A1. ORGANIZATION: Vision and Purpose
Expected School-Wide Learning Results:
• Read, write, speak, listen and respond thoughtfully
• Demonstrate mastery of content-area standards
• Utilize technology appropriately for communication
• Exhibit skills necessary for continued independent learning
• Demonstrate career knowledge and job acquisition skills
Think Critically and Problem Solve
∙ Demonstrate ability to use reasoning skills to solve complex problems within content-area
• Demonstrate intellectual curiosity and independent learning
• Utilize technology appropriately to gain information and solve problems
Practice Responsible Citizenship through Positive and Social Interpersonal Skills
• Be honest and principled
• Show respect for self and others
• Celebrate cultural diversity
• Demonstrate an understanding of how to maintain a healthy lifestyle
• Value and practice community service
• Demonstrate ability to work productively as members of a local and global society
The staff worked collaboratively during the 2010-2011 school year to revise our school’s mission statement, vision statement, and ESLRs.
In October 2011, Focus Group A surveyed the staff about our school’s mission, vision, and ESLRs. 86% of the staff members surveyed indicated that they know and understand the essence of our school’s mission, vision, and ESLRs; 92% indicated that their daily practices support the school’s mission, vision, and ESLRs; and 100% of our staff believed that our students can achieve at a high academic level.
Understanding of Vision and ESLRs
The mission and vision statements appear on all official school documents. In an effort to make sure that
Regular Review and Revision
Toward the end of each school year, Focus Groups will review and revise our mission, vision, and ESLRs as they pertain to the needs of our students.
· Survey Results
A2. ORGANIZATION: Governance
The governing board (a) has policies and bylaws that are aligned with the school’s purpose and support the achievement of the Expected School-Wide Learning Results and academic standards based on data-driven instructional decisions for the school; (b) delegates implementation of these policies to the professional staff; and (c) regularly monitors results and approves the Single School-Wide Action Plan and its relationship to the Local Educational Agency (LEA) plan.
Governing Board (
The governance structure at
The site-based leadership structure is clearly geared toward collaborative decision making. The Administrative Team meets every week and is comprised of the principal, two vice principals, head counselor, school police officer, athletic director, building services supervisor, and the administrative aide. The team makes decisions about instructional needs, school safety, special events and activities, standardized testing, and campus maintenance.
Morse High was awarded a five-year grant by CAPP, the California Academic Partnership Program. One aspect of the grant is developing teacher leaders. In 2006, Morse High organized a Leadership Team comprised of administrators, teachers, and counselors. The focus of the Leadership Team is continuous school improvement. The Leadership Team meets bimonthly in order to plan the agendas for each modified Wednesday and discuss all aspects of
The Site Governance Team is required by our collective bargaining agreement.
Instructional Council (IC) is a representative group of department chairs and administrators. IC meets monthly to address issues promoting student learning, long term objectives and short term goals. The IC provides leadership and direction to the school's instructional program and disseminates information through department meetings. Department chairs collect feedback about proposed or implemented items affecting curriculum, schedules, and classes.
School Site Council
The School Site Council (SSC) makes the decisions regarding Title I and categorical funding. The SSC consists of teachers, classified staff, parents, students, community members and the site administrative team. This group meets once a month. Decisions are made collaboratively and support the implementation of standards-based instruction and the ESLRs. The SSC is responsible for creating
The two governing groups that have formal written rules/procedures, the SSC and the Governance Team, have complaint and conflict resolution procedures documented. The Instructional Council and the Leadership Team do not have formal governance documents and that is an area of need.
English Learner Advisory Committee (ELAC)
ELAC advises the school principal regarding, at minimum, the following: school-needs assessment, annual language census (R-30), ways to create parent awareness of the importance of students’ regular school attendance and, finally, to advise the School Site Council on the development of the English Learner component of the Site Plan for Student Achievement. This committee is comprised of English Learner parents/guardians and an ELAC Advisor.
· Current Single Plan for Student Achievement (SPSA)
· California Academic Partnership Program (CAPP) grant
· Site Governance Team (SGT) by-laws
· School Site Council (SSC) by-laws
· ELAC Binder
A3. ORGANIZATION: Leadership and Staff (Data-Driven Decisions)
Based on student-achievement data, the school leadership and staff make decisions and initiate activities that focus on all students achieving the Expected School-Wide Learning Results and academic standards. The school leadership and staff annually monitor and refine the Single Plan for Student Achievement (SPSA) based on analysis of data to ensure the alignment with student needs.
The school’s planning process is collaborative and has the commitment of the staff, parents and students. The SSC studies data and develops our school’s SPSA. The SPSA is used to determine funding for GATE, English language programs, categorical funds, staffing, professional development, field trips, and materials for instructions and supplies. Within Focus Groups, our staff looks at data and uses that information to determine the needs of our students. Data is further analyzed in department meetings to make curricular decisions.
School Plans are Designed for Ongoing Student Achievement
The SPSA’s purpose is to show the correlation between student achievement and student needs. Our staff, students and parents elect representatives to serve on the School Site Council. The SSC, in turn, reviews data to prioritize spending and focus our resources toward meeting Expected School-Wide Learning Results and academic needs of students.
The counseling staff conducts 8th grade academic articulation at all feeder schools. Academic advisors play a critical role in student achievement. Advisors assist students in their transition from the feeder schools to high school. Counselors also provide interventions for our students. Advisors use data provided by Zangle to inform students of their academic progress, graduation and A-G requirements. These interventions occur twice during each school year. Every 9th grader is signed up to use the program Naviance. Students will use this program throughout their high school career to help guide them with their postsecondary choices.
The 9th grade practice CAHSEE scores are used to identify at-risk students who score below Proficient. These students are placed in a CAHSEE preparation course.
Our SPSA and its action plan are reviewed every year and modified based upon the data we collect from standardized assessments. CAHSEE results are reviewed as they come in throughout the year and the CST data is scrutinized when it becomes available in August.
Morse has AVID, ELD and ESL courses that were established to support academic and CAHSEE success for at-risk students.
A Senior Portfolio rubric is used to measure the seniors’ ability to understand, apply, and demonstrate their knowledge of the ESLRs upon graduation from
Other Examples of How Data is Reviewed and Utilized
DataDirector, a web-based assessment tool, provides teachers background information on students’ test scores, proficiency levels, grades, behavior, and identifies programs such as Special Education, or EL. All certificated staff is encouraged to use DataDirector to monitor and improve student achievement. Content and grade-level teams review data during Focus Group and department meetings to determine future instruction. Content and grade-level teams have developed common assessments which reflect the California Content Standards. Teachers use DataDirector to monitor students’ progress on the state standards.
Data driven decisions are made to identify students’ individual needs in order to place them in appropriate programs. These programs include Credit Recovery after School Hours (CRASH), APEX, CAHSEE classes, SAT preparation classes, Advanced Placement courses, individual teacher tutoring, English Learner placement, and Special Education placement.
To support our mission of teaching the standards, the district has implemented the use of
DataDirector by district staff so that we can track and view student progress on all the standards-based assessments. On site, under the recommendation of the Leadership Team, all core subject teachers have been administering practice CST quizzes every modified Wednesday since the 2009-2010 school year. These quizzes are then scanned into DataDirector. Teachers use this data to determine proficiency. The administration provides time for core teachers to review the data and collaborate in order to reach our shared vision of all students reaching proficiency.
· SSC agendas
· Articulation information
· Senior Portfolio guidelines and rubric
A4. ORGANIZATION: Leadership and Staff (Qualified Staff)
A qualified staff facilitates achievement of the academic standards and the Expected School-Wide Learning Results through a system of preparation, induction, and ongoing professional development.
Qualifications of Staff
The administration at
Our staff is committed to ongoing learning of new approaches and teaching strategies that promote student growth. Our staff regularly participates in relevant, evidence-based professional development. Examples of this include: QTEL (28 teachers have received this training), i21, CADA Leadership, Critical Thinking workshops, AP by the Sea, Exceed/RTI, Writing Workshops, and co-teaching trainings. Many staff members have also participated in the CAPP Leadership program, which trains and promotes teacher leadership. In monthly department meetings, teachers analyze data, review student work, and collaborate to improve instructional techniques and practices.
Maximum Use of Staff Expertise
Define and Understanding Practices/Relationships
Internal Communication and Planning
Internal communication, planning, and organization rely on school-wide emails, daily bulletin announcements, weekly calendars, staff communication board, school website, Naviance Family Connection, network document sharing, weekly administrative meetings and monthly committee meetings including Governance Team, Instructional Council, School Site Council, and Morse Cluster meetings. Many of these groups have representatives from faculty, staff, administration, parents and students, and the community. Through monthly staff and department meetings important information is disseminated to the entire staff.
Staff Actions/ Accountability to Support Learning
Evaluation of Existing Process
All staff members are evaluated a minimum of once every other year. ROP/CTE, interns, and probationary teachers are evaluated on a yearly basis. This year (2011-2012)
In addition to formal Stull Evaluations, administrators regularly visit classrooms to ensure high quality instruction is taking place and to celebrate successful student learning while maintaining a high level of visibility.
· Staff Survey
· Student Handbook
· Student Handbook Quick Reference Card
· Daily Bulletin
· Weekly Calendar
· Morse Web Site
· Naviance Family Connection
· Student Handbook
· Stull Evaluation forms
A5. ORGANIZATION: Leadership and Staff (Research and Professional Development)
Support of Professional Development
Supervision and Evaluation of Professional Development
Measurable Effects of Professional Development
The measurable effects of professional development are demonstrated by the increase in all measurable aspects of performance over the last two years. Included in those measurements is an overall increase in our school’s API, and English/math CAHSEE and CST scores. While all of these improvements cannot be directly attributed to professional development, our extensive training has directly improved school-wide performance.
New technology has inspired a massive training program in the math, English, and social studies departments to operate the comprehensive i21 Promethean system. The rapid increase in teacher proficiency in this system is clearly measurable in that all teachers have received this training. Within the next two years, all teachers will have this technology and will have received training.
The Special Education department has gone to numerous trainings to support teaching in the classroom. The Special Education department members have worked to build a master schedule placing support personnel in classes so that the greatest number of students can be supported. As student enrollment changes or class moves are made, the schedule is reevaluated in order to keep support available for all students requiring services.
Ongoing Professional Development/Other Findings
Professional development opportunities are an ongoing part of
All core departments are expected to participate in two release days per semester. The release days are designed to discuss student data, score common assessments, share best practices, and participate in onsite district training.
Faculty, counselors, and administrators are involved in workshops and specialized professional development activities to advance their knowledge and skills in areas of their choice. Examples of activities include AP workshops, GATE certification, San Diego Area Writing Project, AVID trainings, technical institutes, course-alike district workshops, as well as local and national subject area conferences.
One of our school’s ESLRs focuses on our students’ ability to think critically and problem solve. During the summer of 2011, core staff members were invited to participate in an onsite workshop on Critical Thinking. The workshop was conducted by Dr. Enoch Hale, a Fellow from the Foundation and Center for Critical Thinking. Critical thinking is an ongoing focus at Morse High. Our plans are to continue providing our staff with further professional development opportunities in this area.
Teachers periodically meet in content areas to compare and analyze student data and determine areas of strengths and weaknesses in student understanding of content standards. Teachers are encouraged to share best practices to address areas of student strengths and weaknesses. Teachers are encouraged to reteach the material and retest students to assess improvement of student understanding.
· DataDirector print outs
· Notes from trainings
· Agendas from release days
· Staff development request forms, survey of staff development activities
A6. Organization: Resources
The human, material, and financial resources are sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the Expected School-Wide Learning Results.
Allocation Decisions and Practices
The administrative staff and School Site Council (SSC) have a role in making allocation decisions. In all categorical budget strings, there are rules that govern the use of those monies. The principal and administrative team has ultimate control of the proper use of the budget. The SSC guides the spending of the Title I budget at
The SSC meets monthly in order to discuss the allocation of these funds. Teachers, administrators, and community members have the opportunity to make proposals to the SSC in order to use the funds. The focus of these monies is to improve student achievement in the four core subjects: mathematics, science, social science, and English. In order to use these funds, the requesting party must attend an SSC meeting and present his or her proposal explaining how the use of these funds will help bolster our focus of improving student achievement in the core subjects. The principal and the administrative team also have input into the allocation of these funds.
Instructional Materials and Equipment
Teachers have a wide variety of instructional materials and equipment to better facilitate the standards-based curriculum at
Our school is in full compliance with the Williams Act by providing every student with a textbook for every course. Also, most classrooms have a class set of the required textbooks. All daily use items are available from the custodial staff including: paper, markers, pens and pencils. Our library is supplied with educational videos that teachers can check out.
ESLRs provide a guiding model for long range planning. Each department institutes an annual review of how curriculum meets the needs of our ever changing demographics. Each department sets priorities based on the expectation of funds. Department chairs are included in building the master schedule and designing the numbers of sections. When funds are available, each department is given a budget for the year. Department members discuss and plan how to best utilize funds for purchases which will have the greatest impact on student learning. Such funds have been used on supplemental materials, conference registrations for teacher professional development, field trips or transportation, or new technology to update department classrooms.
Resources: Other Findings
Despite dealing with budget and resource limitations,
Areas of Strengths
· Teacher Leadership strength is evidenced by our work in the CAPP and the staff responsiveness to our teacher led focus groups.
· Morse has been successful in obtaining grant monies through the years and will continue to apply for more grant money.
· Senior Portfolio and exhibitions are highly valued activities involving both students and community members.
· Morse has a very caring staff that supports students by providing a wide variety of extracurricular activities for our students.
· Morse supports professional development activities by providing time within the school day for teachers in the core academic departments to meet and engage in professional dialogue.
· Staff has worked diligently in creating meaningful instruments for observing classes, common assessments and rubrics for examining student work.
Areas for Improvement
· Parent involvement is an ongoing need. Specifically, we need to involve parents on the Site Governance Team and the PTSA.
· The Instructional Council and Site Leadership Team need to develop written rules of operation.
· The staff handbook needs to be distributed in print form to all staff at the start of each school year.
· We have many governing bodies on the Morse campus but there is very little coordination among them. What coordination we do have stems from the fact that membership overlaps. We need to develop a system for coordinating the activities of the various groups and for communicating their work to the broader school community.
· PD should be shared upon a staff member’s return from a conference or staff development activity. At present, this is done in a hit-or-miss fashion. One example, only a few staff on Focus Group A know what the Naviance system is. Since it is expected that all students are engaged in using this system, all faculty should have a basic understanding of what it is and what it can do for our students.
· There needs to be assurances that there is a budget and adequate materials for all courses including the electives.