Goal #1: Academic Excellence for All Students (general education, English learners, and

students with disabilities)

Current Status of FULL IMPLEMENTATION CRITERIA Full Implementation Criteria ACTION PLAN ACTION PLAN MONITORING
(Any areas fully implemented should also include actions for monitoring)

PERSONS RESPONSIBLE

MATERIALS: All students are provided the district adopted basic core instructional materials. These materials are utilized daily as designed to support the needs of all students.
Fully 4 100% Substan tially 3 At least 75% Partially 2 At least 50% Minimally 1 Less than 50%

Materials 1. All math, ELA teachers, and the principal will attend the professional development on the use of math and ELA adopted materials. 2a. Use DataDirector to assess strengths/weakness/growth regarding levels of student understanding of ELA and math standards. 2b. Departments select key components of adopted material for review and monitor their implementation and effectiveness for all students including underachieving subgroups. Instructional Time 1. Continue to provide the minimum instructional time for ELA and math.

1. Agenda and Sign-in Sheet

Principal

All teachers use the district adopted program ancillary materials designed for universal access to meet the needs of all students.

Fully 4 100%

Substan tially 3 At least 75%

Partially 2 At least 50%

Minimally 1 Less than 50%

2a. Department and Staff Meeting Agendas, DataDirector Printouts

Administration and Department Leaders

INSTRUCTIONAL TIME: All students receive the minimum instructional time: ELA
Gr. K-3 2.5 hours Gr. 4-6 2.0 hours Gr. 7-11 1-2 periods
Fully 4 100% Substan tially 3 At least 75% Partially 2 At least 50% Minimally 1 Less than 50%

2b. Department and Staff Meeting Agendas, Benchmark Data Sheets

Administration and Department Leaders

Math:
Gr. K-6 1.0 hour Gr. 7-11 1-2 periods

1. Master Schedule

Administration

Goal #1: Academic Excellence for All Students (general education, English learners, and
students with disabilities)
Current Status of FULL IMPLEMENTATION CRITERIA Full Implementation Criteria ACTION PLAN ACTION PLAN MONITORING
Any areas noting fully implemented should include actions for monitoring

PERSONS RESPONSIBLE

INSTRUCTIONAL STRATEGIES: Differentiated strategies for all students may include:

Displaying clearly defined content objectives for students to review Building background knowledge for students prior to introducing new concepts, themes, units, etc. Teaching content vocabulary when introducing new concepts and units Using direct instruction to introduce new concepts Using scaffolding strategies: modeling, guided practice, independent practice, etc. Using various grouping options: whole class, small groups, partners, independent, etc. Checking for understanding using heads together, thumbs up, white boards, etc. Providing students with frequent feedback on their academic performance Using visual aids, artifacts, etc. Using assistive technology Other agreed upon school-wide strategies
Fully 4 100% Substan tially 3 At least 75% Partially 2 At least 50% Minimally 1 Less than 50%

Instructional Strategies 1a. Continue to reinforce The Art and Science of Teaching strategies (AST). 1b. Provide all teachers with a checklist of AST and TCSII strategies. 2. Study and implement instructional strategies from Taking Center Stage Act II (TCSII).

1a. Strategy Checklist, Classroom Visitation Log, Department and Staff Meeting Agendas

Administration and Department Leaders

1b. Strategy Checklist

Principal

2. Classroom Visitations Schedule

Principal

3. Model selected AST and Instructional strategies.

3. Strategy Checklist, Classroom Visitation Log, Department and Staff Meeting Agendas

Administation and Department Leaders

ii

Goal #1: Academic Excellence for All Students (general education, English learners, and
students with disabilities)
Current Status of FULL IMPLEMENTATION CRITERIA Full Implementation Criteria ACTION PLAN ACTION PLAN MONITORING
(Any areas fully implemented should also include actions for monitoring)

PERSONS RESPONSIBLE

INSTRUCTIONAL DESIGN: Teachers provide support, modifications, and accommodations for struggling students in need of additional time and instruction to master the content standards. Teachers provide modifications and accommodations for curriculum, instruction, and/or assessments, as specified in students individualized education programs (IEP).
Fully 4 100% Substan tially 3 At least 75% Partially 2 At least 50% Minimally 1 Less than 50%

Instructional Design 1a. Departments select components of adopted materials and strategies to reach all learners. 1b. Implementation is monitored through classroom visits. 2a. Teachers meet in Sept. with special education teachers to identify students. 2b. A minimum of once per quarter, special education teachers meet with general education teachers to review progress of students. 3. Continue to write appropriate IEP goals and objectives. 4. Teachers showcase their adopted SDAIE strategies in staff meetings and implementation is monitored through classroom visits.

1a. Department and Staff Meeting Agendas

Administration and Department Leaders

1b. Classroom Visitation Log

Principal

Fully 4 100%

Substan tially 3 At least 75%

Partially 2 At least 50%

Minimally 1 Less than 50%

2a. Meeting Agendas 2b. Meeting Agendas

Principal and Department Leaders

Teachers write IEP goals and objectives that are measurable and standardsbased so that all students with disabilities can progress toward grade level standards, goals and objectives.

Fully 4 100%

Substan tially 3 At least 75%

Partially 2 At least 50%

Minimally 1 Less than 50%

3. IEP Meetings

Administration

All teachers use SDAIE and other effective strategies to differentiate instruction and make content comprehensible for ELs.

Fully 4 100%

Substan tially 3 At least 75%

Partially 2 At least 50%

Minimally 1 Less than 50%

4. Staff Meeting Agendas and Strategy Checklist

Principal and Department Leaders

iii

Goal #1: Academic Excellence for All Students (general education, English learners, and
students with disabilities)
Current Status of FULL IMPLEMENTATION CRITERIA Full Implementation Criteria ACTION PLAN ACTION PLAN MONITORING
(Any areas fully implemented should also include actions for monitoring)

PERSONS RESPONSIBLE

USE OF ASSESSMENTS DATA : Teachers and administrators use assessment data from district benchmarks, state testing (CSTs, CMA, CAPA, CELDT, and CAHSEE), and site formative assessments to monitor all students progress, to provide interventions, and to inform instruction.
Fully 4 100% Substan tially 3 At least 75% Partially 2 At least 50% Minimally 1 Less than 50%

Use of Assessments Data 1a. Teachers will attend professional development regarding using DataDirector to obtain student data. 1b. ELA and math teachers print out student data using DataDirector.

1a. Professional Development Materials and S ign-In sheets

Administration, Department Leaders, and Technology Committee

1b. Department and Staff Meeting Agendas

Principal and Department Leaders

PACING GUIDES: All teachers use pacing guides to plan instruction and ensure curriculum coverage of key standards. District pacing guides will be used in ELA and math.
Fully 4 100% Substan tially 3 At least 75% Partially 2 At least 50% Minimally 1 Less than 50%

Pacing Guides 1. All core subject departments complete a pacing calendar with beginning and ending dates that include identified standards.

1. Department and Staff Meeting Agendas

Administration and Department Leaders

iv

Goal #1: Academic Excellence for All Students (general education, English learners, and
students with disabilities)
Current Status of FULL IMPLEMENTATION CRITERIA
Full Implementation Criteria

ACTION PLAN

ACTION PLAN MONITORING

(Any areas fully implemented should also include actions for monitoring)

PERSONS RESPONSIBLE

INTERVENTION-STRATEGIC: The school schedule includes additional instructional time, beyond the basic core program, to support all students functioning one year below grade level, in need of strategic support.
This instructional time is in addition to the required instructional time in the basic core ELA or math program, is given priority, and is protected from interruptions. This instructional time does not replace the additional 30-60 minutes of ELD to build students language proficiency. All students in eighth through tenth grade are provided specialized instruction to acquire the pre-algebraic skills and concepts necessary to succeed in Algebra I.
Fully 4 100% Substan tially 3 At least 75% Partially 2 At least 50% Minimally 1 Less than 50%

Intervention-Strategic 1a. Explore additional time for students before school. 1b. Continue Guided Study ELA and math 1c. Investigate alternative school period and bell schedules. These schedules could include an advisory class. 2. Investigate the restructuring of study hall to be subject-specific. 3. Explore 7th grade intervention class for ELA and both 7th and 8th grade math in the regular school day. (8th grade ELA exists) Intervention-Intensive 1. Research and select intensive intervention curriculum and train teachers on use of this curriculum.

1a. Department, Leadership Team, and Staff meeting Agendas 1b. Sign-in Sheets

Principal

Administration and Leadership Team Administration and Leadership Team

1c. Alternative Schedules and Staff Meeting Agendaas

2. Staff Meeting Agendas

Principal and Leadership Team

3. Staff Meeting and Leadership Team Agendas

Principal and Leadership Team

INTERVENTION-INTENSIVE: All students (grades 4 and above) reading two or more years below grade level will receive daily instruction using district adopted intensive intervention materials that provide accelerated instructions at the students assessed level of need.

Fully 4 100%

Substan tially 3 At least 75%

Partially 2 At least 50%

Minimally 1 Less than 50%

1. Sign-In Sheets and Staff Meeting Agendas

Principal

Goal #1: Academic Excellence for All Students (general education, English learners, and
students with disabilities)
Current Status of FULL IMPLEMENTATION CRITERIA Full Implementation Criteria ACTION PLAN ACTION PLAN MONITORING
(Any areas fully implemented should also include actions for monitoring)

PERSONS RESPONSIBLE

TEACHER COLLABORATION: The school uniformly schedules and supports teacher collaboration (preferably at least twice a month) for all general and special education teachers. Collaboration discussions are focused on analyzing assessment data, monitoring student progress, lesson design and delivery, and the use of district adopted basic instructional materials and ancillary materials to support instruction. PROFESSIONAL DEVELOPMENT: Teachers and principals attend professional development in the use of district adopted instructional materials, instructional strategies, and data analysis.

Fully 4 100%

Substan tially 3 At least 75%

Partially 2 At least 50%

Minimally 1 Less than 50%

Teacher Collaboration 1. Two meetings per month designed for department collaboration and two for whole staff collaboration. 2. Departments meet bimonthly to discuss student progress, develop common grade-level assessments, and determine an action plan for student achievement. Professional Development 1a. Develop and administer sample needs survey for help with district adopted materials, instructional strategies, and data analysis. 1b. From survey results, prioritize needs and find sources (site, district, outside) 1c. Schedule at least two per year professional development opportunities for staff and principals (staff meetings, after school, etc)

1. Weekly Meeting Agendas

Principal

Fully 4 100%

Substan tially 3 At least 75%

2. Meeting Agendas Assessments, and Action Plan Guide

Administration and Leadership Team

Partially 2 At least 50%

Minimally 1 Less than 50%

Fully 4 100%

Substan tially 3 At least 75%

Partially 2 At least 50%

Minimally 1 Less than 50%

1a. Leadership Team Agenda and Survey

Principal

1b. Leadership Team Agenda and Survey 1c. Staff Meeting Agendas

Administration and Leadership Team Principal

vi

Goal #2: English Learners Achieving English Proficiency (ELD) for all students (general education, English learners, and students with disabilities)
Current Status of FULL IMPLEMENTATION CRITERIA Full Implementation Criteria ACTION PLAN ACTION PLAN MONITORING
(Any areas fully implemented should also include actions for monitoring)

PERSONS RESPONSIBLE

TIME: The school schedule includes 30-60 minutes or one period of daily ELD instructional time for all ELs with beginning to intermediate CELDT levels. ELs who are also identified as SWDs will receive 30-60 minutes or one period of daily ELD instruction. ELs at Early Advanced or Advanced are monitored for classroom success and, if not successful, are provided ELD support. The ELD instructional minutes are in addition to instructional time in the basic core program, are given priority, and are protected from interruptions. MATERIALS: At all grade levels, teachers use the ELD standards and the ELD components of the district adopted materials to plan and teach ELD. DATA: ELs are appropriately placed for ELD instruction using CELDT and available English proficiency measures. Student progress in acquiring and mastering English is monitored using CELDT and other English proficiency measures.

Fully 4 100%

Substan tially 3 At least 75%

Partially 2 At least 50%

Minimally 1 Less than 50%

Time 1. The master schedule reflects one period of daily ELD instruction.

1. Master Schedule

Principal

Materials 1a. Supply all teachers with ELD/ELA standards. 1b. Identify and align district adopted materials with the standards. 2. Supply all teachers with a list of ELD students and their levels and an explanation of the levels. 3. Dedicate staff meetings to ELD training at the beginning of the year. Data 1. Administrators and EL teachers use DataDirector.

1a. Standard Sheet 1b. Department and Staff Meeting Agendas

Principal and ELL Coordinator Principal

2. ELD List

Principal and ELL Coordinator

Fully 4 100%

Substan tially 3 At least 75%

Partially 2 At least 50%

Minimally 1 Less than 50%

3. Staff Meeing Agendas

Principal and Leadership Team Principal and ELL Coordinator

Fully 4 100%

Substan tially 3 At least 75%

Partially 2 At least 50%

Minimally 1 Less than 50%

1. DataDirector Printouts

vii

Goal #3: Parent and Community Education and Involvement for all students (general education, English learners, and students with disabilities)
Current Status of FULL IMPLEMENTATION CRITERIA Full Implementation Criteria ACTION PLAN ACTION PLAN MONITORING
(Any areas fully implemented should also include actions for monitoring)

PERSONS RESPONSIBLE

PARENT INVOLVEMENT: The school provides all parents with information on various opportunities for involvement and encourages participation in PTA (PTSA), School Site Council, English Learner Advisory Council (ELAC), and if applicable, Title I parent meetings. PARENT EDUCATION: The school provides all parents with the opportunity to attend workshops on the schools use of progress reports, report cards, state (CSTs, CELDT, CAHSEE, CAPA/CMA, etc) and site level assessments to monitor and evaluate student progress (i.e. Parents Take the L.E.A.D. series) The school may provide additional parent workshops on strategies to support student learning through parents knowledge of standards, homework, test preparation, school and community resources, college/career topics. (i.e. Parents Take the L.E.A.D. series)
Fully 4 100% Substan tially 3 At least 75% Partially 2 At least 50% Minimally 1 Less than 50% Substan tially 3 At least 75%

PARENT INVOLVEMENT 1. Two ELAC meetings will be held yearly.

Fully 4 100% Partially 2 At least 50% Minimally 1 Less than 50%

1. ELAC agendas and minutes

Principal and ELL Coordinator

2. School Site Council will be comprised of the appropriate members and meet a minimum of three times. 3. PTA meetings will be held monthly. PARENT EDUCATION 1. Parent trainings will be provided for parents regarding using technology to gain access to student progress and homework. 2. Parents will be provided with the opportunity to participate in student-led conferences.

2. SSC member list, agendas, minutes

Principal

3. PTA agandas and agendas

Principal

1. Workshop flyers and parent sign-in sheet

Principal

2. Flyers and parent/studnt sign-in sheets

Administration and Leadership Team

viii

Goal #4: Additional School-wide goals to support/enhance achievement for all students (general education, English learners, and students with disabilities)
Current Status of FULL IMPLEMENTATION CRITERIA Full Implementation Criteria ACTION PLAN ACTION PLAN MONITORING
(Any areas fully implemented should also include actions for monitoring)
PERSONS RESPONSIBLE

HEALTHY STUDENTS: The school provides and supports proactive positive behavioral and social approaches that enhance student learning.
Fully 4 100% Substan tially 3 At least 75% Partially 2 At least 50% Minimally 1 Less than 50%

HEALTHY STUDENTS 1. All students will participate in the team and physical fitness components of physical education. 2. All students will utilize the Cougar Health and Fitness Center and work towards increasing physical fitness testing scores. TECHNOLOGY 1. 50% of qualified courses will be tagged as students completing technology graduation requirements. 2. Professional development will be provided for using Edline and other technology. SCHOOLWIDE 1. Monitor and modify the Distinguished Scholars (DS) program. 2. Monitor and modify the Mentor program.

1. Master Schedule, Phsical Education Syllibus

Administration and PE Dept.

2. Physical Education Syllibus, Student Records

Administration and PE Dept.

TECHNOLOGY: Secondary schools master schedule will include a minimum of 50% tech-tag courses across the curriculum. Elementary schools provide instruction aligned with ABC Technology Standards, Benchmarks, and Strategies
Fully 4 100% Substan tially 3 At least 75% Partially 2 At least 50% Minimally 1 Less than 50%

1. Master Schedule indicating Tech Tag ,

Administration and Technology Committee

2. Staff meeting agendas reflecting technology professional development

Administration and Technology Committee

OTHER SCHOOLWIDE (optional):

Fully 4 100%

Substan tially 3 At least 75%

Partially 2 At least 50%

Minimally 1 Less than 50%

1. Staff meeting agendas reflecting (DS) 2. Staff meeting agendas include mentor program

Principal

Principal

ix