Purpose of this Academic Plan

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

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

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

Lowell HS                                             STUDENT ACHIEVEMENT

State Assessments

CST -English Language Arts                                              CST-   Math                          

% at or above Proficient                                                          % at or above Proficient

by Grades                                                                                by Subject

                       

CST –Social Science                                                              CST-   Science           

% at or above Proficient                                                          % at or above Proficient

by Subject                                                                               by Subject

        

API Data                                                                                                 

	2004	2005	2006
Base Score	936	941	934
Statewide Rank	10	10	10
Similar School	10	10	10
% tested in Spring	99	100	99.5
Actual Growth	4	5	1
API Scores	940	946	947

CAHSEE Data

Passed both ELA and Math

		2005	2006
	10th	97.7	96.7
	11th	99.5

EXECUTIVE SUMMARY

Analysis of Current Educational Practice

The following questions will help you reflect on current educational practices at your school and its impact on improving student achievement, and to craft your academic plan for the 2007-2008 school year:

Currently, what are the two or three (2-3) key objectives for the school in 2006-2007 (across the five District goals)?  For each objective, please briefly answer the following questions, if applicable:

a)    What key strategies and high-leverage activities are being implemented in order to achieve those objectives?

b)    What challenges or barriers (within the school) is the school facing and how is the school trying to overcome them?

c)     How are resources (WSF and categorical funds) being aligned school-wide to achieve those objectives, especially services and supports to enable under-performing students to meet standards?

d)    What and how are additional family, school, district and community resources used to assist these students and what impacts have been observed?

Current-Year Objective 1:  Academic Achievement  District Goal 1

Reduce the achievement gap by targeting and helping underperforming students (scaffolding instruction without reducing rigor or lowering expectations)                   (WASC Goal 3.2)

At a high performing school it is easy for students at risk to be missed.    However, interventions are in place; homework club, after-school tutoring, resource centers.  Students identified by low CST scores are offered PLATO reading programs as an intervention.  WSF and Discretionary funding is being provided to support the after-school program.  Students are being monitored; that is, grades and CST scores are reported.

Current-Year Objective 2:  Instruction Improvement  District Goal 3

Enhance professional growth opportunities for faculty.  (WASC Goal 2.1)          

Current-Year Objective 3:   Academic Equity  District Goal 2

Improving the use of technology for communication and instruction will help assure equity across courses    (WASC Goal 1.3)

As stated above, funding has been set aside to support technological training.   We have organized 8 sessions covering introductory classes in use of email, other classes on use of Easy Grade Pro, web design and use of LCD projectors and PowerPoint.

The difficulty is finding sufficient funding to provide everyone with the technology that they need to implement its use in every classroom.  Outside funding will be sought.

The goal is to have every teacher using email to communicate about school matters and with parents and students.

Priorities for 2007-2008

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP targets.  Below are the data conclusions for each of the five District Goals and the school’s key objectives and strategies for the upcoming 2007-2008 school year.

Goal 1:  Academic Achievement

Data Conclusions for Goal 1

Questions to cover:

1.     What are the key data findings observed from last year’s CST?  What achievement gaps exist (can be grade-level gaps, subject-subject, by racial subgroups, EL vs. non-EL students, Special Ed vs. non-Special Ed students, EDY vs. non-EDY students, etc.).  [Note:  The overall performance of English learners, Special Ed, and socio-economically disadvantaged students should be addressed in Goal 2; however, any achievement gaps that exist for or within these subgroups should be addressed here in Goal 1.]

2.     What patterns or trends have been observed over multiple years?

Key Findings:

An achievement gap exists. Asian and White students score 95.5-97.8% advanced or proficient in math and ELA while African-Americans  (CST-ELA 75% and Math 62.5%) and

Latinos (CST-ELA 88.9% and Math 86.7%) score below.    There is a gap but the actual numbers of students scoring in these categories is low.   African-Americans make up only 2.9% and Latinos only 6.5% of the entire student body.   Only 24 African-American students and 46 Latino students tested.  (These numbers reflect 100% and 98% of those who should have tested. In comparison 397 Asian students tested.)

Other data reviewed:  D and F grades for Spring 2006.  It was found that 19% of freshman, 12% of sophomores and juniors and 9.6% of seniors received at least 1 D or F grade.

Of these approximately 40% of 9^th-11^th graders receive more than 1 D or F; only 24% of seniors received more than 1 D or F grade.

Attendance data is being reviewed.

Key Objectives for Goal 1

Objective 1:  Reduce the number of “D” and “F” grades by at least 5 % without lowering standards.

Key Strategies for Goal 1

Goal 2:  Academic Equity

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

Data Conclusions for Goal 2

Questions to cover:

1.     What special programs (Special Education, GATE, Honors, AP, ELD, language immersion, arts magnet, etc.) are offered at your school?

2.     What are the key data findings observed for students participating in these programs from last year’s CST?  [Note:  If academic achievement for students in these programs was disaggregated by racial subgroup and any achievement gaps were observed, these gaps should be discussed in Goal 1.]

3.     Are any racial subgroups underrepresented or overrepresented in certain programs (i.e. low African American students in GATE, Honors, and/or AP programs, high numbers of EL students in Special Education)?

4.     What patterns or trends have been observed over multiple years?

Key Findings:

AP courses are offered in 29 content areas.   In 2006, 2582 AP tests were administered.   The average pass rate was 90.54%.   There is a small Special Education program with approximately 30 RSP students, and two SDC classes.  In addition there is 1 severely impaired, an additional high functioning SDC and 1 transition program class.   Our ELD population is small; of the 67 students tested 86.8% tested at or above proficient in both math and ELA. 

 Data from 2005 indicates that 31 of approximately 78 African-American students (40.0%) and 85 of approximately 172 Latino students are enrolled in honors or AP classes (49%).

CST scores show the following levels of at or above proficient:

World History  75%                            Biology  83%

US History  89%                                 Chemistry  68%

Key Objectives for Goal 2

Objective 1:  All students will be encouraged to enroll in at least one AP or honors course during their tenure at Lowell; students with a 3.0 GPA should take at least one AP course before graduating.  

Key Strategies for Goal 2

Key Strategy 1: Continue to align curriculum with state standards and within the same course. All classes with the same course title will develop common assessments.

Key Strategy 2:  In aligning courses, common assessments will be developed and analyzed to improve instruction and to assure equity across courses. Provide increased time for teacher collaboration and staff development to improve instruction; 1 faculty meeting and 1 department meeting per month and a minimum of 4 professional development days.  

Goal 3:  Instruction Improvement

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

Data Conclusions related to Goal 3

Key Findings:

Overall performance remains strong, with AYP and API goals being met and API growing to 947.  Ninety-three percent of students were proficient or above in ELA while proficiency (or above) levels in Math varied from 80% to 95% depending on CST taken.  In math, the lowest rates were in Algebra (80%) and Geometry (81%).  In Science, CST results in all 3 major areas (Biology, Chemistry, and Physics) improved over last year.  The lowest rates for proficient and above were in Chemistry (68%) and Physics (72%).  Meanwhile, although the number of AP exams taken in May 2006 was lower than in the prior year, they are expected to increase in May 2007.  Enrollment in AP courses is up substantially in the spring of 2007 from both last year and spring 2005.

Key Objectives for Goal 3

Objective 1:  Provide support (including intervention as necessary) to students at all levels to maximize development of their full potentials.  By doing this, each department should achieve a 2 percentage point increase in the proportion of students achieving proficient or above on the CST.

Objective 2:  Provide teacher support through mentoring, professional development, appropriate class size, and appropriate student placement. This increased support should yield more effective teaching, better preparing students for the rigors of AP courses.  Our goal is to increase the number of students achieving 3 or above on AP exams by 2%.

Key Strategies for Goal 3

Key Strategy 1:  Fill gaps in the academic and life skills for all students.

Key Strategy 2:  Provide teacher training and collaboration time so that best instructional practices can be spread within and among departments.

________________________________________________________________________________________________________

Goal 4:  School Climate

Ensure safe, secure school and learning environment relative to cleanliness, management of the facility and student behavior.

Data Conclusions for Goal 4

Key Findings: Key Finding #1: Student Study Space -- The data for Lowell students who are out-of-class and seeking adequate study space at any point in time during the school day (600 + students), compared to the number of readily available seats and desk space in the library 165 student study spaces in main library and library computer lab; 35 spaces in Meyer Library) shows that there is a severe lack of adequate study space available for Lowell students at any point in time in the day.  Many students “camp out” on hallway floors, creating a myriad of problems (including noise, disruption of nearby classes, poor study patterns, etc.) for both students and faculty in nearby rooms.  In a survey of students conducted for WASC, 65% of student respondents said that additional study space is the one area of the library most needing improvement.  The data supports a need for 200-300 additional seats/desks of study area if students’ study needs are to be met, and if issues about students studying on hallway floors are to be alleviated.  There is currently a severe shortfall in spaces for students to work and study at Lowell.

Key Finding #2: Cleanliness of Restrooms – In past years’ student surveys, the cleanliness of restrooms has been an issue of discontent among many students.  With improved ventilation, painting and more frequent cleaning, the most recent surveys of students show that bathrooms are no longer a major issue among students. Also, the number of complaints turned in to the main office has greatly declined. Next year’s construction bond money will further improve Lowell’s ventilation system and the quality of the restrooms.

Key Finding #3: Wellness Center Resources and Utilization – In 2005-2006, approximately
1 in 5 Lowell students utilized the Wellness Center at least once (664 students), and with a total of 1,004 student visits, some students used the Center’s services more than once.  The total hours of service were 5,100. The utilization of the Wellness Center’s services is up from the previous year by approximately 10%.  The top category for service was medical visits.

Key Finding #4: Student Safety and Security – In the 1 year period between January 1, 2006 and Feb. 19, 2007 there were 130 reported criminal offenses within a ¼ mile radius of Lowell High School. Of those offenses, there were 7 assaults, 8 robberies and 71 larceny/thefts. Many of these offenses occurred in the vicinity of Stonestown Mall or Lakeshore Plaza, both places where Lowell students congregate off-campus. At least two assaults with robbery directly involved Lowell students as the victims. One assault/robbery occurred in the morning before school in the vicinity of Lakeshore Plaza; the other assault/robbery occurred as a student exited the back door of the Lowell science building at the end of the school day.  Both assaults were committed by non-Lowell students. There were also a number of other criminal offenses within a few block radius of the school which did not involve Lowell students, including two robberies in front of Lakeshore Elementary School.

The rate of student suspensions is rising. There were 9 in 2004, 13 in 2005 and 21 in 2006. There were 18 incident reports in 2006 involving Lowell students (10 involved the same student).

Lowell’s “open campus” policies not only leave students vulnerable to outsiders coming onto campus with criminal intent, but they also expose Lowell students to higher crime areas in the vicinity of the school, while visiting Stonestown Mall or Lakeshore Plaza at lunch or at other times.  Improved lighting and strategically-placed and monitored security cameras around the Lowell site can help to mitigate issues related to outsiders coming onto campus, and these improvements should be a high priority use of funding. However, Lowell’s administration can do little to protect its students once they leave the campus, except to possibly revisit the open campus policy. The risks will need to be weighed against the rewards of such an open campus policy so that an informed policy decision can be made going forward.

Key Objectives for Goal 4

Objective 1: Ensure a safe, well-equipped, well-maintained learning environment for students and staff both inside and outside the classroom.

Objective 2: Provide resources for promoting the physical and mental well-being of students and staff, and for improved security measures. The percentage of students accessing information and services of the Wellness Center will increase by 2.5% yearly.

Key Strategies for Goal 4

Key Strategy 1: Improve the work-place environment so students and staff can study and work more comfortably and efficiently.

Key Strategy 2: Support the Wellness Center, Peer Resources, and other resources that promote the physical and mental well-being of students. Make improvements to security measures to ensure student safety.

Goal 5:  Parent and Community Involvement

Significantly increase the involvement of a broad base of parents and community at the school level.

Data Conclusions related to Goal 5

Key Findings:

• Parents continue to complain that they have difficulty communicating with teachers. 
• Although many parents are actively involved in the PTSA and related school activities, many do not participate in school events.

Key Objectives for Goal 5

Objective 1:  Improve parent education regarding communication with teachers.

Objective 2:  Maintain contact with a broad base of parents and community members.

Key Strategies for Goal 5

Key Strategy 1:  Provide parents with various ways of communicating with teachers: E-mail, voicemail, written messages, school bulletins, and school Web site.

Key Strategy 2:  Provide a variety of ways for parents and community members to interact with the school such as Open House, College and Financial Aid Nights, Wellness Education Nights, and performing arts events.

ACTION PLAN The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets.  In order to achieve the key objectives and implement the key strategies set forth in the plan, the following  related actions and expenditures have been adopted  to raise the academic performance of student groups not meeting state standards: Goal 1:  Academic Achievement Significantly increase academic achievement and learning for all students, including closing the achievement gap, based on achievement data.  Focus must be on reading and mathematics as measured by tests and other assessments as appropriate.

Actions to be Taken to Reach This Goal[1] Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)	Start Date[2] Completion Date	Proposed Expenditures	Estimated Cost	Funding Source	District Support(s) Needed
Key Strategy 1:  Monitor students receiving “D” or “F” grades without reducing rigor. ·  High leverage activities:   1a) Identify students whose grades and test scores are disparate; provide interventions through counseling, teacher-parent conferences   1b) Identify all students receiving “D” or “F” in the first 6 weeks; intervene…tutoring, resource, parent contact 1c) Improve functioning of peer tutoring through CSF. 1d) Provide readers for Expository Writing	On-going Each Semester No later than 6 weeks On-going Fall 2007	None Cost of readers	None  $25,000	None LAA Grant
Key Strategy 2: Make support systems more efficient and useable ·  High leverage activities  2a) Improve resource experience for students 2b) Improve peer tutoring through CSF 2c) Monitor attendance –Deans/Counselors	On-going	0.2 release for teacher to run CSF program	$15,500	WSF if available

Monitoring and Assessment for Goal 1

Key Strategy 1a-c: Deans, counselors and librarian will monitor student performance.    Along with teachers, they will communicate with both parents and students about student’s lack of progress.  Attendance will be monitored, contracts can be provided to identify expectations. 

The school will evaluate progress by comparing the current number of D’s and F’s each semester, calculate the % of students receiving these grades and compare.    First and second marking period grades will be evaluated by counselors and deans…and outreach will be made to students, support services provided and parents notified.

Key Strategy 2 a-c Attendance and marking period grades will be collected.

Comparison data will also be collected on CST scores vs. GPA… students with high test scores but poor grades will be identified and interventions as identified above will be initiated. 

Goal 2:  Academic Equity

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

Actions to be Taken to Reach This Goal[3] Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)	Start Date[4] Completion Date	Proposed Expenditures	Estimated Cost	Funding Source	District Support(s) Needed
·  Key Strategy 1:  Align Curriculum to state standards and within each course High leverage activities 1a) Provide staff development time for teacher collaboration 1b) Provide common assessments…use student work to analyze instruction and to assure equity across courses.	Has been on-going and will continue On-going On-going	Release time/presenters	$15,000	Block Grant
Key Strategy 2:  Collect data on # of students currently fulfilling UC/CSU admissions requirements ·  High leverage activities  2a) Analyze data; identify gaps 2b) High leverage activities  Counselors increase student awareness of requirements 2c) Monitor change over time.	Spring 2007 Fall 2007 On-going	none	none

Monitoring and Assessment for Goal 2

Key Strategy 1 a-b   Administration working with PD committee will support release time to support staff collaboration.

Key Strategy 2 a-c:  Counselors and Deans will take primary responsibility for collecting, assembling and analyzing data.   Data will be presented to staff and if necessary a plan will be developed to increase the number of students meeting this objective.  

Goal 3:  Instructional Improvement

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

Actions to be Taken to Reach This Goal[5] Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)	Start Date[6] Completion Date	Proposed Expenditures	Estimated Cost	Funding Source	District Support(s) Needed
Key Strategy 1: a) Improve writing and oral skills (WASC WO1)      Use schoolwide writing and oral presentation rubrics in all             departments.      Align writing samples/ oral presentations with schoolwide rubrics.      Incorporate oral & written components into each department’s curriculum.      Integrate speaking, interviewing & role-playing into the College & Career curriculum.      Use PLATO to improve reading skills for those most needing it. b)  Differentiate instruction in off-semester math classes to better reach students.  This includes the use of ALEKS to improve PreAlgebra and Algebra skills. c)  Supplement the Arts program by purchasing new equipment to meet student needs. d)  Supplement the Athletic Program by purchasing new equipment to increase student performance levels and safety. e)  Review and continue to develop the intramural/PE program. f)  Continue to have a mentoring program to help new students adjust to Lowell. g)  Monitor Student Achievement of ESLRS (WASC WO3)	Ongoing	Licenses Equipment Equipment Equip/Staff Staffing	$2000 Est. As Available As Available As Available 0.5 FTE	WSF Prop H/Block Prop H Block WSF
Key Strategy 2: a)  Provide teacher professional development Provide professional development time and intra and inter department collaboration time throughout the school year. (WASC goal PD2) Support teacher professional development grants to meet the need of faculty. b)  Provide mentoring/support to teachers new to Lowell. (WASC goal PD4)      Organize orientation for new teachers on Lowell’s culture, resources and expectations.      Organize & coordinate common planning time with dept. colleagues and mentor teachers c)  Provide Professional Development for the teaching of Oral and Writing skills (WO1)			$15,000	Block Grant

Monitoring and Assessment for Goal 3

Key Strategy 1 –

a.  Implementation will be monitored by submission of sample assignments/class activity notes and rubrics used to assess these assignments/activities to WASC subcommittee.   Printouts of PLATO progress will also be submitted. Some of these samples/reports will be retained in a WASC evidence binder.  Teachers/Department Chair look at student work and compare work to academic grade/rubrics to ensure fair assessments are being given across the department.  CST scores, PLATO progress reports and student work will be collected by the English Chair in an evidence binder to show progress.

b.  ALEKS progress reports will be provided to show how off-semester students are progressing.  In addition, grades, CST results, and common assessment results will be compared to ensure progress is being made.  The goal is to have all students score proficient or above on the appropriate Math CST.  Reports and student work will be collected by the Math Chair in an evidence binder.

c.  The VPA Chair will oversee the appropriate expenditure of Prop H funds to improve the Arts program.  He/she shall also monitor participation in those programs receiving additional funding to ensure the maximum number of students are benefiting from these funds.

d.  The Athletic Director will oversee the appropriate expenditure of Prop H funds to improve the Athletics program.  He/she shall also monitor participation in those programs receiving additional funding to ensure the maximum number of students are benefiting from these funds.

e.  The PE Department Chair will oversee the appropriate expenditure of Prop H funds to improve the Intramurals/PE program.  He/she shall also monitor participation in those programs receiving additional funding to ensure the maximum number of students are benefiting from these funds.

f.  Wellness/Peer Resources continue to train mentors and implement a mentoring program for freshmen.  Supporting data will include the number of mentors trained and documentation of referrals made and student problems resolved as a result of the mentoring program.

g.  Department and Administration will ensure curriculum and policies support Lowell’s ESLRs.  Each Fall departments will provide assignments linked to ESLRs for Departmental Evidence binders.

Key Strategy 2 –

a.  AP Curriculum will coordinate the scheduling of PD activities during the school day.  She will also collect from Department Chairs minutes and/or products produced through these activities.  AP Curriculum will also collect data from activities funded by Professional Development grants.

b. Department heads provide information regarding mentors for new teachers assigned to their department to AP Curriculum.  AP Curriculum, Pupil Services, and Facilities provide training to new teachers during orientation.  The success of this program will be measured by problems encountered (or not encountered) by new teachers and summarized by an annual survey of teachers new to Lowell.

c. AP Curriculum will schedule PD time to allow applicable departments to development common assessments that demonstrate speaking and writing skills.  One such assessment could be the English honors assessment.  After assessments are given, student strengths and weaknesses will be analyzed and adjustments to curriculum made.  In addition, either outside experts will be brought in or time will be allowed to have interested staff review the latest research and report back to their departments.  Progress will be measured by PD reports provided by Department Heads and student progress.

Goal 4:  School Climate

Ensure safe, secure school and learning environment relative to cleanliness, management of the facility and student behavior.

Actions to be Taken to Reach This Goal[7] Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)	Start Date[8] Completion Date	Proposed Expenditures	Estimated Cost	Funding Source	District Support(s) Needed
Key Strategy 1: Improve the work-place environment so students and staff can study and work more comfortably and efficiently. a. In cooperation with the Environmental Education Department of SF Environment, participate in a composting program to be in line with San Francisco’s “Green Initiative” and to reduce trash and littering around the campus. b. Maintain all public areas aesthetically (WASC Goal EN5). c. Continue the program that is maintaining clean and well-kept bathrooms (WASC Goal EN6). d. Improve traffic flow during passing periods and reduce noise and congestion in hallways during class time. e. The Facilities Committee will continue its work to create adequate space for students to study, work in groups, and store their belongings. (WASC Goal EN1) f. Continue to ensure that every teacher has a classroom and office space equipped to agreed standards (WASC Goal EN2). g. Improve safety, appropriateness of content, and planning for school wide rallies. h. Assess the scope of cheating and develop strategies to address problem areas. (WASC Goal WO7.A) Departments integrate academic ethics into curriculum. (WASC Goal WO7.E) i. Purchase plagiarism detection software that can be used across departments. (WASC Goal WO7.E) j. Ensure that all teachers have access to email to improve communication among administration, students, teachers and parents. (WASC EN3). k. Continue to recognize & celebrate all forms of student achievement through the Lowell Bulletin. (WASC Goal W04).	March 2007 Ongoing Ongoing Ongoing Ongoing Fall 2007 Fall 2007 Fall 2007 Fall 2007 Fall 2007-Spring 2008 Ongoing		$1,000	SSC
Key Strategy 2: Support the Wellness Center, Peer Resources, and other resources that promote the physical and mental well-being of students and staff. Make improvements to security measures to ensure student and staff safety. a. Improve security measures Establish an orderly process for site administrators to meet periodically with the command staff of Taraval Police Station and the School Resource Officer, or other SFPD Youth Service Representative, to discuss security issues. Ask SF Police Dept. to conduct a security audit of the building and grounds. Have personnel from police dept. observe and give feedback during a lock-down drill. Establish a series of assemblies about security issues for students, with participation by police department personnel and student government. Use video-conferencing to reach all students. Encourage good neighborhood relations similar to a neighborhood watch program. Involve parents and alumni who live in the neighborhood. Continue to meet with the local Homeowners’ Associations. b. Provide mental/physical support to all students through the Health Ed curriculum, Peer Resources, Wellness Center, HPC, and a broad base of clubs and other student activities. Maintain or increase the nurse’s days at Lowell. c. Continue to update faculty and staff about issues related to the mental, physical, and emotional health of students and publicize Health and Safety related workshops available to the school community. d. Support the transition of freshmen to Lowell through an upper-class mentoring program in which 9th graders meet regularly with their mentors throughout the first semester at Lowell. e. Explore other avenues to provide nutritious food that meets the needs of students and staff (WASC Goal EN7).	Spring 2007 Spring 2007 Fall 2007 Fall 2007 Fall 2007-Spring 2008 Fall 2007 Ongoing Ongoing Spring 2007-Fall 2007 Fall 2007

Monitoring and Assessment for Goal 4

Key Strategy 1: Improve the work-place environment so students and staff can study and work more comfortably and efficiently.

1. The AP of Administration will oversee the composting and recycling project and will make a report to the SSC in the spring of 2008. The amount of litter will be reduced by 50% in the first year.
2. The AP of Administration will meet with B&G personnel about upkeep of public areas and will report to the SSC in the spring of 2008 on progress made.
3. The ap of Administration will oversee custodial personnel to continue to ensure clean bathrooms. The number of complaints will continue to decline.
4. Security personnel will monitor hallways and will report to the AP of Administration.
5. The Facilities Committee will submit proposals to the SSC and will oversee approved projects.
6. The AP of Administration will continue to collect forms from teachers that address equipment needs .
7. The deans will submit a plan to the Administrative Council in Sept. 2007 that addresses revised planning for rallies, including safety and appropriateness of content.
8. The AP of Pupil Services and the Counseling Department will work with the Administrative Council to develop strategies that address academic ethics, including cheating and plagiarism. They will make a recommendation to the Site Council for purchase of a plagiarism software program.
9. See h. above.
10. The Technology Department will work to ensure that all teachers have an email account and access to email by the end of the school year 2007-2008.
11. Teachers will continue to submit announcements so that students can be recognized for individual achievements. These will be published in the print and online Lowell Bulletin.

Key Strategy 2: Support the Wellness Center, Peer Resources, and other resources that promote the physical and mental well-being of students and staff. Make improvements to security measures to ensure student and staff safety.

1. The principal and/or other administrators will meet with the Command Staff of the Taraval Police Station at least once each semester to implement tighter security measures at Lowell. The administrators will submit a plan and request for funds to purchase needed equipment. The number of students reporting thefts will decrease.
2. The Wellness staff will submit a report to the SSC on the resources provided to students.
3. During at-least one professional development workshop, staff will receive updates about issues related to the mental, physical and emotional health of students.
4. The Peer Resource program will provide trained mentors for each freshman registry. The mentors will meet individually with freshman students as needed.
5. The nurse and Wellness Center will explore other avenues to provide better and more nutritious food for students and staff.

 

Goal 5:  Parent and Community Involvement

Significantly increase the involvement of a broad base of parents and community at the school level.

Actions to be Taken to Reach This Goal[9] Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)	Start Date[10] Completion Date	Proposed Expenditures	Estimated Cost	Funding Source	District Support(s) Needed
Key Strategy 1: ·  Activity 5.1.1:  Teachers will list their preferred method(s) of communication on their syllabus.  School will provide brief Chinese and Spanish translations to be copied and pasted into syllabi. ·  Activity 5.1.2:  Counseling Department will use the auto-dial phone system to send short, multi-lingual educational message to parents. ·  Activity 5.1.3:  Help teachers to develop free Web sites through which they can be contacted via a hidden email address.	5.1.1 Start of semester 5.1.2  Start of  school year 5.1.3  Ongoing	5.1.1 None 5.1.2 None 5.1.3 None	5.1.1 None 5.1.2 None 5.1.3 None	5.1.1 N/A 5.1.2 N/A 5.1.3 N/A	5.1.1 None 5.1.2  Auto-Dial System 5.1.3  None
Key Strategy 2: ·  Activity 5.2.1:  Identify reasons why certain groups of parents have difficulty interacting with the school. ·  Activity 5.2.2:  Look for opportunities to present informational events in other parts of town.  For example: partnering with other high schools for events such as Financial Aid Night. ·  Activity 5.2.3:  Sponsor Lowell social event(s) for parents and community members.	5.2.1  Ongoing 5.2.2  Ongoing 5.2.3  Yearly	5.2.1 None 5.2.2 None 5.2.3  Refreshments, invitations	5.2.1 None 5.2.2 None 5.2.3 $1,000 estimated	5.2.1 N/A 5.2.2 N/A 5.2.3 PTSA	5.2.1 None 5.2.2  Facilities 5.2.3 Facilities

Monitoring and Assessment for Goal 5

·  Activity 5.1.1:  The Assistant Principal for Curriculum, who collects and keeps copies of teacher syllabi, will check that every syllabus includes the teacher’s preferred method of communication.

·  Activity 5.1.2:  The Assistant Principal for Pupil Services will coordinate and monitor this project.

·  Activity 5.2.1:  The PTSA and SSC Goal 5 Committee will take responsibility for this ongoing project.

·  Activity 5.2.2:  The Assistant Principal for Pupil Service, assisted by the counseling staff, will seek such opportunities.

·  Activity 5.1.1:  Complete compliance will indicate that the objective has been reached.

·  Activity 5.1.2:  When the outreach phone calls are completed, the objective will have been reached.

·  Activity 5.2.1:  When a questionnaire or other method of determining the obstacles to parent participation is produced and information gathering is underway.

·  Activity 5.2.2: The information gathered in step 5.2.1 will be used to guide the off-campus meetings and more contact with parents occurs in these settings.

·  Activity 5.1.1:  Syllabi will be examined and the numbers in and out of compliance will be tabulated. 

·  Activity 5.1.2:  Administration and PTSA will collect “before” and “after” counts of complaints from parents reporting difficulty in reaching teachers.

·  Activity 5.2.1:  Parent responses to questionnaire or alternate mode of outreach.

·  Activity 5.2.2:  Off-campus events will be noted and tabulated. The number of Lowell parents in attendance will be noted.

·  Activity 5.2.3:  Attendance at Lowell Social Event(s) will be counted and analyzed.

School Site Council (SSC) Membership

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

Name of Member	Member’s Signature	Principal	Classroom Teacher	Other School Staff	Parent or Community Member	Secondary Student	Date Elected
		X
Numbers of members of each category		1

At elementary schools, the council must be constituted to ensure parity between (a) the principal, classroom teachers and other school personnel and (b) parents of pupils attending the school or other community members.  Classroom teachers must comprise a majority of persons represented under section (a).  At secondary schools there must, in addition, be equal numbers of parents or other community members selected by parents, and students.  Teachers, other school personnel, parents and (at secondary schools) students select representatives to the council (Education Code 52012).

 For schools participating in the Immediate Intervention/Underperforming Schools Program, the local governing board must appoint a "broad-based school site and community team" (Education Code 52054(a)).  The board may meet this requirement in either of the following ways:

·       Add one or more "nonschoolsite personnel" to an existing school site council to form the "school site and community team"; or

·       Appoint a "school site and community team" unrelated to the membership of the school site council.