2016-2017 John Muir SPSA

PASADENA UNIFIED SCHOOL DISTRICT
SCHOOL ACCOUNTABILITY PLAN

2016-2017
-The Single Plan for Student Achievement
John Muir High School is committed to creating an environment characterized by a safe and
supportive community and a challenging academic program that engages all students in
preparing for college, career and life after graduation. We are committed to ensuring that
opportunities are available to all students, regardless of background and degree of prior
academic achievement.
19-64881-1936103
CDS Code
Date of this revision: 6/10/2016
The Single Plan for Student Achievement (SAP/SPSA) is a plan of actions to raise the academic performance of all
students to the level of performance goals established under the California Academic Performance Index. California
Education Code sections 41507, 41572, and 64001 and the federal No Child Left Behind Act (NCLB) require each school
to consolidate all school plans for programs funded through the School and Library Improvement Block Grant, the Pupil
Retention Block Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student
Achievement.
For additional information on school programs and how you may become involved locally, please contact the following
person:
Contact Person:
Timothy Sippel
Position:
Principal
Phone Number:
(626) 396-5600
Address:
1905 Lincoln Avenue, Pasadena, CA 91103

Pasadena, CA 91103
sippel.timothy@pusd.us
E-mail Address:
The District Governing Board approved this revision of the School Plan on .
The Single Plan for Student Achievement
1 of 28
6/29/16
Table of Contents
Mission Statements and School Descriptions ............................................................................................................................................3
School Data for 2015-2016 School Year (Prior Year)..................................................................................................................................4
School Improvement Progress Narrative ...................................................................................................................................................5
Planned Improvements for Student Performance - Summary of School Targets for School Year 2016-2017...........................................8
Planned Improvements in Student Performance Target/Goal Page.....................................................................................................10
Summary of Expenditures in this Plan .....................................................................................................................................................22
Total Allocations and Expenditures by Funding Source ......................................................................................................................22
Total Expenditures by Object Type .....................................................................................................................................................23
Restricted Funding Personnel ..................................................................................................................................................................24
School Site Council Membership .............................................................................................................................................................25
Recommendations and Assurances .........................................................................................................................................................26
Site Level Parent Involvement Policy ..................................................................................................................................................27
Site Level School/Parent Compact ......................................................................................................................................................28
2 of 28
6/29/16
Mission Statements and School Descriptions

2016-2017
School Vision and Mission
John Muir High School is committed to creating an environment characterized by a safe and supportive community and a challenging
academic program that engages all students in preparing for college, career and life after graduation. We are committed to ensuring
that opportunities are available to all students, regardless of background and degree of prior academic achievement.
School Profile Description
Please include:
geographical, social, cultural, educational and economic community base
grade levels/school configuration
student enrollment figures/trends
poverty level (e.g., percentage of students that are on free/reduced price lunch)
feeder program and schools
language, racial and ethnic make-up of the student body
school staffing
school facilities, including technology, library and media resources
how the school community works together to establish and promote the culture of the school
description of how the school provides individual student academic assessment results in language the parents understand,
including an interpretation of those results
other important characteristics of the school and
FOR SCHOOLS IN PROGRAM IMPROVEMENT (PI) identify areas and/or subgroups not meeting AYP targets and identify
the schools year of PI status.
John Muir High School is at the forefront of two important high school reform initiatives that aim to prepare all students for college
and career success in the 21st Century: Linked Learning and Puente. Linked Learning is a school reform model that blends access to
college preparatory coursework, rigorous technical education, work-based learning, and supportive academy structure. Muir has
been implementing Linked Learning as a schoolwide model since 2008-2009. All students are enrolled in one of three academies or
pathways: Arts, Entertainment & Media (AEM); Business and Entrepreneurship (BE); and Engineering and Environmental Science
(EES). Students in all three academies/pathways take the courses required for UC/CSU admission, have full access to Advanced
Placement courses, and can also take advantage of other schoolwide programs. Each academy also offers students preparation for
21st Century careers through rigorous technical coursework such as Film & Video Production, Business Management &
Entrepreneurship, and Engineering Design & Development. Students engage in a continuum of work-based learning opportunities
that begins in their freshman year and culminates with internships and other practicum experiences. Teachers work as teams within
each academy to develop a strong network of supportive relationships for their students and work across content areas to ensure
students attain 21st Century learning outcomes.
Puente is a model designed by the University of California to challenge students who are underrepresented in higher education to
engage in rigorous college preparatory coursework and leadership development. Students take an honors-level English course in
grades 9 and 10, looping with a Puente-trained teacher, and are encouraged and supported in taking Advanced Placement courses
beginning in grade 11. Students benefit from the support of the same counselor for all four years and also engage in annual
leadership development opportunities sponsored by the UC. Muir High School has dramatically expanded its Puente program over
the last four years in order to offer students the rigor of this program within all three of its Linked Learning pathways. Puente
enrollment in grades 9-12 has increased from about 110 students in 2009 to approximately 360 students today.
The development of Linked Learning and the expansion of Puente are beginning have a positive effect on the percentage of students
taking courses required for UC/CSU admission and Advanced Placement courses. The school is now focused on increasing the
number of students who pass all UC/CSU pre-requisites with a C or better and also the number of students who pass AP exams to
earn college credit.
3 of 28
6/29/16
School Data for 2015-2016 School Year (Prior Year)

Student Enrollment by Group
Student Demographics
--------
Culture/Climate
232
26%
Attendance %
1%
Truancy %
633
71%
White
1%
# of
Multiple/No Response
0%
# of individual students
Other
1%
African American
Asian
Hispanic/Latino
14-15
15-16
42
65
Suspensions
229
145
Referral for Expulsions
English Learner
12%
# mandated
Socio-Econ. Disadvantaged
73%
# permissive
Special Education
20%
Foster Youth
4%
Total Enrollment:
892
--------------Reclassification
Target
% of students who
reclassified
-------15% increase
20
% of students that moved

up by 1+ levels
4 of 28
6/29/16
School Improvement Progress Narrative

Target/Goal/ Focus
Area
Prior Year Goal

Use either annual goal/target (if available) or monitoring
indicators
Met? Yes (Y) No (N)

Progress (P)
In 2014-15, the passage rate for CAHSEE Mathematics will No

increase from 79% to 85%.
The 10th grade CAHSEE passage rate in Mathematics dropped

from 79% in 2014 to 75% in 2015.
This result was a
disappointment as we had ensured that all 10th grade students
had access to daily blocks of mathematics instruction, including
access to a differentiated computer-adaptive support system
called ALEKS. However, it should be noted that during the past
year, in addition to using ALEKS for the first time, our math
department also began the first full year of implementation of the
new math curriculum aligned to Common Core, and the
department itself added three new teachers. There will be much
more stability in terms of personnel and curriculum as we head
into the 2015-2016 school year.
30% of all 11th graders will score Ready or Conditionally Yes

Ready for College-level English on the 2014 SBAC/EAP English
assessment. In 2014, 21% of juniors met this objective on the
former CST/EAP assessment.
In 2015, 42% of 11th graders scored Ready or Conditionally Ready

on the Smarter Balanced Assessment for English Language Arts, a
20-point increase over the EAP results in 2014.
65% of English Learners in 10th grade will pass the CAHSEE Progress
Mathematics test (up from 52% in 2014).
50% of EL 10th graders passed the CAHSEE Mathematics test in

2015 (down from 52% in 2014). Note: In 2015 there were only 30
English Learners in 10th grade.
Math
English Language
Arts
Closing the Gap
Analysis
Explain why met or did not meet
Analyze and address both implementation and outcomes.
45% of 10th grade Students with Disabilities will pass the

CAHSEE Math test (up from 29% in 2014).
36% of 10th grade SWD passed the CAHSEE Mathematics test in

2015 (up from 29% in 2014). Students benefitted from double
blocks of Mathematics courses the same as sophomores in general
education.
Engage a minimum of 150 parents through membership Progress

Parent/Community
and/or active participation in one of several parent groups on
Engagement
campus, including School Site Council, PTSA, and the English
5 of 28
An increase in the number of parents involved in school

committees is being achieved based on efforts of administration,
staff and parent leadership in 2013-14. Administration, staff and
6/29/16
School Safety,
Climate and Culture
Learner Advisory Committee.
PTSA parents organized multiple outreach efforts, including home

visits to 8th grade parents, weekly school tours for prospective
parents, and orientation nights.
This year, monthly
parent/community nights have drawn many of these new parents
into active participation within various parent committees. ELAC
has a new group of parents that have engaged in that committee;
PTSA also has a new wave of parents who are actively supporting
the school. AAPC and Athletic Boosters are still in the process of
rebuilding.
Establish a decrease in classroom referrals through Yes

implementation of Capturing Kids Hearts and Behavior RTI
protocols.
The number of out-of-class discipline referrals has declined

significantly since last year. In 2014-15, the overall discipline
referral rate was 45%. In 2015-16 the overall referral rate stands
at 34%.
In 2015-16, all 11th graders and 12th graders will complete a Yes
research/inquiry paper and orally defend it.
99% of 12th grade students successfully completed a senior

research project and orally defended their conclusions. 11th grade
students have also engaged in completing a Human Rights
research project.
Increase percentage of 10th graders passing the CAHSEE Yes

English test to 75% (from 65% in 2014).
77% of 10th grade students passed the CAHSEE ELA in 2015. The
English department implemented a CAHSEE writing assessment at
the beginning of the year and used collaborative analysis of the
writing to target instruction for their students. Students had
repeated practice with CAHSEE released questions and writing
prompts over the course of the year. Teachers from other
academic departments also integrated literacy instruction--both
the reading and writing of expository text-- into their content
lessons.
School Selected
Graduation
Career/College
Ready
Formerly CAHSEE
Other Successes/Challenges/Areas for Improvement not noted above as part of a specific targeted area for improvement
Success/Challenge/Area for Improvement
Related Goal Area (if

applicable)
Analysis - What made success possible? For challenges or areas of improvement, address
the underlying needs and potential barriers.
6 of 28
6/29/16
7 of 28
6/29/16
Planned Improvements for Student Performance - Summary of School Targets for School Year 2016-2017
Area of Focus
School Targets
Math
In 2016-2017, 25% of all 11th graders will score Ready or Conditionally Ready for College-level Mathematics passage rate on the Smarter
Balanced Mathematics (an increase from 16% in 2016). Percentage of freshmen and sophomores earning final grades of C or higher in Math
will increase from 57% to 75%.
English Language Arts
50% of all 11th graders will score Ready or Conditionally Ready for College-level English on the 2017 SBAC/EAP English assessment. In 2016,
43% of juniors met this objective on the former CST/EAP assessment.
Closing the Gap- must include

one indicator for EL
15% of English Learner juniors will score Ready or Conditionally Ready for College-level English on the 2017 SBAC/EAP English assessment (up
from 4% in 2016).
35% of African American juniors will score Ready or Conditionally Ready for College-level English on the 2017 SBAC/EAP English assessment
(up from 23% in 2016).
Parent and Community

Engagement
Engage a minimum of 250 parents through membership and/or active participation in one of several parent groups on campus, including
School Site Council, PTSA, and the English Learner Advisory Committee. Approximately 120 parents were engaged during 2015-2016.
School Safety, Climate and

Culture
Further reduce student referral rate from 34% (2015-2016) to 25% in 2016-2017.
School Selected*
By May 2017, 100% of Muir students will demonstrate mastery in argument writing (as described in grade level goals on Muirs
Argumentative Writing Grade-Level Progression Chart).
Graduation/Career and College Increase UC/CSU course completion rate from 43% (2015) to 50% in 2017.
Ready (High Schools Only)
must include an indicator for
CAHSEE
* Select one of the following: Science, Social Studies/History, VAPA, Technology, Special Education.
8 of 28
6/29/16
CDE MEASURES(not exhaustive list)

These are the measures identified within the LCAP as per CDE
PRIORITIES
Conditions for Learning
Basics (B)
Rate of teacher misassignment

Student access to standards-aligned instructional materials
Facilities in good repair
Implementation of CCSS (CCSS)
Implementation of CCSS for all students, including ELs and students
Course Access (CA)
Student access and enrollment in a broad course of study that includes all of the subject areas
Student Achievement (SA)
Performance on standardized tests

Score on API
Share of students that are college and career ready
Share of ELs that become English proficient
EL reclassification rate
Share f students that pass AP exams with 3 or higher
Share of students determined prepared for college as measure by the EAP
Other Student Outcomes (OSO)
Other indicators of student performance in required areas of study. May include performance
on other exams
Parent Involvement (PI)
Efforts to seek parent input

Promotion of parental participation
Student Engagement (SE)
School attendance rates

Chronic absenteeism rates,
Middle and high school drop out rates
Graduation rates
School Climate (SC)
Student suspension rates

Student expulsion rates
Other local measures
Student Outcomes
Engagement
9 of 28
6/29/16
Planned Improvements in Student Performance Target/Goal Page

Target : (insert annual target/goal)
Each school should write a goal that will be measured against internal measures; benchmarks, trimesters, performance tasks, end of course exams???
In 2016-2017, 25% of all 11th graders will score Ready or Conditionally Ready for College-level Mathematics passage rate on the Smarter Balanced Mathematics (an increase from 16% in 2016).
Percentage of freshmen and sophomores earning final grades of C or higher in Math will increase from 57% to 75%.
Area of Focus:
School Safety, Climate and Culture (safe, respectful, responsible) (LCAP: SC, SE)
X Math (LCAP: SA, CA, OSO, CCSS)
Graduation/College and Career Ready (LCAP: SA)
English Language Arts (LCAP: SA, CA, OSO, CCSS)
(High Schools only must include an indicator for CAHSEE)
Closing the Gap (must include EL reclassification goal of no less than 15% increase School Selected (circle one): Science, Social Studies/History, VAPA, Technology,
(LCAP: SA, CA, OSO, CCSS)
Special Education,
Parent and Community Engagement (LCAP:PI)
What are the needs that
can be identified from
outcomes?
What do we need to work
on to improve results in this
area?
What strategies or actions

should be implemented to
address this need?
Overall
proficiency
of Implementation
of
students in Mathematics.
common
formative
assessments and lessons in
Integrated
Math
1,
Integrated Math 2, and
Integrated Math 3.
How and when will we

monitor the progress of our
strategy?
What resources or
training will be needed to
-who will be measured
implement our strategy?
when using what tool?
-what is the target (base &
goal)
Summer
2016
Mathematics
common
planning sessions that will
include development of
common
formative
assessments
and
key
instructional units.
What funding source and amount will be

used in our implementation?
1000-1999: Certificated
Personnel Salaries
LCFF-LCAP
4,480
5800:
Professional/Consulting
Services And Operating
Expenditures
LCFF-LCAP
5,000
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
During
summer
2015 department
planning,
facilitated
by
specialized
consultant.
Weekly
department
planning
embedded within
regular school day
.
Strengthening of students' Implementation

of Following each marking
prerequisite knowledge and TenMarks.com computer- period;
students
with
skills for high school math. adaptive support program similar difficulties will be
to provide differentiated grouped
during
Implementation
check-ins
moderated
by
Math Dept. Chair
10 of 28
6/29/16

outcomes?
area?

address this need?

strategy?
What resources or
goal)
intervention
and differentiated portions of
enrichment for all students. each instructional block for
targeted support.

When will we
implement our
strategy?
and
CCLT
weekly basis.
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
on
Mid-year
professional
development for
teachers in January
2016 (consultant +
sub coverage).
Spring 2015 Baseline: 58%

of 9th and 10th grade
students
earned
final
grades of C or higher in
Math.
June 2016 Goal:
75% of 10th grade students
will earn final grades of C or
higher.
11 of 28
6/29/16

50% of all 11th graders will score Ready or Conditionally Ready for College-level English on the 2017 SBAC/EAP English assessment. In 2016, 43% of juniors met this objective on the former CST/EAP
assessment.
Area of Focus:
Math (LCAP: SA, CA, OSO, CCSS)
X English Language Arts (LCAP: SA, CA, OSO, CCSS)
Special Education,
outcomes?
area?

address this need?
Improvement of student Coordinate

strategic
writing
across
the collaboration of content
curriculum.
reading and writing among
departments and within
Improvement of students academy cohorts.
analysis
and
comprehension of text, Provide explicit instruction
particularly informational in the skills and strategies
text.
proficient speakers, readers
and writers use.*

strategy?
What resources or
goal)
Baseline: In spring 2016,
15% of 12th grade students
scored "proficient" on
Senior Research Paper
rubric.
Personnel Salaries
LCFF-LCAP
180,144
4000-4999: Books And

Supplies
LCFF-LCAP
3,500
LCFF-LCAP
10,000
Goal: 100% of students at Personnel Salaries
all grade levels will produce
final draft writing earning a
proficient score on critical
writing rubric.
* Department & academy

leads to select strategies
for literacy instruction from
professional literature read
in
common
during
Instructional
Leadership
Team meeting over course

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Weekly
department
planning
embedded within
regular school day.
Professional "book
club"
titles
purchased
for
collaborative study
by
Instructional
Leadership Team.
A
Monday
professional
development
sessions
(biweekly)
12 of 28
6/29/16

outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
of year.
Substitute
and
period
coverage
for model lessons,
peer coaching, and
Instructional
Rounds.
Provide time for students

to apply their learning as
speakers, readers and
writers
with
teacher
support.
2.4 additional FTE to ensure
regular collaboration time
for all teachers, both within
subject departments and
academy teams.
Aug 2016
June 2017
13 of 28
6/29/16

15% of English Learner juniors will score Ready or Conditionally Ready for College-level English on the 2017 SBAC/EAP English assessment (up from 4% in 2016).
35% of African American juniors will score Ready or Conditionally Ready for College-level English on the 2017 SBAC/EAP English assessment (up from 23% in 2016).
Area of Focus:
X Closing the Gap (must include EL reclassification goal of no less than 15% increase School Selected (circle one): Science, Social Studies/History, VAPA, Technology,
Special Education,
outcomes?
area?

address this need?

strategy?
What resources or
goal)
In 2015-2016, 50% of Placement of Instructional

English Learners and 50% of Aides in classrooms with
SWD achieved a C or higher concentrations of ELs.
in English Language Arts.
Co-teaching sections for
English 1 and 2, Integrated
Math 1 and 2, Biology, and
World History utilizing
Special Education Teachers
and Instructional Aides.
Quarterly analysis of ELA 2000-2999: Classified

and Math grades for ELs Personnel Salaries
and SWD.
Personnel Salaries
1x
per
quarter,
EL
Instructional Coach and
Special
Education
department
chairperson
will review performance
data on TenMarks Math
practice tests for EL SWD
Individual coaching for grade students.
students
needing
to
improve academic grades.
14 of 28

LCFF-LCAP
87,458
LCFF-LCAP
10,000
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Year-long
implementation
Supplemental
hours for teachers
to plan together
during
summer
months and after
school
hours
during the school
year.
6/29/16

Engage a minimum of 250 parents through membership and/or active participation in one of several parent groups on campus, including School Site Council, PTSA, and the English Learner Advisory
Committee. Approximately 120 parents were engaged during 2015-2016.
Area of Focus:
Special Education,
X Parent and Community Engagement (LCAP:PI)
outcomes?
area?
Volunteer hours have been
increasing; the number of
parents actively involved in
school governance and
volunteer
efforts
has
remained relatively small.

address this need?
Monthly parent/community
nights featuring light dinner
and featured presentation,
followed
by
breakout
sessions for various parent
groups.

strategy?
What resources or
goal)

Paid membership tally for 2000-2999: Classified

PTSA.
Personnel Salaries
LCFF-LCAP
35,790
4000-4999: Books And

Attendance at monthly
Supplies
meetings for each parent
group.
Title I Part A: Parent

Involvement
3,942
Participation of parents in
community
outreach
events and activities (e.g.,
home outreach visits).
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Recruitment and
engagement
of
parents to begin in
July 2016.
Monthly
meetings.
parent
Outreach events
Home visits
HS fairs
Orientation
workshops
School Tours
Focus groups
at MS parent
mtgs
Goal: 250 total parents

engaged.
Registration
for
CABE and other
parent workshops.
15 of 28
6/29/16

outcomes?
area?

address this need?

strategy?
What resources or
goal)
16 of 28

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
6/29/16

Further reduce student referral rate from 34% (2015-2016) to 25% in 2016-2017.
Area of Focus:
X School Safety, Climate and Culture (safe, respectful, responsible) (LCAP: SC, SE)
Special Education,
outcomes?
area?

address this need?
Classroom referral rate has Assignment of teacher as

been reduced from 45% to RTI Coach to support
34% during 2015-2016.
implementation
of
Capturing Kids' Hearts,
Restorative Justice, Positive
Behavior Intervention and
Supports, and Review 360
interventions.

strategy?
What resources or
goal)
Annual
and
monthly 1000-1999: Certificated
discipline and suspension Personnel Salaries
reports.

Title I
73,181
Baseline: In 2015-2016, 78
(9.1%)
students
were
suspended from school for
1 or more days, down from
142 students (13.5%) in
2014-2015.
Candidates for Tier

I and Tier II
intervention will
be identified on
ongoing
basis
through
the
collaboration
of
academy teams.
Students will be
connected
with
support services
such as mentoring
and mental health
support
on
ongoing basis.
Goal:
For
2016-2017,
number
of
students
suspended will decrease to
7%.
Continued
contracting Continued
services of non-aggressive controlled
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
reduction of 5800:
substance Professional/Consulting
17 of 28
LCFF-LCAP
3,000
Canine
searches
will be conducted
6/29/16

outcomes?
area?

address this need?

strategy?
What resources or
goal)
dogs to perform searches offenses.

for contraband on campus
and deter students from
bringing
controlled
substances
and
other
dangerous items into the
learning environment.
Services And Operating

Expenditures
18 of 28

When will we
implement our
strategy?
unannounced,
approximately
per month.
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
2x
6/29/16

Increase UC/CSU course completion rate from 43% (2015) to 50% in 2017.
Area of Focus:
X Graduation/College and Career Ready (LCAP: SA)
Special Education,
outcomes?
area?

address this need?

strategy?
What resources or
goal)
19 of 28

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
6/29/16

By May 2017, 100% of Muir students will demonstrate mastery in argument writing (as described in grade level goals on Muirs Argumentative Writing Grade-Level Progression Chart).
Area of Focus:
Special Education, X Critical Thinking/Argumentative Writing
outcomes?
area?
11th and 12th grade
students
completed
research/inquiry papers as
part of US history & Amer.
Govt/Economics
coursework in 2015 and
2016. In 2016, 15% of
students
scored
"proficient"
on
argumentative
writing
rubric for their first
submission.
Improvement of student
writing
across
the
curriculum.
Improvement of students
analysis
and
comprehension of text,

address this need?

strategy?
What resources or
goal)
Department-developed
Baseline: In May 2016
common lessons utilizing approximately 15% of 12th
literacy strategies.
graders scored proficient or
above on a Senior Research
Writing Lab professional Papers.
development format to
support academy writing By May 2017, 100% of Muir
communities.
students will demonstrate
mastery
in
argument
("mastery"
as
Instructional Rounds to writing
monitor implementation of outlined by grade level
on
the
JMHS
common
instructional goals
Writing
strategies within each Argument
Progression Chart and
department.
defined by a score of 3+ on
Use of Stanford Reading as a 4-point SCALE rubric).
Historians
units
and
strategies within all HistorySocial Science courses.

Personnel Salaries
LCFF-LCAP
Personnel Salaries
LCFF-LCAP
2,976
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Summer planning
sessions to debrief
results and adjust
plans for 20162017
(supplemental
hours
for
teachers).
Substitute
coverage
for
teachers engaged
in
Instructional
Rounds.
A
Monday
professional
development,
Department
Collaboration
20 of 28
6/29/16

outcomes?
area?
particularly
text.

address this need?

strategy?
What resources or
goal)
informational Continued embedding of

senior
research/inquiry
paper and defense within
all Government/Economics
classes.

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
sessions,
and
Academy
Collaboration
sessions.
Year-long
implementation.
21 of 28
6/29/16
Summary of Expenditures in this Plan

Total Allocations and Expenditures by Funding Source
Total Allocations by Funding Source
Allocation
Balance (Allocations-Expenditures)
LCFF-LCAP
219,295
-123,053.00
Title I
185,088
111,907.00
3,942
0.00
Funding Source
Title I Part A: Parent Involvement
Total Expenditures by Funding Source

Funding Source
Total Expenditures
LCFF-LCAP
342,348.00
Title I
73,181.00
Title I Part A: Parent Involvement
3,942.00
22 of 28
6/29/16
Summary of Expenditures in this Plan

Total Expenditures by Object Type
Object Type
Total Expenditures
1000-1999: Certificated Personnel Salaries
280,781.00
2000-2999: Classified Personnel Salaries
123,248.00
4000-4999: Books And Supplies
7,442.00
5800: Professional/Consulting Services And Operating

Expenditures
8,000.00
23 of 28
6/29/16
Restricted Funding Personnel

2016-2017
Personnel
Funding
General Duty and SPSA support
Victoria Alvarado
LCFF-LCAP
Support for English Learners
Patricia Cook
LCFF-LCAP
Support for English Learners
Olga Manzanero
LCFF-LCAP
Support for Parental Involvement
Donna Tucker (20%)
LCFF-LCAP
Support for teacher collaboration & school culture.
Johanna Moore (20%)
LCFF-LCAP
Michael Watter
Title I
Daniel Harris
Title I
John Smallenburg
Title I
24 of 28
6/29/16
School Site Council Membership
Helen Moses
President
Timothy Sippel
Nia Bailey
Secondary
Students
Parent or
Community
Member
Year of
Term (1st,
2nd, etc.)
Other
School Staff
Officer Position
(President, Secretary,
etc.)
Classroom
Teacher
Name of Members
Principal
Education Code Section 64001(g) requires that the SAP/SPSA be reviewed and updated at least annually, including proposed
expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the
school site council is as follows:
X
X
Secretary
Blanca Cortez
Carina Jacob
Myheisha Myles
Joe Auch
Phillip Hoge
Milica Protic
Manuel Rustin
Joe Zambrano
Ninfa Mahabir
TBD
TBD
TBD
TBD
Numbers of members of each category:
For elementary schools there should be parity between the number of staff on the site council and the number of
parents/community members. For secondary schools, staff should make up one half of the council, students should make up one
fourth and parents/community should make up one fourth.
The minimum number of SSC members for elementary is 10 and for secondary is 12.
For any SSC, teachers should make up the majority of staff members on the SSC.
25 of 28
6/29/16
Recommendations and Assurances

The school site council recommends this school plan and proposed expenditures to the district governing board for approval and
assures the board of the following:
1.
The school site council is correctly constituted and was formed in accordance with district governing board policy and state law.
2.
The school site council reviewed its responsibilities under state law and district governing board policies, including those board
policies relating to material changes in the school plan requiring board approval.
3.
The school site council sought and considered all recommendations from the following groups or committees before adopting
this plan (Check those that apply):
X
English Learner Advisory Committee

Signature
African American Parent Council
Signature
Community Advisory Committee for Special Education Programs
Signature
Gifted and Talented Education Program Advisory Committee
Signature
Other committees established by the school or district (list):
Signature
4.
The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student
Achievement and believes all such content requirements have been met, including those found in district governing board
policies and in the LEA Plan.
5.
This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound,
comprehensive, coordinated plan to reach stated school goals to improve student academic performance.
6.
This school plan was adopted by the school site council at a public meeting on: 06/09/2016
The English Learner Advisory Committee had the opportunity to provide input and advice on the development of this school plan
specifically as it relates to EL students:
Signature of ELAC chairperson
Signature of ELAC committee member
Meeting Date
Attested:
Timothy Sippel
Typed Name of School Principal
Signature of School Principal
Date
Signature of SSC Chairperson
Date
Helen Moses
Typed Name of SSC Chairperson
26 of 28
6/29/16
Site Level Parent Involvement Policy
All schools will address actions to promote parent involvement/engagement. School sites must work with parents through committee to develop and review site level policy
based on the criterion provided.
This must be reviewed annually and updated to reflect current practice
27 of 28
6/29/16
Site Level School/Parent Compact
28 of 28
6/29/16
LA PREPARATORIA JOHN MUIR

PACTO ENTRE LA ESCUELA Y PADRES
La Escuela Preparatoria John Muir y los padres de los estudiantes que participan en las actividades,
servicios y programas financiados por Ttulo I, Parte A de la Ley de Educacin Primaria y Secundaria
(ESEA) (estudiantes participantes), estn de acuerdo en que este pacto se describe cmo los padres, todo el
personal de la escuela y los estudiantes compartirn la responsabilidad de mejorar el logro acadmico de
los estudiantes y los medios por los cuales la escuela y los padres construirn y desarrollarn una
asociacin que ayudar a los estudiantes a superar las altas metas acadmicas del Estado.
Este pacto entre la escuela y los padres est en efecto durante el ao escolar 2016-2017.
Responsabilidades de la Escuela La Escuela Preparatoria John Muir har lo siguiente:
1. Proveer un currculo de alta calidad e instruccin en un ambiente de aprendizaje propicio y eficaz que es
seguro y sano y permita a los estudiantes participantes cumplir con los estndares de logros acadmicos de
los estudiantes del Estado de la siguiente manera: La Escuela Preparatoria John Muir ofrecer un programa
riguroso, basado en preparar a los estudiantes al currculo de la universidad y de instruccin para asegurar
que los estudiantes cumplan con las normas bsicas comunes, as como los estndares de contenido
previstos. Todos los estudiantes de John Muir tendrn oportunidades de intervencin y enriquecimiento con
el fin de tener xito en la universidad y en la profesin adquirida y cumplir con los niveles de
reclasificacin para los EL, cumplir con los requisitos de culminacin, y sobresalir en un ambiente
acadmico.
2. Realizar conferencias de padres y maestros en la que se discutir este pacto y como se refiere al logro del
estudiante individual para cumplir con los requisitos A-G. En concreto, se llevarn a cabo las conferencias:
Noche de Regreso a la Escuela:
29 de septiembre del 2016
Casa Abierta:
29 de marzo del 2017
Conferencias para Padres:
Cuando se pide.
3. Proporcionar a los padres informes frecuentes sobre el progreso de sus hijos(as). Especficamente, la
escuela proporcionar informes de la siguiente manera:
Cada semestre proporcionar reporte de calificaciones de cinco semanas con los grados finales de
las calificaciones de 20 semanas.
Todos los das utilice la agenda escolar como medio de tareas de vigilancia y trabajos de clase.
Los maestros, consejeros y miembros del personal de asistencia, harn llamadas y / o mensajes
de correo electrnico a casa por el comportamiento y el progreso acadmico.
Comunicacin y cartas con respecto a eventos escolares, reuniones y conferencias.
4. Proporcionar a los padres acceso razonable al personal. Especficamente, el personal estar disponible
para consultas con los padres de la siguiente manera:
Los padres podrn hacer citas con los maestros, consejeros y administradores a travs de los
representantes de los padres y de la Oficina Principal.
Pizza con el Director con la PTSA se llevar a cabo una vez al mes.
Talleres de padres se llevar a cabo una vez por semana.
Proporcionar traduccin cuando sea posible
5. Proporcionar a los padres oportunidades para ser voluntarios y participar en las clases de sus hijos(as) y
observar las actividades del aula, de la siguiente manera:
Los padres pueden inscribirse como voluntario a travs del Centro de Padres.
Los padres podrn hacer arreglos para observar la clase de su hijo(a) a travs de la comunicacin
con los consejeros y maestros cuando lo necesiten.
Los padres deben participar en, seminarios y clases a travs del Centro de Padres en forma
constante.
Responsabilidades de los Padres Nosotros, como padres, apoyaremos el aprendizaje de nuestros estudiantes
de las siguientes maneras:
Apoyar el cumplimiento de las normas de asistencia.
Asegurarse de que la tarea y proyectos se han completado.
Limitar el tiempo que sus hijos(as) vean la televisin, internet y el uso del telfono celular.
Ser voluntario en la clase de mi hijo(a) y de la escuela.
Participar, segn corresponda, en las decisiones sobre la educacin de mis hijos(as).
Promover el uso positivo del tiempo extracurricular de mi hijo(a).
Mantenerme informado sobre la educacin de mi hijo y comunicarme con la escuela de
inmediato a leer todos los avisos de la escuela o del distrito escolar que recibe mi hijo por correo y
responder, segn el caso. Asistir a las conferencias y satisfacer las solicitudes de los consejeros,
maestros y TSM.
Servir, cuando posible, en grupos de asesoramiento sobre polticas, como ser representante de
padres con Ttulo I, Parte A, Concilio Escolar de la escuela, Comit Asesor de Polticas Ttulo I, el
Comit de Estado de los mdicos, el Equipo de xito Estudiantil u otro concilios escolares o
grupos polticos.
Apoyar la exposicin cultural de su hijo a los museos, actuaciones musicales y las artes en
general.
Responsabilidades del Estudiante

Nosotros, como estudiantes, compartiremos la responsabilidad de mejorar nuestro rendimiento acadmico y
superar los niveles del Estado. En concreto, vamos a:
Llegar a la escuela a tiempo y estar preparados para aprender.
Hacer mis proyectos y tarea todos los das y pedir ayuda cuando la necesite.
Seguir todas las reglas de la escuela, incluyendo la vestimenta apropiada para la escuela.
Leer por lo menos 30 minutos todos los das fuera del horario escolar. 3
Darle a mis padres o al adulto responsable de mi bienestar todas las notificaciones y la
informacin recibidas por m de mi escuela todos los das.
La Escuela Preparatoria John Muir:

1. Involucrar a los padres en la planificacin, revisin y mejoramiento de la poltica de participacin de los
padres en las escuelas, de manera organizada, continua y oportuna.
2. Involucrar a los padres en el desarrollo conjunto de un programa escolar, de manera organizada,
continua y oportuna.
3. Tendr una reunin anual para informar a los padres de la participacin de la escuela en Ttulo I, Parte A,
y para explicar el Ttulo I, Parte A, los requisitos, y el derecho de los padres a participar en el Ttulo I, Parte
A. La escuela convocar la reunin en un momento conveniente para los padres, y ofrecer un nmero
flexible de reuniones de participacin de los padres adicionales, como por la maana o por la noche, para
que sea posible que participen ms padres. La escuela invitar a todos los padres de los estudiantes
participantes en el ttulo I, A programas (estudiantes participantes) Parte y los anima a asistir a esta reunin.
4. Proporcionara informacin a los padres de los estudiantes participantes en un formato comprensible y
uniforme, incluyendo formatos alternativos a solicitud de los padres con discapacidades, y, cuando es
posible, en un idioma que los padres puedan entender.
5. Proporcionar a los padres de los estudiantes participantes, informacin en el momento oportuno sobre el
Ttulo I, Parte A, que incluye una descripcin y explicacin del plan de estudios de la escuela, las formas
de evaluacin acadmica para medir el progreso de los estudiantes, y los niveles de aprendizaje que los
estudiantes deben cumplir.
6. A peticin de los padres, proporcionar oportunidades para reuniones regulares de padres para formular
sugerencias y para participar, segn corresponda, en las decisiones sobre la educacin de sus hijos(as). La
escuela responder a cualquier sugerencia tan pronto como sea posible.
7. Proporcionar a cada padre un informe individual del estudiante sobre el desempeo de su hijo(a) en la
evaluacin del Estado en matemticas, lenguaje y lectura.
8. Con tiempo se proporcionara a cada padre un aviso cuando su hijo(a) ha sido asignado o a sido enseado,
por 4 o ms semanas consecutivas por un maestro que no est altamente calificado en el sentido del trmino
en la seccin 200.56 del Ttulo I Regulaciones Finales (67 Fed. Reg. 71710, 2 de diciembre de 2002).
___________________
Nombre del Estudiante
_____________________
Nombre del Padre
_____________________
Representante de John Muir
____________________
Firma del Estudiante
_____________________
Firma del Padre
_____________________
Firma del Representante
_______
Fecha
________
Fecha
________
Fecha
_____________
Fecha de Nacimiento
John Muir High School

School Parental Involvement Policy
2016-2017
John Muir High School has developed a written Parental Involvement Policy with input from
parents. In spring of 2016, parent representatives from School Site Council, Parent-Teacher
Association, English Learner Advisory Committee, parents of Special Education, and staff
provided input into the development of the parental involvement policy. The School Site Council
approved the policy in June 2016.
Parents, including PTA, ELAC and parents of Special Education participate in the
periodic updates of the policy to meet the changing needs of parents and school. The SSC
reviews the updates and approves the policy.
The Parental Involvement Policy is available to parents on Muirs website. Copies of the
Policy are also available at the schools Welcome Center, during Back-to-School Night
and the main office.
Involvement of parents in the Title I Program

John Muir High School convenes Back-to-School Night to inform parents of Title I
requirements, their right to be involved in the Title I program, and parents rights and
responsibilities. Parents are invited to attend the Back-to-School Night through phone
blasts, meeting notices posted at the schools main office and Welcome Center, and
through the Weekly Bulletin.
John Muir High School recommends that parent meetings be scheduled in consultation
with schools master calendar to avoid potential conflicts and provide parents with two
weeks advance notice, when feasible. Flexible meetings are offered by scheduling parent
meetings during the day and in the evenings, to accommodate working families.
PTSA, ELAC and Special Education parents will have the opportunity to annually review
and offer input in the schools Single Plan for Student Achievement (SPSA) and periodic
updates of the schools parental involvement policy.
o Parent representatives from ELAC and SSC participate in District English
Learner Advisory Committee (DELAC) and District Advisory Council
(DAC) monthly meetings to share concerns, be informed, and bring back
information to Muir parents.
o School Principal or his designee regularly reports to PTA, ELAC, and
SSC meetings on Title I programs.
John Muir High School provides parents with timely information about Title I program
and overall academic achievement at the school.
o During the annual Back-to-School Night.
o School Principal or his designee regularly reports to PTA, ELAC, and

SSC meetings on the Title I program and overall academic achievement at
the school.
o Parent representatives from ELAC and SSC participate in District English
Learner Advisory Committee (DELAC) and District Advisory Council
(DAC) monthly meetings to share concerns, be informed, and bring back
information to Muir parents.
o Parents receive timely information about Title I and overall academic
achievement at the school via flyers, phone blasts, school bulletin, etc.
John Muir High School provides parents with the explanation of the curriculum,
graduation requirements, A-G requirements, the assessments used to measure student
progress, and proficiency levels students are expected to meet:
o During Back to School Night.
o ELAC meetings
o Parent-teacher-counselor-student conferences
o Parent workshops and pamphlets
o SSC meetings
If requested by parents, the school provides opportunities for regular meetings that allow
parents to participate in decisions relating to the education of their children
o ELAC meetings
o Student conferences with parents and the resource teacher for EL students
o Parent-teacher-counselor-student conferences
o SSC meetings
School-Parent Compact
John Muir High School distributes a School-Student-Parent Compact to parents and students,
annually. The Compact, which has been developed with parents, outlines how parents, school
staff and students will share the responsibility for improved student academic achievement.
During ELAC and SSC meetings, parents and staff have provided input and feedback on
the development of the Compact, on how the school will provide high-quality curriculum
and instruction, on how parents will support their childrens learning, on the importance
of ongoing communications between parents, students and school staff, and how parents
can volunteer at school.
The School-Student-Parent Compact is approved by the SSC, translated into Spanish and
posted on the Schools website.
The Compact is discussed during parent and student meetings with guidance counselors
and signed by staff, parents and students.
Building Capacity for Involvement

John Muir High School engages parents in meaningful interaction with the school. It supports a
partnership among staff, parents, and the community to improve student academic achievement.
To help reach these goals, the school has established the following practices:
The school provides parents with assistance in understanding the California academic
content standards, assessments, and how to monitor a students progress and work with
educators to improve their achievement. Topics are discussed with parents at ELAC,
SSC, and parent workshops; items include graduation requirements, A-G requirements
and Common Core State Standards.
The school provides parents with material and training to help them work with their
children to improve their childrens achievement. This is discussed with parents at
ELAC, SSC and parent workshops, including how to read a report card, using the Aeries
Parent Portal, criteria for EL reclassification and ESL classes for parents, so that parents
can better understand the educational needs of their children.
With the assistance of parents and the district Family Resource Center, the school offers
staff training opportunities on the value of parent contributions and how to work with
parents as equal partners.
The school coordinates and integrates parental involvement programs with other
programs by providing parents with a weekly bulletin and phone blasts on all activities,
including parent engagement activities. Meeting agendas are posted 72 hours, prior to
meeting date, at the schools main office and the Welcome Center. The school has a full
time Welcome Center that offers parents information and resources on parenting,
navigating the education system, accessing community services to support their childs
education and family needs, etc. The Center staff also connects parents with numerous
partner organizations that offer tutoring and mentoring opportunities to students.
Information related to school and parent programs, meetings and other activities are
provided in English and Spanish through phone blasts, on schools website, notices sent
home, agendas and minutes translated into Spanish, and Spanish translation offered
during parent meetings, when needed.
The School Community Assistants provides support to all parents meetings by offering
Spanish translation, setting up meetings, making copies of the agenda, minutes, handouts, etc. She also manages the Welcome Center and offers parents one-on-one services
to support them and their childrens academic achievement.
Accessibility
John Muir High School provides opportunities for all parents to participate, including title I
parents, parents with limited English proficiency and parents with disabilities by:
Providing information related to school and parent programs, meetings and other
activities in English and Spanish. Meeting notices, school reports, report cards, parent
notifications, meeting agendas, minutes and hand-outs are provided in English and
Spanish.
Most parent meetings are adjacent to the Welcome Center, which is located on the first
floor of the main school administration building. Elevators are available for parents to use
during school visits and school is handicapped accessible.
Parent Information Resource Centers

John Muir High School collaborates with the district Family Resource Center to access services
of the Parent Information Resource Centers. Additionally, the schools Community Assistant
receives information and training from the Family Resource Center and the California Parent
Center.
JOHN MUIR HIGH SCHOOL

SCHOOL - PARENT COMPACT
John Muir High School and the parents of the students participating in activities, services, and
programs funded by Title I, Part A of the Every Student Succeeds Act (ESSA) agree that this
compact outlines how the parents, the entire school staff, and the students will share the
responsibility for improved student academic achievement and the means by which the school
and parents will build and develop a partnership that will help children achieve the States high
standards.
This school-parent compact is in effect during school year 2016-2017
School Responsibilities
John Muir High School will:
1. Provide high-quality curriculum and instruction in a supportive and effective
learning environment that is safe and secure and enables the participating children
to meet the States student academic achievement standards as follows:
John Muir High School will provide a rigorous, college-ready curricular and
instructional program to prepare students for the Common Core Standards as well as
the expected content standards. All students at John Muir will have opportunities for
intervention and enrichment in order to be successful for college and career, meet
reclassification guidelines for ELs, meet graduation requirements, and excel in an
academic setting.
2. Hold parent-teacher conferences during which this compact will be discussed as it

relates to the individual childs achievement to comply with A-G requirements.
Specifically, those conferences will be held:
Back to School Night:
Open House:
Parent-Teacher Conferences
September 29, 2016

March 29, 2017
Upon request.
3. Provide parents with frequent reports on their childrens progress. Specifically, the
school will provide reports as follows:
Report cards every Five Weeks with Final Grades at the 20 Week mark for each
semester.
Calls and/or emails home from teachers, counselors, and staff members for
attendance, behavior, and course performance.
Communication and letters regarding school events, meetings, SSTs, SARTs, and
conferences.
4. Provide parents reasonable access to staff. Specifically, staff will be available for
consultation with parents as follows:
Parents will be able to make appointments with teachers, counselors, and

administrators through the Parent Representatives and the Main Office.
PTSA Pizza with the Principal meetings with the Principal will be held once a
month.
Parent seminars will be held on a weekly basis.
Provide translation when possible
5. Provide parents opportunities to volunteer and participate in their childs class, and
to observe classroom activities, as follows:
Parents can sign up to volunteer through the Welcome Center.

Parents may also make arrangements to observe their childs class through
communication with the counselors and teachers-as needed.
Parents should participate in seminars and classes through the Welcome Center
on an ongoing basis.
Parent Responsibilities
We, as parents, will support our childrens learning in the following ways:
Support compliance with the attendance codes.

Making sure that homework and projects are completed.
Monitoring amount of television, internet and cell phone use.
Volunteering in my childs classroom and at the school.
Participating, as appropriate, in decisions relating to my childrens education.
Promoting positive use of my childs extracurricular time.
Staying informed about my childs education and communicating with the school by
promptly reading all notices from the school or the school district either received by my
child or by mail and responding, as appropriate.
Attending conferences and meeting requests from counselors, teachers, and SSTs.
Serving, to the extent possible, on policy advisory groups, such as being the Title I, Part
A parent representative on the schools School Site Council, the District Advisory
Council, the Student Success Team or other school advisory or policy groups.
Support the cultural exposure of your child to museums, musical performances, and the
arts in general.
Student Responsibilities
We, as students, will share the responsibility to improve our academic achievement and achieve
the States high standards. Specifically, we will:
Get to school on time and be prepared to learn.

Do my homework every day and ask for help when I need to.
Follow all school rules including appropriate attire for school.
Read at least 30 minutes every day outside of school time.
Give to my parents or the adult who is responsible for my welfare all notices and
information received by me from my school every day.
John Muir High School will:

1.
Involve parents in the planning, review, and improvement of the schools parental
involvement policy, in an organized, ongoing, and timely way.
2.
Involve parents in the joint development of any school-wide program plan, in an organized,
ongoing, and timely way.
3.
Hold an annual meeting to inform parents of the schools participation in Title I, Part A
programs, and to explain the Title I, Part A requirements, and the right of parents to be
involved in Title I, Part A programs. The school will convene the meeting at a convenient
time to parents, and will offer a flexible number of additional parental involvement meetings,
such as in the morning or evening, so that as many parents as possible are able to attend.
The school will invite to this meeting all parents of children participating in Title I, Part A
programs, and will encourage them to attend.
4.
Provide information to parents of participating students in an understandable and uniform

format, including alternative formats upon the request of parents with disabilities, and, to the
extent practicable, in a language that parents can understand.
5.
Provide to parents of participating children information in a timely manner about Title I, Part
A programs that includes a description and explanation of the schools curriculum, the forms
of academic assessment used to measure childrens progress, and the proficiency levels
students are expected to meet.
6.
On the request of parents, provide opportunities for regular meetings for parents to formulate
suggestions, and to participate, as appropriate, in decisions about the education of their
children. The school will respond to any such suggestions as soon as practicably possible.
7.
Provide to each parent an individual student report about the performance of their child on
the State assessment in at least math, language arts and reading.
8.
Provide each parent timely notice when their child has been assigned or has been taught for
four (4) or more consecutive weeks by a teacher who is not highly qualified within the
meaning of the term in section 200.56 of the Title I Final Regulations (67 Fed. Reg. 71710,
December 2, 2002).
Student Name
Student Signature
Date
Parent Name
Parent Signature
Date
John Muir Representative
Representatives Signature
Date
Date of Birth
La Preparatoria John Muir

La Poltica de participacin de los padres
2016-2017

John Muir ha desarrollado una poltica de participacin paterna por escrito con el aporte de los
padres. En la primavera de 2016, representantes de los padres del Consejo Escolar (SSC), la
Asociacin de Padres y Maestros, Comit Asesor de Estudiantes de Ingls, los padres de Educacin
Especial, y el personal contribuyeron ideas para el desarrollo de la poltica de participacin de los
padres. El Consejo Escolar aprob la poltica en junio de 2016.

Los padres, incluyendo PTA, ELAC y padres de Educacin Especial participar en las
actualizaciones peridicas de la poltica para satisfacer las necesidades cambiantes de los
padres y la escuela. El SSC revisa las actualizaciones y aprueba la poltica.

La Poltica de Participacin de los Padres est disponible para los padres en la pgina de
Muir. Copias de la poltica tambin estn disponibles en el Centro de Bienvenida de la
escuela, durante Noche de Regreso a la Escuela y en la oficina principal.

Participacin de los padres en el Programa de Ttulo I
John Muir convoca la Noche de Regreso a la Escuela para informar a los padres de los requisitos
del Ttulo I, su derecho a participar en el programa Ttulo I, y los derechos de los padres y las
responsabilidades. Los padres estn invitados a asistir la Noche de Regreso a la Escuela a travs
de mensajes telefnicos, avisos en la oficina principal de la escuela y el Centro de Bienvenida de
reuniones, ya travs del boletn semanal.

John Muir recomienda que las juntas de padres sean programadas en coordinacin con el
calendario maestro de escuela para evitar posibles conflictos y proporcionar a los padres con
dos semanas de antelacin, cuando sea posible. Se ofrecen reuniones flexibles mediante la
programacin de las reuniones de padres durante el da y por la noche, para acomodar a las
familias trabajadoras.

PTSA, ELAC y los padres educacin especial tendrn la oportunidad de revisar anualmente y
ofrecer ideas para incluir en el Plan nico para el Aprovechamiento Estudiantil (SPSA) y las
actualizaciones peridicas de la poltica de participacin de los padres de la escuela.
o Representantes de los padres o de ELAC y SSC participan en el Comit de Distrito de
Ingls (DELAC) y el Consejo Asesor del Distrito (DAC) reuniones mensuales para
compartir preocupaciones, estar informado, y traer de vuelta la informacin a los
padres Muir.
o El director de la escuela o su designado informar peridicamente a la PTSA, al ELAC y
al SSC acerca de los programas de Ttulo I.

John Muir ofrecer a los padres informacin oportuna sobre el programa Ttulo I y el
rendimiento acadmico en general en la escuela:
o Durante la Noche de Regreso a la Escuela anual.
o El director de la escuela o su designado informar peridicamente a la PTSA, al ELAC y
al SSC acerca de los programas de Ttulo I y el rendimiento acadmico en general en la
escuela.
Representantes de los padres de ELAC y SSC participarn en las reuniones mensuales

del Comit de Distrito para Aprendices de Ingls (DELAC) y del Consejo Asesor del
Distrito (DAC), para compartir preocupaciones, informarse, y traer de vuelta la
informacin a los dems padres de Muir.
Los padres recibirn informacin oportuna sobre el Ttulo I y el aprovechamiento
acadmico en general de la escuela a travs de volantes, mensajes telefnicos, y el
boletn de la escuela.
John Muir proveer a los padres con la explicacin del plan de estudios, requisitos de
graduacin, requisitos A-G, las evaluaciones usadas para medir el progreso del estudiante, y los
niveles de competencia que los estudiantes cumplan a travs de:
o La Noche de Regreso a la Escuela
o Las reuniones del ELAC
o Las conferencias de padres, maestros, consejero y estudiante
o Talleres y folletos para padres
o Las juntas del SSC
Si es solicitado por los padres, la escuela ofrece oportunidades para reuniones peridicas que
permiten que los padres participen en las decisiones relativas a la educacin de sus hijos
o Reuniones de ELAC
o Conferencias entre padres y maestros de recursos y para aprendices de ingls
o Las conferencias de padres, maestros, consejero y estudiante
o Juntas del SSC

El pacto entre la escuela y los padres
John Muir distribuye anualmente a los padres y estudiantes un Pacto entre la escuela, el estudiante,
y los padres. El Pacto, que ha sido desarrollado con los padres, describe cmo los padres, el
personal escolar y los estudiantes compartirn la responsabilidad de mejorar el logro acadmico de
los estudiantes.

Durante juntas del ELAC y del SSC, los padres y el personal han proporcionado informacin
utilizada en el desarrollo del Pacto, informando los siguientes temas:
o cmo la escuela deber proporcionar un currculo de alta calidad e instruccin
o cmo los padres apoyarn el aprendizaje de sus hijos,
o La importancia de las comunicacin continua entre los padres, estudiantes y personal
de la escuela
o Cmo los padres pueden ser voluntarios en la escuela.
El Pacto es aprobado por el SSC, traducido al espaol y publicado en la pgina web de la escuela.
El Pacto se discutir durante las reuniones de padres y estudiantes con los consejeros y ser
firmado por el personal, los padres y los estudiantes.

Cultivando la capacidad para la participacin de padres
John Muir se involucra a los padres en una interaccin significativa con la escuela. La escuela apoya
una asociacin entre el personal, los padres y la comunidad para mejorar el logro acadmico de los
estudiantes. Para poder conseguir dichos objetivos, la escuela ha establecido las siguientes
prcticas:

La escuela ofrece a los padres ayuda para entender las normas de contenido acadmico de
California, las evaluaciones, y cmo monitorear el progreso de estudiantes y trabajar con los
educadores para mejorar su rendimiento. Los temas se discuten con los padres en el ELAC,
el SSC, y talleres para padres; artculos incluyen los requisitos de graduacin, los requisitos
A-G y las normas estatales.
La escuela ofrece a los padres material y capacitacin para ayudarles a trabajar con sus
hijos para mejorar su rendimiento acadmico. Esto se discute con los padres en el ELAC, el
SSC y talleres para padres, incluye cmo leer un informe de progreso, utilizar el Portal de
Padres de Aeries, entender los criterios para EL reclasificacin, y aprovechar clases de
ingls, para que los padres puedan entender mejor las necesidades educativas de sus hijos.
Con la ayuda de los padres y el Centro de Recursos para la Familia del distrito, la escuela
ofrece oportunidades de capacitacin del personal sobre el valor de las contribuciones de
los padres y cmo trabajar con los padres como socios iguales.
La escuela coordina e integra los programas de participacin de los padres con otros
programas al proporcionar a los padres con un boletn semanal y mensajes telefnicos en
todas las actividades, incluidas las actividades de participacin de padres. Agendas de las
reuniones se publican 72 horas antes de la fecha de la reunin en la oficina principal de la
escuela y el Centro de Bienvenida. El Centro de Bienvenida ofrece a los padres informacin
y recursos sobre la crianza de los hijos, la navegacin por el sistema educativo, acceso a los
servicios de la comunidad para apoyar las necesidades de educacin y la familia de sus
hijos, etc. El personal del Centro tambin se conecta a los padres con numerosas
organizaciones asociadas que ofrecen tutora y oportunidades de tutora a los estudiantes.
La informacin relacionada con la escuela y programas para padres, reuniones y otras

actividades se proporcionan en ingls y espaol a travs de mensajes de telfono, en el sitio
web de la escuela, avisos enviados a casa, agendas y actas traducidas al espaol, y
traduccin ofrecida durante las reuniones de padres, cuando sea necesario.
Los Asistentes comunitarias escuela proporciona apoyo a todas las reuniones de padres,
ofreciendo traduccin al espaol, el establecimiento de reuniones, hacer copias de la orden
del da, actas, ddivas, etc. Ella tambin administra el Centro de bienvenida y ofrece
servicios a los padres de uno-a-uno para apoyarlos y el logro acadmico de sus hijos.

Accesibilidad
John Muir ofrece oportunidades para todos los padres a participar, incluyendo a los padres de
Ttulo I, los padres con dominio limitado del Ingls y los padres con discapacidades a travs de:

Proporcionar informacin relacionada con los programas de la escuela y los padres,
reuniones y otras actividades en ingls y espaol. Avisos de reuniones, informes de
calificaciones, las notificaciones de los padres, reuniones, agendas minutos y folletos, se
proporcionan en ingls y espaol.

La mayora de las juntas de padres se realizan cerca al Centro de Bienvenida, que se
encuentra en el primer piso del edificio principal de administracin de la escuela. Los
ascensores estn disponibles para que los padres utilizan durante las visitas escolares y la
escuela es accesible a discapacitados.

Centros de Recursos de Informacin para Padres
John Muir colabora con el Centro de Recursos para la Familia del distrito para acceder a los
servicios de los Padres Centros de Recursos Informativos. Adems, la Asistente de la Comunidad de
la escuela recibe la informacin y la formacin del Centro de Recursos para la Familia y el Centro de
Padres de California.

2016-2017 John Muir SPSA

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2016-2017 John Muir SPSA

Uploaded by

Copyright:

Available Formats

PASADENA UNIFIED SCHOOL DISTRICT

SCHOOL ACCOUNTABILITY PLAN

1905 Lincoln Avenue, Pasadena, CA 91103

The Single Plan for Student Achievement

The Single Plan for Student Achievement

Mission Statements and School Descriptions

The Single Plan for Student Achievement

School Data for 2015-2016 School Year (Prior Year)

Referral for Expulsions

% of students that moved

The Single Plan for Student Achievement

School Improvement Progress Narrative

Prior Year Goal

Met? Yes (Y) No (N)

In 2014-15, the passage rate for CAHSEE Mathematics will No

The 10th grade CAHSEE passage rate in Mathematics dropped

30% of all 11th graders will score Ready or Conditionally Yes

In 2015, 42% of 11th graders scored Ready or Conditionally Ready

50% of EL 10th graders passed the CAHSEE Mathematics test in

Closing the Gap

45% of 10th grade Students with Disabilities will pass the

36% of 10th grade SWD passed the CAHSEE Mathematics test in

Engage a minimum of 150 parents through membership Progress

An increase in the number of parents involved in school

Learner Advisory Committee.

PTSA parents organized multiple outreach efforts, including home

Establish a decrease in classroom referrals through Yes

The number of out-of-class discipline referrals has declined

99% of 12th grade students successfully completed a senior

Increase percentage of 10th graders passing the CAHSEE Yes

Related Goal Area (if

The Single Plan for Student Achievement

English Language Arts

Closing the Gap- must include

Parent and Community

School Safety, Climate and

The Single Plan for Student Achievement

CDE MEASURES(not exhaustive list)

Conditions for Learning

Rate of teacher misassignment

Implementation of CCSS (CCSS)

Implementation of CCSS for all students, including ELs and students

Course Access (CA)

Student Achievement (SA)

Performance on standardized tests

Other Student Outcomes (OSO)

Parent Involvement (PI)

Efforts to seek parent input

Student Engagement (SE)

School attendance rates

School Climate (SC)

Student suspension rates

The Single Plan for Student Achievement

Planned Improvements in Student Performance Target/Goal Page

What strategies or actions

How and when will we

What funding source and amount will be

Strengthening of students' Implementation

What are the needs that

What strategies or actions

How and when will we

What funding source and amount will be

Spring 2015 Baseline: 58%

The Single Plan for Student Achievement