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.
Vocational education is supported by the Cooperative Vocational Education (CVE) Marketing program 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 has committed to setting aside time throughout the school term for meaningful and productive professional development so that faculty and staff have the opportunity to collaborate within and across departments, enhance their professional growth, and provide an effective educational program for students that is standards and student performance driven. Additional, the Lowell Technology Resource Center (LTRC) offers technology training to staff through a variety of means, including after school institutes and in-service provided by staff and LTRC trained students.

· A Professional Development Calendar has been developed to indicate scheduled opportunities for faculty and staff to receive professional development.

· The Professional Development Committee will meet with Administrative Council to set department of professional development priorities.

· The Professional Development Committee will develop an annual and long range Professional Development Plan.

· An orientation will be provided for new teachers to Lowell on Lowell’s school culture, resources, and teacher expectations.

· A full-time Information Systems Administrator maintains the school’s computer network, fileservers and desktop computers and provides training to teachers and staff. The students in turn provide computer support to teachers and staff.

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.

Math support and off-semester Algebra and Geometry courses are B/C code, providing extra instructional minutes to help students meet standards. In addition, our support course provides access to ALEKS, an online math skills development program, to provide extra help.
Students requiring additional instructional support and assistance beyond regular class time are encouraged to utilize three on-site resource centers.
Each departmental office has hours during which students may seek tutorial help from teachers.
All ninth graders are required to utilize the Resource centers throughout the year.

CSF – As a requirement for membership in CSF, Lowell members of the California Scholarship Federation (the California affiliate of the National Honor Society) tutor students who need help in any subject. CSF students provide this service in a room designated as a resource room/CSF Tutoring Center. Some of the students who sign up and need tutoring are identified as under-performing students, and also participate in the Plato Literacy Program; however, this program is open to any student who feels he/she needs help in a subject.

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 appropriate books for the library were purchased with a portion of the ELL funds, to enable English language learners to have easier access to print and online resources. 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.

The District’s Achievement and Assessment Office provide annual summaries of CST data to Lowell. The Lowell School Site Data Binder and Data Disks and a new web based program “Cruncher,” are presented and discussed with department heads by the Assistant Principal of Administration, who then shares 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 of 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 CST.
A math comprehension program, ALEKS, is in place for identified 9^th grade students who need additional help.
In response to low-test scores, the Math Department has increased instructional time in some off semester courses (by using B/C codes). In addition, test-taking skills are being enhanced through the use of more frequent assessments and test generation software.

There is a need for department heads, administrators, teachers and counselors, to continue to become more proficient in working with the SFUSD data disk and “Cruncher.” The SFUSD data disk and “Cruncher” allows staff to access specific information about students and student groups and interpret standardized test results and student performance. The Assistant Principal for Administration beginning in fall 2006 will conduct ongoing training.

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 some basic courses and the lack of summer school to fulfill the district requirements have been a problem.

·Inability to conduct the Summer bridging program to orient incoming freshmen due to budget constraints.

·The new building and modernization construction projects still have not been completed and some areas left undone impact negatively on teaching and learning. Specifically the schools video network has not been completed, leaving a vital resource untapped at this time.

· Technology integration at Lowell has been hindered due to the school’s computer network not being completed at the end of the new construction and modernization projects. This has hindered the ability for teacher training on the use of computers in their classrooms for this year. The school is in the process of completing wiring the data network to the portables using PTSA funds.

· Limited space continues to be a problem at Lowell since the student population and teaching staff has increased beyond its original limits. This includes adequate workspace for teachers, counselors and staff to prepare lessons, have consultations and provide direct services. There is also a need for adequate space for students to study, eat and socialize. There are insufficient lockers resulting in the doubling and tripling of locker assignments.

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 resources to provide differentiated instructional support and training for staff.

· The lack of resources to support student resource centers with credentialed teachers in specific subject areas.

· Inability to deliver the Summer bridging program to orient 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 on site support and intervention programs.

ACADEMIC PLAN EXECUTIVE SUMMARY

Note: All WASC references are to the 2006 WASC Action Plan Goals.

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 94.1% of all Lowell students scored at “Proficient” or higher on the spring 2005 California Standards Test (CST). The percentages are lower for some subgroups: 48% of Special Education students, 72.5% of African American students and 84% of Latino students. Seventy percent of 9^th graders, who have been identified for the Plato Program because of their CST score 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 in English.

Mathematics: Eighty-four 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 41%, and Latino students 64.1%. In order to identify students needing support between CST exam taking, Lowell is monitoring students who receive a “D” or “F” in math. Intervention procedures at the 9^th grade level appear to be helping as the number of students with poor grades is declining.

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 94.1% 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 subgroup 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 those subject areas. Identify ninth graders who achieve below basic in reading on the CST and assign them to the Plato Program in the library, which improves reading skills. Notify the parents of these students that their child will be participating in the Plato Program. Identify 9^th and 10^th grade students receiving Ds or Fs in English at each 6-weeks grading period, and assign them to the Plato Program in the library. Identify 9^th and 10^th grade students receiving Ds or Fs in math at each 6-weeks grading period, and assign them to a resource center for additional tutoring and practice. Also, reinforce writing skills of students in all grade levels.

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

1. Continue staffing the present resource centers full-time.

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

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. It is a policy goal of Lowell that every senior graduate meeting the UC/CSU course requirements excluding students with special needs.

California Standards

Content Area	’04 % “Proficient” or “Advanced”	’05% “Proficient” or “Advanced”
English/Language Arts	93%	94%
Math (overall)	82%	84%
Algebra I	78%	73%
Algebra II	80%	84%
Geometry	85%	89%
World History	78%	80%
US History	90%	95%
Biology	75%	71%
Chemistry	78%	64%
Physics	54%	71%

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, 94% of all students have mastered the standards at the desired level. On the other hand, only 71% have done so in Physics and Biology. 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. [It should be noted that all 9^th graders, beginning in 2006-07, will be required to take biology, aligning testing with year the course is taken.]

Percentage of Seniors meeting UC/CSU course requirements

1998-99	1999-00	2000-01	2001-02	2002-03	2003-04	2004-05
89.8%	89.8%	92.6%	89.9%	89.6%	87.8%	92.3%

Over the seven years up to 2004-05, about 90% of Lowell seniors have graduated meeting the UC/CSU requirements. The figure rose to 92.3% in 2004-05. (The school administration believes the data prior to 2004-05 may understate the rate. Data for 2004-05 has been audited by the administration.)

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 95% graduate in 2007 meeting the course requirements for UC/CSU, excluding students with special needs.

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 (946) was 4^th in the State, improved test scores are achievable. Greater instructional rigor is 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) and “Cruncher” program 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: Continue to support 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 textbooks 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. In the student survey administered by the PTSA in 2005, 97% of students reported feeling safe at Lowell. Student suspensions are relatively rare, although campus security remains an issue, as the school is understaffed in terms of security, even during school hours. The Wellness Center continues to provide support to students and reported 425 users through January 2006, up from 350 last year. In addition, the pilot freshman-mentoring program has helped freshmen in their transition to Lowell, reporting a 70% participation rate in Fall 2005. Student clubs remain active with 98 registered clubs and 8 intramural sports teams in Fall 2005.

Several problems with the physical plant have persisted, and others were brought to light by the student and parent surveys, and the WASC review process. Traffic during passing periods and lack of study space, especially in the library, are problems. 67% of students reported that the places most in need of improvement are the bathrooms, while a majority of students (56%) reported that the food in the cafeteria was "poor" or "horrible."

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 resources for promoting the physical and mental well being of students.

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

1. Assess current use of physical space to provide the most efficient use for students, faculty, and staff (See 4.1.i)

2. Implement a program to maintain clean and well-kept bathrooms (4.1.c)

3. Improve staff participation in use of site-based professional development time (4.2.a).

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

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 in 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.

Group data needed to measure academic gains: 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 94.1% 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. Identify ninth graders who achieve below basic in reading on the CST and assign them to the Plato Program in the library, which improves reading skills. Notify the parents of these students that their child will be participating in the Plato program. Identify 9^th and 10^th grade students receiving Ds or Fs in English at each 6-weeks grading period, and assign them to the Plato program in the library. Identify 9^th and 10^th grade students receiving Ds or Fs in math at each 6-weeks grading period, and assign them to a resource center for additional tutoring and practice. Also, reinforce writing skills of students in all grade levels.

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

a. Ensure the instructional program is aligned 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.

AP Curriculum

/Dept heads

Aug/Sept 2006

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. Support for struggling math students will be provided in problem solving and off semester math classes. Students who do poorly on the Algebra Readiness Test will take algebra over a 3-semester sequence to provide additional time to reinforce pre-algebra concepts. Students who receive a D or F in any math class will be offered tutoring and encouraged to participate.

b. Counselors and teachers will access the names of identified students who are reading at “Basic” or below through the district’s “Cruncher” program.

c. Investigate establishing a pool of cross-curricular “readers” to enable teachers across the curriculum to assign more writing opportunities to students.

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

e. Integrate SDC students into the Lowell Community through ensuring appropriate and individualized participation in Lowell course offerings, according to their IEPs.

f. 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.

g. Ensure that all students, especially under-represented populations, are encouraged to sign up for Honors and Advanced Placement classes.

English/Math Dept. Heads.

AP Curriculum / AP Admin

Counselors/Teachers

Admin. Council

English Dept. Head

Special Ed. Dept Head

Special Ed Department Head

AP Pupil Services

Aug/June 2006

Aug/Oct 2006

Ongoing

Spring 2006

Ongoing

Sept 06/May07

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.

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 be assigned a tutor and/or study group. Teachers will refer students to tutoring programs such as CSF, Math Club or to other tutoring programs at Lowell.

d. CSF tutors will be available in S106 to help students with writing/editing papers.

e. 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.

f. Implement strategies for improved student support during resource mods. (WASC WO2.D/F)

g. Support teacher use of technology.

h. Define & identify underperforming students (WASC Goal WO2.A)

AP Curriculum

AP Pupil Services

AP Curriculum

AP Pupil Services

AP Curriculum/ CSF advisors

AP Curriculum

AP Curriculum/ AP Pupil Svcs.

AP Admin

AP Pupil Services

Sept 06/May07

Nov06/Mar 07

Ongoing

Aug06

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.

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

c. Develop an annual and long-range professional development plan (WASC Goal PD1.B)

d. Create embedded PD time (WASC Goal PD1.D)

e. Generate and share ideas to improve curriculum and instruction (WASC Goal PD3).

Prof. Dev. Comm./Dept. Heads

Special Ed Dept. Head/Prof. Dev. Committee

PD Committee/ AP Curriculum

Principal/AP Curriculum

PD Committee solicits ideas from teachers & staff

Aug 06 & Jan 07

Fall 06

Dec06

Annual calendar by June each year.

Annually in June.

December

1.5 Involvement of staff, parents and community

Appropriate staff will share information about programs for students needing help in writing, reading and math at meetings such as Back-to-School Night, 8^th Grade Night, 9^th grade orientation, 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.

b. 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.

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

Librarian

AP Curriculum /

AP Admin

AP Pupil Services

Jan. May. 07

Aug./Sept. 06

Ongoing

Action Plan

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 UC/CSU 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, 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/CSU course requirements. Scores on California Standards Test, by sub groups.

Objective #1

§ Counselors will work with all students to ensure that at least 95% graduate meeting the course requirements for UC/CSU.

Objective #2

§ Teachers and administration will continue to 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. 2006

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 to expand the use of software, especially in the visual arts.

b. The English Department Head will provide to the SSC. LAA & PTSA with a budget to hire readers for the expository writing program. If possible the program will be expanded to include other departments.

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

d. Explore the use of anti-plagiarism software

AP Curriculum

AP Administration

English Dept. Head

GATE Coordinator

AP Admin.

Ongoing

March 2006

Nov. 2006

WSF/PTSA

PTSA/Alumni

GATE funds

WSF

2.3 Extended learning time/increased educational opportunity

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

1. Provide courses meeting UC/CSU 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/CSU requirements are being met.

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

d. 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.

e. 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. The librarian will continue to oversee it.

f. 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.

g. Increase student awareness of post-secondary opportunities (WASC Goal WO6).

1. Encourage job shadowing

2. Invite more guest speakers

3. Reinforce College & Career curriculum

Administration / AP Curriculum

CVE Coordinator

PTSA/LAA

AP Pupil Svcs.

C&C teachers/AP Curriculum

Fall 06, Spring 07

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.

b. Teachers who wish to receive funding for professional development, including AP focused training, will submit a request to department heads. The Professional Development Committee must approve funded training courses before they are taken. The SSC will budget funds for these activities, which will be appropriated by the PD Committee. Once a year the committee will report on the use of these funds to the SSC.

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

d. Provide up to 8 hours of scheduled paraprofessional staff development.

e. Each department will develop its specific professional development priorities (WASC Goal PD1.A

f. Gather useful ideas on PD needed to create buy-in through teacher surveys and workshop evaluations (WASC PD1.C)

Teachers

Department Heads

Administration/Prof. Dev. Committee

Sp Ed Dept/Prof Dev Committee

Administration

Sp Ed Dept

Dept.Heads / staff

AP Curriculum

Ongoing

Sept.-Oct. 06

Fall 06

Ongoing

Fall 06

June 2006

Annually

WSF

WSF/PTSA/

Alumni

Sp Ed/WSF

2.5 Involvement of staff, parents and community

a. Continue to 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 posting teacher syllabi onto the Lowell website.

Administration

AP Curriculum

AP Administration

Tech Dept., PTSA

Ongoing

Fall/Spring

2.6 Monitoring program implementation and results

a. Examine numbers of seniors meeting UC/CSU 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. 06

May/June 06

Jan./Feb. 07

Ongoing

Action Plan

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

Continue to support 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 the ESLRs, and continue to enhance the instructional program to improve student achievement across the curriculum. Documentation has been provided in the WASC binders.

b. Monitor student attainment of ESLRs (WASC Goal WO3.A)

c. 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.

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

AP Curriculum/ AP Admin /

Department Heads

AP Curriculum/ teachers

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. Continue to coordinate curricula in sequenced courses.

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

d. Improve students’ writing & oral skills schoolwide (WASC Goal WO1).

1. Incorporate schoolwide rubrics in all departments.

2. Align writing samples/ oral presentations with schoolwide rubrics.

3. Incorporate oral & written components into each department’s curriculum.

4. Integrate speaking, interviewing & role-playing into the College & Career curriculum.

AP Administration

Department Heads

Dept. Heads /Teachers

Admin. Council/ teachers

Teachers

Dept. heads/ teachers

AP Curriculum

Oct. 06/Feb 07

Ongoing

Begin Fall ‘06

GATE

3.3 Staff development and professional collaboration

a. Implement ESLR based Professional Development Program.

b. Provide support to all new teachers at Lowell (WASC Goal PD4).

1. Organize orientation for new teachers on Lowell’s culture, resources and expectations.

2. Organize & coordinate common planning time with dept. colleagues and mentor teachers

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

d. Provide staff training for “Cruncher” and/or other programs useful in analyzing student data.

e. As part of professional development, GenEd and SpEd teachers share strategies and resources to ensure ALL students (including SDC and SI students) received the best instruction to achieve curriculum standards

f. Provide opportunities to collaborate within and across departments (WASC Goal PD2)

1. Organize and coordinate common planning/ problem solving and interdisciplinary activities.

2. Design focused activities to build school community cohesion.

g. Provide professional development related to teaching oral & written skills (WASC Goal WO1.D).

AP Curriculum

Professional Dev Administration

AP Curriculum/ Principal

Dept. Heads

Department Heads

AP Admin

Department Heads

Admin. Council/ PD Committee

AP Curriculum

Ongoing

8/06, annually thereafter

8/06

Aug/June

Ongoing

At least Aug. and Feb.

Begin 6/06

Begin 1/07

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

AP Admin, Department Heads, Athletic Director

Ongoing

Fall/Winter

3.5 Monitoring program implementation and results

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

b. Review ESLR assessment tools and their measurement of student achievement in all departments in fulfilling the ESLRs.

AP Admin, Dept Heads, AP Pupil Svs/ Counselors

Administration

Department Heads

Ongoing

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, Department Heads,

Teachers

Ongoing

3.7 Increased educational opportunity:

a. To the maximum extent possible, the SSC shall fund additional teaching positions and instructional support programs.

b. Improve student awareness of academic opportunities and recognition of student achievement through students and parent bulletins, registry announcements, and the school website (www.sfusd.edu/schwww/sch697/).

c. Review and continue to develop the intramural program

d. Supplement the Athletic Program by purchasing new equipment to increase student performance levels and safety.

e. Supplement the Arts program by purchasing new equipment to meet student needs.

SSC

AP Curriculum

Department Heads

AP Pupil Svs, Student Activities Coord

Physical Education

Department Head

Athletic Director

VPA Dept Head

Fall/Spring

Ongoing

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.

b. Improve student awareness of extracurricular opportunities and provide recognition of non-academic achievements/contributions to the community.

c. Provide a student-mentoring program.

Webmaster

Administration

Student Activities Coord.

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 resources for promoting the physical and mental well being of students.

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. 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.

b. Implement programs to improve cleanliness and environmental responsibilities on campus, including expanded litter policies, litter monitoring, and an expanded recycling/composting program.

c. Maintain all public areas aesthetically (WASC Goal EN5).

1. Make list of needs.

2. Make request to B&G

d. Implement a program to maintain clean and well-kept bathrooms (WASC Goal EN6).

1. Ongoing student education

2. Better management of custodial resources

3. Bathroom renovation calendar

e. Provide nutritious food that meets the needs of students and staff (WASC Goal EN7).

1. Analyze student issues with current offerings.

2. Work with Food Services to modify menus

f. Early in the school year, provide students with procedures for safe ingress/egress to/from school, securing property, schoolwide dress code, sexual harassment policy, and policies regarding cheating and plagiarism.

g. Improve traffic flow during passing periods.

h. For students on academic probation, counselors work to involve parents, teachers, and other stakeholders to create a plan to improve student’s performance.

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

j. Create adequate space for students to study, work in groups, and store their belongings (WASC Goal EN1)

1. Professional space analysis

2. Solicit expertise from parents

3. Meet w engineer/architect to develop options

4. ID areas of need

5. Solicit bond or other funding

k. Ensure that every teacher has a classroom and office space equipped to agreed standards (WASC Goal EN2).

1. Develop standards

2. Audit existing conditions

3. Develop budget

4. Develop timeline

5. Develop funding plan

l. Improve safety, appropriateness of content, and planning for schoolwide rallies.

m. Assess the scope of cheating and develop strategies to address problem areas. (WASC Goal WO7.A)

n. Purchase plagiarism detection software that can be used across departments. (WASC Goal WO7.E)

AP Pupil Services / SBC / Wellness Center

SBC, Deans /

AP Admin

School nurse

AP Administration

SBC/AP Admin.

AP Admin.

AP Pupil Svc / School Nurse

Wellness Ctr./SBC

AP Pupil Svc / Deans

AP Pupil Svs, counselors / AP Admin / Deans

Deans/

AP Pupil Svs, facilities comm.

AP Admin,

AP Admin.

Principal

Admin. Council

Departments/UBC

AP Admin.

Principal/SBC

AP Pupil Services, Admin. Council

AP Admin.

August-June

6/06

Ongoing.

9/2006

August-June

Begin 3/06

Plan by 12/31/06

6/06

10/06

11/06

12/06

1/07

9/06

Annually in April.

In place by June ‘07

Staffing

Staffing/supplies

Staffing

Security/other staff

Staffing

WSF/Grants

WSF

SFUSD

WSF/fees

SFUSD/WSF

WSF

SFUSD/WSF

4.2 Staff development and professional collaboration

a. Improve staff participation in planning of site-based professional development time. (2006 WASC)

b. Continue to update faculty and staff about issues related to the mental, physical, and emotional health of students.

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

d. Define the basic supply and equipment needs for each curricular office and classroom and ensure that these standards are in place.

e. Departments integrate academic ethics into curriculum. (WASC Goal WO7.E)

f. Individual teachers publicize standards for citizenship grades. (WASC Goal WO7.D)

Admin, P.D. Committee

Administration / PD Committee / Wellness

Wellness

AP Admin

AP Curriculum & Dept, Heads

AP Curriculum, Dept.Chairs, faculty

August-December

As information becomes available

August-June

Assess bi-annually. Begin in 2006

June ’07

4.3 Engagement of staff, parents, community

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

e. Improve communication among administration, students, teachers and parents through the use of technology (WASC EN3).

f. Recognize & celebrate all forms of student achievement (WASC Goal W04).

Alumni, PTSA, Principal

AP Admin, PTSA

Wellness

AP Admin.

SBC/AP Pupil Svcs.

August-June

August-December

12/06

Ongoing

4.4 Auxiliary services for students and parents

a. Support the transition of freshmen to Lowell through an upper-class mentoring program in which 9^th graders meet regularly with their mentors throughout the first semester at Lowell.

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

c. Ensure that every student has basic computer skills and access to internet-wired computers at school (WASC Goal EN4).

1. Survey incoming freshmen at library orientation

2. Provide instruction through library program

d. Support and promote student mental health (WASC Goal WO5).

1. Disseminate information about stress reduction through the registries.

2. Publicize Mental Health Hotline

3. Develop & implement a stress reduction program for students & staff.

e. Raise student awareness of good citizen practices through Lowell’s communication systems. (WASC Goal WO7.B)

Wellness Center, SBC

ELL Coordinator

AP Admin. /Librarians

Wellness Ctr., Peer Resources, Nurse

Wellness, Peer Resources

Wellness Coordinator, Staff

Principal, AP Pupil Svcs.

August-June

Write survey 6/06

Begin Fall ‘06

Assess annually

Staffing

WSF, Grants

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.

d. Continue administering student and parent surveys and report results online and to SSC for analysis

AP Admin

AP Pupil Svs

Deans, AP Pupil Svs

SSC, SBC, PTSA

October

October, February

Ongoing

August-June

Materials and postage

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

5.1 Active parent involvement in decision-making process.

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

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

c. Encourage parent participation in the WASC process.

d. Conduct an election for parent representatives to the English Learner Advisory Council (ELAC). Support and train these representatives as needed.

e. The PTSA President will appoint a parent to attend quarterly GATE Advisory Council (GAC) meetings and be an active participant in the planning, facilitation, and monitoring of the GATE program at Lowell.

SSC

SSC & PTSA.

Administration, PTSA, WASC Coordinator

ELAC Chairperson

PTSA President

Ongoing

Fall

September

5.2 Ongoing communication with parents.

a. Continue to make Class Syllabi and Expectations available to parents at Fall Open House and in the school library. Syllabi will include teachers’ preferred method of communicating with parents.

b. Distribute the student handbook to freshmen and make it available to all on the Lowell web site.

c. Provide parents with various ways of communicating with teachers: e-mail, voicemail, and written messages.

d. The UBC will survey the faculty to determine each teacher’s preferred mode of communication. The UBC will share this information with the main office switchboard.

e. The Lowell GATE Coordinator and the SFUSD GATE Coordinator will inform the Parent GATE Representative of upcoming activities. The Parent GATE Representative will relay this information to parents at PTSA meetings and, when appropriate, through announcements in the Weekly Bulletin and the PTSA Newsletter.

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

Teachers, AP Curriculum.

Webmaster, AP Curriculum.

Administration

UBC

GATE Coordinator.

Administration

Fall/Spring

Ongoing

Spring 06

Ongoing

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

a. GATE parents will meet every fall and spring at PTSA Meetings.

b. Once each year, Lowell’s GATE Coordinator or GAC Parent will attend SSC and PTSA Meetings to describe the GATE Program and the GATE identification process.

c. The GATE Coordinator and the GAC Parent will meet with the principal on an as-needed basis to monitor the implementation of the GATE Program.

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

GAC Parent, PTSA

GATE Coordinator

GATE Coordinator, GAC Parent, Principal

Administration

Ongoing

As needed

5.4 Providing education opportunities for parents.

a. Lowell will 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. In conjunction with the Counseling Department, they 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. Lowell will 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. Lowell will 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 and Counseling Department.

PTSA, Counselors, PACT rep.

AP Pupil Services & PTSA.

AP Pupil Services, counselors, VICCI Volunteers.

Administration, Department Heads.

Parent GATE Rep. & Lowell GATE Coordinator.

Ongoing

5.5 Involvement of community partners.

a. Continue to seek connections with community 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.

Ongoing

5.6 Monitoring 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

Ongoing

Term	Meaning
ALEKS	Software program leased by Lowell to provide support in math to students who need assistance
AP	Advanced Placement (or Assistant Principal)
“BC” Code	Classes that alternate in length from 40 minutes to 65 minutes.
CAHSEE	California High School Exit Exam
CSF	The California Scholastic Federation is an organization that recognizes academic excellence. Membership is based on grades earned each semester. Students can achieve a life membership certificate and financial aid information for college. Membership is only for grade levels 10-12 and students who receive 3 A's and 1 B in academic classes.
CSU	California State University
DHS	Digital High School – a state-funded program whereby technology is introduced into the school and used for teaching in accordance with guidelines
EDY	Educationally Disadvantaged Youth – students who score at or below the 40^th percentile
ELL	English Language Learner
ESLR	Expected Schoolwide Learning Results – capabilities students are expected to develop by WASC (see below)
ETS	Educational Testing Services – organization that oversees the AP program in the U.S.
GATE	Gifted and Talented Education- a program whereby gifted and talented students are given differentiated opportunities and assignments.
IEP	“Individualized Education Plan” – a requirement for each Special Education Student
LAA	Lowell Alumni Association
LSA	Lowell Student Association (Student Government including Class Officers)
PTSA	Parent-Teacher-Student Association
Plato Program	Software program leased by Lowell to provide support in English Language Arts to students who need assistance
SAP	Student Assistance Program – meets with students and parents to implement academic support
SBC	Student Body Council – the Lowell student governing body
SDC	Special Day Class – a program for some Special Education students
SFUSD	San Francisco Unified School District
SSC	School Site Council –the policy-making body at Lowell
SST	Student Success Team – identifies students needing academic support
Special Education	A program whereby students with special needs are given an IEP (see above) and additional resources
STAR school	Underperforming schools in San Francisco which have been placed in a special intervention program by the state and SFUSD with the goal of improving their performance
UC a-g requirements	Courses required by the University of California for entry to UC
WASC	Western Association of Schools and Colleges – accreditation body for high schools and colleges
WSF	Weighted Student Formula – the method by which SFUSD allocates resources on a per student basis to schools

Name of Member	Member’s Signature	Principal	Classroom Teacher	Other School Staff	Parent or Community Member	Secondary Student	Date Elected
Paul Cheng		X
Terry Abad					X
Svein Arber			X
Tom Chambers			X
Connie Chung						X
Kimberly J. Cobb					X
Nancy Cutler					X
Leonel Dickey					X
Linda Guitron			X
Charles Kwan						X
Michael K. Y. Lam					X
Emily Mock						X
Pam Olbrycht					X
Dorothy Ong			X
Carlos Ramirez, Jr.					X
Alicia Rozum			X
Richard Shapiro			X

Academic Plan

Acronyms and Terms Used in this Plan

Objective 2: Provide resources for promoting the physical and mental well being of students.

AP Pupil Svc / Deans

SCHOOL SITE COUNCIL MEMBERSHIP