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SPSA-MHS Final Draft


                                                          High School
                                                          205 West Olive Ave.

                                                             Merced, CA 95344
Home of Scholars and Champions

   Country District School Code:       24-65789-2433605
   Date of this revision:              December 15th, 2010
   Date District Governing Board
   approved this revision              January 12th, 2010
   Superintendent:                     V. Scott Scambray
   Deputy Superintendent:              Dr. Raynee J. Daley
   Assistant Superintendents:          Dr. Sandra Schiber
                                       George Sziraki

   The Single Plan for Student Achievement (SPSA) is a plan of actions to
   raise the academic performance of all students to the level of
   performance goals established under the California Academic
   Performance Index. California Education Code sections 41507, 41572, and
   64001 and the federal No Child Left Behind Act (NCLB) require each
   school to consolidate all school plans for programs funded through the
   School and Library Improvement Block Grant, the Pupil Retention Block
   Grant, the Consolidated Application, and NCLB Program Improvement
   into the Single Plan for Student Achievement.

   For additional information on school programs and how you may become
   involved locally, please contact the following person:

   Contact Person:                     John Olson
   Position:                           Principal
   Phone Number:                       209-385-6467
   Email Address:            
Table of Contents

School Vision and Mission     ……………………………………………………………………………………..                     3

Expected Schoolwide Learning Results …………………………………………………………………………                    4

School Goals and Strategic Plan for Improving Student Academic Achievement   …………    5

School Site Council Membership and Meeting Dates     ……………………………………………….             38

English Learner Advisory Council Membership and Meeting Dates       ……………………..       39

Recommendations and Assurances        …………………………………………………………………………                   40

Resources      ……………………………………………………………………………………………………………….                           41

Appendix A: School and Performance Data      ……………………………………………………………                 41

Appendix B: Use of Resources ……………………………………………………………………………………..                      52

Appendix C: Parent Involvement Policy and Parent Compact     ………………………………….          54

Appendix D: Communications with Parents      ……………………………………………………………                 56

Appendix E: Bylaws     ………………………………………………………………………………………………….                        57

Appendix F: Site Budget       …………………………………………………………………………………….                      60

School Vision and Mission
Merced High School’s mantra is “Pursuing Excellence in the Home of Scholars and Champions:
The mission is to equip all students with the academic, vocational, and social skills necessary to
succeed in a dynamic society. The expectation is that graduates will be productive citizens and
socially skilled individuals who communicate effectively and solve problems through creative
and critical thinking. For over 100 years, this BEAR heritage has continued to inspire the
teachers and staff of Merced High School to maintain a tradition of excellence. Together, with
124 certificated employees and 67 classified employees, we make every effort to provide our
students with a comprehensive program that develops both mind and body, while ensuring a
safe and secure environment where everyone can feel a sense of “Bear pride” which is
reflected throughout the community. At Merced High, we are committed to providing students
with the best education possible to enable them to develop the life skills required to be
successful citizens of this new century.

Merced High School was the first of five comprehensive high schools to be established in the
Merced Union High School District. Founded in 1897 as a county high school, the school
maintains a high standard for academic and co-curricular excellence. Merced High School is a
positive place for students, with a continuous desire by all stakeholders to improve the quality
of our educational program. There is a commitment to providing students with the best
education possible. Creating access to a rigorous and relevant curriculum, integrating
technology into the classroom, utilizing research based instructional practices, and making a
personal connection with all students is the cornerstone of Merced High School’s success.

Areas of focus included closing the achievement gap between all sub-groups, especially English Learners,
“at-risk”, and Special Education students. Specific school-wide goals include increasing the passage
rates on the Math and ELA CAHSEE, increasing the average daily attendance, reducing alternative
education transfers, enrolling/retaining students in the Advanced Placement courses who reflect the
demographic profile of our student body, and creating outreach programs between community/parents
and our school. A primary focus is to foster school-wide literacy.

Merced High School is a positive place for students, with a continuous desire by all stakeholders to
improve the quality of our educational program. Merced High School recently entered program
improvement for only meeting 25 of the 26 criteria as indicated by government educational guidelines.
MHS’s Year 1 Program Improvement status has resulted in a revision of the school site plan to cover a 2
year period. According to the requirements, this plan will be implemented promptly and with a high
level of fidelity.

Expected School-wide Learning Results
All students at Merced High School will become…

    Effective Communicators who will:
     Read, write, speak and listen proficiently and critically
     Express themselves through a variety of media, which may include art, music, dance,
     theater, world language, and public speaking.
     Acquire and evaluate data, organize and maintain information, and use technology to
     process information.

    Problem Solvers and Critical Thinkers who will:
     Independently identify problems, find solutions and evaluate consequences.
     Evaluate academic standing to ensure educational progress.
     Access and apply technology to solve problems and make decisions.

    Productive citizens and Socially Skilled Individuals who will:
     Contribute time, energy, and talents to improve their school, community, and world.
     Develop and evaluate a personal career plan.
     Practice positive employee qualities to support entry into a career field.
     Show respect for the needs, opinions, and property of others.
     Demonstrate the ability to work cooperatively with the people of diverse beliefs, values
     and cultures.
     Make choices that support healthy lifestyle.

           School Goals and Strategic Plan for Improving Student Academic
                                STRATEGIC GOAL 1.0: Establish Safe and Orderly Schools

  Provide a safe, clean environment that promotes respect, fosters student learning, and supports a collaborative school culture.

                                OBJECTIVE 2010-2011: Establish Safe and Orderly Schools

   Design, develop, implement, and evaluate a plan to ensure a secure learning environment and collaborative school culture.

                    Action Steps                           Person(s)       Expected Date       Resource     Expense      Funding
                                                          Responsible      of Completion

P1.1    Enhance Character Counts Action Plan                                                    General     N/A         N/A
               Integrate Character Counts principles        Student          Fall, 2010
                into Parent Resource Center (support
                parents’ efforts to set clear               Services
                expectations for students)
               Implement Character Counts action           Division
                plan (reference: K. Conley document
                located on website and H:// drive)
               Plan monthly Character Count Focus
                Pillar presentations (collaboration,          Kim
                department meetings, faculty
               Implement calendared Advisory
                Lessons for classroom teachers
                during freshmen advisory                      John
               Continue weekly email reminders
                that include one practical strategy for      Olson
                implementing character counts in the
               Promote site’s Character Counts
                website; encourage integration into          Nancy
                lesson objectives and                       Edmiston
               Integrate Character Counts into
                campus clubs and organizations and
                encourage innovation in the                  Joyce
                presentation of pillars to the entire       Harrison
                student body
               Purchase additional Character
                Counts Posters highlighting the six
                pillars visible in each classroom         Butch Seifert
               Continue to distribute “Caught
                Respecting the Campus” wrist bands
                to deserving students (investigate

              additional incentive-based rewards)
             Create campaign for Campus Care
              challenge conducted among all clubs
              and activities
P1.2   Implement Positive Behaviors                                           General   N/A      N/A
       Interventions & Supports                                                Fund
                                                      Student    Fall, 2010
          o   Plan and facilitate committee/staff
              meetings with the purpose of            Services
              developing a shared-understanding
              of Level 1-3 offenses, the              Division
              consequences associated with each
              level, and effective classroom
              management techniques addressing
              level 1-2
          o   Continue regularly scheduled
              meetings for the purpose of carefully
              implementing PBI&S

P1.2   Organize and Distribute                                                General   N/A      N/A
       Disruption/Defiance data                                                Fund
                                                      Student    Fall, 2010
            Organize data on a monthly basis;
             share regularly with department          Services
             chairs to distribute data
           Evaluate In-School Suspension room        Division
             staff member’s role in supporting the
             management of classroom referrals
           Communicate the developed
             campaign that addresses appropriate
             student behavior that is aligned with
             Character Counts (staff and parents)
P1.3   Response to Intervention Model                                         General   N/A      N/A
          o  Establish site team to review current    Student    Fall, 2010
             disciplinary referral process and
             suggest tiered Response to               Services
             Intervention model (include BTSA
             mentors and/or PBIS and                  Division
             instructional coaches on team)
          o Make recommendation for district-
             wide plan
P1.4   Expand Anger Management                                                General   N/A      N/A
       implementation                                                          Fund
                                                      Guidance   Fall, 2010
             Guidance department personnel will
              provide workshops; establish regular    Services
              schedule of workshops throughout
              the school year (consider frequency

               of sessions and the possibility of       Division
            Guidance department to collaborate
               and develop criteria for non-
               offending student placement                Jon
            Student Services division monitors
               completion status of offending           Schaefer
               students required to complete Anger
P1.5   RAFT Educational and Intervention                                        General   N/A      N/A
       services                                                                  Fund
                                                        Guidance   Fall, 2010
              Guidance department to collaborate
               and develop criteria for non-            Services
               offending student placement
              Student Services division monitors       Division
               completion status of offending
               students required to complete RAFT
               Educational and Intervention
P1.6   Cell Phone Usage and Safety Concerns                                     General   N/A      N/A
           o Select site representatives to serve on                             Fund
              district task-force to study cell phone   Student    Fall, 2010
              usage and safety concerns.
           o Establish mechanism to gather              Services
              information from site and a means of
              reporting                                 Division

P1.7   School community’s support for                                           General   N/A      N/A
       maintaining a clean and safe campus                                       Fund
                                                         Admin     Fall, 2010
              Establish programs that includes
               rewards-based incentives in the           Team
               following areas:
                   o Appropriate student
                       behavior demonstrated at all
                       times (i.e., responding          Guidance
                       during a fight)
                   o Student actions as related to
                       trash and cleanliness
                       before/after school, and
                       during nutrition break and
                       lunch time
                   o Reduction in vandalism and         Student
                   o Reduction of truancies and         Services
              Clear communication plan for school

                community                              Division

P1.8    Implement Alert Lockdown Inform                                        General   N/A      N/A
        Counter Evaluate (ALICE) Procedures                                     Fund
                                                       Student    Fall, 2010
            o Participate in district-sponsored
              work groups developing and               Services
              implementing ALICE procedures
           o Communicate feedback forms for            Division
              drills and exercises (evacuation and
              lock-down drills)
           o Evaluate elements of School Safety
              Plan that identifies essential            Joyce
              feedback criteria
            Establish schedule of drills and
              communicate with local emergency
              service agencies
P1.9    Gang Awareness Campaign                                                General   N/A      N/A
            o  Plan and make arrangements for
               gang-awareness presentations to staff
               and parents (target: at least one
               presentation for parents and one for
               staff members)
           o Provide formal evaluative
               information to CWAS
P1.10   Refine and Improve SART and SARB                                       General   N/A      N/A
        Panels                                                                  Fund
                                                       Student    Fall, 2010
              Continue practice of dialers sent out
               each period to notify parents of both   Services
               tardies and absences
            Require counselor conference for all      Division
               students with 4 or more tardies
               and/or 2 or more truancies
            Parent notification via letter for each
               step truant
            Establish a Parent Contact Protocol
            Develop SART Worksheets with
               reflective goal setting completed
               with counselor for 2nd Step Truants
            Communicate role descriptions for
               SART Team Members
P1.11   “Every Student Every Day” campaign                                     General   N/A      N/A
               Plan and implement additional          Student    Fall, 2010
                “Every Bear Counts” substantive
                contacts opportunities for all

             students                                  Services
            Completion of daily call lists to
             verify absences                           Division
           Celebration of weekly and quarterly
             perfect attendance with incentives
             (incorporate into Renaissance
             program; investigate additional
             rewards-based activities)
P1.12   AERIES Codes and CALPADS                                               General   N/A      N/A
               Participate and provide feedback to     Admin     Fall, 2010
                CWAS Administration and AERIES
                Technology Specialist; work with        Team
                Data Management Team and data
                entry staff on developing standards
                for each AERIES field (codes will be
                revised to support to gathering of       Jon
                necessary data)
            Participate in district-sponsored         Schaefer
                training sessions for administrative
                and classified users of the student
                information system
P1.13   Positive Deviance Coordination                                         General   N/A      N/A
             Teacher leaders and administration       Student    Fall, 2010
              to evaluate to determine if current
              efforts have been effective              Services
            Establish stipends for staff to
              facilitate group sessions involving      Division
              positive deviant students and
              identified students needing support
            Implement student profile approach
              to identifying potential students        Guidance
              needing support
            Comparative collection of drop out
              data and trends for the past three       Division
              years quantified and analyzed
            Student culture survey administered
              to all students
            Increase participation of positively
              deviant students
            Increased community and parent            Anthony
              participation at school events (Back
              to School Night, Spring Open             Johnson
            Evaluate sustainability of the
              Positive Deviance Initiative.
P1.14   Day Reporting Center                                                   General   N/A      N/A
              Investigate the possibility of

               establishing Day Reporting Center       Student    Fall, 2010
               for students who have been issued a
               home suspension                         Services
              Establish procedures for identifying
               appropriate student placement into      Division
               reporting center rather than home
P1.15   Community Service Documentation                                        General    N/A           N/A
             Plan and implement Junior                Guidance   Fall, 2010
              Achievement (JA) - arrange for and
              facilitate curricular activities and     Services
              student classroom opportunities to
              develop work readiness,                  Division
              entrepreneurship and financial
              literacy – possible community
              service hours
            Plan and arrange for student
              involvement with MCCCC (student
              reporters featured locally promoting
              positive aspects of county – possible
              community service hours)
            Work with CWAS to standardize
              documentation of community service
              hours and activity participation
            Continue current practice; evaluate
              consistency of approved service
P1.16   Absences due to Medical/Illness                                        General    N/A           N/A
              Site to participate in developing a     Student    Fall, 2010
               plan to increase the number of
               contacts with family and student who    Services
               has large number of absences due to
               illness and medical.                    Division
              Incorporate support services in
               Parent Resource Center that will
               provide services or direct parents to
               services which will improve student     Guidance
               health and decrease the number of
               absences due to illness and medical     Services

P1.17   Safe and Clean Facilities                                              General    N/A           N/A
              Develop and implement a schedule        Student    Fall, 2010
               to ensure restrooms are checked
               frequently for supplies and             Services
               vandalism in order to maintain a

                                                                                         10 | P a g e
               facility where students feel safe and   Division
            Consistent monitoring to ensure
               classrooms have the necessary
               supplies to keep desks clean
P1.18   Saturday School

              Schedule additional sessions of         Student    Fall, 2010
               Saturday school (determine support
               staff necessary)                        Services
            Increase the use of Saturday school
               as a consequence for truancy, 90%       Division
               attendance violations and other
               disciplinary incidents
P1.19   Wellness Committee                                                     General    N/A           N/A
               Review current Wellness Committee      Student    Fall, 2010
                site membership
               Expand if necessary to include all     Services
                stakeholders (parents, community
                organizations – Building Healthy       Division
                Communities, Active Parenting)
               Develop written action plan to meet
                established goals
               Participate on additional wellness
                professional development activities
                to increase shared understanding of
                addressing necessary wellness issues   Division

                                                                                         11 | P a g e
                                 STRATEGIC GOAL 2.0: Curriculum and Instruction

                      Guarantee that all students (9th through adult) learn at high levels in academics.

                                 OBJECTIVE 2010-2011: Curriculum and Instruction

                  Design, develop, implement, evaluate, and improve the standards-based course curricula.

                  Action Steps                          Person(s)        Expected Date       Resource       Expense       Funding
                                                       Responsible       of Completion

P1.1   Provide appropriate Grade-Level and                                                    General          N/A         N/A
       Standards-Based curriculum and                                                          Fund
       materials                                         Guidance              Fall,

           Site administrators and lead teachers         Services            2010
            participate and attend all district-lead
            meetings aimed at providing
            appropriate grade-level and
            standards-based curriculum and
            materials, leveled instruction and              John
            assessments to monitor student
            progress                                       Olson
          Complete regularly scheduled
            meeting updates with Instructional
            Coaches, Technology Integration
            Specialists, EL Coach and                       Jon
            Specialized Academic Instructors in
            order to evaluate instructional               Schaefer
          Continue to analyze District and Site
            CST results with District Office
          Schedule and complete weekly
            meetings with instructional
            leadership team, instructional
            coaches, TIS and BTSA mentor to
            plan and implement improvement
            strategies involving incorporating
            instructional norms into daily
            instruction based on identified
            strengths and weaknesses on the
            ELA, Math, Science, and History
            benchmark results and Coaching to
            Benefit Instruction feedback..
P1.1   AERIES and School City Data                                                            General          N/A         N/A
              Design PLC/Collaboration activities       Guidance              Fall,
               that utilize AERIES and School City
               data management platform

                                                                                                           12 | P a g e
                Provide aggregated and                   Services   2010
                 disaggregated student data reports to
                 teachers; aggregated and                 Division
                 disaggregated student data reports by
             Utilize PLC/Collaboration protocol
                 to evaluate instructional program          Jon
                 (completed protocols collected bi-
                 weekly and reviewed by                   Schaefer
                 instructional leadership team; review
                 lesson plans and reflective teaching
                 comments for the purpose of
                 developing professional
                 development activities based on
                 areas of need observed)
P1.2   Provide training to teachers in core areas         Guidance   Jun-11   3010,       Tutorial      $30,500
       of ELA, Science, Social Science, and math          Services            7091,       Services:
       on understanding and using data to                 Division                        (Tutorial
       improve instruction.                                                               Coordina
       • Utilize instructional coaches to facilitate        Jon                           tors (2),
       data analysis activities                           Schaefer                        Transport
       • Establishing PLC/Collaboration activities                                        ation, &
       that analyze student data and determine                                            College
       appropriate approach to re-teach concepts                                          Tutors.
       (i.e., establish approaches to re-teach that are
       timely and based on data analysis)
       • Establishing PLC/Collaboration activities
       that analyze student data and develop
       intervention strategies (i.e. after-school
       tutorial, peer tutor, AP seminars – nights and
       weekends, etc.)

P1.3   Integrating Writing Skills into All                                     General       N/A        N/A
       Disciplines                                                              Fund
P1.4        Develop collaboration activities and         Guidance    Fall,
               instructional support services for
                                                          Services   2010
               school-wide implementation of
               writing in all disciplines
            Through Coaching to Benefit
               Instruction feedback, admin team
               and instructional leadership team
               will monitor the integration of              John
               writing skills in all disciplines; based
               on feedback, professional                   Olson
               development activities to be planned
               addressing areas on need involving
               integrating writing
            Enter writing rubric scores into the

                                                                                         13 | P a g e
                School City achievement data
                system to determine student growth,
                remediation and intervention needs.
P1.5   Instructional Norm Coaching                    Guidance               7090 Instructio        $90,000
       • Identify remaining appropriate staff         Services                    nal
       members to participate in Professional         Division                    Coach
       Development and IN 1                                                       (1)
       • Coordinate staff member participation in      John
       Professional Development and IN 2               Olson
       • Establish focus areas of IN 1-2 that is
       supported through instructional coaching         Jon
       • Establish and schedule PLC/Collaboration     Schaefer
       activities that showcases best practices
       involving IN 1-2

P1.6   College Preparation Math                                           General       N/A         N/A
              Promote enrollment into College        Guidance    Fall,
               Preparation Math courses for seniors
               who are college-bound                  Services   2010
              Establish student profile and
               procedures to identify students        Division
              Identify staffing needs based on
               student participation


P1.7   Site California Standards Tests (CST)          Guidance   Jun-11      3010 Math (5          $270,000
       Results                                        Services                    sections),
       • Establish school-wide application to         Division                    English
       analyze CST results (by counseling for                                     (8
       placement purposes, by subject level/areas,     John                       sections),
       for instructional purposes, and an awareness    Olson                      Social
       campaign for students, parents /staff                                      Studies
       regarding student achievement on CST)            Jon                       (1
       Guidance & Counseling (data                    Schaefer                    section),
       interpretation to enable proper placement                                  Science
       of students)                                                               (1
       • Develop clear placement protocols for                                    section).
       placement into remediation programs
       • Organize achievement data for placement
       • Identify proper multiple measures and
       develop analysis activities for placement

                                                                                    14 | P a g e
       • Supplement academic sections in English,
       Mathematics, Social Studies, and Science to
       reduce class size in intervention courses in
       order to enhance instruction for underserved
       populations of students.

P1.7   Embedded literacy strategies (FBB and                        Fall,    General         N/A        N/A
       BB levels on the CSTs)                                                 Fund
                                                        Guidance   2010
              Establish proper placement
               procedures to ensure students FBB        Services
               and BB are in intensive and strategic
               remediation                              Division
              Evaluate correlation between
               placement and student achievement
              Develop PLC/Collaboration
               activities that analyze student           Olson
               assessment results, grade marks, and
               achievement for student in Intensive
               or Strategic remediation program


P1.8   CAHSEE Interventions                                        Jun-11   3010,         Supplem        $8,500
       • Analyze results of CAHSEE benchmarks           Guidance            7091          ental
       • Develop and provide on-going intervention      Services                          Math &
       as a proactive approach to increasing            Division                          Languag
       CAHSEE outcomes                                                                    e
       • Rearrange Algebra Readiness students after      John                             Interventi
       2nd quarter Benchmark exam – identify             Olson                            on
       accelerated population and remediation                                             Software,
       population (proactive development                                                  Project
       CAHSEE)                                                                            LEAP,

P1.9   100% implementation of common                    Testing    Jun-11           3010 Subject        $28,000
       benchmark assessments.                           Division                         Level
       • Utilize district-developed map as a guide to                                    Facilitato
       establish the subject areas that align with      Anthony                          rs (16),
       common benchmark assessments                     Johnson                          additiona
       • Evaluate operational plans for full                                             l
       implementation of common assessment                                               collabora
       benchmarks; adjust as necessary                                                   tion &

                                                                                         15 | P a g e
        • Develop operational plans to facilitate                                        professio
        reflective activities on the results (recording                                  nal
        the results)                                                                     develop
        • Offer opportunities for creation and                                           ment
        revision of formative assessments.

P1.10   Instructional Pacing Guide Calendar                                   General       N/A        N/A
        (essential standards developed on Course                               Fund
        and Unit Organizers)                              Guidance    Fall,

               Provide additional Synergy Training       Services   2010
               Communicate and require staff
                participation in the development of
                additional Course and Unit
                Organizers as determined by                 John
                Educational Services Division
               Monitor through coaching to benefit        Olson
                instruction and walk-thru data
               Further identifying and train core
               Develop PLC/Collaboration                   Jon
                activities to align pacing
                guide/calendars with course               Schaefer

P1.11   Implementation of Instructional Norms             Guidance   Jun-11      7091 Instructio       $10,000
        • Continue Instructional Norms leadership by      Services                    nal
        Instructional Leadership Team (explain            Division                    Leadersh
        process of development and evaluation of                                      ip Team
        additional criteria)                               John                       (10)
        • Develop calibration activities that attempt      Olson
        to provide consistent and meaningful
        feedback through walk-thru data                     Jon
        • Utilize norms and criteria as “common           Schaefer
        language” regarding all areas of
        PLC/collaboration and coaching to benefit
        • Establish monthly focus norms and identify
        staff that are demonstrating implementation
        at the levels of fidelity. Showcase strategies
        and techniques at monthly faculty meetings
        to promote the use of essential criteria
        contained within the focused instructional
        norms area

                                                                                        16 | P a g e
P1.12   Provide training and implement strategies     Guidance   Jun-11   General    Instructio    N/A
        focused on Instructional Norms                Services             Fund      nal
        • Integrate into Yearly Educational           Division                       Coach
        Objectives approach for teachers                                             (1)
        (measureable lesson objectives developed)      John
        • Focus of PLC/Collaboration activity,         Olson
        including model lesson and best practices
        demonstrated by lead teachers and coaches       Jon
        • Develop agenda items for faculty meeting    Schaefer
        • Integrate into Coaching to Benefit
        Instruction forms and communicate results
        • Utilize Instructional Coaches, Technology
        Integration Specialists, EL Coach and
        Specialized Academic Instructors for
        collaboration activities and/or faculty

P1.13   Purposeful Planning                                               General       N/A        N/A
              Monitor and evaluate the               Guidance    Fall,
               implementation of the planning
               template                               Services   2010
              Develop support program through
               Instructional Resource Center          Division
               (Instructional Coaches, BTSA, TIS
               and EL demonstration model)
               supporting purposeful planning
               utilizing electronic resources           John


P1.14   Implementation of district-wide common                            General       N/A        N/A
        processes for analyzing data in a                                  Fund
        professional learning community               Guidance    Fall,

               Participate in the development of     Services   2010
                common-wide district processes
            Develop PLC/Collaboration
                activities for data analysis by
                department and subject level
            Develop a procedure to collect             John
                common protocol relating to
                PLC/Collaboration activities           Olson
            Disperse and analyze data to subject
                level facilitators (individual and
                subject level data reports)
        Professional Learning Community (PLC)

                                                                                    17 | P a g e
        Protocol                                           Jon

                Further develop an articulated          Schaefer
                 Professional Learning Community
                 (PLC) model and appropriate
                 collaboration protocol to be
                 implemented during the prescribed
                 collaboration time
P1.15   Coaching and support for core area               Guidance   Jun-11   3010,       EL            $186,000
        teachers (including EL and Special               Services            4203,       Advisor/
        Education populations)                           Division            7390,       Instructio
        • Utilize EL coach to support the                                    7091        nal
        development of appropriate differentiating        John                           Coach (2
        strategies through the development of a           Olson                          sections),
        Demonstration Classroom Model                                                    Classifie
        • Evaluate log sheets for frequency of teacher     Jon                           d Staff:
        visits                                           Schaefer                        (1) para-
        • Schedule targeted demonstrations for                                           professio
        identified staff involving SDAIE strategies                                      nal & (2)
        and implementation of instructional norms                                        communi
        • Utilize SAIs to support the development of                                     ty
        appropriate differentiating strategies                                           liaisons.
        • Facilitate PLC/Collaboration activities
        surrounding differentiating strategies
        • Through the use of an EL-Designated
        demonstration classroom model, establish
        awareness for SDAIE strategies for English
        Learners and appropriate accommodations
        and/or modifications for Special Ed students
        • Use Bilingual Community Liaisons (2) to
        support communication and tasks associated
        with increasing the transition and
        reclassification of EL students.

P1.15   Coaching to Benefit Instruction                             Jun-11    General       N/A         N/A
        • Implement and evaluate instructional           Guidance              Fund
        coaching model (Specialized Academic             Services
        Instructor, EL Advisor, Instructional Coach,     Division
        BTSA Support, and Technology Integration
        Specialist) through activity log sheets,          John
        effective coaching sessions involving             Olson
        instructional norms implementation
        • Communicate focus of Instructional               Jon
        Resource Center (available coaching              Schaefer
        opportunities) to assist teachers in

                                                                                        18 | P a g e
        differentiating instruction; developing
        instructional lesson plans that include
        Instructional Norms
        • Complete administrative calibration
        activities to develop consistent and timely
        feedback through the walk-through process;
        design effective method of providing
        Specially Designed Academic Instruction
        in English (SDAIE)
        • Development and assessment of daily
        language objective.
        • Focus of Professional Development (EDI 1-
        • Design system of providing walk-thru data,
        integrated with Instructional Norms and
        focus criteria

P1.16   Implement strategies to increase the                              General       N/A        N/A
        passing rates on the CAHSEE by African                             Fund
        American and Latino subgroups.                 Guidance   Fall,

              Develop proper placement                Services   2010
               procedures for intensive, strategic
               and benchmark courses for targeted
               student groups
              Through master scheduling
               procedures, properly utilize HSEE-        John
               ELA and HSEE-Math support
               courses (targeted standards aligned      Olson
               with CAHSSE standards for math
               and ELA)
              Develop after-school tutorial
               sessions for test taking skills           Jon
               development (targeting skills-based
               strategies to access the CAHSEE         Schaefer

                                                                                    19 | P a g e
                                        STRATEGIC GOAL 3.0: Student Services

                                         Create multiple pathways to student success.

                                        OBJECTIVE 2010-2011: Student Services

Design, develop, implement, and evaluate and improve course offerings, career pathway programs, and student support services.

                   Action Steps                          Person(s)      Expected Date     Resource     Expense       Funding
                                                        Responsible     of Completion

P1.1    School to Career Components                                                        General     N/A           N/A
               Guidance administrator, counselor        Guidance          Fall, 2010
                representative and career guidance
                tech collaborating to implement           Services
                action plan for core areas (including     Division
                the development and awareness of
                career pathways)
             Guidance administrator, counselor
                representative and career guidance          Jon
                tech collaborating align CTE class to
                A-G content including but not             Schaefer
                limited to relevancy cross curriculum
                development in core classes
        Counselors aware of CTE opportunities
        offered through local community colleges
        (college night)

               Counseling department meeting
                agendas to include information about
                Merced College programs and
                course offerings; collaboration
                among counselors maintain and
                increase awareness of opportunities
                so they may provide the info to
                students and parents
               Parent Resource Center to include
                information regarding higher
                education, career and technical
                programs, and local opportunities for
                further educational experiences
               College Night (Spring 2011)
                facilitated to increase parent
                awareness regarding Merced College
               Continue to develop program plans
                for Parent Empowerment Program
                (PEP) increasing parent awareness
                regarding UC and CSU system

                                                                                                      20 | P a g e
               (provided in English, Spanish and
P1.2   Develop a plan to offer online courses for                               General    N/A           N/A
       credit recovery and continuing education                                  Fund
       credit.                                            Jon      Fall, 2010

              Participate with the district-directed   Schaefer
               committee for program development
            Develop an action plan with the
               purpose of recruiting / retaining
               students in courses?
P1.3   District Project                                   N/A                   General    N/A           N/A

P1.4   District Project (Ensure site represented at       N/A
       each articulation meeting being held with
       Merced College)

P1.5   Dedicated School-Site Pathways                                           General    N/A           N/A
              Identify pathway emphasis at             Guidance   Fall, 2010
               comprehensive school site
              Establish planning sessions for the      Services
               purpose of identification of subject     Division
              Assign CTE teachers accordingly;
               pair core academic teachers with
               CTE teachers                               John
              Conduct counselor and parent
               information workshops                     Olson

P1.6   Allied Health Pathway                                                    General    N/A           N/A
       Continue meetings with Merced College              John     Fall, 2010
       Allied Health staff to develop course
       sequences and blended CTE/core academic           Olson
       pathway courses

              Develop Awareness through
               Counseling Services, Career Center,
               Spring Course Fair
              Vertical Planning with Middle
               School(s); Middle School
               Counselors, Early Identification,
               Course Registration
              Develop Partnerships Merced
               College, UC Merced, Mercy Medical
               Center and Local Medical Providers
               (continue with MCOE/ROP)

                                                                                          21 | P a g e
              Merced HS Courses-of-Study
               include appropriate Math/Science
               Courses, Introduction to Health
               Careers, ROP Medical Occupations
               (possible on-line courses);
              Maintain and/or Further Develop
               2+2 Articulation with Merced
              Community Service Component
               (Experience & O-J-T)

P1.7   Implement recruitment plan to increase                        Jun-11         3010 AVID              $71,000
       the number of students enrolled in AVID                                           Coordina
       by 90 students.                                                                   tor (1
       Recruitment plan developed that includes:                                         Section),
       • communicate AVID principles with feeder                                         AVID
       students and parents;                                                             Sections
       •Support student retention by offering                                            (9-12),
       incoming freshman core summer school                                              AVID
       courses;                                                                          Summer
       • establish clear selection criteria, including                                   School,
       multiple measures and teacher                                                     AVID
       recommendation;                                                                   Summer
       •possible alignment with Pre-AP and Honors                                        Institute
       •Offering grade level specific AVID courses
        •all compliance requirements that ensure
       proper placement and program fidelity;
       •schedule and complete bi-weekly AVID
       team meetings to monitor the
       implementation of all phases of the site
       AVID four-year plan developed for the
       2010-2011 school year;
       •Professionally develop AVID instructors,
       counselors, and administrators through
       attendance external and internal trainings;
       • Develop campaign for parents to
       understand advantages for AP enrollment;
       • Develop campaign to encourage AVID
       students to enroll in AP courses;
       • Identify and develop site Equity Team that
       works to establish environmental shift that
       supports enrollment by minority students
P1.7   Develop Retention Plan for AP Student             Guidance                General    N/A           N/A
       Enrollment                                        Services                 Fund
       • Investigate funding sources to support AP       Division   Fall, 2010
       students through after-school, evening, or
       weekend study sessions                             John
       • Establish peer-tutor program allowing peers      Olson

                                                                                           22 | P a g e
to tutor for community service hours
• Investigate the development of an AP              Jon
Summer Institute                                  Schaefer
• Recruit current college students to
encourage and define advantages for AP
enrollment (i.e., strategies to prepare for the
rigor of college courses)
Increase AP Exam Pass Rates
• Design PLC/Collaboration activities that
compare site exam results to district results
for the purpose of improving instruction
• Develop contract (re-establish policy) that
includes the conditions that students enrolled
in AP courses are required to take the
associated exam and, upon their request to
drop course they must complete a parent
conference with admin, counselor, parent and
Data Correlations Between Grades and
AP Scores
• Develop PLC/Collaboration activity;
include data results in department
chair/department meeting agendas
• Include data results discussions for
Instructional Leadership Team agendas

                                                             23 | P a g e
                                        STRATEGIC GOAL 4.0: Student Services

                                  Create/Provide comprehensive Guidance Plan and Services.

                                        OBJECTIVE 2010-2011: Student Services

Design, develop, implement, evaluate, and improve a plan to create/provide comprehensive Guidance Plan and services to foster
                                                      student success.

                   Action Steps                         Person(s)       Expected Date      Resource     Expense       Funding
                                                       Responsible      of Completion

P1.1    Increase Number of Students completing                                               General    N/A           N/A
        A-G Requirements                                                                      Fund
                                                         Guidance          Fall, 2010
            Develop awareness plan through
             AVID program                                Services
            Increased enrollment in AVID                Division
            Continued monitoring, including
             counselors presentations during class
             selection and enrollment scheduling            Jon
        A-G Monitoring
            Guidance AP and counseling
             department chair to monitor and
             evaluates data on A-G requirements
             each semester per grade level.
P1.2    ASVAB Testing                                                                        General    N/A           N/A
             Guidance administrator and                 Guidance          Fall, 2010
              identified counselor(s) to be
              involved with district planning in         Services
              preparation for ASVAB testing              Division
              program for all 10th graders
           Counseling department training to be
              completed/facilitated on
              understanding the elements from
              ASVAB assessment tool in
              preparation for analyzing and
              interpreting student results
           Guidance administrator and
              counseling department to plan the
              form/forum for follow-up
              conferences involving students and
              parents to review the results from
        AB1802 Counseling

               Guidance AP and counseling

                                                                                                       24 | P a g e
             department chair to monitor
             counselor progress on parent
             conferences to guarantee all students
             are receiving appropriate guidance
P1.3   Placement Data Procedures                                              General    N/A           N/A
             Plan and implement program where        Guidance   Fall, 2010
              100% of eighth-grade students will
              complete the placement tests in         Services
              English & Math (GATES/MDTP              Division
              Readiness tests)
             Develop an action plan for on-going
              MDTP/GATES testing center for
              late entry students/transfers for the     Jon
              purpose of assessing all students and
              appropriately placing students into     Schaefer
              level-ability core courses
             Develop counselor capacity to
              analyze and complete placement
              based on multiple measures
              (developing counselor capacity will
              include (1) training on GATES cut
              points and their relationship with
              grade level abilities associated with
              intensive and strategic level ELA
              course placement; (2) MDTP results
              reviewed and understood regarding
              readiness scores for geometry and
              algebra – developing the knowledge
              to interpret geometry non-readiness
              and identify when retesting is
              required, and proper cut scores
              understood when placing students in
              Algebra Readiness, Algebra I and
              Geometry courses; (3) developing an
              understanding of how previous CST
              performance levels, grades/marks
              history, and credits
              attempted/completed relate to the
              overall academic profile of students
              – with the approach to identify
              appropriate program supports for at-
              risk students and the ability to
              identify appropriate a-g course of
             Establish database for all grade
              levels organized to include
              placement test scores, previous CST
              results, previous grades, credits

                                                                                        25 | P a g e
P1.4   Supplemental Counseling Conferences                                      General    N/A           N/A
       Staff will use the seven-criteria Board-         Guidance   Fall, 2010
       adopted measures to determine which
       students must receive a supplemental             Services
       counseling conference                            Division

            During counseling department
             collaboration meetings, discuss and
             determine student population
             needing supplemental counseling
             services as determined by the board-
             adopted seven criteria
           Establish action plan (persons
             responsible, timeline for completion)
             to schedule and complete
             supplemental counseling conferences
           Develop strategies that counselors
             can offer parents in support of
             student needs (i.e., utilize parent
             resource center for community
             organizations, crisis or mental health
             services, etc.)
           Target: counselors will hold a
             conference and include parents
             whenever possible with all students
             qualifying for a supplemental
             counseling conference.
P1.5   Bi-Weekly Schedule for Student Study                                     General    N/A           N/A
       Team meetings.                                                            Fund
                                                        Guidance   Fall, 2010
              Design consistent and regular
               scheduled meetings for SST process       Services
               (as needed)                              Division
              Develop and train appropriate staff
               on student study team process;
               counseling dept. chair as lead person
              Weekly schedule for SST meeting to         Jon
               include administration, counseling,
               and teacher participation                Schaefer
              Develop and train appropriate staff
               on student study team process.
              Counselors will work with
               appropriate students, staff, and
               family to form early interventions on
               students receiving a D or F.
              Counseling department will work
               with feeder school to identify at-risk
               incoming ninth-graders.

                                                                                          26 | P a g e
P1.7    Group Counseling                                                         General    N/A           N/A
              During counseling department              Guidance   Fall, 2010
               collaboration meetings, discuss and
               determine student population that         Services
               would benefit from counselors             Division
               facilitating a minimum of one group
               counseling session per year
             Utilize Crisis Counselor (C. Davis)
               as a resource to prepare counselors         Jon
               to facilitate group session
             Complete a review of the California        Schaefer
               Health Kids and the California
               School Climate surveys in order to
               develop focus areas for crisis-
               counseling to be provided
             Investigate professional development
               opportunities for strategies to engage
               students in the group process
P1.8    Alternative Education Screening                                          General    N/A           N/A
        Expectations                                                              Fund
                                                         Guidance   Fall, 2010
               Counseling departments will screen
                students to alternative education that   Services
                include effective communication          Division
                with student, parents, and
               Counseling staff will identify all
                previous interventions on screening        Jon

P16 &   Utilizing Data/Monitoring Student                                        General    N/A           N/A
P1.9    Progress                                                                  Fund
                                                         Guidance   Fall, 2010
               Provide training for counseling staff
                in the use of student assessment data    Services
                to properly respond to the               Division
                intervention needs of all students
               Target: analysis at least once every
                three weeks during the 9th and 10th
                grade year so all students are             Jon
                successfully progressing towards
                graduation                               Schaefer
               Principal and Guidance
                Administrator will meet and develop
                capacity counseling staff in order to
                understand and use data to determine
                the achievement gap (structured
                analysis required, target will be to

                                                                                           27 | P a g e
               establish multiple measures to
               analyze student achievement and
               identified gaps)
            Counseling staff will work with
               staff, students, and parents to
               develop interventions that address
               achievement gaps identified by data
               and achievement
            Continued collaboration efforts at
               developing appropriate academic
               interventions for students and
               communicating supports available
P1.10   Senior Portfolio/Exit Interviews                                        General    N/A           N/A
              Implement exit portfolio interviews      Guidance   Fall, 2010
               for all 12th grade students that
               include both a career and technology     Services
               focus                                    Division
              Action plan and timeline completed
               as part of School-to-Career
              Enlist the support of Career               Jon
               Technician and resources supported
               through the Career center                Schaefer
              Counseling department will oversee
               the 9-12 curriculums and instruction
               on career exploration and the
               AERIES information regarding
               career interest

P1.10   Individualized Learning Plan document                                   General    N/A           N/A
              Develop and plan awareness
               campaign involving student
               achievement (i.e., ILP hard copy of
               all 9th, 10th, and 11th grade students
               during test chats for CST and
              Conduct regular meetings with
               Instructional Leadership Team with
               an effort to summarize student
               performance data and supports
               teachers in the development of
               student learning objectives

                                                                                          28 | P a g e
                                              STRATEGIC GOAL 5.0: Personnel

                                   Recruit, select, educate, and retain the highest quality staff.

                                              OBJECTIVE 2010-2011: Personnel

       Recruit, develop the capacity of and retain a highly qualified staff that is reflective of diverse student populations.

                   Action Steps                             Person(s)        Expected Date       Resource       Expense       Funding
                                                           Responsible       of Completion

P1.1   EL Authorization                                                                              General    N/A           N/A
             Determine EL authorization status of             John             Fall, 2010
              all staff
           Create monitoring system for all                  Olson
              teachers that includes the
              understanding that all will have an
              identified action plan to identify
              steps to gain EL authorization status
              by May 2011
P1.2   Capacity-Building for Associate Principals                                                    General    N/A           N/A
               Following staff development                    John             Fall, 2010
                calendar and meeting schedule
                established by the district office,           Olson
                principal to ensure that site co-
                administrators attend workshops
                designed to build capacity for
                management of the contracts
P1.3   District Project                                        N/A                                   General    N/A           N/A

P1.4   Capacity-Building for Lead Teachers                                                           General    N/A           N/A
               Develop consistent practice to                 John             Fall, 2010
                identify teacher leaders and associate
                principals for capacity building in           Olson
                the area of leadership (preparation
                for the assumption of leadership
P1.5   District Project                                        N/A                                   General    N/A           N/A

P1.6   District Project                                        N/A                                   General    N/A           N/A

                                                                                                               29 | P a g e
                                           STRATEGIC GOAL 6.0: Technology

                         Equip, educate, and support students and staff with appropriate technology.

                                OBJECTIVE 2010-2011: Instruction Utilizing Technology

                Maximize the use of technology to engage student learning and increase student achievement.

                  Action Steps                           Person(s)      Expected Date      Resource     Expense       Funding
                                                        Responsible     of Completion

P1.1   Technology Infrastructure                                       P1.1                 General     N/A           N/A
            Continue planning and developing                                                Fund
              an action plan to incorporate                John
              transition to mobile laptop cart lab in
              site technology plan                         Olson
            Complete e-rate document, file for e-
              rate and meet all e-rate deadlines to
              upgrade network to support (VOIP).
            Continue to participate in work
              sessions and planning meetings             Schaefer
              towards establishing online high
            Establish core courses for;
              utilize on-line curriculum as               Denise
              supplementary materials
            Establish CAHSEE-Math and                  Davis (TIS)
              English Language Arts
              courses for credit recovery and
              preparation for CAHSEE exams for
              junior and senior students
P1.2   Student Cyber Safety/Technical Literacy                         P1.2                 General     N/A           N/A
            Librarian training and geography                                                Fund
              teacher training                             John
            After-school trainings may continue
            i-Safe curriculum trainings (video
              based curriculum; discussion based
       Student Technology Standards                         Jon
       (graduation requirement)
             Continue participation in the district-
              directed development of technology
              standards (TIS and staff)
       Student Minimal Technology                         Denise
                                                        Davis (TIS)
              Continued participation on the
               development of requirements

                                                                                                       30 | P a g e
              MUHSD Student Technology
              Standards and Performance
P1.2   Students - 20% yearly growth as                                 P1.2   General    N/A           N/A
       measured on the Ed Tech Profile                                         Fund
       Establish regularly scheduled meetings to
       plan and integrate student standards for:           Olson
            Creativity and Innovation – Video
                Production, Webpage design, Digital
                Portfolio, and Podcast;                     Jon
            Communication and Collaboration –
                Publishing PowerPoint, email, web         Schaefer
                pages, wikis, and blogs;
            Digital Citizenship;
            Technology Operations and
                Concepts;                                  Denise
            Research and Information Fluency –
                Podcast & Web Quest and                  Davis (TIS)
            Critical Thinking, Problem Solving,
                and Decision Making; and
                Technology Operations and
            TIS to facilitate professional
                development involving effective
                instruction for PodCasts
            TIS to facilitate professional
                development involving effective
                instruction for Flip Video
            TIS to facilitate professional
                development involving effective
                instruction for Audacity
P1.3   Staff - Aeries Grade-Book                                       P1.3   General    N/A           N/A
            Plan program supported by                                         Fund
                Instructional Coaches, BTSA mentor          John
                and Technology Integration
                Specialist (initial set-up procedures)     Olson
            Develop procedures and practices to
                address inconsistent update (needs
                procedure and site expectations)
       Staff - 100% participation of Teachers
       and Administrators in the Ed Tech Profile          Schaefer
       and Speak-Up Surveys
            Develop plans for communication,
                follow-up for submittal; monitor and
                check for 100% completion                  Denise
       Staff development to support and increase

                                                                                        31 | P a g e
       the use of teacher web pages                     Davis (TIS)

              Buy-back activity (2 hour block)
               facilitated by TIS – Denise Davis
              Prep period trainings for webpage        Marcus Knott
               design included athletics and
              Continue to plan showcase activities
               at staff/faculty meeting involving          Nicole
               technology support and integrating
               technology into instruction                 Knott
              Continued prep period trainings,
               including one-on-one sessions
               involving technology support and
               integrating technology into

P1.3   Technology Integration Specialists and                          P1.3   General    N/A           N/A
       staff to facilitate opportunities to develop                            Fund
       engaging technology lessons                         John
            Smart Board training sessions                 Olson
            Facilitate Sentio remote response
                training sessions
            Facilitate Moodle training sessions
            Unit Organizer – concept mapping               Jon
                training and support for the
                development of Unit & Course              Schaefer
            Facilitate training sessions on School
                wires & Synergy (district file
                sharing) platform for Unit and            Denise
                Course organizer
            TIS and Xtreme teachers create             Davis (TIS)
                embedded technology literacy
                lessons (model lessons); stored on
                Synergy and utilized district-wide
                                                        Marcus Knott
            Content experts and technology
                experts working together to make
                lessons more engagement –
                PLC/collaboration requiring release        Nicole
                time for identified teachers
            Cyber Safety training with Social             Knott
                Studies teachers
            Keyboarding assessment (all
                students that graduate have a similar
                set of skills)
            Blog trainings continued

                                                                                        32 | P a g e
                                               STRATEGIC GOAL 7.0: Finances

      Maintain the long-term fiscal integrity and solvency of the district and improve the effectiveness of resource allocation.

                                               OBJECTIVE 2010-2011: Finances

      Maintain the long-term fiscal integrity and solvency of the district and improve the effectiveness of resource allocation.

                     Action Steps                           Person(s)        Expected Date      Resource      Expense      Funding
                                                           Responsible       of Completion

1.1      Compare unaudited actual from the previous                           January 2011       General      N/A          N/A
         year, with the current year and projections                                              Fund
         for next year to demonstrate % of rate
         increase in ADA for district/school.

1.2      As COLAs return to BRL, continue to                                  January 2011       General      N/A          N/A
         negotiate fair share formula at 80/20 ratio in                                           Fund
         order to begin rebuilding reserves to former

1.3      Site plans for recycling implemented by                              January 2011       General      N/A          N/A
         January, 2011.                                                                           Fund

                                                                                                            33 | P a g e
                                               STRATEGIC GOAL 8.0: Facilities

Provide a safe, clean environment that promotes respect, fosters student learning, and supports a collaborative school culture.

                                               OBJECTIVE 2010-2011: Facilities

 Design, develop, and implement a plan to maintain existing facilities and provide new facilities to accommodate growth and to
                                 improve the appearance and conditions of present facilities.

                    Action Steps                            Person(s)       Expected Date      Resource      Expense      Funding
                                                           Responsible      of Completion

1.1      Develop a long term plan for site acquisition,                        Ongoing          General     N/A           N/A
         new construction, and modernizations.                 DO                                Fund
         Present the plan to the Board annually.

1.2      Present status reports to the Board that                              Ongoing          General     N/A           N/A
         address the budgets for all new construction          DO                                Fund
         and modernization projects as appropriate.

1.3      Present status reports to the Board that                              Ongoing          General     N/A           N/A
         address the budgets for all new construction          DO                                Fund
         and modernization projects as appropriate.

1.4      Present an updated 5-Year Facilities Plan to                          Ongoing          General     N/A           N/A
         the Board every two years.                                                              Fund

1.5      Monitor planning and construction to ensure                           Ongoing          General     N/A           N/A
         that timelines for projects are met.                                                    Fund

1.6      Adopt a Board Resolution noting intent that                           Ongoing          General     N/A           N/A
         all new buildings and modernization projects                                            Fund
         be built at Collaborative for High
         Performance Schools (CHPS) or Leadership
         in Energy and Environmental Design
         (LEED) certification standards.

                                                                                                           34 | P a g e
                                            STRATEGIC GOAL 9.0: Student Services

Design, implement, evaluate, and improve instructional programs and services to support the success of all students.

                                        OBJECTIVE 2010-2011: Engaging All Families

 Implement process to engage families in the academic and extra-curricular lives of their students by qualitative and quantitative

                     Action Steps                            Person(s)     Expected Date       Resource     Expense      Funding
                                                            Responsible    of Completion

P1.1     State Standards and district curriculum            Admin Team          Jun-11        3010,         Parent         $36,000
         for parents                                                                          7090          Worksho
         • Develop list of programs, workshops or                                                           ps,
         activities to facilitate better understanding of                                                   Parent
         State Standards and District curriculum for                                                        Support
         parents                                                                                            Center,
         • Plan and facilitate evening activities for                                                       Classifie
         parents in order to provide method(s)                                                              d
         available for parents to better understanding                                                      Overtime
         of State Standards and District curriculum
         for parents; as noted above, activities
         planned include: Parental Empowerment
         Program; SSC program; ELAC program;
         Back-to-School Night; 9th / 12th grade
         Parent Orientations; Report Card Night; Free
         Application for Student Aid parent
         workshop; and AVID parent orientation
         night with language support available.
P1.2     Develop a plan for implementation of               Admin Team          Jun-11          General     N/A          N/A
         effective family engagement                                                             Fund
         • Contract with UC Merced’s Center for
         Educational Partnerships to provide Parent
         Empowerment Program (PEP) – Focusing on
         Higher Education (UC and CSU Systems)
         • Develop evening workshops to focus on
         Encouraging Parental Involvement and
         Commitment (EPIC) – Focusing on
         Acculturation to Educational Systems in
         America and Communicating with the
         • Plan and facilitate parent evening
         o Gang Lifestyle and Awareness
         o Signals for Anti-Social Behavior
         o Partnership with local law enforcement
         agencies and community resource groups
         • Expand the number of parents and staff
         participating on the English Learners

                                                                                                          35 | P a g e
       Advisory Committee (ELAC)
       • Identify parent representative(s) for District
       English Learners Advisory Committee
       • Continue providing Community Resources
       information tables at all evening parent
       activities (i.e., Back-to-School Night, Report
       Card Night, Freshman Orientation Night,
       Senior Orientation Night, etc.)
1.3    Parent engagement records                                                    General    N/A           N/A
             Establish protocol and procedures in        Admin Team   Fall, 2010
              order to keep accurate records of the
              numbers of parents and family
              members who volunteer, attend and
              participate in Equity Teams, Positive
              Deviance, School Safety Teams,
              SSC & ELAC meetings.
1.4    Family engagement survey                                                     General    N/A           N/A
              Use the results of the Family              Admin Team   Fall, 2010
               Engagement surveys to develop a
               plan to address parents and staff
               concerns regarding the environment
               of the school site.
               Re-Develop Family Engagement
               survey for parents and staff to
               determine areas of need; investigate
               online survey platforms (Survey
               Monkey, etc.)

P1.5   Parent Access to Information                       Admin Team    Jun-11       3010      Parent        (See P1.1)
       • Plan and facilitate evening activities for                                            Support
       parents in order to provide method(s)                                                   Center
       available for parents to have access to
       information regarding their student’s
       education and instructional programs; as
       noted above, activities planned include:
       o PEP program
       o EPIC program
       o PTSA program
       o SSC program
       o ELAC program
       o Positive Deviance program
       o WEED and SEED program

       Plan and implement Parent Resource

                                                                                              36 | P a g e
Center to include information regarding
community organizations:

All Dads Matter - Parent training that
focuses on co-parenting skills. Facilitating
workshops on this topic and providing a
number for a crisis line for good parenting

ACRD - Educating parents on how to help
students achieve goals. Hold Focus Groups
with parents in their languages on specific
topics. ACRD will facilitate. Explore non-
traditional tutoring opportunities.

Merced Lao Family – Creating
understanding and awareness of
parents/community about the structure and
importance of academics as well as
extracurricular activities. Want to conduct
both parent workshops & youth workshops
with clients who they register in their family
relationships program.

City of Merced-RECREATION - Increasing
attachment of students to school through
activities. Would like to work with foster
youth and expand their mentoring program to
include UC Students and MHS Seniors.

Boys & Girls Club of Merced - Desire to
open youth to real world application of
academic and social skills learned. Focus on
youth leadership and social skills and
effective communication.

Save Our Youth – Focus on family/student
interventions and community building.

Communication with stakeholders
• Establish procedures that consistently
provide school-to-home communication that
is in three languages (English, Spanish and
• Develop procedure that provides evidence
of two-way communication that is both
received and understood by parents

                                                 37 | P a g e
School Site Council Membership and Meeting Dates
                    School Site Council Members
                              John Olson
                           Susana Aguirre
                          Kimberly Conley
                             Justin Kenny
                           Andrea DeLeon
                             Charles Jolly
                             Darrell Cherf
                            Sarah Morgan
                           Mary Mercado
                           Rebecca Pascal
                          German Gavilan
                              Nancy Golz
                           Danean Stanke
                           Shauna Taggart
                             Leah Robson
                           Sanya Chanana
                        Tatyanna Londono
                       Alexander Hernandez
                            Carol Gavilan
                           Meeting Dates
                            September 15
                              October 20
                            November 17
                            December 15
                              January 19
                             February 16
                               March 16
                                April 20
                                May 18

                                                   38 | P a g e
English Learner Advisory Council Membership Dates

                          ELAC Members
                           David Arceo
                           Blanca Arceo
                         Brigido Barcenas
                      Juana Chavez de Guizar
                          Karla Gonzalez
                          Mirta Gonzalez
                          Yolanda Pineda
                             Raul Vega
                           Maria Chavez
                      Hugo Barcenas-Sanchez
                              Mai Lor
                             Neng Vue
                             Chou Her

                          Meeting Dates
                           October 12th
                          December 9th
                            February 8
                             April 20th
                             May 11th

                                                    39 | P a g e
Recommendations and Assurances
The school site council recommends this school plan and proposed expenditures to the district
governing board for approval and assures the board of the following:

                                    Assurances                                       Approval Date
The school site council is correctly constituted and was formed in accordance         12/15/2010
with district governing board policy and state law.
The school site council reviewed its responsibilities under state law and district    12/15/2010
governing board policies, including those board policies relating to material
changes in the school plan requiring board approval.
The school site council reviewed its responsibilities for school plans of             12/15/2010
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                12/15/2010
performance. The actions proposed herein form a sound, comprehensive,
coordinated plan to reach stated school goals to improve student academic
The school site council sought and considered all recommendations from the            12/15/2010
following groups or committees before adopting this plan:
     1. EL Advisory Committee                                                          12/8/2009
     2. Instructional Leadership Team                                                 11/20/2009

                                  Approval                                           Approval Date
The school plan was reviewed by the Superintendent on:
The school plan was adopted by the council on:
Public Notice Due Date:
District Governing Board Review Date:
School Site Plan Approved:
Attested by School Principal:
Attested by School Site Chairperson:


     Name of School Principal               Signature Name of School Principal             Date

Name of Site Council Chairperson          Signature of Site Council Chairperson            Date

                                                                                           40 | P a g e

Appendix A: School and Performance Data

       2009 Base API             2010 Growth API              API Growth from 2009 to 2010
           732                         779                                 47

                              Students   Numeric      2010    2009   2009-10   2009-10       Met
                              Included      al       Growth   Base   Growth    Growth     Subgrou
                               in 2010   Significa                    Target              p Growth
                                 API       nt in                                           Target
Black or African American       109        Yes        732     692       5        40         Yes
American Indian or Alaska
Native                           13        No
Asian                           325        Yes        789     744       5        45         Yes
Filipino                         23        No
Hispanic or Latino              936        Yes        750     700       5        50         Yes
Native Hawaiian or Pacific
Islander                          1        No
White                           384        Yes        844     799       1        45         Yes
Two or More Races                23        No
Disadvantaged                  1119        Yes        749     701       5        48         Yes
English Learners                536        Yes        701     648       8        53         Yes
 Students with Disabilities     185        Yes        499     478      16        21         Yes

                                                                                      41 | P a g e
School and Performance Data continued

ALGEBRA 1 (Percent Proficient & Advanced)
              2003         2004      2005    2006   2007   2008   2009      2010
MHS            12%          13%       15%     15%    19%    17%    29%       36%
DIST           10%          12%       11%     10%    13%    13%    19%       23%
STATE          21%          18%       19%     23%    24%    25%    28%       31%

GEOMETRY (Percent Proficient & Advanced)
             2003        2004       2005     2006   2007   2008   2009      2010
MHS           20%         21%        23%      22%    26%    26%    21%       36%
DIST          16%         15%        17%      15%    16%    15%    16%       19%
STATE         26%         24%        26%      26%    24%    24%    26%       27%

ALGEBRA 2 (Percent Proficient & Advanced)
              2003         2004      2005    2006   2007   2008   2009      2010
MHS            24%          16%       22%     15%    21%    29%    29%       48%
DIST           22%           9%       15%     14%    13%    18%    24%       33%
STATE          29%          24%       26%     25%    27%    27%    28%       31%

SUMMATIVE (Percent Proficient & Advanced)
             2003        2004       2005     2006   2007   2008   2009      2010
MHS           32%         39%        35%      50%    43%    38%    46%       61%
DIST          25%         29%        23%      23%    22%    24%    28%       36%
STATE         43%         41%        45%      46%    47%    47%    50%       54%

ENGLISH 1 (Percent Proficient & Advanced)
               2003        2004       2005   2006   2007   2008   2009      2010
MHS             34%         33%        35%    30%    46%    47%    51%       56%
DIST            33%         34%        35%    34%    43%    44%    47%       55%
STATE           38%         37%        43%    44%    47%    49%    50%       54%

ENGLISH 2 (Percent Proficient & Advanced)
               2003        2004       2005   2006   2007   2008   2009      2010
MHS             28%         29%        30%    30%    32%    41%    45%       49%

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DIST            26%        29%         30%        27%     30%    38%    39%        41%
STATE           33%        35%         36%        37%     37%    41%    44%        45%
School and Performance Data continued

ENGLISH 3(Percent Proficient & Advanced)
              2003         2004      2005         2006    2007   2008   2009      2010
MHS            29%          29%       34%          31%     31%    34%    39%       48%
DIST           26%          27%       30%          30%     28%    30%    35%       40%
STATE          32%          32%       36%          36%     37%    37%    40%       43%

10th Grade Life Science (Percent Proficient & Advanced)
                2003        2004        2005      2006    2007   2008   2009      2010
MHS                                                38%     31%    43%    46%       52%
DIST                                               27%     30%    35%    41%       47%
STATE                                              35%     35%    40%    44%       46%

Biology (Percent Proficient & Advanced)
                2003        2004      2005        2006    2007   2008   2009      2010
MHS              40%         27%        36%        37%     43%    43%    34%       55%
DIST             27%         26%        29%        29%     34%    39%    33%       46%
STATE            37%         30%        32%        35%     37%    42%    42%       46%

Chemistry (Percent Proficient & Advanced)
               2003        2004       2005        2006    2007   2008   2009      2010
MHS             39%         22%        12%         14%     22%    27%    24%       30%
DIST            28%         19%        16%         17%     22%    27%    28%       35%
STATE           31%         28%        27%         27%     31%    32%    36%       37%

Earth Science(Percent Proficient & Advanced)
                2003        2004       2005       2006    2007   2008   2009      2010
MHS                                                         0%     8%    20%       28%
DIST                         22%        22%       19%      22%    26%    28%       30%
STATE            21%         22%        23%       23%      26%    28%    28%       33%

Physics (Percent Proficient & Advanced)
                2003        2004      2005        2006    2007   2008   2009      2010
MHS               9%         25%        35%        21%     15%    50%    45%       61%

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    DIST            33%         30%        36%      26%        23%        36%        43%         57%
    STATE           29%         29%        31%      32%        35%        43%        46%         49%
    School and Performance Data continued

    World History (Percent Proficient & Advanced)
                    2003       2004        2005     2006       2007       2008       2009       2010
    MHS              29%        36%         42%      42%        36%        38%        42%        60%
    DIST             24%        30%         36%      34%        29%        33%        37%        46%
    STATE            27%        27%         31%      30%        29%        33%        38%        42%

    U.S. History (Percent Proficient & Advanced)
                     2003        2004      2005     2006       2007       2008       2009       2010
    MHS               29%         28%       36%      31%        31%        40%        45%        57%
    DIST              29%         30%       35%      35%        34%        38%        45%        50%
    STATE             34%         32%       37%      35%        35%        38%        44%        45%

Conclusions From Student Performance Data Analysis On English Language Arts (ELA) CST’s:

ELA proficiency/advanced results as measured by the ELA California Standards Test (CST) show
growth for the last three years. In the 2009 CST results, 51% of the ninth, 45% of the tenth, and 39% of
the eleventh grades scored in the proficient/advanced performance band. The percent of students
scoring in the below basic (BB) and far below basic (FBB) performance bands has decreased in the last
three years by more than 10%. In the 2009 CST results, 19% of the ninth, 22% of the tenth, and 29% of
the eleventh grades scored in the BB/FBB performance bands. Eleventh grade ELA student results are
need of the most improvements; the percentage of students scoring proficient/advanced is the lowest at
39% and those scoring at BB/FBB are the highest at 29%. The California ELA standards become
increasingly more complex and move from a study of genres to American Literature, in the eleventh
grade, which may be a factor in students' difficulty reaching proficiency. English teachers have
committed themselves to provide Xtreme reading classes to teach struggling learners specific reading
and writing strategies to increase skills necessary to be academically successful in grade level English
courses. Teachers are attending staff development in the Xtreme reading to support them in the goal of
amplifying students’ reading comprehension and writing skills.

English teachers during collaboration have determined that the annual measurable objective (AMO)
targets will increase 6% each year to increase proficient/advanced percentage by 2011 will as follows:
9th grade from 47% to 65%; 10th grade from 41% to 59%; and 11th grade from 34% to 52%. As an
integral part of this AMO goal, teachers will concentrate on moving more students from Far Below and
Below Basic levels to Basic.

                                                                                         44 | P a g e
Conclusions From Student Performance Data Analysis On Mathematics CST’s:

The percentage of students reaching proficiency/advanced in Algebra 1, during the 2009 CST results
was 29%. Although there has been a steady growth in students performing in the proficiency/advanced
levels over the last 7 years, there needs to be continued additional growth. Those students scoring at
BB/FBB continue to be a majority group; little improvements have been made in the last 7 years. The
2009 CST results revealed that 46% of students scored in the BB/FBB performance bands. As a
graduation requirement for all students, Algebra 1 has become a deciding factor in educational success
for many struggling learners. Many students who take Algebra 1 are ill prepared to experience success
as they lack the foundation necessary to understand Algebraic concepts. Therefore, this school year,
the MUHSD added the Algebra Readiness course to help prepare students to take Algebra 1. Math
teachers, during collaboration, have determined that the annual measurable objective (AMO) targets will
increase 6% each year until the proficient/advanced percentage will be 35%. As an integral part of this
AMO goal, teachers will concentrate on moving more students from Far Below and Below Basic levels
to Basic.

Geometry CST scores indicate that little improvements have been made in moving students to the upper
performance bands and reducing the number of students in the lower performance bands. The 2009
CST results show that 21% of the students scored in the proficiency/advanced bands, while 54% scored
in the BB and FBB performance bands. These results reflect little improvement over the last 7 years;
the 2003 CST results revealed that 20% scored in the proficiency/advanced bands while 44% scored in
the BB/FBB. An interesting note is that 9th grade students performed better than tenth grade students
and tenth grade students outperformed junior students. This pattern reflects upon the math skills
students bring to the high school from the middle school. Freshmen in Geometry have a more solid
foundation in algebra and represent students who tend to be more disciplined academically. However,
juniors in Geometry are students who have traditionally struggled in Algebra taking them longer to get to

The scores in Algebra II/Trigonometry have showed some promise the last three years. The 2009 CST
results show that 29% of the students scored the proficient/advanced bands, while 30% scored in the
BB and FBB performance bands. The proficient/advanced scores have doubled since the CST results
in 2006 and the percent of students scoring at BB/FBB has been reduced by about 20%. Like in
Geometry the Freshman and Sophomore students have outperformed the Junior students.

To address the concerns about students’ achievement in math, math teachers will continue to
administer baseline assessments and to identify and place students into appropriate intervention
courses as needed. A variety of tutorials and homework help methods will be used to support increased
math proficiency for all students.

Conclusions From Student Performance Data Analysis On ELA/Math CAHSEE:

Merced High School's California High School Exit Exam scores over a three year period demonstrates

                                                                                         45 | P a g e
that the percentage of tenth grade students passing the CAHSEE on the first attempt has improved to
81% for math and is at 77% for ELA:

2007            2008             2009
Math 71%        Math 77%         Math 81%
ELA 72%         ELA 79%          ELA 77%

By implementing more effective intervention programs and by making data driven decisions in the
Professional Learning Communities, Merced High School will continue to focus on increasing student
achievement and boosting the percentage of students passing the math and ELA CAHSEE. Special
attention must be paid to subgroups' CAHSEE passing rates, which indicate that not all groups are
experiencing success. EL students in 2009 achieved a pass rate of 30% on math CAHSEE, and only
16% passed the English CAHSEE. It is not totally unexpected that EL students would struggle with
English CAHSEE. Nevertheless, MHS staff is implementing the SBE approved curriculum, High Point,
and perhaps more importantly, CELDT Level 3 and higher EL students are mainstreamed to have
access to grade level curriculum. The EL Advisor is collaborating with core content teachers to develop
rigorous lessons that give EL students access to content standards. Below is longitudinal data for EL

2007            2008             2009
Math 35%        Math 50%         Math 49%
ELA 24%         ELA 29%          ELA 24%

Students With Disabilities (SWD) also had limited success passing the CAHSEE as tenth graders: 50%
on math CAHSEE and 19% on English CAHSEE. MHS is implementing the RTI model to give resource
students access to grade level standards-based curriculum and appropriately credentialed teachers.
Resource students are placed in strategic reading classes called Xtreme Reading, where students learn
a series of reading and writing Learning Strategies from the Strategic Instruction Model to better prepare
students to pass the CAHSEE. All students reading at the fourth through sixth grade level are placed in
the class for academic support and then concurrently enrolled in grade level English classes. Special
Education Instructional Coaches are working with core teachers to provide students the support they
need to continue to make progress. Below is longitudinal data for students with disabilities:

2007            2008             2009
Math 29%        Math 32%         Math 50%
ELA 23%         ELA 34%          ELA 19%

All students continue to take the CAHSEE until the end of their senior year, student receive 2 additional
opportunities as Juniors and 5 additional opportunities as Seniors to meet the CAHSEE requirements.
Students are enrolled in an intervention class until they pass the CAHSEE.

Conclusions From Student Performance Data Analysis On Science CST's.

                                                                                          46 | P a g e
An analysis of the Biology CST scores show that the percentage of students scoring at
proficient/advanced had been increasing since 2004, from 27% to 43%. However, the result from the
2009 CST revealed a drop of 9% points for students scoring at proficient/advanced. The results also
showed that the percent of students scoring at below basic and far below basic increased from 19% in
2008 to 27% in 2009. An interesting note to these results is that in the 2008/09 school year Freshman
students not ready for Biology were assigned Life Science. As a result the number of students
participating in the Biology CST increased from 601 in 2008 to 1140 in 2009. Students who took the
Biology CST included both students taking Biology and those taking Life Science. Efforts are in place to
align curriculum and prepare both Life Science and Biology students to improve their performance on
the Biology CST.

Chemistry is a course that needs additional attention aligning the curriculum. The results for the last 6
years have not been very promising. In the 2009 Chemistry CST’s, 24% of students scored in the
proficient/advanced performance bands while 32% scored in the below basic and far below basic bands.
Physics on the other hand is showing some good signs of making progress. The percent of students
scoring in the proficient/advanced bands has gone from 9% in 2003 to 45% in 2009. Conversely, the
percent of students scoring at the below basic and far below basic has gone from 43% to 8% in the
same time frame. Efforts will continue to be made to move students from the lower performance bands
to proficient and advanced in all science courses.

Conclusions From Student Performance Data Analysis On Social Science CST's:

Tenth grade students take the World History CST exam and 42% earned scores indicating achievement
of proficient/advanced status. Merced High School’s World History CST proficiency rate is the highest in
the Merced Union High School District, in the basic, proficient, and advanced performance bands.
Merced High School’s students scored at or below the district in the below basic and far below basic
bands. However, the combined percentage of students who scored at BB and FBB has been hovering
around 30% since 2003. A focus for world history is to help move students from the lower performance
bands to basic, proficient, and advanced.

Eleventh grade students at Merced High School are enrolled in U.S. History, and 45% of juniors reached
proficiency/advanced level on the U.S. History CST. U.S. History has enjoyed a steady increase in the
number of students who score at proficient/advanced in the last 3 years. The percent of students who
score BB and FBB has also decreased from 35% to 25% during the same time period. U.S. History
needs to continue this movement of increasing the percent of students who score in the top bands and
reducing the percent of students who score in the lower bands.

The barriers to more students becoming proficient and advanced are similar in World History and U.S.
History. Research indicates that the social science courses at the high school level contain more
complex academic vocabulary than other subjects. Social Science teachers have agreed to focus on
implementing instructional strategies to build academic vocabulary knowledge to support students’
academic achievement in history courses. Social science teachers during collaboration are focused on
CA State Standards and will use the student data to develop instructional strategies to continue to

                                                                                         47 | P a g e
improve student performance.

Conclusions From Student Performance Data Analysis Of AMAO Goals:

AMAO #1 Percent of Students making Annual Progress in Learning English
The first goal expects that all English Learners demonstrate progress in becoming proficient in the
English language as measured by the CELDT each year. Students must achieve a gain of one overall
proficiency level annually and maintain that level until reclassification.

Merced High School did not meet the first AMAO goal. Fifty-one percent of the MHS EL students
needed to move one overall proficiency level to meet the goal. However, only 49% met this goal which
is 2% lower than the target.

While ELD teachers and staff feel proud of their accomplishment, they understand that the goals must
be the focus of their work each year, and they must continue to improve instructional practices and to
examine student data collaboratively in order to make the necessary gains to meet AMAO #1.

AMAO #2 Percent of Students Attaining English Proficiency on CELDT

The second goal states that all EL’s who could reasonably be expected to reach English proficiency will
attain a designation of Early Advanced (4) or higher with no skill level below the Intermediate Level (3).

Merced High School’s state target for AMAO goal #2 was 30.6%, however only 26.7% of the school’s EL
students met the goal. As with AMAO goal #1, ELD teachers and staff will continue to press students to
become proficient in the English language and to make progress and attain English Proficiency.

Conclusions from Student Performance Data Analysis on the API/AYP:

In 2009, MHS subgroups met 21 of the 26 AYP (Adequate Yearly Progress) criteria. English Learners
and Students With Disabilities need specific academic support to meet the increased AYP targets. In
2009 the target was 44.5% in ELA and 43.5% in Mathematics. EL and Special Education students find
these proficiency criteria difficult to attain, and the school is mainstreaming students to give them access
to grade level curriculum with support in classes to help students be successful.

The school’s API (Academic Performance Index) has increased 60 points in the last four years:
2006       2007      2008     2009
671        696       723      731

In 2010, most subgroups exceeded their API growth target. The Instructional Leadership Team plans on
studying specific strategies and interventions to identify which ones contributed to the success of certain
groups of students. The MHS staff has established our mission for this year is not just to maintain the
continued growth but to increase API each year and to reach 800 in two years.

                                                                                            48 | P a g e
2010 Percent Proficient - Annual Measurable Objectives (AMOs)
                                      English-Language Arts Target 55.6
                                                                                                Mathematics Target 54.8 %
                                                                                                Met all percent proficient rate
                                       Met all percent proficient criteria?
                                                                                                         criteria? No
                                                 At or       At or      Met                          At or       At or       Met
                                      Valid     Above       Above       2010      Altern            Above       Above        2010      Altern
GROUPS                                Scores   Proficien   Proficien    AYP       Method
                                                                                                   Proficien   Proficien     AYP       Method
                                                   t           t       Criteria                        t           t        Criteria
                                                                       Pen                                                  Pen
Schoolwide                            627       346         55.2
                                                                                   SH      627      338         53.9

Black or African American              36        18          50         --                 36        17         47.2         --
American Indian or Alaska Native        2         --          --         --                 2         --          --          --
Asian                                 114        57          50        Pend        SH      114       63         55.3        Yes
Filipino                                8         --          --         --                 8         --          --          --
Hispanic or Latino                    340       168         49.4       Pend        SH      340      165         48.5        Pend        SH
Native Hawaiian or Pacific Islander     0         --          --         --                 0         --          --          --
White                                 121        90         74.4       Yes                 121       78         64.5        Yes
Two or More Races                       6         --          --         --                 6         --          --          --
Socioeconomically Disadvantaged       384       183         47.7       Pend        SH      384      180         46.9         No
English Learners                      189        51          27        Pend        SH      189       60         31.7         No
Students with Disabilities             52         7         13.5         --                52         7         13.5          --

                                                                                                                           49 | P a g e
                   2010 Percent Proficient - Annual Measurable Objectives (AMOs)

2008 Percent Proficient - Annual Measurable Objectives (AMOs)
                                     English-Language Arts Target 33.4
                                                                                          Mathematics Target 32.2 %
                                                                                        Met percent proficient rate criteria?
                                     Met percent proficient rate criteria?
                                               At or      At or      Met                          At or      At or      Met
                                     Valid    Above      Above       2010      Altern   Valid    Above      Above       2010      Altern
GROUPS                               Scores   Proficie   Proficie    AYP       Method   Scores   Proficie   Proficie    AYP       Method
                                                 nt         nt      Criteria                        nt         nt      Criteria

Schoolwide                           613      301        49.1       Yes                 614      292        47.6        Yes
African American or Black (not
                                      51       21        41.2         --                 52       15        28.8         --
American Indian or Alaska Native       1        --         --         --                  1        --         --         --
Asian                                127       54        42.5       Yes                 127       76        59.8        Yes
Filipino                               6        --         --         --                  6        --         --         --
Hispanic or Latino                   271      113        41.7       Yes                 270      100         37         Yes
Pacific Islander                       1        --         --         --                  1        --         --         --

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White (not of Hispanic origin)    153   105   68.6   Yes          154    95   61.7    Yes
Socioeconomically Disadvantaged   361   139   38.5   Yes          361   145   40.2    Yes
English Learners                  205    61   29.8   Yes    SH    204    72   35.3    Yes
Students with Disabilities        69     8    11.6    --          70     5     7.1    ---

Conclusions From Data Analysis of Goals

In 2009, MHS subgroups met 21 of the 26 AYP (Adequate Yearly Progress) criteria. English
Learners and Students With Disabilities need specific academic support to meet the increased
AYP targets. In 2009 the target was 44.5% in ELA and 43.5% in Mathematics. EL and Special
Education students find these proficiency criteria difficult to attain, and the school is
mainstreaming students to give them access to grade level curriculum with support in classes to
help students be successful.

The school’s API (Academic Performance Index) has increased 108 points in the last five years:
2006     2007      2008    2009     2010
671      696       723     731      779

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In 2010, most subgroups exceeded their API growth targets in all areas. The Instructional
Leadership Team plans on studying specific strategies and interventions to identify which ones
contributed to the success of certain groups of students. The MHS staff has established our
mission for this year is not just to maintain the continued growth but to increase of API each
year and to reach 800 in two years.

Appendix B: Use of Resources
The following fiscal practices apply to the use of funds generated through the Consolidated Application:

The state fiscal year is the period from July 1 to June 30. Funds not spent during this period become
"carryover funds,” to be budgeted for use the following fiscal year. Districts may allow carryover to
remain at the school that generated the funds or may aggregate unspent funds from all schools and
redistribute them according to the formula appropriate for each program. State law does not limit the
amount of carryover funds.

The federal fiscal year is the period from October 1 through September 30. However, we are allowed to
expend federal funds beginning the previous July 1. Thus, the period of allowable expenditure extends
for 15 months. Title I law limits the amount of funds that may be carried over from the previous fiscal
year to 15 percent, except for agencies that receive less than $50,000. A waiver of this restriction may be
requested from the State Board of Education once every three years.

Eighty-five percent of the funds from certain programs must be used for direct educational services at
schools. This limitation applies to:
     Economic Impact Aid, State Compensatory Education Program
     Economic Impact Aid, Limited-English-Proficient Program
     Title I, Part A, Improving Basic Programs

Up to 15 percent may be spent for administrative costs incurred at the school and district office in support
of these programs.

Expenditures are allowable if they:
    Provide an effective means of achieving the purposes of the program funding source
    Are a reasonable use of limited resources
    Are necessary to achieve the goals of the plan
    Provide supplementary services for eligible students
    Do not fund services required by state law
    Do not pay for what, in the absence of these categorical funds, would be provided by the general

This definition meets the federal requirement that expenditures of funds "supplement, and not supplant"
state and local expenditures.

The district must reserve funds from the Title I, Part A, Basic Grant Program for:
 Costs of parent involvement (1 percent minimum)
 Professional development
        5 percent minimum to assist teachers in becoming highly qualified
        10 percent minimum if district is in Program Improvement

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 Public school choice transportation and supplemental educational services for Program Improvement
schools (actual cost or 20 percent of the district allocation, whichever is less)

The district may reserve funds from Title I, Part A, for:
 Serving community day school students
 Capital expenses for Title I programs operated at private schools
 Salary differentials
 Preschool
 Summer school
 Before school, after school, and school year extension programs
 Neglected students
 Homeless students
 Assistance to schools

The district may also reserve funds for:
 Indirect costs of administering state and federal programs
 Repayment of disallowed expenditures

Funds received through the Consolidated Application must be used to reach school goals for improving
the academic performance of all students to the level of state standards. In so doing, care must be
exercised to ensure that each funding source is used for the purposes for which the funds are allocated,
and for eligible students.

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Appendix C: Parent Involvement Policy and Parent Compact
                                     Parent Involvement Policy
                         Merced Union High School District Board Policy 6020

The Board of Trustees recognizes that parents/guardians are their children's first and most influential
teachers and that continued parental involvement in the education of children contributes greatly to
student achievement and a positive school environment.

In order to engage parents/guardians positively in their children's education, the Superintendent or
designee shall ensure that staff members at each school:

1. Help parents/guardians develop parenting skills and provide home environments that support their
   children's academic efforts and their development as responsible members of society

2. Inform parents/guardians that they can directly affect the success of their children's learning and
   provide them techniques and strategies that they may use to improve their children's academic success
   and help their children in learning at home

3. Initiate consistent and effective two-way communication between the home and school so that
   parents/guardians may know when and how to help their children in support of classroom learning

4. Receive training that fosters effective and culturally sensitive communication with the home, including
   training on how to communicate with non-English speakers and how to give parents/guardians
   opportunities to assist in the instructional process both at school and at home

5. Encourage parents/guardians to serve as volunteers in the schools, attend student performances and
   school meetings, and participate in site councils, advisory councils and other activities in which they
   may undertake governance, advisory and advocacy roles

School plans shall delineate specific measures that shall be taken to increase parental involvement with
their children's education, including measures designed to involve parents/guardians with cultural,
language or other barriers which may inhibit such participation.

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       Parent, Teacher & Student Compact
This compact is an agreement developed by students, parents, and staff in order to help
children achieve high standards. Families and schools need to work together toward mutual
goals because they share responsibility for each student’s performance.

As a parent/guardian, I will be responsible for:
      Ensuring that my child attends school daily and on time
      Providing a home environment that encourages learning
      Participating in school functions as much as possible
      Attending parent/teacher meetings as needed
      Maintaining a relationship with my student’s counselor/teachers
      Monitoring my child’s progress through ABI Gradebook/Student Progress reports

As a teacher, I will be responsible for:
      Respecting/Appreciating my students’ differences
      Providing a learning environment where all students are treated equally
      Encouraging open communication and meeting the learning needs of all students
      Preparing students for success after graduation
      Providing clear evaluation about student progress and achievement to both student and

As a student, I will be responsible for:
      “my own actions, the choices I make and their consequences”
      Attending school daily and on time
      Completing assignments to the best of my ability and on time
      Being prepared for class and ready to learn
      Making time to study outside of school
      Respecting my peers and all staff
      Complying with the rules of the school agenda
      Preparing myself for the future
      Seeking assistance from my counselor and teachers as needed
      Making an effort to participate in school functions/activities
      Managing my time between extra curricular activities and school work

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    Representing MHS with pride and dignity
Monitoring my grades and attendance on AERIES

      Post this compact on your refrigerator or bulletin board, or in your classroom or office
                        for easy reference by students, staff, and parents.

Appendix D: Communications with Parents
Communications with Parents/Students

                         Merced Union High School District Board Policy 5124

Because parents/guardians have a right to be informed about their child's academic achievement and may
use this information to support student learning, the Board of Trustees encourages frequent
communication to parents/guardians about student progress. The principal and teacher may communicate
by means of conferences, class newsletters, mail, e-mail, telephone, and/or school visits by

As part of this communication, teachers shall send progress reports to parents/guardians at regular
intervals and shall encourage parents/ guardians to communicate any concerns to the teacher. In addition,
the district shall send parents/guardians all notifications required by law.

The Superintendent or designee shall ensure that appropriate means of communication are established
whenever he/she learns that a parent/ guardian, for any reason, may not be able to understand written
communications from school or oral communications made during conferences related to the student's
program, assessment, progress or school activities.

As needed, the Superintendent or designee shall use interpreters who are fully competent in the
specialized method of communication needed for effective communication with disabled parents/

The Superintendent or designee shall also use interpreters for parents/guardians who do not understand
English, shall provide progress reports in the primary language of the parent/guardian, and/or shall
identify appropriate means of communication with such parents/ guardians.

The Superintendent or designee shall establish a procedure whereby parents/guardians may request an
interpreter and shall inform parents/guardians about this procedure.

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Appendix E: Bylaws
                                        Approved February 28, 1991
                                         Amended August 23, 2004
                                       Amended November 18, 2009


1.1   The name of the organization shall be the School Based Coordinating Council (SBCC or Council). The
      organization may be referred to in state-or district - level publications as the school site council.

1.2   The SBCC shall enact the State of California, Department of Education’s School - Based Program
      Coordination (SBCC) Act of 1981, which provides school site flexibility in the use of certain categorical
      resources. The SBCP Act ensures all students, including students with special needs, receive an enriched

1.3   The SBCC shall develop a school plan that includes (Ed Code 52853):
      a). Curricula, instructional strategies and materials responsive to the individual needs and learning styles
      of each pupil.
      b). Instructional and auxiliary services to meet the special needs of non-English-speaking or limited-
      English-speaking pupils,
      including instruction in a language these pupils understand; educationally disadvantaged pupils; gifted
      and talented pupils; and pupils with exceptional needs.
      c). A staff development program for teachers, paraprofessionals, school personnel, and volunteers.
      d).Ongoing evaluation of the educational program of the school.
      e). Other activities and objectives as established by the Council.
      f).The proposed expenditures of funds. The SSC shall annually review the school plan, establish a new
      budget, and if necessary, make other modifications in the plan to reflect changing needs and priorities.

1.4   The SSC may request, as part of its school plan, the provision of time during the regular school year to
      advise students or conduct staff development programs and receive full average daily attendance
      reimbursement under the provisions of Section 46300. The time shall not exceed eight days each year for
      each participating staff member (Ed Code 52854).

1.5   The Merced Union High School District governing board shall review and approve or disapprove school
      plans (Ed Code 52855).

1.6   The SSC will comply with all current education codes and MUHSD policies.


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2.1       Composition of the School Based Coordinating Council shall be
                  10 - School Employees ( 1–Principal; 6–Certificated Employee; and 3 –other employee)
                  5 - Parents
                  5 - Students

2.2       The following persons shall be qualified to be members of the SBCC:

         PRINCIPAL - site level principal
         CERTIFICATED EMPLOYEE - a Certificated employee with a minimum 60% assignment at Merced High
          School and has worked in a Certificated position in the MUHSD at least one year before selection to serve
          on the SBCC (excludes administrators)
         OTHER EMPLOYEE - a classified or certificated employee currently working at the site a minimum of four
          hours per day (average) and employed by MUHSD at least one year prior to selection.
         STUDENT - a student who is currently attending Merced High School
         PARENT - a parent (or legal guardian) of a student currently attending Merced High School at the time of

2.3       Individuals shall be selected by their peers to serve on the SBCC (e.g. teachers selected by teachers, parents
          by parents, students by students).
2.4       Term of office for Council members shall be three (3) school years. A school year will be from July 1
          through June 30 . The exception shall be for students whose term shall terminate three years after being
          seated on the Council OR upon their graduation or other separation from Merced High School, whichever
          occurs first.

2.5       If a Council member should leave the Council prior to the expiration of his/her term, the representative
          group (e.g. parents, teachers) will be requested to select a replacement that will complete the unfinished
          term of the departing member.

2.6       SSC members are expected to attend Council meetings on a regular basis. Any member who is absent
          from three consecutive SSC meetings or four meetings within a school year will be automatically removed
          from the Council and remain ineligible to serve on the SSC for the remainder of the current school year.
          As provided in 2.5 above, a replacement will be obtained.

3.0       OFFICERS

3.1       Officers of the School Site Council shall be elected to serve in the positions of Chairperson, Vice-
          Chairperson, Second Vice-Chairperson. The secretary for the Council shall be the Merced High School
          program specialist, or his/her designee.

3.2       Potential officers shall be selected by a nominating committee composed of SSC members appointed by
          the Chairperson.

3.3       Officers shall be elected by Council members at the SSC May meeting. In addition to nominations form
          the nominating committee, nominations can be made from the floor.

3.4       Officers shall serve for one (1) year.

3.5       Duties of the officers shall be:
               Chairperson – work with secretary and principal to develop meeting agendas; run the Council

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           Vice-Chairperson – serve as chairperson in chairperson’s absence; other duties as assigned by
           Second Vice-Chairperson – duties as assigned by chairperson.


4.1   The Council shall meet monthly during the months that school is in regular session. Additional meetings
      will be scheduled as needed. Exact meeting dates will be set by the chairperson who will observe the
      consensus of the membership.

4.2   A quorum shall be met when one more than fifty percent of the current eligible membership is in

4.3   Meeting agendas will be developed cooperatively by the chairperson, secretary and principal. A Council
      member can submit to the chairperson, secretary, or principal item (s) for consideration of placement on
      the agenda a minimum of fifteen days prior to a regularly scheduled meeting.

4.4   An agenda and pertinent information will be sent to Council members prior to the meeting for their

4.5   A motion will be considered passed if voted in favor of by a majority of the Council members in
      attendance. No proxy votes will be permitted.


5.1   These bylaws may be amended by a majority vote of current eligible members present at a meeting.
      However, the bylaw amendment cannot be voted upon until it has been read at two previous SSC

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                      Appendix F: Site Budget

Merced High School 2010-2011 Categorical
of:              Monday, December 13, 2010                                 9:55 PM
  <-- OBJ CODE


                                                                                                       Title III: EL
                                                              # Sections

                                                                                     Title I

                            RESOURCE CODE -->                                  3010              4203                    7390                    7090                  7091
                 ALLOCATION                                  24.0           $480,000.00        $34,000.00              $17,000.00             $100,000.00           $110,000.00
1100             Algebra Readiness                            5.0            $90,000.00
1100             Reach Eng. 1                                 2.0            $36,000.00
1100             Strat Eng. 1.1                               3.0            $54,000.00
1100             Strat Eng. 2.1                               3.0            $54,000.00
1100             EL Social Studies 9 - 12                     1.0            $18,000.00
1100             EL Science                                   1.0            $18,000.00
2100             AVID 9-12 (Section)                          1.0            $18,000.00
1165             AVID Coordinator                             1.0            $18,000.00
1100             Instructional Coach (Nicole)                 5.0                                                                              $90,000.00
1100             EL Advisor Holland                           2.0                                                      $17,000.00                                    $17,000.00
1165             EL Stipends (Aguirre) & Transition ELD                       $2,000.00
1100             Classified staff (1 Paraprofessional)                       $50,000.00
2100             Classified staff (1 Community Liaison-Lo)                                                                                                           $55,000.00
                 Classified staff (1 Community Liaison-
2100             Kovats)                                                                       $34,000.00                                                            $13,000.00
2160             Classified overtime (ELAC, DELAC, etc.)                                                                                        $9,000.00
1165             AVID Tutors                                                 $20,000.00
1165             AVID Summer Institute                                       $25,000.00
1165             AVID Summer School (2 sections)                             $10,000.00
1165             After School Tutorial (2-Coordinators)                                                                                                               $4,000.00
1165             After School Tutorial Transportation                         $6,500.00
1165             Lunch Tutorial Intervention (6 staff)                        $6,000.00
                 CAHSEE Targeted Intervention-ELA (4
1165             staff)                                                                                                                                               $1,000.00
1165             CAHSEE Targeted Intervention-Math (4                         $1,000.00

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1165   Instructional Team (10 @ $1,000 ea.)                                                              $10,000.00
1165   Subject Level Leaders (15 @ $1,000 ea.)              $16,000.00
       Day Collaboration (40 Staff) Qtr 1, Qtr 2, &
       Qtr 3                                                $12,000.00
       HotMath Software license                                $500.00
       Parent Support Center                                $13,000.00
       Parent Involvement-UC Merced PEP 2nd
       Sem                                                  $13,000.00
       Supplies                                                                                          $10,000.00
                             FINAL BALANCE -->        0.0   ($1,000.00)   $0.00   $0.00   $1,000.00           $0.00

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