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Manteca Unified School District Strategic Plan 2021-2022

Vision Statement

Every student works to achieve grade level standards, feels safe and is supported to realize individual success.

Mission Statement

Through smart actions and decisions, MUSD will work together using meaningful, measurable and aligned data for all students to achieve mastery of grade level standards in all subjects based on their unique educational

pathway in a safe environment inclusive of design, security and climate.

East Union High School 39685933932001

Manteca Unified School District 39685930000000

School Site Vision

We begin every day with the mission to be "The World's Greatest High School."

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East Union's mission is to inspire, prepare and empower every student to succeed in our ever-changing world. We provide a safe, supportive and inclusive environment where students master grade level

standards through connections, respect and accountability Purpose and Description

Briefly describe the purpose of this plan (Select from Schoolwide Program, Comprehensive Support and Improvement, Targeted Support and Improvement, or Additional Targeted Support and Improvement)

X Schoolwide Program

Briefly describe the school’s plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs.

East Union is committed to all students achieving at or above grade level state standards. Therefore, it is critical that we create this tool to best provide direction and utilization of researched-based instructional strategies and the M.U.S.D. adopted base curriculum along with student assessments, to identify student need and ensure data-based decision making and site focus toward the attainment of our site goal. Parents will be included in the educational process through teacher contacts, counselor meetings, administrative communication and grade level evening programs.

Stakeholder Involvement

How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update?

Involvement Process for the SPSA and Annual Review and Update

The administrative team has reviewed, shared and received input and LCAP approval based on our California dashboard data with members of the teaching staff, Student Leadership, School Site Council, and Parent ELAC group along with the MUSD district office in the annual planning process.

We met with the School Site Council on September 2 via Teams and in person, and they approved our plan.

They provided input regarding the importance of supplemental curriculum, adding an international cooking class to expand cultural awareness, the importance of new technology for teachers as we move into Phase 2, and the need for an extra campus monitor as we move into Phase 2 as well to assist with the enforcement of social distancing for kids. We met with the ELAC parent group on October 1st via Teams and the entirely of the group approved our Strategic Plan. They felt the focus of our resources being focused largely on

emerging students was a very sound idea. We then met with the EUHS student group on October 7th via Teams and the entirety of the group approved our plan and had very little feedback other than they too supported the focus of our spending plan.

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Resource Inequities

Briefly identify and describe any resource inequities identified as a result of the required needs assessment, as applicable.

Resource inequities exist in the area of our English Language Learner students and SED students are not achieving on the SBAC exam at the level of other students. Funding for outside of school tutoring, the FACES program and supplemental curriculum to address these needs will be a focus.

School Site Description EAST UNION HIGH SCHOOL

About Our School

East Union High School is built on 54 years of rich traditions and legendary school spirit. The East Union staff is committed to every student achieving and begins every morning striving to be The World's Greatest High

School!

Lancer Core Values RELATIONSHIPS

• Meaningful relationships connect our community ACCOUNTABILITY

 Lancers make no excuses RESPECT

 We value ourselves, each other and the process SACRIFICE

 Trading comfort for growth is the key to success

School Description:

East Union High School is one of five comprehensive high schools in the MUSD. It is a four-year school with a student population of approximately 1,600. The small rural community of French Camp is within the attendance boundaries of East Union High School. Students who attend East Union come from six district

feeder schools and two private schools from the surrounding Manteca, French Camp and Lathrop Communities. East Union's mission is to inspire, prepare and empower every student to succeed in our ever- changing world. We provide a safe, supportive and inclusive environment where students master grade level

standards through connections, respect and accountability.

Students at East Union High are also encouraged to participate in athletics, community service, and extra- curricular activities. Close to 600 students participate in after-school sports, and there are over 30 active student clubs. Leadership students create an undercurrent of positive school culture – “World's Greatest High School” – through ongoing activities and opportunities for students during the school day and after school. Student participation in school events is encouraged and monitored through the use of the Five-star

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East Union Mission Statement:

East Union's mission is to inspire, prepare and empower every student to succeed in our ever-changing world. We provide a safe, supportive and inclusive environment where students master grade level

standards through connections, respect and accountability.

Teachers at this School School

2018-19 School

2019-20 School

2020-21 District 2020-21

With Full Credential--- 72 73

Without Full Credential

Without a full credential (includes LEA and university internships, pre-internships, emergency or other permits, and waivers)

5 5

Teaching Outside Subject Area of Competence

CDE does not collect data on the number of teachers teaching outside their subject area of competence (with full credential).

Teaching outside subject area data should be available in the LEA’s personnel office.

In most instances, teaching outside subject area is a subset of total teacher

misassignments (see data definition for Teacher Misassignments).

0 0

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Indicator 2018-19 2019-20 2020-21 Misassignments of Teachers of English Learners

‘Misassignments’ refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.

0 0

Total Teacher Misassignments

‘Misassignments’ refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.

Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

0 0

Vacant Teacher Positions

‘Vacant Teacher Positions’ refer to positions not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester.

0 0

Student Support Services Staff

Title Number of FTE*

Assigned to School

Counselor (Academic, Social/Behavioral or Career Development) 4

Library Media Teacher (Librarian) 1

Library Media Services Staff (Paraprofessional) 1

Psychologist 1

Social Worker

Speech/Language/Hearing Specialist 1

Resource Specialist (non-teaching)

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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).

Beginning with the 2018-2019 school year and continuing through the 2021-2022 year, parents, teachers and students were surveyed with questions developed by Hanover Research with regard to safety, professional development needs, implementation of rigorous state standards, and meeting the needs of unduplicated, as well as underperforming, groups. Results were reported to all in the district LCAP and the California

Dashboard. Historically, every other year, students in grades 5, 7, and 9 are administered the California Healthy Kids Survey. Results are reported out in the California Dashboard, and site level results are

disaggregated and shared with school sites. Results are discussed in school site council and English Learner Advisory Committee meetings, leadership, and other stakeholder input meetings. Findings were used to inform the MUSD Local Control Accountability Plan (LCAP), school site strategic plans and further

implementation needs. Individual sites may also utilize surveys.

Classroom Observations

This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings.

Site administrators, in accordance with the MEA Master Agreement, utilize classroom observation to evaluate teachers using the California Standards for the Teaching Profession.

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.

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Standards, Assessment, and Accountability

Use of state and local assessments to modify instruction and improve student achievement (ESEA)

District-wide assessment and accountability systems monitor student academic performance and growth in learning. Over the previous school years, MUSD spent valuable time looking at and evaluating whether or not identified assessments were meaningful, measurable, and valid. With the onset of the pandemic in 2020, and the lack of state-mandated assessments, MUSD chose and implemented the NWEA MAP (Measures of Academic Progress) Growth assessment at targeted grade levels district-wide. The information gleaned from these on-going assessments was shared with parents at goal-setting conferences, and students, parents and teachers were able to discuss specific skills that each pupil was ready to learn, and his/her projected and actual growth toward state standards. Data were used to identify student need, determine areas of focus for professional learning, and choose appropriate interventions. Parents are provided results digitally via

ParentConnect (the district's on-line portal for parents to access information about their student), on paper (if requested) and at teacher conferences. Throughout the year, the assessment of student achievement is a priority and requires continual support and monitoring of the collection, processing, analyses, and reporting of data. Students in grades 3-8 and in grade 11 take Smarter Balance Summative Assessments in English Language Arts (ELA) and Mathematics, except in the spring of 2020 and 2021 due to COVID-19. All English Language Learners are administered the English Language Proficiency Assessments for California annually, except in Spring of 2020 due to COVID-19 school closures. Moving forward, students in grades K-2 will be assessed using the reading fluency assessment, also through NWEA. In grades K-8, writing samples are maintained in student portfolios. In grades 3-8 students are given an on demand writing prompt each trimester, which is scored using a district-wide grade level rubric. Reading assessments include the Wonders platform aligned with California State Standards. Assessment results and other data are stored in a database which can produce reports and disaggregate data by filtering and sifting via individual subgroups or state standards. Other assessments may include performance based tasks aligned to the Common Core State Standards. Kindergarten students are assessed in Math using a system of ongoing assessments built into the curriculum which assesses students relative to specific grade level (CCSS). All of the aforementioned district proficiency data, along with academic grades, are recorded on each student’s report card. The data from these report cards is collected electronically and is disaggregated by school and grade level for use by the school sites.

Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) The site leadership team team comprised of the principal, assistant/vice-principal, and others meet regularly to evaluate benchmark and summative assessment data as well as observational and formative information.

Team members then meet with specific grade level/grade span/department teachers to provide support in data analysis. The district supports an assessment evaluation program, which is designed to make decisions from the bottom up while supporting from the top down. Through the district-developed structure, school sites act as site level data teams. These teams identify areas of “cause”, which affect student achievement.

Further, the teams are trained in how to support the teachers at the site in developing, refining, and

implementing a standards-based instructional program at the classroom level and modifying their instruction using data. Ongoing analyses continue at the site and classroom level to improve individual student

achievement. The Executive Directors of Elementary and Secondary Education support this process by

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Staffing and Professional Development

Status of meeting requirements for highly qualified staff (ESEA)

Manteca Unified School District is committed to hiring and retaining highly qualified staff. 100% of classes were taught by fully credentialed, appropriately assigned staff, verified by the 2020-2021 SARC reports (the most current available). There were no identified misassignments of teachers of English Learners for 2019- 2020 school year, which improved from the previous year where there were 4 misassigned teachers.

Manteca Unified School District's Teacher Development Department utilizes the Induction program to

support beginning teachers/interns and provide a clear credential pathway to preliminary credential holders.

Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC)

MUSD maintained its status in that 100% of students had standards-aligned curriculum, verified by the 2020- 2021 SARC reports (the most current available). Manteca Unified School District utilizes state approved, board adopted core curricular programs and materials which are standards based in the subject areas of Reading/Language Arts, Math, Social Studies and Science. The textbook adoption for K-6 ELA/ELD is McGraw- Hill Wonders, while the adoption for reading/language arts in grades 7-12 is StudySync. Math programs in use by the district are McGraw-Hill My Math for grades K-5, and McGraw Hill CALIFORNIA MATH COURSES 1- 2 for grades 6-8, and Big Ideas Math for grades 9-12. The adopted social studies materials are Scott

Foresman for grades K-3, MacMillian/McGraw-Hill for grades 4-6, and Holt Rinehart and Winston Social Studies for grades 7 and 8. The adopted science materials are MacMillian/McGraw-Hill for grades K-6, and Glencoe McGraw-Hill for grades 6-8. All students, including those with special needs, have access to these core curriculum materials. Manteca Unified School District students have access to technology. Students grade K-4 maintain access to their devices within their school setting. Students grades 5-12 are able to take their devices home in order to have 24/7 access. Wonders, StudySync, My Math and California Math Courses 1-2 have traditional and digital resources.

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Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)

Professional Learning is the core element in creating a system in education that holds the student as the center piece of importance and allows the classroom teacher the opportunity to create lessons that are engaging and relevant to all students. Recognizing that professional learning must mirror desired outcomes in TK-12 classrooms, professional learning in Manteca Unified School District will have a multimodality approach including opportunities for on-line, face to face, site based, educator conferences, and coaching in order to meet the individual learning levels of teachers. Professional Learning in Manteca Unified School District will focus on district targets, with the focus of inclusive academic instruction in the 2021-2022 school year. A professional learning plan is in place to meet the needs of educators where they are, with a definite urgency to improve core instruction. Teacher Induction, formerly known as BTSA, will train those new to the profession on the state standards for the teaching profession and support classroom competency; base programs with instructional strategies designed to help students meet state standards will be taught and refined; supplemental programs will be utilized for those students who are not meeting, or most as risk of not meeting, the rigorous state standards; intervention by teams designed to look at the whole child and drill down to core deficiencies will occur, and funds will be employed in evidence-based actions which meet student needs.

Manteca Unified School District and the Department of Teaching and Learning is guided by meaningful and measurable data. The Department will coach, train, and support all educators with the necessary knowledge, skills, resources and tools needed to be effective in meeting the needs of all students so they can achieve mastery of grade level standards.

The Department of Teaching and Learning will also support teachers in the implementation of Manteca Unified School District's Cycle of Refinement. The department's Teachers on Special Assignment (TOSAs) will provide focused support to teachers in the design of standards-based lessons, guided by diagnostic,

formative, and summative assessment data. Instructional Support Specialists will work with teachers at each elementary site to improve initial teaching and classroom-based supports and services. Student outcomes, primary indicated by MAP growth assessment data, will determine the efficacy of the support.

In addition, the District provides three days of in-service to all teachers to promote highly qualified teaching strategies in the core content areas for all students, including English Learners and Special Education

students. Data, such as state and district assessment results, formative assessments, teacher surveys, staff development day evaluations are analyzed to determine staff development needs.

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Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)

Manteca Unified provides instructional assistance and ongoing support to all teachers of ELA/ELD, Mathematics, core classes, and intervention programs. Possible options for providing support include instructional support specialists and content experts, and teachers on special assignment who are

knowledgeable about the adopted program and work inside the classrooms to support teachers and deepen their knowledge about the content and the delivery of instruction. The Manteca Unified Department of Teaching and Learning offers more than 200 trainings a year after school, and provides small group and one- on-one support as needed or requested. Three district-wide staff development days this year will focus on helping students meet district targets.

Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC)

Manteca Unified facilitates and supports structured collaboration meetings in order for all teachers of ELA/ELD and Mathematics, including strategic and intensive intervention, special education, and ELD teachers to analyze, discuss and utilize the results of the local assessments to guide student placement, instructional planning and delivery, and progress monitoring in the instructional programs used at the school.

The district and site provide release days during the school year for development and collaboration. Teachers meet in Professional Learning Communities by grade level or by department to refine instructional practice and work to improve student outcomes.

Teaching and Learning

Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)

The focus and vision of Manteca Unified School District is to increase student achievement. All students receive curriculum, instruction, and materials aligned to CCSS and Frameworks. All students receive curriculum, instruction, and materials from programs and/or strategies shown to increase student

achievement. District developed standards-based curriculum guides for grades K-8 are used by teachers so that all students receive clearly defined curriculum and instruction that is sequentially and systematically delivered, at a pace that will ensure master of grade-appropriate standards. Students who do not meet standards at their grade level and are identified as “at-risk of retention” may be offered intervention programs and/or supplemental instruction derived from programs, strategies, and skill training shown to increase student achievement.

Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC) Manteca Unified allocates adequate instructional time as recommended in the California subject matter frameworks for the standards-aligned, basic core programs for RLA and mathematics and intensive interventions as well as additional time for strategic support and ELD for identified English Learners. This time should be given priority and be protected from interruptions.

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Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC) Manteca Unified prepares, distributes, and monitors the use of an annual district-instructional/assessment pacing guide for each grade level (kindergarten through grade eight) for the standards-aligned, basic core ELA/ELD, strategic support, intensive intervention programs, standards-aligned mathematics basic core, strategic support, and Grades 4-6 intensive intervention programs in order for all teachers to follow a common sequence of instruction and assessment. ELD, small-group instruction and Tier I interventions are a focus when developing a master schedule.

Availability of standards-based instructional materials appropriate to all student groups (ESEA) All textbooks are in adequate supply and fair to excellent condition. MUSD places great emphasis on

providing students with the most up-to-date, state-adopted textbooks and instructional materials. Each pupil has a textbook and/or instructional materials to use in class and to take home. There are zero percent of pupils who lack their own assigned textbooks and/or instructional materials. Additional literature-based materials are used to enrich the state textbook matrix. All students, including those with special needs, have access to the core curriculum materials. MUSD provides students one to one access to a digital device.

Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC)

Manteca Unified provides standards-aligned, basic core instructional programs, including ancillary materials for small-group instruction, for Reading/Language Arts/English Language Development (RLA/ELD) (CCSS) and for Mathematics (CCSS). Manteca Unified also provides intensive intervention programs. Intervention

programs include Rosetta Stone, and ALEKS. These programs are to be implemented as designed in every classroom with materials for every student.

Opportunity and Equal Educational Access

Services provided by the regular program that enable underperforming students to meet standards (ESEA) MUSD provides each child access to the core curriculum. In addition, underperforming students have access to intervention during the regular school day or beyond the school day. To ensure acquisition of skills, intensive intervention programs are offered. Core programs in ELA and Math contain intervention and RTI materials to modify instruction. Leveled readers and digital tutorials allow for leveled instruction as well as individualized instruction. Intervention programs include Rosetta Stone, and ALEKS. These programs are implemented as designed in every classroom with materials for every student. Counseling, funded through federal title funds or the Local Control Funding Formula is provided on-site by a Valley Community

Counselor(s).

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Evidence-based educational practices to raise student achievement

The District provides two days of in-service to all teachers to promote highly qualified teaching strategies in the core content areas for all students, including English learners and Special Education students. Staff Development in the Manteca Unified School District focuses on two goals: improvement in the educational program and in student achievement. Assessment data is analyzed and reviewed by the site leadership teams through designed processes. Common assessments for each grade level or course are administered, each of which aligns with the appropriate Common Core State Standards. These assessments may be statistically normed tests such as MAP, or district common finals.

After the assessments are given, data are collected and disaggregated for teachers to analyze. The data give teachers specific feedback on levels of achievement for the entire school population, individual classes, and individual students. These data are analyzed for trends, looking for areas of success and for areas for growth.

Data drive district-wide change, both large and small, in the curricular program (which is also aligned with state student content standards) which then leads students to higher levels of achievement.

Parental Engagement

Resources available from family, school, district, and community to assist under-achieving students (ESEA) The school-wide Title I site has a School Site Council (SSC), an English Learning Advisory Council (ELAC), and a Title I council which is comprised of both staff and parents. MUSD has district committees which include the District Parent Advisory Council and the District English Learner Advisory Committee. These committees at the site and district level provide parent input on students' instructional needs related to under-achieving students. There are also Parent-Teacher groups which support the sites.

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)

MUSD established a District English Learner Advisory Committee (DELAC) and a District Parent Advisory Council (DPAC), consisting of parents and school representatives and involve them in the application for funding programs provided by the state or federal government including those that serve English Learners and Title 1 students.

The Consolidated Application (ConApp) would first be brought up to the DELAC committee members along with the DPAC members for voting approval. Once approved, the Application for funding, which will be signed by the DELAC chairperson, lists the Categorical Program funding requests for the fiscal year. The ConApp will then be reviewed by Manteca Unified School District School Board during board meetings and be approved by the Board before making its way to the Superintendent to finalize it with a Certification of Assurance and Protected Prayer Certification. The Certification of Assurance verifies that MUSD will spend any federal funds received, legally and correctly. The Protected Prayer Certification is a certification of protected prayer within MUSD.

Both the DELAC and DPAC act as advisory councils in the development of the LCAP and make recommendations on activities and expenditures related to Local Control Accountability Funds.

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Funding

Services provided by categorical funds that enable underperforming students to meet standards (ESEA) Categorical funds such as EIA-SCE funds and EIA-LEP funds have been replaced by the Local Control Funding Formula (LCFF) funds which are not considered categorical. LCFF funds are used to provide for the needs of all students in MUSD, including professional development related to underperforming students, tutorials, and intervention programs and materials.

MUSD uses LCFF supplemental/concentration funds as well as Title 1 funds district-wide to provide

assistance for Homeless students, parent involvement activities, staff development, student achievement, teacher attraction and retention and for the Kindergarten Bridge program among many others.

Title III funds are used to provide support and resources related to English Learners. A District director oversees EL trainings, resources, and strategies to improve ELD instruction. Trainings have focused on ELD instruction in coordination with the ELD/ELA standards and framework.

Title II funds are used to support the Induction program and to provide professional development to all MUSD staff members.

Title IV funds are used for STEAM activities, improving science teaching and the improving of safety at the school sites through Positive Behavior Intervention and Supports (PBIS).

Low Performing Student Block Grant funds support the professional development of teachers designed to assist students in meeting rigorous instructional standards.

Fiscal support (EPC)

All Manteca schools receive formula-based allocations of general fund support for staffing, instructional materials and supplies, custodian needs, and other uses. Funding for the support services such as

maintenance of buildings and grounds, utilities, and student transportation is budgeted on a district-wide, centralized basis and provided to each school site-based on the unique needs of the individual school.

In addition to its support from the local general fund, each school in the Manteca Unified School District receives yearly allocations from various state and federal categorical programs. The purposes of these categorical programs range from improving the quality of the total instructional program for all students to addressing the unique needs of special groups of students such as limited-English proficient, academically deficient, and students at risk of dropping out of school.

Manteca Unified general and categorical funds are coordinated, prioritized, and allocated to align with the full implementation of the EPCs in RLA/ELD, Mathematics, and the Site Strategic Plans (which contain all of the core elements of the School Plan for Student Achievement.

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Student Population Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup

Percent of Enrollment Number of Students

Student Group

17-18 18-19 19-20 17-18 18-19 19-20

American Indian 0.85% 0.69% 0.43% 14 11 7

African American 2.75% 3.43% 2.97% 45 55 48

Asian 5.61% 4.87% 4.83% 92 78 78

Filipino 3.36% 3.49% 2.97% 55 56 48

Hispanic/Latino 56.92% 58.7% 59.73% 933 941 964

Pacific Islander 0.85% 1.19% 1.05% 14 19 17

White 28.13% 25.64% 25.4% 461 411 410

Multiple/No Response % % 2.6% 0

Total Enrollment 1639 1,603 1,614

Student Population Descriptors

The percentage of free and reduced

lunch kids at East Union is 56.4%. The percentage of EL kids at East

Union is 13.3% The percentage of foster/homeless kids at East Union is .2%. (Q)

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Grade Level: 9-12

District Goal

Every student works to achieve mastery of grade level standards in all subjects.

Site Strategic Goal

At East Union High School, all students are supported in meeting grade level standards through the use of base curriculum, including robust opportunities for remediation and enrichment.

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Data

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Data Analysis

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EUHS will improve student achievement by implementing robust instructional techniques in both Math and ELA with the goal of all students meeting standards across the curriculum.

Implementation Plan

Ongoing professional development for all teachers (including Special Education teachers) will be implemented to strengthen understanding and application of grade level standards in instruction, including ongoing work with base curriculum, and meeting the special needs of at-promise and underperforming students. Additionally, professional development for all EUHS teachers in ELA standards and math practices, including needs analysis, professional

development, opportunities for pull-out work, PLC collaboration, and coaching will be provided. Math and ELA/ELD PLC teams will develop common lessons and pacing guides that include ELA anchor standards and math practices in line with our WASC Critical Areas of Need. All other course PLC teams (school wide) will develop lesson plans that weave the Math practices and ELA anchor standards into their curriculum and their assessments of students. Teacher training, time cards, teacher "coaching," PLC release time, and tutoring will be provided.

We will measure progress by analyzing and assessing reclassification data, CASSP scores, MAP achievement growth, grade data, graduation rates, and teacher formative and summative assessments.

Metric/Indicator

Overall graduation rate CA dashboard

Baseline/Actual Outcome 96.8%

Expected Outcome 97%

% of students who make growth from Fall to Spring on MAP ELA

growth assessment Data Design

10% 40%

PLC meeting rubric Ongoing Weekly assessment of department

progress noted in PLC meetings Student MAP scores will improve from

Fall to Spring n/a > 2 points

Targeted Resources Applied People

Time-sheeting/substitutes for Professional

Development, collaboration and planning

Time ongoing

Resources LCFF - Supplemental

Money/Budget 2000

READ 180/HMH ongoing Title I 3000

Training Materials, Book

Studies, and supplies ongoing LCFF - Supplemental 4000

Progress Monitoring

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October

All departments have met and created timelines for implementation of quarterly formative assessments. TImelines are stored in our WASC folder. All assessments will be created and in place for the beginning of the 2022-23 school year, per our WASC action Plan.

January

April

Data

Data Analysis

Of our fifteen non-grads last year, twelve of them were ELD students. This shows that we have significant work to do with regard to elevating our EL kids to meeting standards in all academic areas.

Student Need 2:

Students will receive more robust and consistent instruction across courses and departments through effective practices by deepening the productivity of course-level Professional Learning Communities and implementing the improved sheltered English/ELD model.

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MAP assessment and monitor student MAP performance in both English and Math working toward significant improvement.

# of ELD students not graduating will decrease

Baseline/Actual Outcome n/a

Expected Outcome

20% increase of ELD kids graduating from EUHS

Improvement of ELD MAP Scores n/a 10% improvement in MAP

achievement scores Targeted Resources Applied

People

Time-sheeting/substitutes for collaboration and planning

Professional development

for Instructional Strategies ongoing LCFF - Supplemental 15000

Books Studies and

collaboration work supplies

ongoing LCFF - Supplemental 4000

Progress Monitoring October

Voluntary MAP data use training took place in September and 90% of the teaching staff participated. Departments are beginning to look at MAP data during PLC time.

January

April

# o

Data Data Analysis

Our English Learners have D and F rates in English and Social Science that are higher than the rest of the student body.

Additionally, we have no ELD students participating in high level honors English classes. Money for ELD tutoring would significantly impact student achievement rates and advanced course enrollment. We have implemented before and after school tutoring for our migrant population.

Student Need 3:

Increased parent involvement in school to remove barriers to student success.

Based on the needs assessment we did during our WASC, we will increase parent involvement in school through supported meetings of ongoing parent teams (SSC, Boosters, ELAC, etc.) and parent nights. Provide opportunities for parents to be on campus, to ask questions, to learn, to be a part of campus culture and better support their students as

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learners. We will continue to provide translation services at all parent meetings. We will train them on the use of Teams, and Parent Connect. Expenditures will need to be made to pay for translation to allow access to school information and services.

# of parents who view parent information videos

Expected Outcome 100

# of parents attending ELAC meetings 50 100

# of parents responding to parent

survey n/a 800

Time-sheeting/substitutes for collaboration and Planning

Professional development

training ongoing LCFF - Supplemental 8000

Progress Monitoring October

We have held a very well attended ELAC meeting and School Site Council meeting as well. All parents were encouraged to provide feedback on our Strategic Plan and also to provide feedback on any and all issues they have concern about.

January

April

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District Goal

Every student feels safe in the school environment inclusive of design, security and climate.

Site Goal

Students are demonstrating success in classrooms, feel safe and are self-actualized to learn.

Security

Design EUHS_CL0001 Heating, Ventilation and Air Conditioning Replacement (87

Unit Replacement) 1131000 Major Maintenance

EUHS_CL0002 Roofing Replacement - Built-up Roofing 877500 Major Maintenance

EUHS_CL0003 Flooring Replacement includes abatement - 59 Classrooms 920400 Modernization EUHS_CL0004 Interior Finishes Refresh (Tackboard, Ceiling Panels, Base

Molding, White Boards) 325000 Major Maintenance

EUHS_CL0005 Paint Interior & Exterior of School 493758.2 Major Maintenance EUHS_CL0007 Asphalt Renovation - Microsurfacing and Sealcoat 391077.7 Major Maintenance EUHS_CL0009 Field & Irrigation Improvements (New Irrigation Controller &

Field Maintenance Improvements) 312000 Major Maintenance

EUHS_CL0010 Interior Courtyard Security Fencing Improvements 325000 Health / Safety EUHS_CL0011 Pool Renovation & Equipment Replacement 975000 Modernization

EUHS_CL0012 Tennis Court Renovation 500500 Modernization

EUHS_CL0013 ADA compliance improvements and alterations 1375047.18 Modernization EUHS_EP0002 Define Single Entry to Campus and Consolidate

Administration and Attendance Offices 2437500 Health / Safety

EUHS_EP0006 Non-conforming Building Removal and replacement

(Custodial warehouse(s), Lounge) 780000 Health / Safety

EUHS_EP0011 Gym Building Modernization (Bleachers, Flooring, Lobby &

Restrooms)

4278690 Modernization

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Other

EUHS_CL0006 Data Cabling & Network Infrastructure Upgrade 0 Modernization

EUHS_CL0008 Construct Replacement Restroom facility 624000 Modernization

EUHS_EP0001 Replace failing portables with permanent classrooms (25

portable classrooms to be replaced) 13000000 Modernization

EUHS_EP0003 Library Commons Alterations and additions 2080000 Modernization EUHS_EP0004 Construct Performing Arts Theatre & Classroom Building 12012000 Pairity / Equity EUHS_EP0005 Alterations to construct Studio Labs at existing classroom

buildings (AG & Arts) 2080000 Modernization

EUHS_EP0007 Replace Physical Education Portables with addition to Gymnasium Building (Weight room, Dance, Aerobics, Wrestling)

2080000 Modernization

EUHS_EP0008 Construct All-weather Track at Stadium 2600000 Pairity / Equity EUHS_EP0009 Softball Field Renovations (neil hafley campus) 97500 Pairity / Equity EUHS_EP0010 Field Lighting at Varsity Baseball, Varsity Softball, and

Practice Field 1950000 Pairity / Equity

EUHS_EP0012 Athletic Field House at Stadium (2 Team Rooms & Restroom

Facilities) 1820000 Pairity / Equity

Climate

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Annually our SDC and RSP students have had a higher violation rate of fighting, social conflicts, and on campus marijuana/vaping.

Student Need 1:

Within Study Skills courses (9-12) and Success 101 we will implement communication/socialization and conflict- mediation skills through Restorative Justice Program.

Spring 2022 train staff on Restorative Justice, communication and social media etiquette for implementation in Study Skills, Success 101 and Health Courses

# of Suspension Q SIS

reduction of 10% from 2019 (amended from 2020)

# of teachers participating in PBIS

training or events n/a 50

Students utilizing counseling services demonstrate improvements in both behavior and academic achievement.

Q SIS

n/a Map score growth, improved

attendance rates and reduced suspension rates.

Resources to Support People

Special Education Department-Study Skills

Time 2020-2021 School Year

Resources Special Education

Progress Monitoring September

As of September 30th, we have not trained any teachers in PBIS. We do have two trainings scheduled before the end of the year. In terms of suspensions, the data is skewed as we didn't suspend any kids during the first part of last school year, so we will amend the suspension data term to the pervious school year for comparisons sake. So far this year, we have suspended 25 kids. During the same period two years ago, we suspended 22 kids. For vaping, our suspension went down from 6 (5 gen ed,, 1 special ed) to 4 (3 gen ed,, 1 special ed) during the same time frame.

December

March

Data

Climate

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Data Analysis

Our students of color are being suspended at higher rates that our caucasian population, also more boys than girls.

Special Ed suspensions are at a higher percentage per capita as well. PBIS intervention should be planned and implemented addressing strategies to address theses two issues.

Student Need 2:

Within Study Skills, Success 101 and Health courses (9-12) we will implement a vaping and anti-marijuana use and prevention program.

Purchase and implement the VapeEducate program (or other effective program) within our Study Skills, Success 101 and Health courses.

# of students disciplined for vaping and/or marijuana use reduces

Expected Outcome 50% reduction

# of BIPOC students suspended

reduces n/a 50% reduction

In the most recent school survey done for WASC, 88% of students say they feel safe on campus.

88% 2% improvement on next survey.

Resources to Support People

Special Education Department-Study Skills VAPING curriculum

Time 2021-2022

Resources LCFF - Base

FACES -Counseling for most

at risk youth 2021-22 Title I 57,600

Progress Monitoring September

The rates of students suspended for vaping reduced by 33%, nearly meeting our goal. We have begun investigating an anti-vaping curriculum with our Study Skills, Success 101 and Health teachers. Suspension data based on ethnicity remained strikingly similar when comparing the years:

2021

Filipino/Filipino American 2 Hispanic/Latino 14

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2019

Hispanic/Latino 14

African/African American 2 White 6

Total 22

December

March

Data

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District Goal

Every student is supported within a multi-tiered system to realize their individual success.

Site Strategic Goal

All students at East Union High School are supported to realize their individual success through a multi-tiered remediation and enrichment system of support.

Data

Data Analysis

Data Site Analysis

Overall enrollment data from the Smarter Balanced Assessment show improvement in ELA (+47.6 points) and improvement in math (+7.9 points) see above.

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SED data from the Smarter Balanced Assessment show improvement in both ELA (+41.6 points) and stasis in math(-1 point) but are still not meeting standards, see above.

ELD data from the Smarter Balanced Assessment show improvement in ELA (+11.6 points) and a decline in math (-29.7 points) but students are still not meeting standards, see above.

Students with disabilities data from the Smarter Balanced Assessment show improvement in ELA (+5.5 points) and improvement in math (+12 points) but students are still not meeting standards, see above.

Student Need 1:

Targeted intervention for and support of English Learners, economically disadvantaged students, and students with disabilities in achieving and exceeding grade level standards based on MAP and RFEP

We are implementing Integrated English, and a significant refinement of the PLC process that will support improvements ELD students; academic improvement.

ELA and math MAP scores 209.0 Mean RIT in ELA, Mean RIT 227.0 in math

>2 point growth improvement Review formative data bi-weekly in PLCs and identify and implement effective intervention strategies

RFEP percentages increase 5% Growth 10% RFEP increase in growth

Targeted Resources Applied

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People

Timesheeting/substitutes for planning and

collaboration

Professional Development

Instructional Training ongoing LCFF - Base 8000

Books Studies and collaboration supplies Supplies

ongoing LCFF - Supplemental 1000

Progress Monitoring November

February

May

Data Data Analysis

Data Site Analysis

Our survey, along with national data based on research, show that ELD students greatly improve achievement levels in all coursework by participating in an Ethnic studies class. We have added this course and will need to purchase supplemental materials for it as there is no recognized state approved textbook as of yet.

A recent Stanford University study suggests academic benefits to ethnic studies courses.

https://news.stanford.edu/2016/01/12/ethnic-studies- benefits-011216

Actual study data:

https://cepa.stanford.edu/sites/default/files/wp16-01- v201601.pdf

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Implementation of Ethnic Studies course

Full courses offered in 21-22 master schedule

Implementation of a yearlong

Integrated English/ELD course 9-12 n/a Full courses offered in 21-22 master schedule

Pilot of new StudySync ELD curriculum n/a Improved academic achievement with our ELD students

Time-sheeting/substitutes for training and

collaboration time

Resources LCFF

Professional Development

Instructional Training ongoing LCFF 4000

Supplemental Books and

Teaching Supplies ongoing LCFF - Supplemental 5000

Conferences for Teachers

and students LCFF - Base 10000

None Specified Progress Monitoring

November

February

May

Data Data Analysis Student Need 3:

We are very concerned about filling the educational holes that were and are still being created as a result of distance learning. As we move back into full-time in person learning, we are cognizant of the fact we will need additional

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resources to address the educational gaps that are widening at an even more profound rate with our emerging students. We will address these gaps through usage of after school tutoring, teacher training and supplemental curricular materials.

Metric/Indicator Weekly PLC meetings

Baseline/Actual Outcome ongoing

Expected Outcome PLC rubric, meeting notes,

department formative assessment data

Completion of common formative and

summative assessments in all courses ongoing Assessments completed by May 2022 Targeted Resources Applied

People

Timesheeting/substitutes for planning and tutorial

Money/Budget 20000 LCFF - Base

Art Supplies ongoing LCFF - Base 5000

Tutorial Program Engagement Materials- Recording equipment

ongoing LCFF - Base 20,000

LCFF - Base Curriculum supplies and

snacks for migrant tutoring program

ongoing Migrant Ed 5000

Progress Monitoring November

February

May

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Data Site Analysis

EUHS a-g rates are at 57%. Site would like to see a 5%

growth annually. (CA Dashboard)

2020-21 ELPAC progression was 152 of 196 progressed at least one level. Site would like to see 5% growth annually.

(EUHS Data, WASC report).

The EUHS graduation rate are strong at 96.8%. Site would like to see .05% growth annually. CA Dashboard, WASC report

SAT completion rates are at 54%, which is 4% above the state average. Site would like to see 2% growth annually.

College Board, WASC report.

Student Need 4:

Targeted Resources Applied Progress Monitoring

November

February

May

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Budget Summary

Funds Budgeted to the School by Funding Source

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Funding Source Amount Balance

Title I 86860 26,260.00

LCFF - Supplemental 64700 18,700.00

Expenditures by Funding Source

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Funding Source Amount

LCFF 6,000.00

LCFF - Base 67,000.00

LCFF - Supplemental 46,000.00

Migrant Ed 5,000.00

Special Education 5,000.00

Title I 60,600.00

Expenditures by Budget Reference

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Budget Reference Amount

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5800: Professional/Consulting Services And Operating Expenditures

5,000.00

Expenditures by Budget Reference and Funding Source

startcollapse

Budget Reference Funding Source Amount

LCFF 6,000.00

LCFF - Base 66,000.00

LCFF - Base 1,000.00

LCFF - Supplemental 46,000.00

Migrant Ed 5,000.00

5800: Professional/Consulting

Services And Operating Expenditures

Special Education 5,000.00

Title I 3,000.00

1000-1999: Certificated Personnel Salaries

Title I 57,600.00

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Stakeholder Input Date

September 2, 2021 (SSC), March 4, 2021 (ELAC). March 24, 2021 (Faculty Group) March 24, 2021 (Student Group) Groups

School Site Council, ELAC, Faculty Group, Student Group

Outcome All groups unanimously approved our Strategic Plan with no dissensions.