School Year: School Plan for Student Achievement

School Plan for Student Achievement| of 4

School Year: [2019-2020]

School Plan for Student Achievement Instructions and requirements for completing the SPSA template may be found in the SPSA Template Instructions.

School Name County-District-School

(CDS) Code Schoolsite Council (SSC)

Approval Date Local Board Approval

Date

Menlo-Atherton High School 050170 May 23rd, 2019 June 12th, 2019

Purpose and Description Additional Targeted Support and Improvement

Briefly describe the school’s plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs.

In order to increase the performance of the students with special needs, Menlo-Atherton High School will work on aligning the study skills curriculum 9th -12th so that students are consistently engaged in building study skill habits, self advocacy skills, and academic habits. The Special Education Department will also be working on developing and implementing a comprehensive 9th through 12th grade college and career preparation program. Counselors will pay particular attention to students with IEPs who have an interest in completing a CTE pathway and will track student’s progress towards completing a pathway. Case managers will work to have all 11th and 12th grade students meet with one of our College and Career specialists. Case Managers will also work on developing curriculum that can strengthen the relevance and connection to days like Challenge Day or College and Career Day on campus. The goal in these efforts is to engage students in consistent reflection about life after high school and help to make high school more relevant and engaging by doing so.

Stakeholder Involvement Involvement Process for the SPSA and Annual Review and Update The School Plan was reviewed and updated by all staff in focus groups over the course of the year in conjunction with the WASC accreditation process. The review of the SPSA also involved parent meetings, parent focus groups, and student focus groups. The plan was reviewed and updated by the School Decision Making Site Council, a group containing staff, parents, and students.

Goals, Strategies, Expenditures, & Annual Review Complete a copy of the Goal table for each of the school’s goals. Duplicate the table as needed.


Goal 1 Increase the number of students college and career ready and A through G eligible with a focus on our subgroups of African American students, Pacific Islander students, Hispanic/ Latino students, students with special needs and EL/RFEP students

Aligns with the following LCAP Goals: LCAP Goal 2: Provide rigorous, engaging, standards aligned instruction with embedded language supports and meaningful technology integration LCAP Goal 5: Graduate students who are college and career ready

Identified Need

Menlo-Atherton High School has a consistent graduation rate above 89% for the last five years and above 91.7% for the last two years. However during this time our A-G completion rate has been between 58.1% and 67.6%. There has been a general upward trend in our A-G rate, and the achievement gap is closing. We would like to work on closing this gap even more, especially with regards to our significant subgroups. Concurrently, we will track students who are college and career ready according to the California Dashboard and increase eligibility.

Annual Measurable Outcomes

Metric/Indicator Baseline/Actual Outcome Expected Outcome

A through G completion Rate 2018 A-G rate, whole school: 64.1% A through G rates for the following Subgroups: African American students: 5.6% Hispanic/ Latino: 34.1% Pacific Islander: 29.6% Special Ed: 5.9% El/RFEP: 28.8%

Increase of 3%in the overall school and in each subgroup category.

California College and Career Dashboard

Per the California Dashboard, 55% of our students are considered College and Career Ready

Increase of 3% in overall school and in each subgroup.



Significant Subgroups: Special Ed: 1.5% (65 students measured) Hispanic/ Latino: 26.3 % (213 students measured) English Learners: 17.1% (105 students measured) African American: 0% (21 students measured)

Strategy/Activity 1 Students to be Served by this Strategy/Activity

All Students

Establish target goals be department that address alignment to Common Core State Standards/ NGSS in each subject/ Course:

• English: The English Department will work on the vertical alignment of one or two common core standards across all levels as well as work on aligning general writing expectations across all levels.

• Science Department: Will work on the vertical alignment of key NGSS cross cutting practices in all disciplines.

• Math Department: Will work on the development of open ended, critical thinking problem tasks in all subject areas, and the vertical alignment of rigor and skills through such performance tasks.

• VPA Department: Will work on supporting English Learners through language in the arts.


• Social studies: Will work on the vertical alignment of one or two common cores standards and determine what mastery looks like in each grade level

• World Language: Will work on the development of curriculum using new textbooks this year.

• SPED Department: Will work refining Study skills curriculum.

• CTE: Will work on promoting CTE pathways, advertising and encouraging students to complete concentrator and capstone courses in each pathway.

Proposed Expenditures for this Strategy/Activity

Amount(s) Source(s)

Department Chair Release Periods $100,000 District Staffing Allocations

District Release Days (funding N/A) District PD Budget

Collaboration time District Staffing Allocation (Part of contractual day/ week)


All Students

Guidance Department goal of tracking and supporting students in four key areas:

• 9th graders at risk of not earning 60 credits by end of 9th grade year • Students completing CTE pathways • Students on the cusp of meeting A through G requirements • Identifying and supporting under-represented students in taking AS or AP classes.

Each Counselor will be responsible for identifying 5 to 10 students in each of the four categories above. They will check in with these students throughout the year starting in the spring of 2019 in order to check course placement, and they will follow up throughout the 2019 2020 school year in order to track progress and provide support.



Amount(s) Source(s)

Contractual Work day District staffing Allocation


9th Grade Algebra students and formally Algebra Readiness students

Implementation of the Enhanced Algebra Initiative, where two teachers will undergo intensive professional development around engaging, common core math instruction. These two teachers will teach roughly 50% of our Algebra classes, have a common preparation period, and one release period to implement the professional development strategies learned. The initiative will also include the involvement of roughly 35 students who would have been placed in Algebra Readiness but will not be placed in the Enhanced Algebra classes and provided access to Algebra common core standards in the 9th grade.


Amount(s) Source(s)

N/A District Staffing Allocations and District Professional Development Budget


All Students in 9th Grade

All 9th graders who would previously have taken Advanced Integrated Science will be enrolled in Biology next year, giving these students access to NGSS standards and access to an A through G lab science course.


Biology teachers have worked in the spring of 2019 on re-aligning the Biology course to NGSS standards and cross cutting practices and they will continue to work on designing lessons that are inquiry based so as to provide access and rigor to all students in the cross cutting science practices.


Amount(s) Source(s)

N/A District Staffing Allocations and District Professional Development budget


(Identify either All Students or one or more specific student groups)

Students in Algebra II

Strategy/Activity

The school will fund a Math Coach to specifically work with Algebra II teachers and curriculum, working to align curriculum and assessments so that they match the type and rigor of questions found on the CAASPP assessment. Supporting the curriculum and instruction in Algebra II is also essential as this course is one students need to pass with a C or higher in order to be A through G eligible.


Amount(s) Source(s)

$22,500 release period Site Discretionary Allocations


All students


M-A will offer two new course electives next year meant to engage a wide range of students.

• Latin American Studies: This new course will target students who are native Spanish speakers along with non-native Spanish speakers in at least Spanish III. The course will be taught in both Spanish and English.

• Dynamic Ecology: This course was previously a pilot course for 9th graders and will now be offered to 10th through 12 graders as a science elective. This course will also be taught as an LEP course next year. The course is aligned to NGSS standards cross cutting practices and is also an A-G approved course as an Integrated Science.


Amount(s) Source(s)

N/A District Staffing Allocation


All students

Continue offering the Practice SAT, PSAT, during the school day to all 10th and 11th grade students, as offering the test to all students gives all students a chance to prepare for the SAT and receive feedback as to their strengths and areas for growth in relation to the skills assessed on SAT, and hence their college readiness.


Amount(s) Source(s)

$6,750 (cost of tests for Title One students) Title One

Goals, Strategies, Expenditures, & Annual Review .


Goal 2 Increase the performance of Long Term English learner (LTEL) students with a focus on our Hispanic subgroup. Our main targets will be in GPA, credits earned, A though G completion, graduation rate, CAASPP.

Aligns with the following LCAP Goals: LCAP Goal 2: Provide rigorous, engaging, standards aligned instruction with embedded language supports and meaningful technology integration LCAP Goal 4: Provide an educational program where Long Term English Learners develop a sense of belonging, felling welcomed, and empowered; receive intellectual quality of instruction; have meaningful access to mainstream courses; achieve proficiency in English; and graduate with a clear path to a post secondary education. LCAP Goal 5: Graduate students who are college and career ready

Identified Need

The 2017-2018 enrollment of our EL and RFEP subgroup was 56.1% of our students. Of these students, our LTEL students are outperformed by almost every other subgroup including short term EL and SPED in most measures including A-G completion, average GPA, credits earned, and graduation rates. They also have a higher rate of suspension than almost every other group on campus.



English Learner Graduation Rate as measured by California Dashboard

2018: 79% (10 % increase from previous year)

Maintain the 10.5% increase from year before.

English Learner Suspension data as measured by the California Dashboard

2018: 12.8 % of English Learners were suspended at least once (436 students total and an increase of 4.1% from previous year)

4% decline in the number of English Learners who are suspended at least once

CAASPP data pertaining to English Learners

24.5 % of EL and RFEP earned a score of Met or Exceeded on the ELA portion of the CAASPP.

Increase the number of students who are meeting or exceeding the standard by 3% in both ELA



Overall, per the California Dashboard, English Learners measured 123.9 points below standard in ELA (a decrease of 28.7 points) 13.9% or EL and RFEP students earned a score of Met or Exceeded on the Math portion of the CAASPP. Overall in Math, English Learners are measured at 152.5 points below standard (maintaining a similar score from the previous year)

and Math Decrease the distance from Standard in both ELA and Math by a minimum of 20 points.


All students with a focus on English Language Learners

Continue offering instructional support for English Learners in the form of paraprofessionals in the classroom, tutoring, Academic support classes, and individual support:

• Continue funding the BRT for a full time position, which supports both instruction in the classroom and helps to provide individual support for students struggling in the classroom

• SAAP Program: The SAAP coordinator identifies 60 highest need students in the 9th grade and continues supporting students through 10th grade. Coordinator provides one-on-one support, mentoring opportunities, behavior intervention and coaching, push in support to classrooms and pull out support for individual students.

• Literacy support class: One class section funded by the district to support students coming out of English Intervention classes and how are scoring below 600 on the lexile test as well for


students exiting ELD 3. Students are placed in the same English and US History teachers so Literacy teacher can coordinate curriculum with support provided in class

• After school tutoring and writing Centers: Provide funding for teachers and paraprofessionals to staff tutoring center Monday through Thursday afterschool. The Writing center is funded and staffed by English teachers. Funding also provides for one English teacher to provide push in support for English and US history classes in order to support writing exercises and lessons in class. In addition, included in the writing center funding is money for one English Paraprofessional

• Paraprofessional support in the classroom:

o Para Professional for the SAAP program, which provides both push in and pull out academic support for students in the SAAP program. (Title 1 funds)

o Two Bilingual Paraprofessionals for English Learners (Title 1 funds) o Para Professional for the Math program (Title 1 funds) o Para Professional for the English Program (Site Discretionary)

Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

$45,000 for SAAP Paraprofessional Title one

$45,000 Bilingual Para Professionals Title one

$30,000 Math support Para professional Title one

$30,000 English support Para professional Site Discretionary Allocations

$117,000 SAAP Coordinator District Staffing Allocations

$115,000 After School Tutoring, writing Center + one release period for Writing center teacher and one Paraprofessional

Sit Discretionary Allocations


All Students


Continue training all teachers in district provided Constructed Meaning training through EL Achieve. In conjunction with the district, M-A will have all English Teachers trained next year. This is after training all Social Studies and World Language Teachers in 2018- 19 school year.


Amount(s) Source(s)

N/A District Professional Development Budget


English Language Learners

Continue to staff ELD and LEP classes at reasonable numbers and for growth in our master schedule. We will continue to offer two sections of ELD/ ELA 1 and 2 as well as enough sections of LEP science, history, and math to keep classes at a reasonable size. In addition this year, we will also offer two sections of ELD/ ELA 3.


Amount(s) Source(s)

N/A District staffing allocations

Goals, Strategies, Expenditures, & Annual Review Goal 3 Increase the performance of SPED students with a focus on those students in mainstream, co-taught classes. Our main targets for increase are in general education content classes, credits earned, A-G completion and graduation rate.


Aligns with LCAP Goals: LCAP Goal 5: Graduate students who are college and career ready

Identified Need

The number of students with special needs at M-A has increased from 12.1% of our population in 2014- 2015 to 13.1% in 2017-2018. During this time, the number of credits earned and A-G completion rate of our SPED population has shown an inconsistent but downward trend.



Graduation rate as reported on the California Dashboard.

69.2% of students with special needs graduated (a decline of 3.8% from the previous year)

Increase the graduation rate of students with special needs by 3%.

College and Career readiness 1.5% of students with special needs were measured as prepared for college and career (a decline of 4.8% from the previous year)

Increase the number of students who are measured as College and Career Ready by 3%

A through G completion rate for students with special needs:

5.9% of students with special needs met A through G eligibility.

Increase by 3%


All students with Special Needs in a Study Skills class

Academic Resource Department will create common Study Skills curriculum addressing student behaviors and academic skills necessary for success, such as: Note-making, Effective study strategies, and literacy skills.



Amount(s) Source(s)

Collaboration time built into the week (funding N/A)

District Staffing allocation/ work completed during the contractual work day


Students with Special Needs

Increase the number of 11th and 12th grade students who meet with Transition Specialist and Department of Rehab.


Amount(s) Source(s)

SPED Case Management (N/A) District Staffing Allocation



Implementation of a comprehensive 9-12 college-career preparation program, such as designing before and after activities for 9th graders around Challenge Day and arranging for all 11th and 12th grade students to meet with one of our College and Career specialists.



Amount(s) Source(s)

Department Chair Release Period District Staffing Allocation


All students

Increase the number of case managers who attend constructing meaning.


Amount(s) Source(s)

N/A District Professional Development allocations



Continue funding a Small testing Coordinator, which allows the school to meet the accommodations of students with special needs by providing a space and proctor who is available throughout the day to manage and proctor small setting testing.


Amount(s) Source(s)

$25,000 Site Discretionary Allocations

Goals, Strategies, Expenditures, & Annual Review Complete a copy of the Goal table for each of the school’s goals. Duplicate the table as needed.


Goal 4 Increase overall student engagement, well-being, and engagement in school as measured by annual student and parent surveys on school climate, school engagement, and school belonging.

Aligns with LCAP goals: LCAP Goal 1: Continue to hire the most highly qualified teachers and administrators for openings in the District, while seeking to increase the number of teachers and administrators who reflect demographically the students we serve. LCAP Goal 3: Promote a welcoming environment where parents/ guardians and community members are encouraged to partake and give input in school/ district decision making and the progress being made by their own child, as well as all students in general. LCAP Goal 6: Promote a positive and personalized school environment that will result in students maintaining positive behavior and engaging in their educational experiences. LCAP Goal 7: Provide Foster Youth with academic resources and social emotional supports that result in their educational outcomes mirroring those of the general population.

Identified Need

Overall suspension rates have dramatically decreased in the past six years. However, referral data from teachers in the classroom has not dropped which suggests there are still struggles in the classroom with off-task behavior. As a school both suspensions and referrals should be targeted to improve the learning environment. M-A can work on building stronger community in the classroom as well as on the school campus.



Suspension Data 5% of all students were suspended at least once (an increase of .4% from the previous year)

Decrease number of students who are suspended at least once by 1%

Panorama Survey Results Key questions from Panorama Survey we want to measure over time:

Increase ratings on questions and categories related to School Belonging and Student



Overall School Belonging Category: (3.0 out of 5.0) How connected do you feel to adults at your school?

- 2.6 out of 5.0 Overall, how much do you feel like you belong at your school?

- 3.3 out of 5.0

School Engagement Category of questions (5 questions total):

- 2.8 out of 5.0 When you are not in school, how often do you talk about ideas from your classes? - 2.6 out of 5.0

Engagement by .5


All Students

Strategy/Activity

Continue school-wide restorative practice trainings for teachers.


Amount(s) Source(s)

$5,000 Foundation Professional Development Budget



All students

Provide more direct lessons for student well being. Implement assemblies and lessons addressing student behaviors, academic well being, and school wide initiatives such as PRIDE.


Amount(s) Source(s)

N/A


All students

Continue second year of FLEX Time, increasing the opportunities for student to interact with their teachers around content questions, tutoring, and the ability to make up quizzes or tests during time allotted in the week. Flextime is also an important tool for giving students ownership in how they use their time.


Amount(s) Source(s)

N/A Flex time is built into the contractual work day


All students

Continue funding two key positions meant to address student well being:


• Community Liaison for attendance, who identifies students struggling to attend school, communicates with families and helps arrange parent meetings at school

• Continue funding Star Vista mental health support services, which provides counseling and case management for students who need emotional support on campus.


Amount(s) Source(s)

$20,000 Foundation for the Future



All Students, with a focus on English Learners

Continued Parent Education and outreach: Continue Parent workshops in the Fall and Spring, providing county based parent education and support through an 8 week course parents attend at M-A. Additionally, the parent support coordinator holds weekly parent education sessions ranging from topics such as how to use Canvas, What are A through G requirements, and how to access both academic and social emotional supports for students on campus. In addition, we will offer English Classes to parents who are learning English as a second language.


Amount(s) Source(s)

$4,000 Title one




All students

Continue supporting and hiring paraprofessionals and other classified staff that go through the “Developing Our Own” program and are working to become teachers. M-A has hired six candidates from this program. The program and teachers who have completed the program continue to increase the diversity of staff on our campus and help us build a teaching staff that reflects the students we serve.


Amount(s) Source(s)

N/A


All students

Implement a Saturday School option as one means of providing alternatives to suspensions from school and hence increasing the time students are at school and in class.


Amount(s) Source(s)

$14,000 Site Discretionary allocations

Annual Review SPSA Year Reviewed: 2018-2019

ANALYSIS Describe the overall implementation of the strategies/activities and the overall effectiveness of the strategies/activities to achieve the articulated goal.

IN 2018-2019 school year, M-A had four primary goals:


Goal # 1: Increase the percentage of students who successfully graduate from M-A in four years plus summer. Within this goal we will continue to increase the A through G eligibility for all, with a focus on significant subgroups. Goal # 2: Increase the Performance levels of our Hispanic students as measured by enrollment and success in AP/AS classes and grade point average. Within this goal we will continue to focus on 9th grade transition to High School Goal # 3: Increase the performance level of students with disabilities in general education content classes and standardized tests as measured by the percentage of students earning grades C or higher. Goal # 4: Build a positive school community as measured by data on panorama survey, suspension data form California state dashboard, and overall referral data. Analysis of Activities: M-A worked to update the structure for collaboration time so that subject area groups were working on common assessments that were aligned to Common core standards and that possessed some CAASPP like questions in both rigor and format. Specifically we have worked on a more aligned and reasonable honors English I curriculum, an English III curriculum that is explicitly aligned to common core standards, Algebra and Geometry assessments that are both common and in which students practice CAASPP like questions, and CTE courses which have created explicit connections to the industry they represent. The Guidance department continues to do excellent outreach to students via 3 to 4 class presentations per grade level. In addition, M-A continues to offer a wide range of academic supports for students, from after school tutoring and writing centers, paraprofessional support in the classroom, an advocate for struggling 9th graders, and an expanded student support center for all students. The school has also successfully implemented the first full year of FLEX time which has helped give students choice in how they spend some of their academic time as well as provide some structured time in the day for tutoring or the make up of quizzes and/ or tests. M-A continues to update and enhance the Feel Good Friday sequence and this past year as brought many engaging activities to bring students and staff together. And this year, while the training around Restorative Practices slowed down a bit, the practice of using restorative circles is becoming more of a norm for students and staff on campus.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA.


In reviewing our goals this year, we have narrowed our focus to center around getting all of our students college and career ready, on the success of long term English learners, and on improving student engagement and our campus climate so that all students feel they belong. In terms of strategies we will implement next year, the school will focus on implementing initiatives for Algebra and Biology. In Biology all students will be enrolled in Biology as opposed to Advanced Integrated Science or Biology, and teachers will continue to work on adapting curriculum that provides access and rigor to all students. The school will also engage in the district initiative for Algebra I, where two teachers will undergo intensive professional development around the teaching of contextualized math problem solving as a means of engaging more students and teaching math problem solving skills. The goal in both of these initiatives is to provide more students access to A through G courses and grade level, common core standards. Next Year we will also structure collaboration time around department specific goals, goals that relate to WASC related action items, subject area rigor and alignment, and vertical alignment within a department. M-A will also work to develop a series of positive behavior incentives and community building lessons, activities, and assemblies. Specifically we will revise the PRIDE incentive program so that we can increase the number of students recognized for PRIDE values.

Budget Summary DESCRIPTION AMOUNT

Total Funds Provided to the School Through the Consolidated Application $ 130,750

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA $ 614,250

Other Federal, State, and Local Funds List the additional Federal programs that the school is including in the schoolwide program. Adjust the table as needed. If the school is not operating a Title I schoolwide program this section is not applicable and may be deleted.

Federal Programs Allocation ($) 130,750

Title One $ 130,750

Subtotal of additional federal funds included for this school: $ [Enter federal funds subtotal here]


List the State and local programs that the school is including in the schoolwide program. Duplicate the table as needed.

State or Local Programs Allocation ($)

Site Funding Allocations $366,500

District Grant $117,000

Subtotal of state or local funds included for this school: $ 483,500 Total of federal, state, and/or local funds for this school: $ 614,250

School Plan for Student Achievement Instructions| Page 1 of 6

School Year: School Plan for Student Achievement

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