SAN FRANCISCO UNIFIED SCHOOL DISTRICT

ANALYSIS OF CURRENT EDUCATIONAL PRACTICE

The following statements characterize educational practice at this school:

1. Alignment of curriculum, instruction and materials to content and performance standards:

SFUSD policy and practices are designed to ensure that each student has access to instructional materials that are aligned with State core content standards. The district has adopted programs and materials that are aligned with and approved by the State Board of Education.

Lowell High School’s curriculum, instruction and materials are in alignment with the District content and performance standards.

2. Availability of standards-based instructional materials appropriate to all student groups:

The SFUSD has identified and purchased adopted instructional materials for all students including EDY, Special Education, EL, GATE, and Vocational Education.

Lowell has purchased standards-based instructional materials appropriate to all student groups including EDY, Special Education, ELL, and GATE. In many cases the school provides supplemental supplies to augment the adopted textbooks to enhance student comprehension.
The Vocational Education program is supported by the Cooperative Vocational Education (CVE) Marketing program, which is funded by the San Francisco Regional Occupational Program (ROP).

3. Alignment of staff development to standards, assessed student performance and professional needs:

The district holds Professional Development Institutes that provide a series of workshops four times a year. These are designed to deepen understanding of the skills required to assist schools in aligning standards, assessments and best practices, assessing student performance, and meeting professional needs of staff. In addition, central staff facilitates ongoing professional development at school sites as part of federal and state awards programs in coordination with external partners.

Lowell provides staff development, which is aligned to standards, assessed student performance and professional needs through the District’s Professional Development Institutes (PDI), and Gifted and Talented Education (GATE). Additionally, the Lowell Technology Center offers technology training to staff through a variety of means, including afterschool institutes and in-service provided by staff and LTC trained students.

A full-time technical coordinator had been hired to maintain the schools computer network, fileservers and desktop computers.
In spite of the fact that DHS funding has been available, the physical infrastructure of internet access and appropriate equipment within each instructional space throughout the school are still not yet available for 100% of the classrooms. We are still not connected to all of the portables and have to wait for district approval, a budget and a vendor to complete connections to the portable classrooms.
Finishing construction in the new construction and modernization project areas has hindered the school’s ability to implement technology-based lessons in the classrooms. This will continue to be a problem until the construction projects are completed in the summer of 2005.
A committee comprised of teachers and an administrator, make joint decisions about school based professional development activities.

4. Services provided by the regular program to enable under-performing students to meet standards:

The STAR Schools Initiative was developed using data on SFUSD school performance and the most recent research on improving under performing schools. It provides additional school personnel, support, and resources. Summer School programs are designed to provide interventions to under performing students.

Services provided by Lowell to enable underperforming students to meet standards include the following:

· Based on reading comprehension scores from the California Standards Test and English teacher referrals, identified 9^th grade students participate in the Plato Literacy Program designed for independent study in acquiring useful reading strategies during their resource time.

A math comprehension program, ALEKS, is in place for identified 9^th grade students who need additional help.
Students requiring additional instructional support and assistance beyond regular class time are encouraged to utilize three on-site Resource Centers. Each department office has hours in which students may seek tutorial help from teachers. All ninth graders are required to utilize the Resource centers throughout the year.

5. Services provided by categorical funds to enable under-performing students to meet standards:

The ELL funds at Lowell have been used for extra hours to administer the CELDT and to re-designate students. Computers and books were purchased that are located in the library. There are also teacher-monitored, computer-aided instruction, given to specific under-performing students in remedial math and English.

6. Use of state and local assessments to modify instruction and improve student achievement:

Annually the Research Department produces a School Site Data Binder designed to provide school staff with disaggregated data reports for the previous school year. It contains information concerning student achievement performance on various state and district wide assessments administered during the previous school year.

Disaggregated data provided by the District’s School Site Data Binder are presented and discussed with Department Heads who then share this information with their departmental faculty. Trends are observed and correlations among the various assessments are determined to assist in making recommended changes to the school’s curricular program.

A reading comprehension and Literacy Program, PLATO, is being continued in the library to help boost skills for identified 9^th and 10^th graders who were on academic probation because of low English or Social Studies grades or who scored below the 50^th percentile on the CAT-6/CST.
A math comprehension program, ALEKS, is in place for identified 9^th grade students who need additional help.

There is a need for Department Heads, Administrators and Counselors, to become proficient in working with the SFUSD data disk. The SFUSD data disk allows staff to access specific information about students and student groups and interpret standardized test results and student performance. Training will be conducted by the Assistant Principal for Administration in Fall 2005.

7. Family, school, district and community resources available to assist these students:

The district provides resources to STAR schools including additional personnel, support and services. All schools receive assistance with extended learning opportunities and support materials.

The Lowell PTSA, Alumni Association, and Sports Foundation actively support educational efforts at Lowell. The PTSA, Alumni Association, the Sports Foundation, and the Student Body Council work with the SSC to set goals, and to provide the funding for specialized needs determined by each department or individual teacher.

Grants are awarded to respond to specialized needs, as requested by individual teachers and departments.

8. School, district and community barriers to improvements in student achievement:

Barriers to improvement in student achievement have been identified as follows:

· Reduction in funds from the state and district to support existing programs at Lowell has forced the school to tap into the PTSA and Alumni Association for additional money to fund teaching positions and resources that otherwise would have to be cut.

·The district requirement of basic courses, such as College & Career, and the lack of Summer School to fulfill the district requirements have been a problem. This requirement for Lowell, which is a college preparatory school, is seen as having little use as opposed to some other schools that may be trying to increase college interest.

·The modernization project and construction in the main building has continued during the school year and is still not complete. This has been an inconvenience and hindrance to teaching and learning due to the facilities not being 100% functional (including the school’s entire computer network), and ongoing work interruptions.

·The new building construction project has been an inconvenience and hindrance to teaching and learning, due to work dragging on into the second half of the school year with no clear completion timeline in place.

· Technology integration at Lowell has been hindered due to the school’s computer network not being completed on schedule. This has eliminated the ability for teacher training on the use of computers in their classrooms for this year.

9. Limitations of the current program to enable under-performing students to meet standards:

Limitation of the current program to enable under performing students to meet standards have been identified as follows:

· The allocation of limited budget and resources to provide differentiated instructional support and training for staff.

· The lack of resources to support student resource centers.

· Inability to deliver summer bridging program to incoming freshmen due to budget constraints.

· Reduction in funds from the district to support existing programs at Lowell has forced the school to tap into the PTSA and Alumni Associations for additional money to fund teaching positions and resources that otherwise would have to be cut. This funding is uncertain from year to year and the programs remain in jeopardy.

· Lack of resources to conduct ongoing disaggregated assessment of currently existing support and intervention programs.

ACADEMIC PLAN EXECUTIVE SUMMARY

Goal 1: Academic Achievement: Significantly increase academic achievement and learning for all students, including closing the achievement gap, based on achievement data. Focus must be on reading and mathematics as measured by tests and other assessments as appropriate.

Data Conclusions related to Goal 1:

English Language Arts: Just over 93% of all Lowell students scored at “Proficient” or higher on the spring 2004 California Standards Test (CST). The percentages are lower for some subgroups: 48% of Special Education students, 73% of African American students and 83% of Latino students. The school monitors and supports 9^th grade students who receive a “D” or an “F” in English as shown in Table 1. Seventy-two percent of 9^th graders receiving Ds or Fs in English are attending Plato sessions (computer-aided support) regularly. The intervention appears to have had some success in reducing the number of 9^th grade students with poor grades.

Mathematics: Eighty two percent of Lowell students achieved “Proficient” or higher in mathematics, leaving nearly a fifth of the students at “Basic” or below. As in English, various subgroups had a lower proportion of students at “Proficient” or better: Special Education students 32%, African American students 50%, and Latino students 60%. In order to identify students needing support between CST exam-taking, Lowell is monitoring students who receive a “D” or “F” in math, as shown in Tables 1 and 2. Intervention procedures at the 9^th grade level appear to be helping as the number of students with poor grades is declining.

Table 1

Number of 9^th graders receiving Ds or Fs

in English or math, Fall semester 2004

	English	Math
1^st 6 weeks	94	84
2^nd 6 weeks	65	52
3^rd 6 weeks (sem. grade)	44	64

Table 2

Number of 10^th and 11^th graders receiving Ds or Fs

in English or math, 2004-2005

10^th grade	1^st semester	2^ndsemester	11^th grade	1^st semester	2^nd semester
English	17		English	19
Math	59		Math	38

Based on the above data conclusions the following are the objectives for Goal 1.

Objective 1: To improve the achievement of all students within the school on the California Standards Test. Specifically, to maintain the 93% of all students achieving at proficient or higher in English/language arts and to raise the percentage of students overall achieving at the level of proficient or higher in math, by 3 percentage points. Also, to raise by 3 percentage points the number of students achieving at the level of proficient or higher in each sub group that is presently under 80%, in both English and math.

Objective 2: Ensure that all 9^th,10^th, and 11th graders identified (by both CST and interim assessments) as needing additional help in math and/or English, receive intensified instruction in that subject area.

The above objective(s) will be achieved by the implementation of the following activities:

1. Continue staffing resource centers full-time.

2. Continue the PLATO program in English and ALEKS program in math and extended hours at library.

3. Institute more timely and structured intervention for students needing help in math.

4. Expand and refine the CSF Tutoring Program to align with students identified in this goal as in need of support.

5. Monitor targeted students’ use of support resources.

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 related to Goal 2:

We use two key measures to determine whether all students have had access to a comprehensive education in the Core Curriculum. The first is performance on the California Standards Test in all subject areas. This measure tells us whether students have grasped content standards by subject area. The second measure is the percentage of seniors who graduate meeting the course requirements for UC/CSU. This measure tells us whether a student has been exposed to a broad curriculum during high school.

California Standards

Content Area	% “Proficient” or “Advanced”
English/Language Arts	93%
Math (overall)	82%
Algebra I	78%
Algebra II	80%
Geometry	85%
World History	78%
US History	90%
Biology	75%
Chemistry	78%
Physics	54%

Lowell’s goal is that each student be “Proficient” or “Advanced” in all subject areas. As the data show, there is a wide range of success in reaching this goal. In English, 93% of all students have mastered the standards at the desired level. On the other hand, only 54% have done so in Physics. It would appear in some cases either that (1) students are being tested in subject areas in a year when they have not taken a course in the subject or (2) the curriculum being delivered in the content area is not sufficiently aligned to the standards.

Percentage of Seniors meeting UC/CSU course requirements

1998-99	1999-00	2000-01	2001-02	2002-03
89.8%	89.8%	92.6%	89.9%	89.6%

Over the five years up to 2002-03 (the latest available data from CDE), about 90% of Lowell seniors have graduated meeting the UC/CSU requirements. For Asian seniors, the percentage was 93%, for African Americans 50%, for white seniors 86%. While these are high percentages, about 19 other high schools in California are higher, including two in San Francisco at 100%.

Based on the above data conclusions the following are the objectives for Goal 2.

Objective 1: Teachers and administration will work to align testing with courses taken by students and to further align curriculum to standards where necessary. Where students need help in a subject area, they will be given support beyond the classroom.

Objective 2: Counselors will work with all students to ensure that at least 92% graduate meeting the course requirements for UC/CSU.

The above objective(s) will be achieved by the implementation of the following activities:

1. Continue to fund professional development that supports this academic plan.

2. Give students more opportunity to write by funding the “readers’ program” and other formats, e.g., a “writing lab”.

3. Expand the CSF Tutoring program to help students identified as needing support.

4. Ensure that the World Language Lab is open the maximum number of hours.

Goal 3: Initiatives to Improve Instruction: 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, schoolwide programs, school-based curricular instructional or programmatic improvements.

Data Conclusions related to Goal 3:

All students need to participate in achieving this goal. Even though Lowell’s Academic Performance Index (940) was 4^th in the State, improved test scores are achievable. Greater instructional rigor is also possible through improvement of the Advanced Placement (AP) program, even though Lowell was fourth in the nation in the number of AP exams given. We plan to improve upon existing performance through improving intervention strategies and programs, primarily through improved use of data.

We will be able to measure achievement toward this goal by monitoring report card and achievement test results. Improved monitoring of reading and math intervention programs will also contribute to success in achieving this goal. Improved use of content cluster data from the District’s test data disk (training to be provided by the Assistant Principal for Administration) will also help identify weak areas and strategies to improve student performance.

Based on the above data conclusions the following are the objectives for Goal 3.

Objective 1: Maintain and expand specialized support programs, including the readers’ program, literacy program, and math intervention program.

Objective 2: Enhance the curriculum in regular and AP/Honors classes by purchasing supplemental books, software, and hardware for all departments.

The above objective(s) will be achieved by the implementation of the following activities:

1. Department Heads will request supplemental text books as necessary.

2. Department Heads will request computer-based learning programs to help students.

3. Department Heads will make maximum use of student support programs offered by SFUSD.

Goal 4: School Climate: Ensure safe, secure school and learning environment relative to cleanliness, management of the facility and student behavior

Data Conclusions related to Goal 4:

As indicated in the School Accountability Report Card (SARC) available at SFUSD’s web site, Lowell has a safe, active, and supportive environment for our students. Student suspensions are rare (7 in Fall 2003, 8 in Fall 2004) and student clubs are active (80 active clubs as of January 2005). Campus security is an issue as 45 thefts were reported in Fall 2004 (vs. 34 in Fall 2003). The campus has numerous entry points, leaving us essentially open to outsiders. Academic support is available through teachers, student clubs, and an active SST/SAP programs. Last semester 5 students had SSTs while 13 were involved in the SAP (vs. 2 and 13, respectively in the Fall of 2003). Support is also being provided via the Wellness Center, which had 350 registered users through January 2005 vs. 200 users for all of last year. The school also seeks to reclassify ELL students when appropriate, averaging about 7 reclassifications a semester. For the past three years we have had fewer than 20 ELL students, thus eliminating the need for an ELAC committee. Currently about half our ELL students are in the Special Education’s SDC, Autistic, or Transitional program.

Although new construction has helped, the physical plant remains strained by the large enrollment. Minor maintenance problems become critical and critical problems become a crisis. Students and staff willingly work together to solve these problems.

Based on the above data conclusions the following are the objectives for Goal 4.

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

Objective 2: Provide an environment that builds pride in oneself as well as in one’s school.

The above objective(s) will be achieved by the implementation of the following activities:

1. Review facilities management, both in maintenance and assignment of spaces.

2. Provide an effective mentoring program to help freshmen adjust to the Lowell environment.

3. Provide effective support services to promote physical health and academic success.

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:

The parent community at Lowell has always shown an active interest in the school whether it is through volunteering at the VICCI Center, the Book-to-Book Store, the World Language lab, Beautification days, Eighth-Grade Night, fundraising, outreach events, or attending PTSA meetings, educational forums, College and Financial Aid Nights, Open House, and SSC Meetings. Although exact numbers are not available, participation at these activities and events continues to be strong.

Based on the above data conclusions the following are the 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.

The above objective(s) will be achieved by the implementation of the following activities:

1. Survey the faculty to determine each teacher’s preferred mode of communication: e-mail, written communication, voicemail, etc. Share this information with parents.

2. Develop a clear and realistic set of expectations for parent/teacher communication.

3. Maintain an active calendar of outreach activities.

Action Plan

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.

Student groups participating in this goal: All 9^th, 10^th and 11^th grade students.

Performance gains expected for these students (1) To raise the percentage of students overall achieving at the level of proficient or higher in math on the CST, raise by 3 percentage points the number of students achieving at the level of proficient or higher in each sub group that is presently under 80%, in both English and math. (2) To have at least 75% of identified 9^th graders needing help in English attend Plato sessions; and, to have at least 75% of identified students needing help in math receive tutoring.

Means of evaluating progress toward this goal: Progress on California Standards Test, improvement on Plato scores and in percentage of identified students attending Plato, more identified students being tutored through CSF program, and fewer Ds and Fs on report cards in English and math.

Group data needed to measure academic gains: D, F and I list for each 6 weeks for 9^th graders, and for each semester for 10^th and 11^th graders, test scores by sub groups for California Standards Test, attendance data for identified students in Plato Program, pre and post test scores on Plato Program, and numbers of identified students receiving CSF tutoring.

Objective #1

§ To improve the achievement of all students within the school on the California Standards Test. Specifically, to maintain the 93% of all students achieving at proficient or higher in English/language arts and to raise the percentage of students overall achieving at the level of proficient or higher in math, by 3 percentage points. Also, to raise by 3 percentage points the number of students achieving at the level of proficient or higher in each sub group below 80%, in both English and math.

Objective #2

§ To ensure that all 9^th, 10^th, and 11^th graders identified by both CST and interim assessments as needing additional help in math and/or reading, receive intensified instruction in that subject area.

Description of Specific Actions to Improve Educational Practice

Persons Responsible

Timeline

Related

Expenditures/

Estimated cost

Funding

Source

1.1 Alignment of standards-based instruction to content standards

Ensure the instructional program is alligned with state and district standards, and continue to enhance the instructional program to improve student achievement across the curriculum. Improvements will be accomplished by comparing and assessing the Lowell curriculum against the WASC ESLR’s, and the California Standards. (WASC goals Assessment-4 and Curriculum-1)

AP Curriculum

/Dept heads

Aug/Sept 2005

1.2 Improvement of research-based instructional strategies and materials

a. Continue the reading strategies program for students identified through test results by counselors or staff, as reading at “Basic” or below. Students who fail algebra or who are recommended by a counselor or teacher, will have dedicated resource time or take a problem-solving class. Students who receive a D or F in any math class will be offered tutoring and encouraged to participate.

b. The AP Pupil Services and counselors will identify students who are reading at “Basic” or below and will share the students’ names with individual teachers. (WASC goal SS-1)

c. Individual students will be assigned to the Plato Program in the library during a designated resource period.

d. Integrate SDC students into the Lowell Community through ensuring appropriate and individualized participation in Lowell course offerings, according to their IEPs. (WASC goal A-2)

e. Special Education personnel meet with teachers involved to ensure appropriate instructional strategies are employed. To improve the quality of the readiness skills of Special Education students to be mainstreamed, Special Education teachers also will continue to teach and reinforce study skills such as outlining, using flash cards, learning how to read a textbook, etc.

f. Ensure that all students, especially under-represented populations, are encouraged to sign up for Honors and Advanced Placement classes. (WASC goal SS-2)

English/Math Dept. Heads.

AP Curriculum

AP Pupil Services

English Dept. Head

Special Ed. Dept Head

Special Ed Department Head

AP Pupil Services

Aug/June 2005

Aug/Oct 2004

Ongoing

Sept 05/May06

WSF/Other

1.3 Extended learning time/increased educational opportunity

a. Students identified as reading at basic or below and students receiving Ds or Fs in English will use software programs during the library’s open hours. (WASC goal SS-3)

b. Counselors will ensure that students scoring below basic in both math and English take appropriate course loads, so they have time to get extra help in both subject areas.

c. Students achieving below “Basic” in reading or math will have access to tutoring. Teachers will refer students to tutoring programs such as CSF, Math Club or to other tutoring programs at Lowell. (WASC goal SS-3)

d. Utilize resource centers to maximize student learning. Paraprofessionals in the resource centers will assist students to access various software programs to help them improve in reading and math. 9^th grade students receiving a C- or below in any subject at the 6-weeks progress report, will be assigned resource for the following 6 weeks. (WASC goal SS-3)

AP Curriculum

AP Pupil Services

AP Curriculum

AP Pupil Services

AP Curriculum

Sept 05/May06

Nov05/Mar 06

Ongoing

1.4 Staff development and professional collaboration

a. Staff development/department meeting time will be allocated to discuss resources for identifying under performing students, initiating early intervention, and developing strategies to improve achievement, including use of rubrics. (WASC goal C-2)

b. Provide all teachers professional development on Special Education resources available to help target instruction to students with special needs.

Dept. Heads

Special Ed Dept. Head/Prof. Dev. Committee

Aug 05 & Jan 06

Fall 05

1.5 Involvement of staff, parents and community

Appropriate staff will share information about programs for students needing help in writing and math at meetings such as Back-to-School Night, 8^th Grade Night, 9^th grade orientation, Wellness Center Parent Resource Night, Academic Affairs Committee meetings and PTSA meetings.

AP Curriculum

AP Pupil Services

PTSA President

Ongoing

1.6 Non-academic support services (auxiliary services) for students and parents

The administration will continue to sponsor workshops for parents on how to help their students at home.

Administration

AP Curriculum

AP Pupil Services

Ongoing

1.7 Monitoring program implementation and results

a. Assess progress in reading through Plato software programs; report results and attendance figures to SSC. Examine identified students’ attendance at math tutoring and report to SSC.

b. Examine grades on report cards in 9^th,10^th and 11th grade English and math classes. Review grades at end of each 6 weeks for 9^th graders, and end of semester for 10^th and 11^th and report to SSC.

c. Examine test scores on California Standards Tests in English and math, particularly with regards to scores by each sub group, and report to the SSC.

d. Continue to monitor student progress through the Academic Probation Program.

Librarian

AP Curriculum, Math Dept. Head

AP Curriculum

Goal 1 Committee

AP Admin, Goal 1 Com.

AP Pupil Services

Jan. May. 06

Aug./Sept. 05

Feb. 06

Sept./Oct. 2005

Ongoing

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.

Student groups participating in this goal: All students

Performance gains expected for these students: (1) A higher percentage of seniors will meet the a-g course requirements. (2) The percentage of students in each sub group achieving at the proficient level or higher, in all subjects on the California Standards Test, will rise by 3 percentage points, with a minimum goal of 80%.

Means of evaluating progress toward this goal: Examination of senior registries by counselors to note the number of students meeting the UC/CSU a-g course requirements, examination of scores on California Standards Test by sub groups.

Group data needed to measure academic gains: Number of seniors meeting UC a-g course requirements. Scores on California Standards Test, by sub groups.

Objective #1

§ Counselors will work with all students to ensure that at least 92% graduate meeting the course requirements for UC/CSU.

Objective #2

§ Teachers and administration will work to align testing with courses taken by students and to further align curriculum to standards where necessary. Where students need help in a subject area, they will be given support beyond the classroom.

Description of Specific Actions to Improve Educational Practice

Persons Responsible

Timeline

Related

Expenditures/

Estimated cost

Funding

Source

2.1 Alignment of instruction with content standards

a. Each department will meet to ensure that areas of weakness on the California Standards Test are emphasized in the curriculum.

b. When ETS data become available, AP teachers will meet to ensure that areas of weakness in AP exams are emphasized in the curriculum.

c. Departments increasing the number of AP or Honors classes (or where teachers are teaching such classes for the first time) will ensure that teachers are properly prepared and that curriculum is aligned with program standards. Preparation may include attendance at workshops, classes or mentoring within the department.

All faculty

Administration

AP Teachers

Department Heads

Aug./Sept. 2005

Ongoing

WSF

WSF/PTSA/Alumni

2.2 Improvement of instructional strategies and materials

a. Expand technological resources for instruction:

1. The World Language Department will continue to work with the administration to ensure that the new language lab is available to students the maximum number of hours.

2. The Visual and Performing Arts Department will continue the use of software, especially in music theory and composition.

b. The English Department Head will provide to the SSC a budget to hire readers for the expository writing program. The SSC will appropriate funds, if available, for readers.

c. Teachers of Gate students will be encouraged to request standards-based supplemental materials.

World Language Dept. Head

AP Admin.

VPA Dept Head

English Dept. Head

Gate Coordinator

March 2005

Nov. 2005

WSF/PTSA

WSF/PTSA/Alumni

GATE funds

2.3 Extended learning time/increase educational opportunity

a. Maintain a broad assortment of classes of interest to all students:

1. Provide courses meeting UC a/g requirements.

2. Provide AP/Honors courses.

3. Provide courses giving all students the prerequisites necessary to succeed in college level AP/Honors courses.

4. Provide other electives to the maximum extent possible.

b. Counselors will regularly monitor student course enrollment to ensure UC a-g requirements are being met.

c. Each department will ensure that students and staff are informed well in advance of registration of the Honors and AP classes available, and the criteria for admission.

d. Following guidelines for admission, teachers and counselors will encourage all qualified students to enroll in AP and Honors classes, especially students from underrepresented populations.

e. Increase educational opportunity for all students to participate and achieve in the classroom by respecting class size goals established in the negotiated agreement with the goal of balancing all sections in any course.

f. Continue to maintain the CSF tutoring program and keep students and staff informed of it. Teachers will refer students who need tutoring to this program. Continue to fund time for paraprofessional to coordinate this program.

g. Continue to provide extra tutoring and instruction through programs such as Plato to help ELL students be successful on the CELDT and in academic classes.

Dept Heads/AP Curriculum

Counselors

Dept Heads

Teachers/

Counselors

UBC

Administration

Department Heads

CSF Sponsor/AP Curriculum

AP Curriculum/

Dept Heads

Fall 05, Spring 06

Fall/Spring

Ongoing

WSF

WSF/PTSA/Alumni

WSF/ELL funding

2.4 Staff development and professional collaboration

a. Allocate as much time as possible during staff development days and periodic departmental meetings for interdepartmental/ intradepartmental collaboration. (WASC goal PD-2)

b. Teachers who wish to receive funding for professional development, including AP focused training, will submit a request to department heads by early September. Department heads will provide a compilation of these requests with attendant costs to the SSC by early October. The Professional Development Committee must approve funded training courses before they are taken.

c. Provide all teachers professional development on Special Education resources available to help target instruction to students with special needs.

d. Encourage all teachers to learn and use effective strategies with ELL (and all other) students. Encourage all teachers to become CLAD/BCLAD certified.

Teachers

Department Heads

Administration/Prof. Dev. Committee

Sp Ed Dept/Prof Dev Committee

Administration

Ongoing

Sept.-Oct. 05

Fall 05

Ongoing

WSF

WSF/PTSA/

Alumni

2.5 Involvement of staff, parents and community

a. Keep parents advised of curriculum issues through bulletins, newsletters and online resources.

b. Ensure that current course requirements and syllabi are available in hard copy at the school. Copies of the syllabi will be kept in the library.

c. Begin the process of loading teacher syllabi onto the Lowell website.

Administration

AP Curric.

Tech Dept., PTSA

Ongoing

Fall/Spring

2.6 Monitoring program implementation and results

a. Examine numbers of seniors meeting UC/CSU a-g course requirements and report to SSC. Make note of areas in which students do not meet requirements.

b. Keep track by semester of numbers of students using CSF tutoring program, report to SSC.

c. Examine scores by sub groups on California Standards Test for each subject area and report to SSC.

d. Monitor IEP goals to ensure alignment with content standards.

AP Pupil Services, Goal 2 Committee

CSF Coordinator

Testing Coordinator, Goal 2 Committee

SpEd Dept Head

June/Aug. 05

May/June 05

Jan./Feb. 06

Ongoing

GOAL #3 Initiatives to Improve Instruction: 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.

Student groups participating in this goal: All students

Performance gains expected for these students: Higher test scores

Means of evaluating progress toward this goal: Report cards, achievement test results

Group data needed to measure academic gains: Achievement results – AP, GPA reports

Objective #1

Maintain and expand specialized support programs, including the readers’ program, literacy program, and math intervention program.

Objective #2

· Enhance the curriculum in regular and AP/Honors classes by purchasing supplemental books, software, and hardware for all departments.

Description of Specific Actions to Improve Educational Practice

Persons Responsible

Timeline

Related

Expenditures/

Estimated cost

Funding

Source

3.1 Alignment of instruction with content standards

a. Ensure the instructional program is in alignment with state and district standards, and continue to enhance the instructional program to improve student achievement across the curriculum.

b. Ensure each teacher distributes to students, parents, and curriculum office each semester: syllabus for each class taught, communicating teacher and class expectations, grading policy, and office hours.

c. Support department heads and teachers in the implementation of state and district standards.

AP Curriculum/

Department Heads

AP Curriculum/

Teachers

Principal/

AP Curriculum

Ongoing

Aug/Jan

Ongoing

3.2 Improvement of instructional strategies and materials

a. Enhance the curriculum in regular and AP/Honors classes by purchasing supplemental books, software, and hardware for all departments.

b. Coordinate curricula in sequenced courses. (WASC goal C-3)

c. Assign student work that supports California Framework Standards as well as the ESLRs.

AP Administration

Department Heads

Dept. Heads /Teachers

Oct. 05/Feb 06

Ongoing

GATE

3.3 Staff development and professional collaboration

a. Create an ESLR based Professional Development Program. (WASC goals PD-1 and PD-2)

b. Provide orientation and a support system for new faculty and staff. (WASC goal PD-3)

c. Coordinate academic curriculum resources for new teachers within departments.

d. Provide opportunity for teachers to review student data for scheduling purposes and student class placement and to assess effective/ineffective teaching strategies.

AP Curriculum

Professional Dev Administration

Department Heads

AP Curriculum

Ongoing

Aug/June

Ongoing

3.4 Involvement of staff, parents and community

a. To increase involvement, the faculty, staff, parents, and community need to be informed. The library can act as a repository of information related to SSC matters: it will maintain a record of SSC minutes, academic site plans, district memos related to SSC and WSF, budgets, proposals, and other related documents.

b. Solicit input from staff, parents, students and community regarding priorities for the purchase of additional instructional materials, equipment and supplies to support academic achievement.

Librarians

SSC

Department Heads

Ongoing

Fall/Winter

3.5 Monitoring program implementation and results

a. Review test results from AP exams, CAHSEE, CAT6/CTS, student work, and give feedback on the progress made in the implementation of state and district standards.

b. Develop ESLR assessment tools and use them to measure student achievement in all departments in fulfilling the ESLRs. (WASC goal Assessment-1 and Assessment-3)

AP Admin, Dept Heads, AP Pupil Svs/ Counselors

Administration

Department Heads

Ongoing

Fall 05

3.6 Extended learning time:

When necessary, teachers will refer students to opportunities for extended learning including departmental office hours open to student tutoring and to other school resources (Literacy Program, World Language Laboratory, CSF Tutoring, etc.)

AP Curriculum

Teachers

Ongoing

3.7 Increased educational opportunity:

a. In the event additional funding becomes available, the SSC shall fund additional teaching positions to reduce class sizes and fund instructional support staff programs (paraprofessionals, readers’ program, literacy program, math intervention, librarians, counselors)

b. Improve student awareness of academic opportunities and recognition of student achievement through students and parent bulletins, registry announcements, and the school website. (WASC goal Communication-2)

c. Implement an intramural program

SSC

AP Curriculum

Department Heads

VICCI

Activity Sponsors

Physical Education Department Head

Fall/Spring

Ongoing

Fall 05

Prop H

3.8 Auxiliary services for students and parents:

a. Maintain a website with online weekly student bulletin, weekly senior bulletin, student handbook with plagiarisms policy, SSC minutes and other sources to give information to student and parent. (WASC goal Communication-4)

b. Improve student awareness of extracurricular opportunities and provide recognition of non-academic achievements/contributions to the community. (WASC goal Communication-3)

c. Provide a student-mentoring program. (WASC goal SS-4)

Webmaster

Administration

Activity Sponsors

AP Pupil Services /Wellness Staff

Ongoing

GOAL #4 School Climate: Ensure a safe, secure school and learning environment relative to cleanliness, management of the facility and student behavior, consistent with State requirements for a Safe School Plan.

Objective #1

§ Ensure a more comfortable well equipped, well maintained learning environment for students both inside and outside the classroom.

Objective #2

§ Provide an environment that builds pride in oneself as well as in one’s school.

Description of Specific Actions to Improve Educational Practice

Persons Responsible

Timeline

Related

Expenditures/

Estimated cost

Funding

Source

4.1 Procedure/activity to improve climate/safety

a. Support the transition of freshmen to Lowell through an effective mentoring program.

b. Reduce students on suspension or probation through local support.

- Counselors meet students at least once a year.

- Counselors refer students to SAPs, SSTs, Wellness Center, CPS and/or Deans as necessary.

c. Provide mental/physical support of all students through the Health Ed curriculum, Peer Resources, Wellness Center, HPC, and a broad base of clubs and other student activities.

d. Implement programs to improve cleanliness both on and off-campus. (WASC Goal A3)

e. Early in the school year provide students procedures for safe ingress/egress to school, securing property, schoolwide dress code, and policy on sexual harassment.

f. Provide facilities for expanded library use, including Meyer library utilization. (WASC Goal C4)

g. Improve bathroom cleanliness/supplies management.

h. Provide adequate supervision in hallways and around campus before, during, and after school.

Wellness Center/SBC

AP Pupil Svs

SBC

SBC, Deans, AP Admin

Deans

AP Admin/SSC Facilities Comm

AP Admin

AP Admin/Dean

August-January

August-June

August-October

August-June

Staffing

None

Staffing/Supplies

Security/other staff

WSF/Grants

WSF

WSF/Grants

WSF

SFUSD

SFUSD/WSF

4.2 Staff development and professional collaboration

a. Continue to allocate professional development time, particularly Fall semester, to safe school topics, including procedures on SAPs and SSTs, child abuse reporting, suspension/expulsion, Disaster Plan, sexual harassment policy, and rules and procedures on school discipline and dangerous students as applicable.

b. Publicize Health and Safety related workshops available to the school community.

c. Provide training on documenting and obtaining status on school maintenance needs. (WASC A3)

d. Trained Administrators will provide Emergency Response Crisis Response training to staff.

Administration, Professional Dev Committee

Wellness

AP Admin

August-December

When Available

Aug-Dec

Fall

None

4.3 Engagement of staff, parents, community

a. In 2005-06 continue to encourage coordination of Lowell’s existing outside-funding structure (PTSA, Alumni Association, Lowell Sports Foundation) and explore the expansion of Lowell’s capability to raise money independently of the district budget (specifically, grants and foundations).

b. Begin mobilizing Lowell for celebration of the 150^th anniversary (sesquicentennial) in 2006.

c. Administrators, staff, students, and parents work in conjunction with DPW and SFUSD Facilities Dept. to identify and secure assistance for various critical areas that need attention.

d. Clarify the decision-making process throughout the school. (WASC goal Communication-1)

e. Provide health education professional development opportunities and a contact list of community based school safety/climate organizations to parents/staff.

Alumni, PTSA, Principal

Alumni Assn

AP Admin, PTSA

Principal, Webmaster

Wellness

Aug-June

Aug-December

Ongoing

None

4.4 Auxiliary services for students and parents

a. Maintain the Lowell school website as a repository of key school information.

b. Encourage support of ELL students, including timely testing and reclassification of students as appropriate.

c. Encourage participation in HPC and Wellness Center activities.

Principal, Webmaster

ELL Coordinator

Wellness, SBC

Aug-June

None

4.5 Monitoring program implementation and results

a. Provide SSC a Safety Plan review and status of facilities upgrades, utilization, and maintenance.

b. Provide SSC status on student interventions/discipline.

c. Hold regular meetings with security personnel to review past security measures/strategies and to plan for a safe learning environment.

AP Admin

AP Pupil Svs

AP Admin

October

Oct, February

Ongoing

None

GOAL #5 Parent and Community Involvement: Significantly increase the involvement of a broad base of parents and community at the school level.

Objective #1

§ Improve parent education regarding communication with teachers.

Objective #2

§ Maintain contact with a broad base of parents and community members.

Description of Specific Actions to Improve Educational Practice

Persons Responsible

Timeline

Related

Expenditures/

Estimated cost

Funding

Source

5.1Active parent involvement in decision-making process.

a. Ensure full parent participation on the School Site Council.

b. Include notification of SSC meetings in the Weekly Bulletin, PTSA Newsletter, and on the PTSA and Lowell web sites.

c. The PTSA President will appoint a parent to serve as GATE Representative.

d. Encourage parent participation in the WASC process.

SSC

SSC & PTSA.

PTSA.

Administration, PTSA.

Ongoing

Fall

Ongoing

5.2Ongoing communication with parents.

a. Continue to make Class Syllabi/Expectations available to parents at Fall Open House and in the school library.

b. Distribute the student handbook to freshmen and make it available to all on the Web.

c. Provide parents with alternate ways of communicating with teachers such as e-mail and voicemail. Consider surveying the faculty to determine each teacher’s preferred mode of communication. Share this information with parents.

d. Maintain outreach to a broad base of parents. Provide educational forums on relevant issues. Whenever possible, provide translations of important notices and at special events.

e. The Lowell GATE Coordinator and the SFUSD GATE Coordinator will inform the Parent GATE Representative of upcoming activities.

f. The Parent GATE Representative will relay this information to parents at PTSA meetings.

Teachers, AP Curriculum.

Webmaster, AP Curriculum.

Administration, UBC.

Administration, PTSA.

GATE Coordinator.

Parent GATE Representative.

Fall/Spring

Ongoing

Fall 05

Ongoing

5.3Address engagement of individual parent groups including parents of EL, EDY, Special Education, GATE, Migrant students.

a. For GATE parent groups, see 5.2.

b. Parents in other groups will be engaged on an as-needed basis.

Parent GATE Representative.

Administration, Department Heads, Faculty.

Ongoing

5.4Providing education opportunities for parents.

a. Continue to offer the Fall Open House and the Student-for-a-Day program that provide opportunities for parents to visit classrooms to learn about curriculum and classroom expectations.

b. The Wellness Center will continue to provide counseling and information to parents on topics of social adjustment and psychological and physical well being and will teach strategies on how to support underperforming students.

c. The VICCI Center will continue to provide parents with information/advice on colleges and careers and provide ECOS training.

d. The PTSA will continue to offer information and support to all parents at monthly meetings and through their newsletter, The LowelLight.

e. Continue to offer College Night and Financial Aid Night, at which counselors, VICCI volunteers, and community resource people provide information to parents of juniors and seniors.

f. Continue to offer Parent Orientation Night to familiarize parents of incoming freshmen with Lowell, its culture and procedures.

g. The Parent GATE Representative and the Lowell GATE Coordinator will maintain a collection of GATE materials in the VICCI Center.

Principal, AP Pupil Services.

Wellness Center.

PTSA, Counselors, PACT rep.

AP Pupil Services & PTSA.

AP Pupil Services, counselors, VICCI Volunteers.

Administration, Department Heads.

Parent GATE Rep. & Lowell GATE Coordinator.

Ongoing

5.5Involvement of community partners.

a. Continue to seek connections with community centers and religious groups representing populations underrepresented at Lowell.

b. Continue to seek funding from foundations and other agencies.

c. Continue to support faculty who bring community partners into the classroom to enrich the curriculum.

d. Continue to maintain close relations with the Lowell Alumni Association.

Principal & PTSA.

PTSA & LAA.

Faculty, Administration, Students, PTSA.

Administration, Faculty, PTSA.

Fall/Winter

Ongoing

5.6Monitoring program implementation and results.

a. Monitor attendance and participation in SSC.

b. Monitor voter turnout for the SSC election.

c. Monitor participation at the events listed in 5.4.

d. Monitor parent and community participation in the WASC process.

SSC.

SSC Election Committee

Administration and PTSA.

Ongoing

Fall 05

Ongoing

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

Name of Member	Member’s Signature	Principal	Classroom Teacher	Other School Staff	Parent of EL Student	Other Parent / Community	Secondary Student	Date Elected

Academic Plan

SCHOOL SITE COUNCIL MEMBERSHIP