HMBHS Spsa 2016

The Single Plan for Student Achievement
School:
Half Moon Bay High School's
CDS Code:
41688904132817
District:
Cabrillo Unified School District
Principal:
John Nazar
Revision Date:
September 23, 2016
The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students.
California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act
(ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program
Improvement into the SPSA.
For additional information on school programs and how you may become involved locally, please contact the following
person:
Contact Person:
John Nazar
Position:
Principal
Phone Number:
(650) 712-7200
Address:
1 Lewis Foster Drive

Half Moon Bay, CA, 94019
nazarj@cabrillo.k12.ca.us
E-mail Address:
The District Governing Board approved this revision of the SPSA on October 13, 2016.
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Table of Contents
School Vision and Mission ......................................................................................................................................................3
School Profile..........................................................................................................................................................................3
Comprehensive Needs Assessment Components ..................................................................................................................5
Data Analysis .................................................................................................................................................................5
Surveys ..........................................................................................................................................................................5
Classroom Observations................................................................................................................................................5
Analysis of Current Instructional Program ....................................................................................................................6
Description of Barriers and Related School Goals ..................................................................................................................8
School and Student Performance Data ..................................................................................................................................9
CAASPP Results (All Students) .......................................................................................................................................9
CELDT (Annual Assessment) Results............................................................................................................................13
CELDT (All Assessment) Results...................................................................................................................................14
Title III Accountability (School Data) ...........................................................................................................................15
Title III Accountability (District Data)...........................................................................................................................16
Planned Improvements in Student Performance .................................................................................................................17
School Goal #1.............................................................................................................................................................17
School Goal #2.............................................................................................................................................................19
School Goal #3.............................................................................................................................................................21
School Goal #4.............................................................................................................................................................23
School Goal #5.............................................................................................................................................................25
Centralized Services for Planned Improvements in Student Performance ..........................................................................26
Centralized Service Goal #1 .........................................................................................................................................26
Summary of Expenditures in this Plan..................................................................................................................................38
Total Allocations and Expenditures by Funding Source ..............................................................................................38
Total Expenditures by Object Type..............................................................................................................................39
Total Expenditures by Object Type and Funding Source .............................................................................................40
Total Expenditures by Goal .........................................................................................................................................41
School Site Council Membership ..........................................................................................................................................42
Recommendations and Assurances......................................................................................................................................43
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School Vision and Mission

Half Moon Bay High School'ss Vision and Mission Statements
Mission: Half Moon Bay High School is committed to maintaining an environment in which students develop the desire to learn by
working in partnership with parents, staff, and community. Our school provides a strong comprehensive education for all of our
students in order to prepare for and value citizenship, employment, and further education. Through educational excellence we
cultivate participation, enthusiasm, and success, all of which prepare our students to function in a rapidly changing world.
Vision: Half Moon Bay High School's vision is to provide a strong, comprehensive education for all of our students in order to
prepare for and value citizenship, employment, and further education.
School Profile
School Profile 2016-2017
SCHOOL
Founded in 1909, Half Moon Bay High School is the only comprehensive high school in the Cabrillo Unified School District (CUSD),
educating grades 9-12 with a total enrollment of 998 students. The school is located on the San Mateo County Coast in Half Moon
Bay and serves students from Pescadero to Montara (30 miles), from the crest of the coastal range to the sea (4 miles). CUSD
students come to the high school from the surrounding rural area encompassing more than 200 square miles.
Half Moon Bay High School is fully accredited by the Western Association of Schools & Colleges (WASC). In May of 2013, after an
extensive self-study was completed, WASC granted an accreditation effective through June 30, 2019. There was a midterm review
conducted by WASC in the 2015 - 2016 school year and determined the school is well on track to meeting its stated goals.
School Wide Learning Outcomes (SLO)
Academic Achievement
College and career readiness
Selfdirected learning
Standards-based focus
Citizenship
Personal responsibility
Respect for diversity
Community service
Excellence in Communication
Listening, Speaking, Writing
Visual
Technological
CURRICULUM & GRADING
Half Moon Bay High School offers a wide-ranging college preparatory program supported by expanded electives and schoolsponsored, extracurricular opportunities.
Students can elect to enroll in six or seven courses per semester, including a zero period option.
Five units are awarded for each semester.
Courses meet five times per week under a traditional bell schedule.
Letter grades A through F are used for most courses, D = passing grade.
Plus and minus are not used in grade point (GPA) calculations; GPA is determined by adding all grade points earned and dividing
by the sum of all credits attempted in courses where letter grades were received.
o Grade points earned include: A = 4, B=3, C=2, D=1, F=0
o Students enrolled in AP classes receive a one grade-point increase on their weighted GPA for each grade of C- or above in an AP
course
o
Students enrolled in Early College classes receive a one grade-point increase on their weighted GPA for each grade of C- or
above in an Early College course
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GRADUATION REQUIREMENTS
Graduation requirements include 4 years of English (40 credits), 3 years of Math (30 credits), 4 years of Social Studies (40 credits), 2
years of Science and Physical Education (20 credits each), 1 year of Fine Arts (10 credits), and 70 credits of Electives, for a total of
230 credits. In addition, a 35-hour community service requirement is needed to complete graduation requirements.
TEST SCORES FOR CLASS OF 2016
SAT 2400
Mean Score
Critical Reading 544
Mathematics
553
Writing
538
Total
1636
ACT Summary HMBHS CA
Composite 26.2
22.5
English
25.3
22.8
Mathematics 26.3
22.8
Reading
27.6
22.3
Science
25.6
21.7
AP Scores
248: Total students taking an AP Exam
445: Total number of AP tests
40%: % of students scoring 4 or 5
74%: % of students score 3 and above
ADVANCED PLACEMENT (AP) COURSES (17)
Art Studio Drawing
Art Studio 2-D Design
Art Studio 3-D Design
Calculus AB
Calculus BC
Chemistry
English Language
English Literature
Environmental Science
French Language
Human Geography
Physics B
Psychology
Spanish Language
Statistics
US Government
US History
World History
ADVANCED COURSES (5)
Advanced Algebra II
Advanced Geometry
Advanced Pre Calculus
Advanced English I
Advanced English II
ELECTIVE COURSES
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Agriculture Practices
Animation
Art II, III
Art Spectrum
AVID I,II,III/Tutor
Broadcasting
Concert, Jazz & Marching Band
Chorale
Power and Strength Physical Education
Introduction to Computer Science
Journalism
Leadership
Marine Ecology
Metal Sculpture/Beginning and Advanced
Sculpture II
Small Gas Engines
Woodworking and Wood Shop
Yearbook
Comprehensive Needs Assessment Components

Data Analysis
Please refer to the School and Student Performance Data section where an analysis is provided.
Surveys
This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results
from the survey(s).
Teachers were surveyed about our Super Tuesday Professional Development days and if the intended outcomes were accomplished.
Overall, the response to the peer conducted workshops related to AVID and instructional practices for reading for understanding
were favorable.
Additionally, teacher participating in the technology cohort were interviewed about the devices, inclusion of technology into lessons
and instruction, and the preference of devices. Results from the survey indicate that teachers want more training and differentiated
workshops based on expertise.
In addition, seniors are annually surveyed about their overall high school experience and to provide information pertaining to post
secondary paths and opportunities. Students generally feel safe on campus and connect with adults. 93% of seniors go on to post
secondary institutions with the remaining heading to trade schools, military, work, or gap year abroad options.
Classroom Observations
This section provides a description of types and frequency of classroom observations conducted during the school-year and a
summary of findings.
Teachers are formally evaluated per the negotiated CUTA contract. Permanent teachers are formally evaluated every other year
and have one classroom observation of no less than 30 minutes. Temporary and probationary teachers are formally observed twice
a year.
Administrators conduct walk through, informal observations. Department chairs are encouraged to observe department members to
collaborate on best teaching and instructional practices. New teachers who participate in the BTSA program observe veteran
teachers to gain classroom management skills and instructional practices.
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Analysis of Current Instructional Program

The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program
Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical
findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:
Not meeting performance goals

Meeting performance goals
Exceeding performance goals
Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or
general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special
consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of
categorical programs.
Standards, Assessment, and Accountability
1.
Use of state and local assessments to modify instruction and improve student achievement (ESEA)
We use common assessments and benchmark exams which help to inform teachers of gaps and areas in need of modification or
reteaching.
2.
Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)
We are implementing Common Core State Standards (CCSS) and working to create Smarter Balanced Assessment Consortium
(SBAC) like exams. In addition, we will utilize the online interim SBAC assessment.
Staffing and Professional Development

3.
Status of meeting requirements for highly qualified staff (ESEA)

Meet requirements.
4.
Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on
SBE-adopted instructional materials) (EPC)
Ongoing professional development about instructional materials that are available. We are implementing to the Common Core
State Standards (CCSS) and working to review and adopt new materials, particularly to support our English Language Learners
(ELL) population.
5.
Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)
The Professional Development Plan is focused on the implementation to the CCSS and SBAC as well as our continued focus and
commitment to implementing AVID strategies school-wide.
6.
Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)
Teachers on Special Assignment (TOSA's) in math and English are provided coaching to aid in the implementation of the CCSS.
TOSAs had a release period in 2015-16 to provide teacher support. In addition, through professional development related to
Advancement Via Individual Determination (AVID), instructional strategies on how to deliver CCSS were addressed with a focus
on collaborative learning and effective first time instruction. For the 2016 - 2017, the TOSA position has been redefined. Each
department will have a teacher who is dedicated to becoming an expert in the implementation of CCSS in their departments
curriculum. As as stipended position, they will receive training and then in turn, work with their individual departments to
deepen CCSS instruction in each subject area.
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7.
Teacher collaboration by grade level (kindergarten through grade eight [K8]) and department (grades nine through twelve)
(EPC)
Tuesday morning collaboration time is designated for subject area collaboration. Department Chairs make up the Academic
Council. They set the agendas for their department and make decisions regarding what Professional Development is needed and
requested. Departments will work with their TOSA to focus CCSS instruction. Some departments have acquired grants which
provide release periods or days so that the entire department can meet and collaborate. We have a parent group, the Half
Moon Bay High School Foundation that provides a set amount of funds to support teachers attending more professional
developments.
Teaching and Learning

8.
Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)
The math department has adopted "College Prep Math" in some subject areas to address the shift to CCSS. Additionally,
members of the English department worked to align the advanced pathway and will now revise pacing guides for the college
preparatory/traditional pathway to align it with the CCSS. All departments will work on developing pacing guides and common
assessments.
9.
Adherence to recommended instructional minutes for reading/language arts and mathematics (K8) (EPC)
Not Applicable.
10. Lesson pacing schedule (K8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)
Not Applicable.
11. Availability of standards-based instructional materials appropriate to all student groups (ESEA)
In Compliance with ESEA
12. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school
students, access to standards-aligned core courses (EPC)
All disciplines are reviewing instructional materials to ensure they are aligned to the CCSS. Social Studies, Science and English
departments recently proposed textbook adoptions with a thematic approach to instruction that is aligned to the College Board
and Advanced Placement curriculum as well as in the college preparatory/traditional pathway.
Opportunity and Equal Educational Access
13. Services provided by the regular program that enable underperforming students to meet standards (ESEA)
AVID, Co-taught classes, SDAIE classes, credit recovery.
14. Research-based educational practices to raise student achievement
AVID Courses, AVID techniques used throughout the school, English Language Development classes (ELD), Specially Designed
Academic Instruction in English (SDAIE) classes. All teachers are Crosscultural Language and Academic Development (CLAD) or
SDAIE certified.
Parental Involvement
15. Resources available from family, school, district, and community to assist under-achieving students (ESEA)
ELAC, DELAC, Migrant Program, Community Liaison, after school tutoring program in the school library.
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16. Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary
schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932)
School Site Council meets monthly to review categorical spending and the implementation of the SPSA. Chamber of Commerce
works with senior English students on resume building and job interviewing skills.
Funding
17. Services provided by categorical funds that enable underperforming students to meet standards (ESEA)
Recommendations for the allocation of Title III funds are for the following:
Supplies and Materials for ELD and SDAIE classes;
Conference fees for instructor professional development;
Field Trips to colleges, universities, trade schools, and businesses.
All of the above is in addition to what is in the LCAP and being funded by LCFF such as AVID, Achieve 3000, Aventa credit
recovery, 2 sections of ELD and summer school.
18. Fiscal support (EPC)

The Cabrillo Unified School District provides fiscal support for our school site to meet the state required Nine Essential Program
Components in supporting academic student achievement.
Description of Barriers and Related School Goals

There was limited funding to support our significant subgroups which has been an ongoing challenge over the past several years.
Previously we offered multiple classes to EL's in order to provide language, reading, and writing instruction at their language fluency
level but with limited funding and a increasing number of students who qualify for ELD 1-4 instruction. Therefore, students who
once received multiple classes of ELD instruction now are enrolled in one with other sections of support such as Strategic Academic
Support, SDAIE classes, and Spanish for Spanish/Native Speakers.
However, for the 2016 - 2017 school year, this trend will reverse somewhat and we should see improvement.
The San Mateo County Coast, known by its largest town, Half Moon Bay, actually consists of five separate towns: Half Moon Bay,
Montara, Moss Beach, El Granada, and Princeton. These towns all rely on Half Moon Bay as the local business and cultural center.
The Cabrillo Unified School District (CUSD) serves students from Pescadero to Montara (30 miles) and from the crest of the coastal
range to the sea (4 miles). CUSD students come to the high school from the surrounding rural area encompassing more than 200
square miles.
The Half Moon Bay Community has undergone many changes over the last decade. Continuing growth has had significant impact on
the small, isolated, rural, coastal community. Originating as an agricultural community, the school population has changed
dramatically, as more people who work in Silicon Valley and San Francisco choose to establish the coastside as their home. These
technologically-sophisticated residents mold our demand for excellence in the education system. The traditionally agricultural
community has also given way to large agri-business that employs migrant workers. The current economic crisis has reduced the
number of migrant workers, which in turn, has impacted our programs for English language learners.
HMBHS is committed to ensuring that our students succeed and that we maintain our WASC accreditation. Our goals align with
those in our WASC Action Plan which will take the school into 2019. All SPSA goals should reflect and align with the Action Plan
goals. The mid-term WASC review conducted in the 2015 - 2016 school year was extremely positive which noted the school remains
on track to meet it goals.
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School and Student Performance Data

CAASPP Results (All Students)
English Language Arts/Literacy

Overall Participation for All Students
Grade Level
# of Students Enrolled
2014-15
# of Students Tested
2015-16
2014-15
2015-16
# of Students with Scores

2014-15
% of Enrolled Students Tested
2015-16
2014-15
2015-16
Grade 8
0.0
Grade 11
263
252
214
237
211
233
81.4
94
All Grades
264
252
214
237
211
233
81.1
94
* The % of Enrolled Students Tested showing in this table is not the same as Participation Rate for federal accountability purposes.
Overall Achievement for All Students
Grade Level
Mean Scale Score

2014-15
2015-16
% Standard Exceeded
2014-15
% Standard Met
2015-16
2014-15
% Standard Nearly Met
2015-16
2014-15
% Standard Not Met
2015-16
2014-15
2015-16
Grade 8
Grade 11
2578.6
2607.0
21
27
30
32
22
26
25
15
All Grades
N/A
N/A
21
27
30
32
22
26
25
15
Reading
Demonstrating understanding of literary and non-fictional texts
Grade Level
% Above Standard
2014-15
% At or Near Standard
2015-16
2014-15
2015-16
% Below Standard
2014-15
2015-16
Grade 8
Grade 11
29
31
46
51
24
18
All Grades
29
31
46
51
24
18
Writing
Producing clear and purposeful writing
Grade Level
% Above Standard
2014-15
2015-16
2014-15
2015-16
% Below Standard
2014-15
2015-16
Grade 8
Grade 11
29
38
38
44
32
18
All Grades
29
38
38
44
32
18
Listening
Demonstrating effective communication skills
Grade Level
% Above Standard
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
Grade 8
Grade 11
21
23
55
65
22
12
All Grades
21
23
55
65
22
12
% Below Standard
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Research/Inquiry
Investigating, analyzing, and presenting information
Grade Level
% Above Standard
2014-15
2015-16
2014-15
2015-16
% Below Standard
2014-15
2015-16
Grade 8
Grade 11
31
36
51
48
17
16
All Grades
31
36
51
48
17
16
Conclusions based on this data:

1. We had an almost 13% increase in ELA CAASPP participation rate.
2. We had an overall increase in ELA standards met or exceeded with gains in all areas of ELA from 2% to 8%.
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CAASPP Results (All Students)
Mathematics
Overall Participation for All Students
Grade Level
# of Students Enrolled
2014-15
# of Students Tested
2015-16
2014-15
2015-16
# of Students with Scores

2014-15
% of Enrolled Students Tested
2015-16
2014-15
2015-16
Grade 8
0.0
Grade 11
263
252
206
234
194
229
78.3
92.9
All Grades
264
252
206
234
194
229
78.0
92.9
* The % of Enrolled Students Tested showing in this table is not the same as Participation Rate for federal accountability purposes.
Overall Achievement for All Students
Grade Level
Mean Scale Score

2014-15
2015-16
% Standard Exceeded
2014-15
% Standard Met
2015-16
2014-15
2015-16
% Standard Nearly Met

2014-15
% Standard Not Met
2015-16
2014-15
2015-16
Grade 8
Grade 11
2556.0
2590.5
15
18
17
21
17
22
46
38
All Grades
N/A
N/A
15
18
17
21
17
22
46
38
Concepts & Procedures

Applying mathematical concepts and procedures
% Above Standard
Grade Level
2014-15
2015-16
2014-15
2015-16
% Below Standard
2014-15
2015-16
Grade 8
Grade 11
25
30
24
25
51
45
All Grades
25
30
24
25
51
45
Problem Solving & Modeling/Data Analysis

Using appropriate tools and strategies to solve real world and mathematical problems
Grade Level
% Above Standard
2014-15
2015-16
2014-15
2015-16
% Below Standard
2014-15
2015-16
Grade 8
Grade 11
16
20
43
54
40
26
All Grades
16
20
43
54
40
26
Communicating Reasoning
Demonstrating ability to support mathematical conclusions
Grade Level
% Above Standard
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
Grade 8
Grade 11
20
28
54
47
25
24
All Grades
20
28
54
47
25
24
% Below Standard
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1. We had an almost 15% increase in Math CAASPP participation rate.
2. We had an overall increase in math standards met or exceeded with gains in areas of math from 4% to 8%.
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CELDT (Annual Assessment) Results
Percent of Students by Proficiency Level on CELDT Annual Assessment
Advanced
Grade
Early Advanced
Intermediate
Early Intermediate
Beginning
13-14
14-15
15-16
13-14
14-15
15-16
13-14
14-15
15-16
13-14
14-15
15-16
13-14
14-15
15-16
12
14
52
36
37
34
36
31
12
14
10
13
50
54
46
23
28
31
11
10
11
36
18
21
44
46
40
16
29
31
12
25
33
14
38
29
38
25
21
14
Total
17
15
15
47
43
41
26
29
29
24
17
10
12

1. 13% of the 2013-14 Freshman class moved from Early Advanced to Advanced by Junior year 2015-16. 56% of our students were
classified as Advanced or Early Advanced.
2. There was a major increase in Early Intermediate Seniors in 2015-16, from 3% and 4% in the previous years to 24%.
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CELDT (All Assessment) Results
Percent of Students by Proficiency Level on CELDT All Assessments (Initial and Annual Combined)
Advanced
Grade
13-14
14-15
10
Early Advanced
15-16
13-14
14-15
11
51
16
11
37
12
Total
15-16
Intermediate
13-14
14-15
36
35
47
51
15
41
24
32
18
14
15-16
Early Intermediate
13-14
14-15
36
22
26
45
15
40
28
46
42
13-14
14-15
13
13
27
24
20
20
26
28
10
15-16
Beginning
15-16

1. Over half of the students in all grades scored advanced or early advanced.
2. The percentage of students in the beginning level doubled between 2013-14 and 2014-15.
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Title III Accountability (School Data)
Annual Growth
AMAO 1
2013-14
2014-15
2015-16
129
144
133
100.0%
100%
100.0%
Number in Cohort
129
144
133
Number Met
80
85
82
Percent Met
62.0%
59.0%
61.7%
NCLB Target
59.0
60.5
62.0%
Met Target
Yes
No
No
Number of Annual Testers

Percent with Prior Year Data
Attaining English Proficiency

AMAO 2
2013-14
2014-15
2015-16
Years of EL instruction
Less Than 5
5 Or More
Less Than 5
5 Or More
Less Than 5
5 Or More
Number in Cohort
11
120
16
138
17
123
Number Met
--
71
74
66
Percent Met
--
59.2%
6.3%
53.6%
0.0%
53.7%
NCLB Target
22.8
49.0
24.2
50.9
25.4%
52.8%
Met Target
--
Yes
No
Yes
No
Yes
AMAO 3
Adequate Yearly Progress for English Learner Subgroup

2013-14
2014-15
Met Participation Rate
Yes
--
Met Percent Proficient or Above
No
--
Yes
--
Yes
--
2015-16
English-Language Arts
Mathematics

1. The recent data indicates that while we had a slight increase in moving toward Annual Measurable Achievement Objective 1
(AMAO 1) from 2014-15 to 2015-16, students did not meet the annual growth target for learning English.
2. In AMAO 2, students who have had less than five years of EL instruction have not made the NCLB target. Students who have five
or more years of instruction met the target for 2013-14, 2014-15, and 2015-16.
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Title III Accountability (District Data)
Annual Growth
AMAO 1
2013-14
2014-15
2015-16
792
828
767
Number of Annual Testers

Percent with Prior Year Data
100.0
100
Number in Cohort
792
828
767
Number Met
397
447
409
Percent Met
50.1
54.0
53.3
NCLB Target
59.0
60.5
62.0%
Met Target
No
No
N/A
Attaining English Proficiency

AMAO 2
2013-14
2014-15
2015-16
Less Than 5
5 Or More
Less Than 5
5 Or More
Less Than 5
5 Or More
Number in Cohort
549
369
547
395
502
379
Number Met
82
203
86
213
77
188
Percent Met
14.9
55.0
15.7
53.9
15.3
49.6
NCLB Target
22.8
49.0
24.2
50.9
25.4%
52.8%
Met Target
No
Yes
No
Yes
N/A
N/A
AMAO 3
Adequate Yearly Progress for English Learner Subgroup at the LEA Level
2013-14
2014-15
2015-16
Yes
Yes
Yes
No
Yes
Yes
Yes
No
Met Target for AMAO 3
No
English-Language Arts
Mathematics
N/A

1. The recent data indicates that while there has been a slight overall increase in moving toward Annual Measurable Achievement
Objective 1 (AMAO 1), students did not meet the annual growth target for learning English. In AMAO 2, students who have had
less than five years of EL instruction have not made the NCLB target. Student who have received over 5 years of instruction met
the target in 2014-2015, but not in 2015-2016. The participation rates for AMAO 3 were met, although the proficiency of English
Language Learners reflects a need for continued growth. A thorough plan to support English Language Learners is included in the
District's Local Control Accountability Plan (LCAP).
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Planned Improvements in Student Performance

School Goal #1
The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for
students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related
actions, and expenditures to raise the academic performance of students not yet meeting state standards:
SUBJECT: Academic Achievement: Literacy and Reclassification
LEA GOAL:
All students shall have the necessary academic skills so they are college and career ready. There shall be a particular focus on literacy and reclassification of the district English
Language Learner students.-------SCHOOL GOAL #1:
Using lessons supported by departmental TOSA's based on Common Core State Standards, increase the overall academic success of all students, with a focus on English
Language Arts, and place special emphasis upon students within the statistically under-performing subgroup of English Language Learners and our students receiving special
education services.
-------Data Used to Form this Goal:
UC/CSU Eligibility
Student Grades
ELA CAASPP Proficiency Rates
CELDT Language Proficiency Rate
Reclassification Rates for EL students
-------Findings from the Analysis of this Data:

The findings based on the data collected and analyzed is that there needs to be steps taken to address the achievement gap between EL's and the non-EL's. We are addressing
this concern by expanding our ELD course offerings and making sure each student is appropriately placed at all levels. We have implemented a new personalized learning
program (Lexia) that addresses reading, which we have aligned with Cunha Intermediate School.--------
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How the School will Evaluate the Progress of this Goal:
Review and analyze SBAC scores in English Language Arts

Common assessments in ELA
Early Assessment program results
CELDT scores
% of students eligible for reclassification to RFEP
Attendance and behavior records
One on One meetings of department chairs with administration sharing department progression and goals
Department professional development days for advancing their curriculum maps.
*
Monthly TOSA meetings with departmental TOSA's
-------Actions to be Taken
to Reach This Goal
Timeline
Person(s)
Responsible
Proposed Expenditure(s)
Description
Type
Funding Source
Amount
Continue to provide supplemental

2016-2017
professional development for ELD
teachers around new curriculum
being adopted and time to create and
collaborate as a department.
Principal, Assistant
Principal, ELD Dept.
Chair, ELD
Department
Members
Supplemental
Conference Fees, Travel
Fees, Teachers
Supervision Fees
5800:
Title III Part A:
Professional/Consulti Language Instruction
ng Services And
for LEP Students
Operating
Expenditures
4500
Continue to purchase supplemental

materials and classroom supplies to
support academic language
development.
2016-2017
Principal, ELD Dept.
Chair, ELD teacher
Supplemental Materials
and supplies
4000-4999: Books
And Supplies
Title III
4500
Unique Technology for ELD teachers

that will enhance the teaching and
learning for students.
2016-2017
Assistant Principal,
ELD Dept. Chair,
ELD teachers,
District Technology
Coordinator
Technology Tools
6000-6999: Capital
Outlay
Title III
12000
Professional Development supporting 2016-2017

the Common Core State Standards
for TOSA's to better support our
students who are at risk based on the
Title I standard.
Assistant Principal,
ELD Dept Chair, ELD
Teachers, Common
Core TOSA
Conference Fees, Travel 5800:

Title I
Fees, Teachers
Professional/Consulti
Supervision Fees
ng Services And
Operating
Expenditures
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5000
10/20/16

School Goal #2
SUBJECT: College and Career Readiness
LEA GOAL:
Increase the percentage of students who are engaged in curriculum that prepares them to be college or career ready.-------SCHOOL GOAL #2:
Provide a greater amount of opportunities to engage students in CTE with technology support, AVID, AP, Advanced and Early College courses.-------Data Used to Form this Goal:
*
CSU and UC eligibility rate

CAASPP Proficiency Rates
Student Grades
AP and Early College enrollment by Subgroups
Access in the Classroom and whole school to advanced technology

Test scores have risen from prior year overall, however, a greater emphasis needs to continue to be placed on ensuring that our under-performing students achieve at a higher
level. AP enrollment in under-represented subgroups needs to increase.-------How the School will Evaluate the Progress of this Goal:
*
*
*
AP Enrollment rates and Test Scores

Early College Enrollment rates and Test Scores
AVID student CSU and UC eligibility rates
Review and analyze CAASPP
Early Assessment Program results
CSM placement exam and reports
Student placement reports
* Types of technology accessible in and out of classrooms
* Evaluate technology on our campus and survey students around what is being used and what additions would be supportive to complete their classwork/homework on our
campus in a given day.
--------
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Actions to be Taken
to Reach This Goal
Continue to support site wide AVID
with funding for Summer Institute to
support our students who are at risk
of failing.
Timeline
Person(s)
Responsible
Description
Type
Funding Source
Amount
2016 - 2017
Principals,
Counselor Julia
Smith and Director
of Catergorical
Programs, Irene
Preciado
Conference Fees, Travel 5800:

Title I
Fees, Teacher
Supervision Fees
ng Services And
Operating
Expenditures
7000
Support student visits to colleges and 2016 - 2017

universities as we look to continue to
support the college going culture and
awareness on our campus; to support
our students who are at risk of failing.
Principals,
Counselor Julia
Smith and Director
of Catergorical
Programs, Irene
Preciado
Supervision Fees, Travel 5000-5999: Services

fees, Housing Fees
And Other Operating
Expenditures
14000
Common departmental time for

Common Core State Standards
Alignment to support our students
who are at risk of failing.
Principals,
Department Chairs,
TOSA's
Sub time or paid time to 5800:

Title I
work as a team
ng Services And
Operating
Expenditures
2000
Principals, District
Technology
Coordinator
Redesign current
6000-6999: Capital
Technology Labs for 21st Outlay
Century applications and
needs.
2000
2016-2017
Continued support and dissemination 2016 - 2017

of advanced technology in
classrooms, library, and labs to
support our students who are at risk
of failing.
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Title I
Title I
10/20/16

School Goal #3
SUBJECT: Communication Plan to Support Parent Involvement
LEA GOAL:
Implement a stakeholder communication plan to support parental involvement.-------SCHOOL GOAL #3:
Continue to create multiple opportunities for parents to participate in the education and lives of their children by continuing to hold ELAC, DELAC, SSC, Foundation, Health and
Wellness Committee and Sports, Ag, Music Booster meetings. Create systems of parent notification and awareness using Remind, RoboCalls, School Website, the Marquee,
email and direct mailing.-------Data Used to Form this Goal:
* School Loop - Information from parents and students via the School Loop mail system
* ELAC - Feedback from this organization
* DELAC - Feedback from this organization
* HS Foundation - Feedback from this organization
* School Site Council - Feedback from this organization
* Health and Wellness Committee - Feedback from this organization
* Booster Organizations (Sports, Agriculture, Music) - Feedback from these organizations
* Continue to survey parents and gather input to design parent education opportunities and to increase communication.
Parents want continued communication about school events and individual student progress towards meeting graduation and college entrance requirements. Parents are also
asking for more parental education events. -------How the School will Evaluate the Progress of this Goal:
Continue to survey parents and gather input to design parent education opportunities and to increase communication. Ensure ELAC board members attend DELAC to gain
district perspective and understand the relationship between school sites.--------
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Actions to be Taken
to Reach This Goal
Timeline
Person(s)
Responsible
Description
Hold quarterly meetings with ELAC

board members and plan for future
ELAC meetings.
2016-2017 Ongoing
Bilingual Resource
Team and ELAC
board
Continue to have school

communications in both English and
Spanish to enhance communication
between school and parents.
2016-2017 Ongoing
Principal, Assistant Supplementary

Principal, Members, Interpretattion Costs
Admin Asst.,
Community Liaison,
Administrative
Assistant, teachers
and staff
Continue to explore our ability to

communicate with parents and
create a site communication plan.
2016-2017
Quarterly ELAC Meeting materials

and supplies.
2016-2017
Set topics for future

ELAC meeting based on
parent input and
interest.
Type
Funding Source
Amount
None Specified
Title I
5000-5999: Services
And Other Operating
Expenditures
Title I
1000
Principals, SSC
Parent Members,
Admin Asst.,
Community Liaison
Meeting time to create a 5000-5999: Services

communication plan for And Other Operating
our site to meet with
Expenditures
parents of students at
risk
Title I
500
Principals, Julia
Smith., Community
Liaison
Supplementary Material 5000-5999: Services

and supplies costs
And Other Operating
Expenditures
Title III
1000
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School Goal #4
SUBJECT: Positive School Climate: Safe and Supported Schools
LEA GOAL:
Create a positive school climate where students feel safe and supported.-------SCHOOL GOAL #4:
Provide resources students find supportive of their success including but not limited to: Social/Emotional Health Services, student seminars and a positive learning behavior
system to support a positive climate on our campus. -------Data Used to Form this Goal:
* Annual Hours of mental health counseling provided
* Alternative to Suspension Referrals
* Referrals to outside mental health services
* Referrals to Peer Helpers
Students are in need of an increased level of mental health services on our campus that cannot only be absorbed by our academic counseling team.-------How the School will Evaluate the Progress of this Goal:
* Continue to track the number of referrals and specific types of referrals so we can best understand how to meet our students mental health needs.
* Analyze results of both CA Healthy Kids Survey and Panorama survey
to Reach This Goal
Timeline
Expand Mental health services and

2016-2017
student accessibility to an MFT or
intern to gain social/emotional health
support on our campus.
This will be supported and paid from
other funding sources.
Person(s)
Responsible
Principals,
Counselors
Description
Type
Work with all the groups None Specified

to make sure students
are supported. This will
be supported and paid
from other funding
sources.
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Funding Source
Title I
Amount
0
10/20/16
Actions to be Taken
to Reach This Goal
Timeline
Person(s)
Responsible
Description
Type
Funding Source
Amount
PBIS planning time to create a plan

2016-2017
for embedding a positive intervention
behavior plan system campus wide.
Principals, PBIS
Members
Paid time to align and

coordinate
implementation
5800:
Title I
ng Services And
Operating
Expenditures
3000
Develop student seminars around life 2016-2017

skills and things they will need to
know upon graduation.
Principal,
department chairs,
teachers
Certificated Salaries
1000-1999:
Certificated
Personnel Salaries
Title I
500
Create a Wellness Room on Campus

to support Student Social/Emotional
needs
2016 - 2017
Principals,
Counselors
Items such a furniture

6000-6999: Capital
and technology, possible Outlay
remodeling of space
Title I
3575
Monthly meetings of the Health and

Wellness Committee to focus on
student wellbeing
2016 - 2017
Principals,
Superintendent,
Assistant
Superintendent of
Pupil Services
Voluntary Time
None Specified
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None Specified
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School Goal #5
SUBJECT:
LEA GOAL:
-------SCHOOL GOAL #5:
-------Data Used to Form this Goal:
-------How the School will Evaluate the Progress of this Goal:
to Reach This Goal
Timeline
Person(s)
Responsible
Description
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Type
Funding Source
Amount
10/20/16
Centralized Services for Planned Improvements in Student Performance

The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each categorical
program in this section must be aligned with the Consolidated Application.
Centralized Service Goal #1
SUBJECT: Centralized Services for Planned Improvements in Student Performance in Academic Achievement: Literacy and Reclassification
SCHOOL GOAL #1:
All students shall have the necessary academic skills so they are college and career ready. There shall be a particular focus on literacy and reclassification of the district English
Language Learners.
* The percent of all students meeting or exceeding standards in English Language Arts on the California Assessment of Student Performance and Progress (CAASPP) increases by
5% per year in Grades 3, 5, 8, and 11.
* The percent of students that are at or above grade level in reading in Grades 3 and 5, as measured by a locally adopted formative assessment to be administered at least 3
times per year, shall increase by 5% from the Fall to Spring administration of the assessment.
* The percent of English Learner students that are at or above grade level in reading in Grade 3 and 5, as measured by a locally adopted formative assessment to be
administered at least 3 times per year, shall increase by 5% from the Fall to Spring administration of the assessment.
* The percent of Economically Disadvantaged students that are at or above grade level in reading in Grades 3 and 5, as measured by a locally adopted formative assessment to
be administered at least 3 times per year, shall increase by 5% from the Fall to Spring administration of the assessment.
* The district shall create a writing assessment and associated rubrics to ensure that all students are writing at or above expected grade level standards. This assessment shall
be administered in Grades 3, 5, and 8.
* At a minimum, 63.5% of the district English learner students shall progress one level in their progress in learning English as measured by the California English Language
Development Test. This is the progress required in the Annual Measurable Achievement Objective 1 as set forth by Title III and No Child Left Behind.
* At a minimum, 26.7% of the district English learner students who have been in the country less than five years, shall become English Proficient as measured by the California
English Language Development Test. This is the progress required in the Annual Measurable Achievement Objective 2 as set forth by Title III and No Child Left Behind.
* At a minimum, 54.7% of the district English learner students who have been in the county more than five years, shall become English Proficient as measured by the California
English Language Development Test. This is the progress required in the Annual Measurable Achievement Objective 2 as set forth by Title III and No Child Left Behind.
* The district reclassification rate shall increase by 2%.
* Facilities shall be maintained and in good repair.
--------
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Actions to be Taken
to Reach This Goal
Instruction from appropriately
qualified and certificated teachers
and staff.
Timeline
Person(s)
Responsible
Description
Type
Funding Source
Amount
July 2016 - June

2017
Assistant
Superintendent of
Curriculum and
Instruction,
Assistant
Superintendent of
Pupil and
Personnel, Site
Principals
Instruction from
1000-1999:
appropriately qualified Certificated
and certificated teachers Personnel Salaries
and staff. Retain
certificated staff and
ensure assignments are
appropriate to
certification.
July 2016 - June

2017
Chief Business
Official, Site
Principals
Classified Salaries,
benefits, materials, and
services.
2000-2999: Classified LCFF - Base

Personnel Salaries
1,308,629
Assistant
Superintendent of
Curriculum and
Instruction, Site
Principals
Common Core
Professional
Development and
Support
5000-5999: Services
And Other Operating
Expenditures
20,000
Literacy instruction in all of the

content areas.
Instruction in reduced class sizes in
grades K- 3 to maximize learning
effectiveness.
LCFF - Base
13,642,510
Frequent formative assessments will

be given and results will be analyzed
to determine student learning and
interventions, as needed.
English learner students will be
identified, assessed using California
English Language Development Test,
appropriately grouped for instruction
and receive both integrated and
designated English Language
Development on a daily basis to
ensure they make the required
progress as required by the Annual
Measurable Assessment Objectives.
Professional development will be
provided to at least 90% of faculty.
School facilities are maintained and
in good repair.
Instruction aligned with the Common July 2016 - July

Core State Standards in core subject 2017
areas. Teachers will receive
professional development to support
this instruction.
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LCFF - Base
10/20/16
Actions to be Taken
to Reach This Goal
Timeline
Person(s)
Responsible
Description
Type
Funding Source
Amount
Direct instruction in English Language July 2016 - June

Arts with district adopted
2017
instructional materials. The district
will pilot Common Core aligned
curriculum for English Language Arts.
Assistant
Superintendent of
Curriculum and
Instruction
Instructional Materials
for English Language
Arts
4000-4999: Books
And Supplies
Lottery: Instructional 60,000

Materials
Assessment with district adopted

formative reading assessment three
times a year.
July 2016 - June

2017
Assistant
Superintendent,
Site Principals
Assessment materials
4000-4999: Books
And Supplies
LCFF - Base
40,000
Elementary students reading below

grade level will receive targeted,
small group, pull out reading
intervention instruction by
certificated reading teachers.
July 2016 - June

2017
Site Principals
Reading Intervention
1000-1999:
Teachers for Elementary Certificated
Personnel Salaries
LCFF - Supplemental
317,750
Students reading below grade level

will receive after school and summer
school intervention instruction.
July 2016 - June

2016
Assistant
Superintendent of
Curriculum and
Instruction, Site
Principals
Certificated and
classified salaries,
benefits, and materials.
1000-1999:
Certificated
Personnel Salaries
LCFF - Supplemental
47,000
Classified salaries,
benefits, and materials.
2000-2999: Classified After School and

Personnel Salaries
Education Safety
(ASES)
128,000
Classified salaries and

benefits.
1000-1999:
Certificated
Personnel Salaries
Parent-Teacher
Association (PTA)
35,000
LCFF - Supplemental
90,000
English learner students not making

the Annual Measurable Assessment
Objectives will attend a districtsponsored summer school program
that will focus on skills improvement
Middle and high school students
July 2016 - June
reading below grade level will receive 2017
a robust research-based reading
intervention program.
Cunha/HMBHS site
principals
Certificated salaries and 1000-1999:

benefits.
Certificated
Personnel Salaries
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Actions to be Taken
to Reach This Goal
Timeline
Person(s)
Responsible
Description
Type
Funding Source
Amount
Instruction designed to ensure

July 2016 June 2017
English learner students are able to
access the grade level appropriate
curriculum in all subjects. This will be
accomplished by piloting and
adoption of Standards aligned English
Language Development curriculum
and teachers receiving the
professional development to enable
them to deliver the curriculum.
Assistant
Bus transportation
Superintendent of
Curriculum and
Instruction, Director
of Categorical
Programs, Site
Principals
5000-5999: Services
And Other Operating
Expenditures
LCFF-ED
118,022
Monitoring and intervention support

from Director of Categorical
Programs to assist long-term English
Learners.
July 2016 - June

2017
Assistant
Superintendent of
Curriculum and
Instruction
1000-1999:
Certificated
Personnel Salaries
LCFF - Supplemental
130,000
July 2016 - June

2017
Assistant
BTSA Support
Superintendent of
Pupil and
Personnel, Assistant
Superintendent of
Curriculum and
Instruction
5000-5999: Services
And Other Operating
Expenditures
LCFF - Base
100,000
Director of Categorical
Programs
Parents of English learner students

receive communication from Director
or Categorical Programs regarding
the reclassification process and
services available to English learners.
Parents will be informed about
intervention strategies being used
with their students as students are
assessed, regrouped or exited from
the program. Parents will also be
educated on best strategies they can
use to help their children.
New teachers: Beginning Teacher
Support and Assessment (BTSA)
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Actions to be Taken
to Reach This Goal
Timeline
Person(s)
Responsible
Description
Type
Funding Source
Amount
Onsite coaching and support for

literacy and English Language
Development.
July 2016 - June

2017
Assistant
Superintendent of
Curriculum and
Instruction, Site
Principals
Teachers on Special
Assignment
1000-1999:
Certificated
Personnel Salaries
LCFF - Supplemental
348,500
Opportunity to participate in
curricular adoption committee and
piloting of all new potential district
curricular materials.
July 2016 - June

2017
Assistant
Superintendent of
Curriculum and
Instruction
Curricular Assessment
and Adoption
Committees
1000-1999:
Certificated
Personnel Salaries
LCFF - Base
50,000
Opportunity to assist with creation of

district writing assessment and
associated rubrics.
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SUBJECT: Centralized Services for Planned Improvements in Student Performance in College and Career Readiness
SCHOOL GOAL #2:
Increase the percentage of students who are engaged in curriculum that prepares them to be college or career ready.
* Baseline data on the effectiveness of new middle school Common Core Standards math curriculum adoption.
* Engage in the adoption process for Common Core Standards elementary math curriculum.
* Work with science faculty on the preparation of Next Generation Science Standards units of study.
* 2% increase in the number of students who meet Early Assessment Program criteria in English Language Arts and Math
* 2% increase the percentage of students that complete high school with the UC/CSU (A-G) course requirements.
* Monitor student participation rate in Advanced Placement courses.
* Establish no cost Early College program using Half Moon Bay High School as base location.
* Develop one Career Technical Education Pathway course to meet local agri-business needs.
* Set baseline data on the number of Advancement Via Individual Determination (AVID) high school students seeking college admission.
to Reach This Goal
Provide AVID courses in grade 6th12th with the purpose of developing
a pipeline to support college
readiness.
Timeline
Person(s)
Responsible
Description
Type
Funding Source
Amount
July 2016 - June

2017
Cunha/ HMBHS site

administration,
Director of
Categorical
Programs
Hire AVID teachers in

grades 6th-12th.
1000-1999:
Certificated
Personnel Salaries
LCFF - Supplemental
125,000
Provide professional development to July 2016 - June

AVID teachers.
2017
Cunha/ HMBHS site

administration,
Director of
Categorical
Programs
Salaries and benefits,

conferences and travel.
1000-1999:
Certificated
Personnel Salaries
LCFF - Supplemental
57,000
Salaries and benefits,

conferences and travel.
1000-1999:
Certificated
Personnel Salaries
Foundation
25,000
Asst. Supt. Human

Resources/Pupil
Services, Cunha
Principal
Hire Language Arts and 1000-1999:

Mathematics teachers in Certificated
Middle School.
Personnel Salaries
LCFF - Supplemental
200,000
Minimize class sizes in Language Arts

and Mathematics in Middle School
July 2016 September 2016
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Actions to be Taken
to Reach This Goal
Person(s)
Responsible
Description
July 2016 - June

2017
Superintendent,
HMBHS principal
One college credit

course at HMBHS
1000-1999:
Certificated
Personnel Salaries
LCFF - Base
100,000
High School and middle school

July 2016 - June
administrators to establish formal
2017
relationships with local businesses to
support programs and internships.
Cunha/ HMBHS/
Pilarcitos site
administration
Support programs and

internships with Local
Businesses.
1000-1999:
Certificated
Personnel Salaries
LCFF - Base
903,438
Retain and expand courses in

July 2016 - July
agriculture and technology pathways. 2017
And continue to strengthen Career
Technical Education agriculture
pathway by developing a local
organic produce farm micro business.
HMBHS/ Pilarcitos
Site Administration
Agriculture and
technology certificated
staff.
1000-1999:
Certificated
Personnel Salaries
LCFF - Supplemental
100,000
Develop at least one Career Technical July 2016 - June

Education pathway aligned with AB86 2017
collaborative that is aligned with San
Mateo Community College District
certification programs.
Assistant
Superintendent of
Curriculum and
Instruction, HMBHS
site administration
Career technical
pathway development
1000-1999:
Certificated
Personnel Salaries
Other
20,000
Assess effectiveness of middle school July 2016 - June

common core math curriculum
2017
adoption.
Assistant
Superintendent of
Curriculum and
Instruction, Site
principals
Committees for
curriculum evaluation
and adoption.
1000-1999:
Certificated
Personnel Salaries
Other
5,000
Establish a minimum of one college

credit course with the College of San
Mateo on the Half Moon Bay High
School campus.
Pilot common core math adoption for

elementary schools.
Timeline
Type
Funding Source
Amount
Create Next Generation Science

Standards units of study for middle
school.
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SUBJECT: Centralized Services for Planned Improvements in Student Performance in Communication Plan to Support Parent Involvement
SCHOOL GOAL #3:
Implement a stakeholder communication plan to support parental involvement and regular updates.
* Increase parental involvement and participation across all sites by 5% as evidenced by parent sign-in sheets at school meetings.
* Increase parent survey response by 5%.
to Reach This Goal
Timeline
Person(s)
Responsible
Description
Type
Funding Source
Amount
Train and utilize community liaisons August 2016 - June

to support targeted families in a K-12 2017
parent education program that
supports student learning and
advocacy.
Site Principals
Community Liaisons
2000-2999: Classified LCFF - Supplemental

Personnel Salaries
225,000
Provide written translation services.
Varies based on
need/activity
Pay for Spanish

translations
5000-5999: Services
And Other Operating
Expenditures
56,250
Webmaster will update and maintain July 2016 - June

of District and schools' websites.
2017
Director of
Technology
Webmaster
2000-2999: Classified LCFF - Base

Personnel Salaries
14,080
Provide a District-wide Panorama

Climate Survey to ensure that our
schools are serving the needs of all
families.
Superintendent,
Assistant
Superintendent of
Curriculum and
Instruction
Climate Survey
5000-5999: Services
And Other Operating
Expenditures
9,000
July 2016 - June

2017
September 2016 January 2017
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LCFF - Supplemental
LCFF - Supplemental
10/20/16

SUBJECT: Centralized Services for Planned Improvements in Student Performance in Positive School Climate: Safe and Supported Schools
SCHOOL GOAL #4:
Create a positive school climate where students feel safe and supported.
* Increase attendance rates by 0.2%.
* Decrease Chronic Absence Rate by 0.2%.
* Decrease truancy rate by 5%.
* Monitor and maintain suspension rates to be at <3%.
* Monitor and maintain expulsion rate to be <0.1%.
* Monitor and decrease high school dropout rate by 0.3%.
* Monitor and maintain middle school dropout rate at <0.1%.
* Increase high school graduation rate by 0.5%.
to Reach This Goal
Continue to support and monitor
Positive Behavior Intervention
Support data, including the
promotion of positive recognition
programs for students with good
attendance.
Timeline
July 2016 - June
2017
Person(s)
Responsible
All Schools
Description
PBIS Support
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Type
5000-5999: Services
And Other Operating
Expenditures
Funding Source
LCFF - Base
Amount
5,000
10/20/16
Actions to be Taken
to Reach This Goal
Timeline
On-going monitoring by District

July 2016 - June
Office administration of school site
2017
adherence to interventions to
reducing truancy: daily parental
contact, parent conferences with
teachers, assigning appropriate
disciplinary consequences, counseling
referrals, attendance letters, referrals
to Student Study Teams, and
site/district SARB meetings.
Person(s)
Responsible
Description
Type
All Schools
Interventions to reduce 1000-1999:

truancy: parent contact, Certificated
conferences, counseling, Personnel Salaries
SST referrals, SARB
meetings, disciplinary
conferences, home
visits.
Funding Source
LCFF - Base
Amount
181,073
Continue with home visits of truant

student/families by site/district
administration and the Sheriff School
Resource Officer (SRO).
Providing Transportation for at-risk
students at Farallone View and El
Granada
July 2016 - June

2017
District Bus
Transportation
Bus Transportation
2000-2999: Classified LCFF - Supplemental

Personnel Salaries
311,116
Continue to survey all school

stakeholders to better understand
engagement and improve school
climate.
September 2016 January 2017
Superintendent,
Assistant
Superintendent
School Climate Survey
5000-5999: Services
And Other Operating
Expenditures
LCFF - Supplemental
3,500
Site Administration
Academic Counseling
1000-1999:
Certificated
Personnel Salaries
LCFF - Base
219,271
Credit Recovery
Curriculum
5000-5999: Services
And Other Operating
Expenditures
LCFF - Supplemental
45,000
Provide academic counseling to high July 2016 - June

school students to ensure completion 2017
of graduation requirements for atrisk students. Provide credit recovery
curriculum to at risk students. Ongoing mandatory student/parent
conferences with site administration
for at-risk students and families
transitioning from elementary to
middle school (5-6) and middle
school to high school (8-9).
35 of 43
10/20/16
Actions to be Taken
to Reach This Goal
Provide mental health services to at
risk students.
Timeline
August 2016 - June
2017
Person(s)
Responsible
Superintendent,
Site Administration,
Counselors
Description
Type
Funding Source
Amount
Mental Health Services
2000-2999: Classified Other

Personnel Salaries
90,000
Mental Health Services
1000-1999:
Certificated
Personnel Salaries
100,000
36 of 43
LCFF - Supplemental
10/20/16

SUBJECT: Centralized Services for Planned Improvements in Student Performance in
SCHOOL GOAL #5:
to Reach This Goal
Timeline
Person(s)
Responsible
Description
37 of 43
Type
Funding Source
Amount
10/20/16
Summary of Expenditures in this Plan

Total Allocations and Expenditures by Funding Source
Total Allocations by Funding Source
Allocation
Balance (Allocations-Expenditures)
Title I
$38,575
0.00
Title III
$22,000
4,500.00
Funding Source
Total Expenditures by Funding Source

Funding Source
Total Expenditures
None Specified
0.00
Title I
38,575.00
Title III
17,500.00
Title III Part A: Language Instruction for LEP Students
4,500.00
38 of 43
10/20/16

Total Expenditures by Object Type
Object Type
Total Expenditures
1000-1999: Certificated Personnel Salaries
500.00
4000-4999: Books And Supplies
4,500.00
5000-5999: Services And Other Operating Expenditures
16,500.00
5800: Professional/Consulting Services And Operating

ExpendituresCapital Outlay
6000-6999:
21,500.00
17,575.00
None Specified
0.00
39 of 43
10/20/16

Total Expenditures by Object Type and Funding Source
Object Type
None Specified
Funding Source
None Specified
Total Expenditures
0.00
1000-1999: Certificated Personnel Salaries Title I
500.00
5000-5999: Services And Other Operating Title I

Expenditures
5800:
Professional/Consulting Services And Title I
Operating
6000-6999:Expenditures
Capital Outlay
Title I
15,500.00
17,000.00
5,575.00
None Specified
Title I
0.00
4000-4999: Books And Supplies
Title III
4,500.00
5000-5999: Services And Other Operating

ExpendituresCapital Outlay
6000-6999:
Title III
1,000.00
Title III
12,000.00
5800: Professional/Consulting Services And Title III Part A: Language Instruction for LEP
Operating Expenditures
Students
40 of 43
4,500.00
10/20/16

Total Expenditures by Goal
Goal Number
Total Expenditures
Goal 1
26,000.00
Goal 2
25,000.00
Goal 3
2,500.00
Goal 4
7,075.00
41 of 43
10/20/16
School Site Council Membership
John Nazar
Secondary
Students
Parent or
Community
Member
Other
School Staff
Principal
Name of Members
Classroom
Teacher
California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the
principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school
personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected
by pupils attending the school. The current make-up of the SSC is as follows:
Rick Van Wyngaarden
Anne Ryckebusch
Carrie Blanton
Brad Lehan
Shahrzad Pantera
Debbi Morgan
David Pantera
Matt Wilmes
Yadira Acosta
Numbers of members of each category:
X
1
At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers,
and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers
must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers
of parents or other community members selected by parents, and students. Members must be selected by their peer group.
42 of 43
10/20/16
Recommendations and Assurances

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

Signature
Special Education Advisory Committee

Signature
Gifted and Talented Education Program Advisory Committee

Signature
District/School Liaison Team for schools in Program Improvement

Signature
Compensatory Education Advisory Committee

Signature
Departmental Advisory Committee (secondary)

Signature
Other committees established by the school or district (list):

High School Foundation, Health and Wellness Committee, Agriculture
Boosters, Sports Boosters
Signature
4.
The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content
requirements have been met, including those found in district governing board policies and in the local educational agency plan.
5.
This SPSA 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 SPSA was adopted by the SSC at a public meeting on .
Attested:
John Nazar
Typed Name of School Principal
Signature of School Principal
Date
Signature of SSC Chairperson
Date
David Pantera
Typed Name of SSC Chairperson
43 of 43
10/20/16
Budget By Expenditures
Half Moon Bay High School
$0.00 Allocated
Funding Source: None Specified

Object Code
Proposed Expenditure
None Specified
Voluntary Time
Goal
$0.00 Positive School
Climate: Safe and
Supported Schools
None Specified Total Expenditures:
$0.00
None Specified Allocation Balance:
$0.00
Work with all the groups to make sure
students are supported. This will be
supported and paid from other funding
sources.
Paid time to align and coordinate
implementation
Certificated Salaries
Items such a furniture and technology,

possible remodeling of space
Conference Fees, Travel Fees, Teachers
Supervision Fees
Action
Monthly meetings of the Health and Wellness Committee to
focus on student wellbeing
$38,575.00 Allocated
Funding Source: Title I
10/20/2016 2:51:11 PM
Amount
Object Code
Amount
Goal
None Specified

Climate: Safe and
Supported Schools
5800:
Professional/Consulting
Services And Operating
Expenditures
1000-1999: Certificated
Personnel Salaries
$3,000.00 Positive School

Climate: Safe and
Supported Schools
6000-6999: Capital
Outlay
5800:
Expenditures

Climate: Safe and
Supported Schools
$3,575.00 Positive School
Climate: Safe and
Supported Schools
$5,000.00 Academic
Achievement:
Literacy and
Reclassification
Action
Expand Mental health services and student accessibility to an
MFT or intern to gain social/emotional health support on our
campus. This will be supported and paid from other funding
sources.
PBIS planning time to create a plan for embedding a positive
intervention behavior plan system campus wide.
Develop student seminars around life skills and things they will
need to know upon graduation.
Create a Wellness Room on Campus to support Student
Social/Emotional needs
Professional Development supporting the Common Core State
1 of 3

Conference Fees, Travel Fees, Teacher
Supervision Fees
5800:
Expenditures
Supervision Fees, Travel fees, Housing
5000-5999: Services And
Fees
Other Operating
Expenditures
Sub time or paid time to work as a team
5800:
Expenditures
Redesign current Technology Labs for 21st
6000-6999: Capital
Century applications and needs.
Outlay
Set topics for future ELAC meeting based
on parent input and interest.
Supplementary Interpretattion Costs
Meeting time to create a communication

plan for our site to meet with parents of
students at risk
None Specified

Other Operating
Expenditures
Other Operating
Expenditures
Supplementary Material and supplies costs
Supplemental Materials and supplies
10/20/2016 2:51:11 PM
Continue to support site wide AVID with funding for Summer

Institute to support our students who are at risk of failing.
$14,000.00 College and Career

Readiness
Support student visits to colleges and universities as we look to

Readiness
Common departmental time for Common Core State Standards

Alignment to support our students who are at risk of failing.

Readiness
Continued support and dissemination of advanced technology in
$0.00 Communication Plan

to Support Parent
Involvement
$1,000.00 Communication Plan
to Support Parent
Involvement
$500.00 Communication Plan
to Support Parent
Involvement
Hold quarterly meetings with ELAC board members and plan for
future ELAC meetings.
Title I Total Expenditures:
$38,575.00
Title I Allocation Balance:
$0.00
Funding Source: Title III


Readiness
Continue to have school communications in both English and

Spanish to enhance communication between school and
parents.
Continue to explore our ability to communicate with parents
and create a site communication plan.
$22,000.00 Allocated
Object Code
Other Operating
Expenditures
4000-4999: Books And
Supplies
Amount
Goal
$1,000.00 Communication Plan

to Support Parent
Involvement
$4,500.00 Academic
Achievement:
Literacy and
Reclassification
Action
Quarterly ELAC Meeting materials and supplies.
Continue to purchase supplemental materials and classroom

supplies to support academic language development.
2 of 3

6000-6999: Capital
Outlay
Technology Tools
Title III Total Expenditures:
$17,500.00
Title III Allocation Balance:
$4,500.00
Funding Source: Title III Part A: Language Instruction

for LEP Students
Supplemental Conference Fees, Travel
Fees, Teachers Supervision Fees
$12,000.00 Academic
Achievement:
Literacy and
Reclassification
Object Code
5800:
Expenditures
$0.00 Allocated
Amount
Goal
$4,500.00 Academic
Achievement:
Literacy and
Reclassification
Title III Part A: Language Instruction for LEP Students Total

Expenditures:
$4,500.00
Title III Part A: Language Instruction for LEP Students Allocation

Balance:
$0.00
Half Moon Bay High School Total Expenditures:
$60,575.00
10/20/2016 2:51:11 PM
Unique Technology for ELD teachers that will enhance the

teaching and learning for students.
Action
Continue to provide supplemental professional development for
3 of 3

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The Single Plan for Student Achievement

Half Moon Bay High School's

Cabrillo Unified School District

September 23, 2016

1 Lewis Foster Drive

The Single Plan for Student Achievement

School Vision and Mission

Comprehensive Needs Assessment Components

The Single Plan for Student Achievement

Analysis of Current Instructional Program

Not meeting performance goals

Staffing and Professional Development

Status of meeting requirements for highly qualified staff (ESEA)

The Single Plan for Student Achievement

Teaching and Learning

18. Fiscal support (EPC)

Description of Barriers and Related School Goals

The Single Plan for Student Achievement

School and Student Performance Data

English Language Arts/Literacy

# of Students with Scores

% of Enrolled Students Tested

Mean Scale Score

% Standard Nearly Met

% Standard Not Met

The Single Plan for Student Achievement

Conclusions based on this data:

The Single Plan for Student Achievement

School and Student Performance Data

# of Students with Scores

% of Enrolled Students Tested

Mean Scale Score

% Standard Nearly Met

% Standard Not Met

Concepts & Procedures

Problem Solving & Modeling/Data Analysis

The Single Plan for Student Achievement

Conclusions based on this data:

The Single Plan for Student Achievement

School and Student Performance Data

Conclusions based on this data:

The Single Plan for Student Achievement

School and Student Performance Data

Conclusions based on this data:

The Single Plan for Student Achievement

School and Student Performance Data

Number of Annual Testers

Attaining English Proficiency

Adequate Yearly Progress for English Learner Subgroup

Met Participation Rate

Met Percent Proficient or Above

Met Participation Rate

Met Percent Proficient or Above

Conclusions based on this data:

The Single Plan for Student Achievement

School and Student Performance Data

Number of Annual Testers

Attaining English Proficiency

Met Participation Rate

Met Percent Proficient or Above

Met Participation Rate

Met Percent Proficient or Above

Met Target for AMAO 3