviewed and monitored to ensure
proper placement of students.
Access to core curriculum, including textbooks and other materials,
will be implemented for Special Education students, to the letter and
intent of current legal requirements.
Participation in the above programs will be monitored annually to gauge
student progress, hence addressing racial-ethnic enrollment imbalances.
August/September
2007
Ongoing
Ongoing
(?)
$3.441
WSF
SFUSD Content Specialist Key Strategy 2: Improve delivery of special
events and programs to provide intervention and strategic students with
increased access to performing arts, service learning, 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.
The annual Spring Play/Musical will provide 40 – 60 students with the
opportunity to learn the skills involved in staging a full-length
theatrical production. Within allowable limits, underperforming
students will be encouraged to participate.
(?)
Inform of qualifications Oct.
Event Feb. - May (Include money for assemblies and field trips TBD)
WSF Key Strategy 3: Review staff knowledge and use of SDAIE and ELD
strategies and reinforce both as needed through targeted professional
development.
All teachers will possess a CLAD certificate.
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 class.
Content area teachers will employ SDAIE strategies daily to help EL
students access the core curriculum.
By Fall 2007
Early Fall 2007
Ongoing
Ongoing
(?)
ELAP Funds (?)
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 administration, UBC, and SSC 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 above groups will periodically monitor and update the various
data provided to evaluate progress.
3. SFUSD will provide data on the CLAD status of teachers. Records and
documents from the SDAIE and ELD 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.
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.
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 two weeks of school, the administration and school
site staff will create and distribute a survey document asking staff
members to list and prioritize their professional development needs.
Using this information and additional information from various SFUSD
departments and the MSTLI program regarding mandated and recommended
topics, a year-long calendar of professional development training
sessions will be planned, with appropriate input and approval from
staff and the UBC. Some sessions will be held during common planning
time, some held after school (reimbursable time), and some may be
offered during small/large community prep periods (on a voluntary
basis). The IRF will coordinate the planning of the Goal 3 professional
development sessions.
Staff will conduct professional development workshops, with topics to
include differentiation of instruction, Spec. Ed. modifications and
grading, student engagement, checking for understanding, non-linguistic
representations, think-pair-share, 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
periodically with the whole staff.
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.
August/Sept. 2007
Through May 2008
Fall 2007 –
May 2008
Ongoing
August 2007
$11,000
Title 1
2007 CST results by class by mid-August Key Strategy 2: Supplement and
improve the current available professional development sessions with
periodic sessions after school. Staff attendance will be "strongly
encouraged, but optional" 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 "recognize" experienced staff members
as already being skilled in certain strategies.
Periodic 1-2 hour professional development sessions will be held after
school, with staff attendance encouraged (but optional) and
compensated. Whenever MLK staff prepare and present such workshops,
they will also be appropriately compensated. This will allow more
intensive and targeted PD to be provided on various topics deemed more
appropriate for this extended time format.
Quarterly
$11,000
Title 1
Possibly presenters from SFUSD 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 provide by SFUSD for this
purpose.
Spring 2007
Spring/August 2007
SFUSD NCLB Support
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 administration, UBC, and SSC will periodically review, discuss,
and revise as needed the implementation and timelines.
Administration will monitor implementation of instructional strategies
through classroom observations.
2. The above groups 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: Improve monitoring
of outside of class behavior and develop more effective behavior
incentives and intervention strategies for students needing such.
Assign security staff so as to effectively monitor hallways between
periods, by increasing the "campus supervisor" position to 2.0 FTE.
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.
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.
Ongoing
Sept.-May
Near end of each month
Monthly
(Site budget insufficient)
.5 FTE
(School Health Dept.?)
Peer Resources/PropH
Student Body Funds
Increased SFUSD S10 allocation Key Strategy 2: Review and improve
delivery of School Health department curricula and activities as well
as emergency preparedness plans and campus safety.
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.
1st Aid/CPR via PE and others via
Science, May 2008
August- train staff
Oct.- update & drill
Summer/Fall 2007
New materials (?)
SFUSD School Health Dept.
SFUSD School Health Dept.
Materials & training via SFUSD Emergency Response Office
Building & Grounds 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.
Ensure that each new teacher has appropriate available support,
including a designated MLK veteran "buddy" teacher, and other available
SFUSD support (BTSA, etc.). These "buddy" teachers should also meet
periodically with administration to discuss ongoing support needs for
the new teachers. "Buddy" teachers will be acknowledged for this
supportive role.
Aug/Sept.- weekly
Oct.-May- monthly
Aug. - June
BTSA (PAR?)
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 administration, UBC, and SSC 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.
Back to School Week
Spring – Sept.
2007
Spring 2007
Ongoing 2007-8
$1,000
$12/year
Title 1
PTSA
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 program, 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, 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.
Sept. – June
(Need funds to match?)
(?) 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.
The Parent Liaison will work with the IRF and other staff to identify,
procure, and provide interested parents with additional opportunities
to support student academic progress at home and better prepare
students for the following school year.
January-March 2008
May 2007 &
May 2008
Ongoing, May 2008
SFUSD provided materials
Assistance from Parent Relations Office?
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 administration, UBC, and SSC 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
Member's Signature
Principal Classroom
Teacher Other School Staff Parent or
Community
Member Secondary Student Date Elected Gilbert Cho X James
Galgano X April Holland X Christopher
Miller X Dianne Reynolds X Lloyd
Schuknecht X Nancy Folauoo X Patricia Koka X Kay
Dorsey X Terezinha Jusino X Carlos Ramirez X Rocio
Ramirez X Cheryl Taylor X Johnson Chen X Sabreen
Khalil X Jonathan 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
Member's Signature Principal Classroom
Teacher Other School Staff Parent of EL Student Other Parent /
Community Secondary Student Date Elected Gilbert Cho 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
Member's 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 6, 2007
One meeting to present plan upon its completion.
DATE: March 3, 2007
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 3/16/07
_________________________ _______________________ ________
Typed name of school principal Signature of school principal Date
Christopher Miller 3/16/07
_________________________ _______________________ ________
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.
