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School Culture

E1. SCHOOL CULTURE AND SUPPORT FOR STUDENT AND ACADEMIC GROWTH

EVIDENCE

Morse High School’s leadership employs a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process

Parental Involvement

 

Notification of Academic Progress

The site tech and/or Network Systems/Media Support Technician, contacts the help desk and creates a ticket at the start of each school year to activate Parent and StudentConnect in Zangle. They then provide PINs and passwords to both parents and students to access Parent and StudentConnect. Parents that have a new student to the San Diego District, receive a new PIN and password via U.S. mail. Parents and students can then use the service to access current and evolving GradeBook information as well as teacher comments on student progress.

 

In addition to the progress reports that are sent home with students, the parents of students who receive Ds and Fs are mailed letters at each grading period to inform them of their students’ academic deficiency. There are parent conferences with the teacher and the principal.

 

Site to Parent Communication

The Student/Parent Handbook is distributed when students register.  Students are given school-wide policy information to ensure they are academically successful and meet Morse’s citizenship standards. Students are given a section divider that lists all of the essential aspects of the Handbook.

Important messages and notifications are sent out to parents via the telephone. The faculty sends prerecorded messages via BlackboardConnect for teachers. BlackboardConnect transmits secure, dependable messaging to parents and guardians that focuses on students' grades, academic progress, and classroom behavior. The auto-dialer is used by administration to notify parents about upcoming events and campus issues.

 

Important messages are displayed on the school marquee to inform parents and community. Examples of messages are as follows: modified day reminders, deadline reminders, current date, time, and temperature information, community meeting information and important upcoming events.

 

Open Houses

MorseHigh School hosts Back to School Nights and a Saturday Tiger Showcase. The school opens its doors to parents and the community to keep stakeholders informed about the programs, activities and academics happening on campus. Teachers exhibit student work and meet with parents. Clubs and organizations promote activities and showcase their talents.

 

Translation Services

Several members on the MorseHigh School campus provide translation services in Spanish and Tagalog. These staff members provide translation for several platforms including BlackBoardConnect, parent notifications by mail and parent meetings.

 

School Site Council

The School Site Council (SSC) is a decision-making committee that provides oversight on matters dealing with federally and state funded education programs. These include Title I, Parent Involvement, Title I School-based Coordinated Program, School and Library Improvement Block Grant, and Economic Impact Aid/Limited English Proficient programs. Membership is comprised of parents, community members, staff and students of the Morse High Cluster area. Membership is comprised of one-quarter students, one-quarter parents and community members (non-district employees with classroom teachers in the majority and one other staff member). School Site Council provides supervision of the academic planning and budgeting process associated with the Single Plan for Student Achievement (SPSA). The SSC provides parents a voice in the implementation, monitoring, and revision of the SPSA, including: reviewing and analyzing data, consulting with advisory groups, evaluating programs and activities and allocating the expenditure of funds available to the school through categorical programs and services.

 

Student Study Team

The Student Study Team (SST) is comprised of teachers, counselors, parents, school psychologist, school nurse and administration. The team meets based on recommendations from staff, parents and other educators for the purpose of preventing student academic failure. The team meets to target issues that will enable students to succeed in school.

 

Community Involvement

Articulation

Articulation is a process developed by the counseling department to vertically team with feeder schools. Course choices, campus programs, and school activities are showcased to prospective students to allow them to select their secondary school.

 

Counselors meet with currently enrolled students to do credit checks and to help students choose courses that meet A-G matriculation guidelines.

 

Senior Portfolio Exhibition

Seniors are required to participate in a Senior Exhibition.  All staff serves as advisors, guiding students through the process of preparing for the final exhibition. Faculty, staff and community members serve as panelists who listen to the presentations, ask questions to students and give the presentation a score. Panelists are served lunch provided by MorseHigh School’s campus restaurant the Hungry Tiger.  Participating in a community service project is one option for our Senior Portfolio Exhibition.  Senior students reach out to local churches and community groups, feeder schools and businesses for their community service project. Parents are encouraged to supervise their student’s progress.

 

Website

The school’s new website www.sandi.net/morse became live in March of 2011. Staff members are encouraged to have their schedule, class syllabi and contact information on their web pages.

During the professional development (PD) days at the beginning of the school year, staff members were encouraged to attend an in-service training to learn how to set up and manage their web pages. Since that time, other staff members have offered time during their prep periods to assist teachers that need assistance with developing their web page.

 

Community Member Presentations

Community members, such as Engineers from SPAWAR, come to speak to Engineering students.  In science classes doctors, dentists and pharmacists speak to students about their training and duties.  A representative from the Fashion Institute of Design and Merchandising (FIDM) comes to the Spanish classes and presents Latin American culture and history as it pertains to the field.

 

Site to Community Invitations

The school newspaper The Morse Code features articles discussing important school and community events for keeping parents and students informed. Advertising space for local businesses is provided.

 

The drama department produces plays for the Morse community. Productions are advertised for the public to attend. Parents are encouraged to donate their time and talents towards furthering the program’s success. MorseHigh School hosts multiple athletic events that the community is encouraged to attend.

 

 

 

 

 

 

·        Parent Connect How to Instructions

·        Parent Connection Activation Letter

 

 

 

·        Deficiency Letter

 

 

 

 

·        Student Handbook Quick Reference Card

·        Student Handbook

·        Blackboard Connect                                                                   logs

 

·        Reference: Marquee

 

 

 

 

 

·        Back to School Night Parent Signature Pages, Invitations, and Contact Lists

·        Tiger Showcase Flyer, Invitation, and Program

·        Copy of Parent Connect in Spanish and Tagalog

·        School Site Council Meeting Agenda

·        School Site Council Meeting Minutes and Schedule

 

 

 

 

 

 

·        Response to Instruction and Intervention Pamphlet

 

 

 

 

·        Articulation Cards

·        Articulation PowerPoint
 
 
 
 
 
 
 
 
 
Senior Portfolio Table of Contents

·        Senior Portfolio Grading Rubric

·        Senior Portfolio Exhibition Handbook

·        Senior Portfolio Exhibition Scoring Sheet

 

 
 
 
 
 

·        Morse Website Screenshots

·        Teacher Website Screenshots

·        Staff Directory Screenshots

·        Guest Speaker List

 

  Reference: The Morse Code

 

 

 

·        Fall Drama Program

 

E2. SCHOOL CULTURE AND SUPPORT FOR STUDENT AND ACADEMIC GROWTH

 

Morse High School is a safe, clean, and orderly place that nurtures learning. The culture of the school is characterized by trust, professionalism, high expectations for all students and a focus on continuous school improvement.

 

Campus Environment

MorseHigh School's administrative team is comprised of one principal and two vice principals.  The administration team is responsible for campus safety, student learning and engagement, teacher and staff evaluations, and staffing school vacancies.

 

Administrators, counselors and campus security monitor students before and after school, during lunch, as well as during passing periods.  In addition to monitoring behavior, administrators and counselors use this time to confer informally with students regarding issues that have arisen during the school year and to build rapport. 

 

MorseHigh School is staffed with a full-time school police officer and five campus security assistants (CSAs). Each CSA has the responsibility to patrol and secure the campus and monitor student behavior.

 

Morse is a closed campus and students are expected to stay until 2:15. All visitors are required to sign in and out at the front gate with time and reason for visit. 

 

Policy assemblies inform students of policies and procedures to ensure their safety and well-being, as well as presentations and discussions on A-G requirements and extracurricular activities.

 

The behavior policy, included in the Morse Student Handbook, clearly states behavioral expectations in the following areas: attendance, dress, use of electronic devices, transportation, nutrition, school property, digital citizenship, appropriate social interaction and good citizenship as well as academic honesty.

 

All students and staff are required to have school-issued identification visible at all times. Students and staff IDs are provided during registration.

 

MorseHigh School is equipped with alarms in all classrooms, offices, and work spaces. Cameras are mounted throughout the site to monitor outside activity.

 

Disaster protocol is well defined and is aligned with district policy. During school-wide emergency preparedness drills faculty, staff, and students are aware of their roles and practice their responsibilities in accordance with the protocol. The disaster protocol is activated during an emergency or a drill with the sounding of bells. Bells are located in every building and are accompanied by flashing lights.  Bell patterns correspond to specific types of emergencies. When necessary, students are evacuated to the Emergency Assembly Area (EAA) where teachers account for all students and report to their assigned Emergency Operations Center (EOC). If necessary, the site-incident commander evacuates faculty, staff and students to one of two predetermined off- campus locations. There are three emergency disaster kits located on campus as well as a crisis response box. Faculty, staff and students are alerted to the end of an emergency situation or drill with an “all clear” bell marker.

 

Site radios are provided for all administrative, security, PE, and custodial staff.  Extra radios are located in the school police office for use during an emergency. All classrooms are equipped with phones for the purpose of communication in the event of an emergency.

 

CPR training is available through a variety of sources including the SDUSD Discover program to ensure that teachers are certified and state compliant.

 

Science safety procedures and lab safety contracts are used in all science classes to ensure the safety and health of all of our students.

 

In order to ensure safety in the physical education locker rooms, lockers are organized by teachers’ classes. Each teacher has two rows of lockers, which are assigned to students. Lockers are checked on a regular basis. The locker rooms are supervised as the students enter and remain supervised until all students are dismissed.

 

 

 

School Nurse

The school nurse shares in the responsibility of helping each student reach his or her full potential in physical, mental and social growth. Our school nurse provides health service programs for the assessment, evaluation, maintenance and improvement of the health of MorseHigh School students and personnel.

 

Morse High School’s nurse is involved in the following areas: assess health needs, provide staff in-services on health related issues, provide counseling, primary health care, emergency care, crisis management, referrals and to access community resources.

 

Morse has an AED (defibrillator) located in the Nurse’s office.

 

Faculty Professionalism

MorseHigh School’s faculty is constantly striving to develop professionally. The faculty participates in staff meetings, department meetings, Focus Group meetings, and course-specific professional development. The faculty is involved in choosing the kinds of professional development they feel is most beneficial towards meeting the goals of their department. The faculty also takes advantage of individual professional development opportunities that are provided by the district for personal growth.

 

All teachers are required to have a syllabus prepared for each of their courses. These syllabi are given to students and also available on the teachers’ websites.

 

Students receive support from teachers with specialized certification such as CLAD, BCLAD, SDAIE, and GATE.

 

Achievement Via Individual Determination (AVID)

AVID classes are provided to help students succeed in high school and to prepare students for college. AVID teaches students how to study, take notes, read for content, manage time and prepare for acceptance and entrance into a four year university.

Morse has three sections of AVID, guided by two AVID teachers who support students. They monitor grades, counsel students, contact parents and/or counselors regarding specific concerns and maintain high expectations that all AVID students will attend a four-year university. They also provide one-on-one counseling with AVID seniors for college applications, college choices, and college scholarship as well as providing college tutors.

 

Students in AVID classes have several supports in place: detailed progress reports every two weeks, parent phone calls regarding grades and citizenship, counseling provided by AVID teachers and peer tutors, as well as weekly practice SAT questions. AVID students are required to participate in extracurricular activities on campus. Students also take field trips to local colleges and get assistance filling out college and scholarship applications.

 

 

 

 

 

·        Administration Organizational Chart

 

 

·        Vice Principal Assignments

 

 

 

 

 

·        Policy Assembly PowerPoint

 

·        Student Handbook

 

 

·        Site Emergency Plan

 

 

 

 

 

 

 

·  Science Laboratory Safety Rules and Science Laboratory Safety Contract

 

·        Physical Education Locker Room Assignments

 

 

·        Specialized Services Pamphlets and Flyers

·        Nurse Student Sign-in Sheets

·        Intervention Pamphlets

·        Nurse Reports

 

 

 

 

 

 

·        Leadership Team Meeting Minutes

·        Workshop Flyers

·        Workshop Attendance

·        AP Conferences

·        Department Meeting Minutes/Sign-in Sheets

·        Monthly Staff Meeting Sign-in Sheets

·        Certificated List of All Faculty Credentials

 

 

 

·        Application, Funding, and Transition Resources

·        Guest Speakers Information (emails)

·        Student Contracts

·        AVID Materials: Tutorial Request Form, Time Management Planner, Note Taking Strategies (Student Work Samples), Funding Resources (Email and Fundraising Form)

·        AVID College Tutor Schedule (from email)

E3. SCHOOL CULTURE AND SUPPORT FOR STUDENT AND ACADEMIC GROWTH

 

All MorseHigh School students receive appropriate support along with an individualized learning plan to help ensure academic success.

Academic Support

Student SuccessCenter

The Student Success Center (SSC) is a resource center for both students and parents. Students have access to career information and resources.  Students can visit during the day to obtain information on scholarships, financial aid and testing resource books.  The center is equipped with computers so that students can access Naviance. 12th grade counselors are available daily, and college students from SDSU, UCSD and San Diego community colleges are periodically available to assist students.

 

Library

The school library is staffed with a librarian and a library technician. The library has approximately 10,000 library books and 12,000 textbooks that support the school curriculum and teacher professional development. The library is equipped with approximately 40 computers and a computer lab for student and parent use. The Morse library has several online databases that are accessed through www.destiny.sandi.net that can be used by students and staff.

 

Students and teachers have access to preparatory exam materials to prepare students for the SAT, CAHSEE, ASVAB, and AP.

 

 

 

Tutoring/Additional Support

A variety of tutoring options are available to students to ensure academic success. The counseling department organizes and coordinates the tutoring program. Tutoring is provided during various times throughout the day (before school, during lunch and after school). The 21st Century Grant provides funds for MorseHigh School’s after school tutoring program. Students in AP courses have access to teachers who provide tutoring after school, throughout the school year and on designated Saturdays before the AP tests.

 

Several other local service providers work with students on campus at Morse High School including: GEAR UP, counselors from UC San Diego/CAL-SOAP and San Diego State University's Upward Bound Program. KP Core (Kaibigang Pilipino Community Outreach to Realize Empowerment), a group of students from UCSD, have been tutoring students and sponsoring college preparation events since 2009. The athletic department employs an academic coach for Morse athletes.

 

Beginning English learners are enrolled in a two-hour block of English and are placed in sheltered general education classes. English learners are monitored by the ESL coordinator in their classes to determine if they need extra support. Students who need extra support are advised to attend tutoring.  In addition, English learners who have been reclassified are monitored with the participation of their English teachers for a minimum of two years beyond the date of reclassification to ensure that they are progressing and additional academic support is provided when needed.  District policy calls for reclassification follow-up monitoring every six to eight months after reclassification.

 

In an effort to increase skills and knowledge to ensure students will pass the CAHSEE, a CAHSEE preparation course has been implemented for students in 10th-12thgrades. The students selected are students who have previously scored Below Basic or Far Below Basic on their CSTs in math and/or English.

 

During the 2011-2012 school year, a new program called the Check and Connect Program was started at MorseHigh School. This program targets 30 10thgrade students who are at high risk of dropping out of high school. Check and Connect staff work closely with students and their families serving as a link between school, home and other agencies that provide families with the support they need. Targeted students will participate in the Check and Connect program until graduation.

To support and recognize the students for their academic and citizenship achievements throughout the school year, an award assembly is held once a year to honor those students who met the criteria for honor roll. Students who have an outstanding attendance record are also given awards. Additionally, “stand out” students are recognized by each academic department at awards assemblies. Senior students are provided with a special ceremony that also honors students who have been awarded scholarships and community service awards. Parents and family members are invited to attend awards ceremonies to help celebrate and honor student successes.

 

The counseling and guidance department at MorseHigh School delivers a comprehensive guidance program aligned with the American School Counselor Association (ASCA) National Model. Programs and services are accessible to all students and parents. Morse school counselors provide a wide range of services and intervention programs including: individual and group counseling, college and career exploration and planning including college tours, crisis response, suicide prevention, bullying/cyber bullying prevention, and referrals to outside agencies. School counselors serve as a link between parents and teachers, offering support with parent-teacher conferences, student-teacher conferences and Student Study Team Meetings (Tier Two Problem Solving Meetings). School counselors work closely with teachers, administrators, school psychologists and other educators to ensure each student is present and ready to learn in the classroom every day.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Individualized Learning Plan

The MorseHigh School counseling department is dedicated to providing students with comprehensive counseling and guidance services focused on academic, career, and social/emotional development. Six counselors assist students with high school graduation, entrance into college, personal growth, and participation in the community. The counseling department provides intervention services for students experiencing academic and social/emotional barriers to learning.  Once a year, counselors meet individually with students to review their graduation requirements.

 

Naviance is an online software program that helps each student to create a personalized plan to chart a path towards graduation, college and career selection.

 

APEX learning is an individualized online curriculum program for high school students. At MorseHigh School, the standards-based courses are used as a credit recovery system to increase high school graduation. Between 150 and 200 students are enrolled each year. Last year, 165 students were enrolled and 159 passed their courses.

 

Students who have chronic attendance issues under the age of 16 years old are referred to the Student Attendance Review Board. Prior to the referral to SARB, counselors and attendance clerks work with the students through individual counseling and parent conferences.

 

IEPs establish a plan for helping students with special needs achieve their maximum potential. Morse’s expectation is that all students will continue to learn and achieve. Individual Education Programs (IEP) utilizes a group approach to develop an individualized plan for meeting the needs of students with special needs. The team includes the student, parents and family, counselors, administration, special education and general education teachers, school nurse, and other community service providers.

 

Applied and functional classes for students with special needs who are working towards a Letter of Recognition allow students to show an understanding of alternative California-based standards.

 

To provide extra support for students with special needs, special education teachers and Para-Educators from the special education department provide co-teaching and collaborative services in the general education settings.

 

Morse provides specialized individualized services for students with special needs such as: deaf and hard of hearing services, occupational therapy, language and speech services, adaptive physical education, vision impairment services, physical therapy, music therapy, and psychological and emotional support

 

 

 

 

·        StudentSuccessCenter Pictures

 

 

·        Library Resource Materials: Flyers, Sign-in Sheets, Book Orders, Expense Forms

·        Library Photos

 

 

 

 

 

 

·        Teacher Tutoring/Office Hours Chart

·        Teacher Tutoring Flyer

 

 

 

 

·        Reference: Gear-Up Flyer

 

 

 

·        Reclassification Follow-up Monitoring Review Forms

 

 

 

 

 

·        CAHSEE Support Classes (from Master Schedule)

·        CAHSEE Support Class Rosters

·        CAHSEE Schedule

 

 

·        Awards Night Program

·        Counselor Breakdown and Department Organization

·        Counseling Calendar of Events

·        Important Dates for Seniors

·        SAT Workshop Flyer

·        Prep Class Invitations

·        Reminder and Test Takers Lists

·        PSAT and ACT Workshop Flyers

·        CRASH Schedule, Enrollment Counts

·        Attendance Reports and Rosters

·        Gear Up College Tour Information and Field Trip Request Form

·        Cal-SoapCollege Fair Pamphlet

·        APEX Website and Course List

 

·        School Attendance Review Board Referral Form

·        Checklist

·        Counselor Reference Sheet

·        Site Attendance Team Flow Chart

 

·        IEP Signature Page

·        Individualized Education Program Sign-in Sheet

 

E4. SCHOOL CULTURE AND SUPPORT FOR STUDENT AND ACADEMIC GROWTH

 

 

Morse High School students have access to a system of personal support services, activities and opportunities at the school and within the community.

 

Personal Support Services

Two part-time psychologists provide consultative services to the school. They provide individualized services and assessments for students as well as participate on IEP and 504 plans.

 

Special Education

Special Education case managers work with program providers from Transition Resource Adult Community Education (TRACE), to bridge the transition from high school to the community for students with IEPs and their families. TRACE is a high school continuation program for special education students aged 18 to 22 who have not obtained a high school diploma. TRACE allows students to gain employment skills and ultimately a job or to continue studies to obtain a GED.

 

Career and Transition Services include programs such as Workability and Work Incentive.  These programs partner with MorseHigh School and community businesses, such as grocery stores and fast food restaurants. Our special needs students gain work experience.

 

 

 

Circle of Friends is a club on the Morse campus.  This club encourages social interactions between students with developmental delays and general education peers.

 

 

Person-Centered Planning (PCP), are strategies used by Special Education case managers for students’ post-secondary planning to ensure students reach personal future-life goals in the community.

 

School and Community Activities

Morse High School’s Academic League allows students to compete with other high school teams.  Teams answer questions based on the state curriculum and current events in a timed, game-style format. The Academic League honors students for their academic prowess and allows them to receive the kind of attention and publicity that is traditionally reserved for athletes.

 

The Week of Consciousness is an annual event that promotes an awareness of the social injustices around the world. Activities during the WOC build teamwork and cohesiveness amongst student clubs.  During the WOC, an on-campus screening of the documentary Invisible Children, exposes students to the current situation in Uganda and builds their cultural awareness of the exploitation of children abroad.

 

The Music department promotes professionalism through uniformity of dress and precision of movement.  It nurtures students’ self-esteem and confidence. In band, choir and orchestra, student leaders work with the instructor to help struggling instrumentalists and vocalists meet high performance standards.  Students perform at local rest homes, put on concerts, and recruit at the middle schools during articulation.  In addition, Broadway style revues and rock concerts are produced in a professional manner with students.

 

 

 

Athletic participation requirements are aligned with all current CIF and district guidelines for participation. Athletic teams hold open tryouts for all teams as well as off-season training to prepare athletes for the season.  The teams encourage community attendance at all athletic events by advertising on the marquee and website.

 

Morse has raised its academic standards for student leaders.  ASB now requires a 2.5 minimum GPA for participation.  ASB organizes campus clean-ups, clean up after large events, as well as posting signs and banners related to safety and cleanliness.

 

MorseHigh School offers a variety of clubs to students.  Club Day gives students the opportunity to see all the available clubs on campus that may be of interest to them.  Student clubs participate in MorseHigh School’s annual Culture Night and other activities. Culture Night gives students from different cultural backgrounds the opportunity to showcase their culture for the other students, their parents and the community. The clubs at MorseHigh School promote good citizenship, an awareness of current events, and provide after school activities.

 

JROTC prepares students to take on leadership roles in the classroom as well as the community.  Students are educated in the importance of their civic duties and personal responsibility.

 

School and Community Opportunities

The Preliminary Scholastic Aptitude Test (PSAT) is made available to all 10th and11thgraders in October on the Morse campus.

 

Morse High School’s Math Engineering Science Achievement program (MESA) works with our educationally disadvantaged high school students so they can excel in math and science programs when they attend college.

 

Throughout the school year, counselors and AVID teachers take students to visit colleges throughout California. Students are exposed to panels of students and faculty on the campuses, giving them more information about the school and guiding them in the process of narrowing their application choices. Students also hear about campus life, college entrance requirements, and are given opportunities to tour the campus.  Funding comes from GEAR- UP and/or the 21st Century grant. 

Students are given various opportunities to participate in academic content related field trips.  Science classes visit the municipal landfill to study recycling and decomposition as well as environmental impact.  Engineering students visit college campuses, the Air and SpaceMuseum, as well as engineering sites such as the USS Midway to observe Engineering research in process and Engineering principles in practice. The AP Art History students visit the GettyMuseum in Los Angeles, CA.

 

Regional Occupational Program (ROP) and their associated advisory boards are an integral part of the MorseHigh School student experience.  The Hungry Tiger, Auto Shop, Computer Graphics, Mechanical Engineering, and Applications and Child Development programs prepare students for entering the work force after graduating from MorseHigh School. 

 

 

 

 

MorseHigh School’s drama department produces several plays each school year.  All students are able to audition for parts in the school plays.  The drama department promotes confidence, school spirit and appreciation of the performing arts.

 

MorseHigh School’s school newspaper, The Morse Code, gives students equal opportunities to express themselves through writing and publishing articles about different aspects of school culture and community events.

 

The MorseHigh School yearbook gives students an opportunity to cover school activities and events.  It also offers advertising space for community businesses and programs.

 

Student writing from an English classroom is celebrated in a professionally published book Paper Tigers available for purchase at Amazon.com.

 

 

 

 

·        School Psychologist Services Overview

 

·        Reference: TRACE Pamphlet

·        Work Incentive Timesheet

·        Career and Transition Services Pamphlet

·        Description Work Incentive Timesheet

·        Circle of Friends Flyer and Information

 

·        Person-Centered Planning

 

 

 

 

·        Week of Consciousness Facilities Use Form

·        Week of Consciousness

Itinerary

·        Invisible Children Logo

·        Band Evidence

·        Reference: Performance Program

 

 

·        Athletic Tryouts Flyer

·        Athletic Participation Form

·        Athletic Participation Materials

·        ASB Club List

·        ASB Club Day Schedule

 

 

 

·        JROTC POT Evidence

·        JROTC Mind Mapping

 

 

 

·        MESACollege Photo

·        AVID Self-Assessment

·        AVID Parent Contact

·        AVID Materials

·        Information on Fieldtrips (Daily Bulletin)

 

 

·        Fieldtrip List

 

·        ROP Advisory Board Minutes

·        Culinary Arts Materials: Certificates, Pamphlets, Media Coverage, Photos, Community Contacts

·        Drama Evidence

 

·        Morse Code Newspaper

 

·        Yearbook

 

·        Copy of Paper Tigers

 

 

Strengths of School Culture and Support

·        MorseHigh School maintains a safe school for students and staff.

·        MorseHigh School offers a wide variety of extracurricular activities that reflect the diversity of the school population.

·        MorseHigh School has targeted intervention programs to help struggling students.

Areas for Growth for School Culture and Support

·        MorseHigh School needs to continue to foster an increase in parent participation in campus activities.

·        MorseHigh School needs to continue to develop targeted intervention programs to support students in need despite a constant reduction in school and state budget cuts.

·        MorseHigh School needs to continue to cultivate a culture of trust and respect among all stakeholders.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Chapter V:  WASC  School-Wide Action Plan

 

Participating in the Self-Study process has given MorseHigh School the opportunity to deeply analyze its academic program and help the school determine its strengths and areas of need.

 

Based on the data, the school decided to focus on four areas: improving the mastery of both ELA and math standards, continuous focus on instructional improvement, and increasing parental involvement. At the conclusion of the Self-Study process for Chapter IV, Focus Groups generated areas for growth based on the information they had gathered. Focus Group areas for growth recommendations were incorporated in the School-Wide Action Plan. After the school receives the Visiting Committee’s recommendations, the Action Plan will be revised again.

 

Fully implementing the school’s Action Plan will require significant resources, most importantly, time and funding. Individual faculty members, departments, Focus Groups, support staff, students, parents, site and district administration must be involved in an ongoing dialogue to meet the goals and tasks outlined in the plan. All stakeholders must be part of the process towards improving our school. This process includes a summer retreat with the Leadership Team members reviewing and evaluating the CST and CAHSEE data looking for trends of success and areas for improvement. The Leadership Team then shares their assessment with the total staff for feedback and input. The total staff goes through the process of analyzing the data for each subject and measureable subgroup to identify gaps and propose action plan goals. The information garnered from this process is then presented, discussed and evaluated by the School Site Council, the Site Governance Team, the PTSA and the Parent Community Forum. 

 

After receiving feedback and input from all stakeholders, professional development activities are scheduled based on the identified needs for each teacher and include continuous DataDirector analysis to look at common assessment and benchmark results. A plan of action is developed within each department to address their findings. A school-wide PD opportunity is provided for all stakeholders based on a specific goal, such as critical thinking strategies. On bimonthly PD days, the various departments share their action plans and progress. Input is provided by the stakeholders and adjustments are made if necessary based on the most recent data. Additionally, data is continuously being monitored, evaluated and plans of action revised if needed by each department based on results. Quarterly reviews of department progress towards goals are completed by resource teachers, administrators and district personnel to ensure continuity, accountability and to provide any additional resources for the continuous school improvement cycle.


 

Action Items 1 and 2: To improve student mastery of ELA and math standards assessed on the CST, CAHSEE, and EAP exams for all students.  Annual benchmark goals will be established for each targeted subgroup of students.

Rationale for Action Item:

The achievement gap between students scoring proficient and basic at MorseHigh School continues to widen. Not all subgroups are scoring at Proficient or Advanced and, as a result, are not meeting their yearly API growth targets.  Consequently, an emphasis will be placed on improving instruction for all students to begin to narrow the achievement gap.

ESLRs Addressed:

·        Communicate effectively

o       Read, write, speak, listen and respond thoughtfully

o       Demonstrate mastery of content-area standards

o       Utilize technology appropriately for communication

o       Exhibit skills necessary for continued independent learning

·        Think critically and problem solve

o       Demonstrate ability to use reasoning skills to solve complex problems within content-area standards

o       Demonstrate intellectual curiosity and independent learning

o       Utilize technology appropriately to gain information and solve problems

 

Impact on student learning of academic standards and ESLRs: Direct positive impact with measured, steady progress on student learning of academic standards and ESLRs are expected through continual forms of assessment.

 

Goals:

English Language Arts and Mathematics: CST

·        The number of students at MorseHigh School scoring Proficient or Advanced on the ELA CST will increase by 5% annually in each grade level (9-11).

·        The number of students at MorseHigh School demonstrating an improvement in their overall level of achievement will increase by 5% annually in each of the following content areas of the Mathematics CST: Geometry, Algebra I/ II and Summative Math.

English Language Arts and Mathematics: CAHSEE

·        The pass rate for the ELA and Math CAHSEE will increase by 5% for 10th grade students.

English Language Arts and Mathematics: Achievement Gap Subgroup Goals

·        MorseHigh School subgroups (African American, Hispanic, English Learners, Special Education, and Socioeconomically Disadvantaged students) will annually improve their overall level of achievement by 5% on the CST, CAHSEE and EAP.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

            Steps

Responsible/Involved Parties

Professional Development

Timeline

Resources

Means to Monitor and Report Progress

 

Implementation of common critical thinking strategies to support underperforming subgroups across all core subjects

Teachers, administrators, department chairs, Leadership Team; Focus Groups

Release days for collaboration; critical thinking PD; sharing of best practices in department meetings

 

 

August 2011-ongoing

CAPP grant; Title I funds; time for collaboration and sharing

Agendas from PD, minutes from meetings; classroom observations, videotapes of sample lessons using critical thinking strategies

Continue to fund ELA and Math resource teacher position

Administrators, SSC

Participate in all departmental professional development and support individual teachers by sharing instructional best practices

 

Ongoing

Title I funds

SSC minutes; department minutes, resource teacher schedules

CAHSEE support classes

Teachers, administrators, counselors, resource teachers

 

 

 

Training in Learning Upgrade, training in online CAHSEE review program (Revolution)

Ongoing

Title I funds; CAHSEE resource books, Learning Upgrade, online CAHSEE review program (Revolution)

 

Student schedules; CAHSEE scores, Learning Upgrade reports, data from online CAHSEE review program (Revolution)

Increase supplemental materials in classrooms

Administrators, resource teachers and head librarian

Training as needed for new materials and/or technology

 

 

Ongoing

Title I funds; i21 technology in classroom

Classroom inventory; teacher request lists; order confirmations

 

 

After school Tutoring Program

Teachers, administrators, counselors; resource teachers; students

 

AVID tutorial training for teachers and peer tutors

2010-ongoing

Title I funds; incentives for student participation

Tutoring schedule; sign-in sheets; improvement in student grades

Common Assessments in all core depts.

(Formative and Summative)

Teachers, administrators, counselors; resource teachers

 

 

Release days to create, score, and analyze data from assessments

2010-ongoing

Title I funds; modified Wednesdays

Department agendas and minutes; copies of assessments, pacing guides, release day notes

Learning Center (Reading Resource)

Teachers, administrators, SPED department

Training in Learning Upgrade and reading programs

Ongoing

SPED department

Learning Upgrade reports and improvements in student grades

Continue to Improve the

Co-teaching Model

SPED teachers, general ed teachers and administrators

Ongoing on-site and district provided co-teaching training

Ongoing

Title I funds; district support

six week progress reports; semester grades; IEP progress checks; CAHSEE  results; CST biweekly quiz data

 

 

 

 

 

Action Item 3: MorseHigh School teachers will create a culture of collaboration which focuses on continuous instructional improvement.

Rationale for Action Item:

Not all subgroups are scoring at Proficient or Advanced nor meeting their yearly API growth targets. The staff recognizes the need to expand our opportunities to collaborate departmentally and across disciplines in order to design strategic lessons that will enable us to reinforce key standards and begin to close the achievement gap.

ESLRs Addressed:

·        Communicate effectively

o       Read, write, speak, listen, and respond thoughtfully

o       Demonstrate mastery of content-area standards

o       Utilize technology appropriately for communication

o       Exhibit skills necessary for continued independent learning

·        Practice responsible citizenship through positive social and interpersonal skills

o       Be honest and principled

o       Show respect for self and others

·        Think critically and problem solve

o       Demonstrate ability to use reasoning skills to solve complex problems within content-area standards

o       Demonstrate intellectual curiosity and independent learning

o       Utilize technology appropriately to gain information and solve problems

 

Impact on student learning of academic standards and ESLRs: There will be a measured and steady progress of student learning through teacher, district and state assessments.

Goals:

Create a culture of collaboration:

·        Continuous growth towards the improvement of departmental collaboration focused on critical thinking

·        Developing interdisciplinary collaboration reinforcing school-wide critical thinking strategies

Continuous instructional improvement:

·        Continuous growth in the number of teachers who participate in voluntary professional development to improve classroom instruction and increase student critical thinking strategies.

 

 

 

 

 

Steps

Responsible / Involved Parties

Professional Development

Timeline

Resources

Means to Monitor and Report Progress

Classroom Observations

Teachers, administrators, department chairs

Release periods or prep period for observations.

Ongoing

Fund substitute costs for class coverage as needed; teachers make arrangements with colleagues for coverage; access to technology (i.e. video cameras)

Copies of observation forms; department meeting minutes; voluntary videotaping of model lessons

Block Scheduling

Leadership Team, administrators

Researching, visiting, and communicating with schools who have effectively implemented block scheduling

 

 

 

2011-2013

 

Present to staff spring of 2013 for a vote

Release days for school visits; time to discuss the new schedule with staff members, students, parents, and community

Notes from school visits; minutes from various school meetings; sample block scheduling options, copies of the staff’s vote

Professional Development

Teachers, administrators, department chairs, leadership teams; Focus Groups

Critical thinking; DataDirector; Understanding by Design (backward lesson planning); i21; common core Standards, differentiated instruction; additional PD to further instruction and collaboration improvements

 

 

 

 

Ongoing

Title I funds; release days; time to plan and implement new strategies; time to share with departments or focus groups; time at staff meeting s

Professional development proposals; department professional development calendars,

minutes from meetings, collaborative lesson plans, staff meeting agendas,

pacing guides

Teachers, Administrators, Department Chairs, Leadership Team

Release days for collaboration

 

Created and piloted by 2012-2013; revised and used by staff by 2013-2014

 

 

 

Release days; funds for curriculum writing compensation

The writing rubric; sample essays graded from English and history using the common writing rubric, anchor papers

Implementation of common strategies to support underperforming subgroups across all core subjects

Teachers, administrators, department chairs, leadership teams; Focus Groups

August 2011-ongoing

CAPP grant; Title I funds; time for collaboration and sharing

Agendas from PD, minutes from meetings; classroom observations, videotapes of sample lessons using critical thinking strategies

 

 

Action Item 4: To increase parent involvement at Morse High School

Rationale for action items:

Parents are encouraged to become involved at MorseHigh School though participation with the PTSA, Site Governance Team, SSC, DLAC/ELAC and Morse High School Focus Groups. In order to support increased academic achievement for all students, parents are also invited to participate in Senior Jump Start, the RAP program (Reaching All Potential) and “Coffee with the Principal.”

ESLRS Addressed: Parental support is necessary for the achievement of the following ESLRs

·        Communicate effectively

o       Read, write, speak, listen and respond thoughtfully

o       Utilize technology appropriately for communication

o       Exhibit skills necessary for continued independent learning

o       Demonstrate career knowledge and job acquisition skills

·        Think critically and problem solve

o       Demonstrate intellectual curiosity and independent learning

·        Practice responsible citizenship through positive social and interpersonal skills

o       Be honest and principled

o       Show respect for self and others

o       Celebrate cultural diversity

o       Demonstrate an understanding of how to maintain a healthy lifestyle

o       Value and practice community service

o       Demonstrate ability to work productively as members of a local and global society

Goals:

Parent Involvement

  • Increase the participation rate for parents attending academic workshops, presentations or orientations specifically planned to assist parents in supporting students at the high school level by 20% annually.
  • Parent workshops will be held at different times in order to provide more frequent opportunities for participation due to varying work schedules of parents. Childcare will be offered at evening workshops for parents who normally may not participate due to younger children.
  • Increased communication in languages other than English will be sent home to better communicate with parents who do not read English. Translation services will be utilized at large functions, events, conferences and/or certain events will be held in multiple languages to reach out to a greater population of parents.
  • Maintain and update MorseHigh School’s website for parent access.  Provide ParentConnect access for the purpose of monitoring their student’s grades, attendance, homework assignments and progress.    

 

 

Steps

Responsible/ Involved Parties

Professional Development

Timeline

Resources

Means to Monitor and Report Progress

ConnectEd (auto-dialer)

Office staff

Completed

Ongoing

Office staff, Internet Access

Print reports of messages sent to parents; monitor attendance at activities

Blackboard Connect

Administrators, teachers

Teacher-teacher instruction on how to use this service

2012-ongoing

Time

Teacher-generated logs

Parent Connect Training

Administrators

N/A

2012-ongoing

Time; access to computers

Sign-in sheets; Zangle reports

Translation

District translation services

N/A

Ongoing

Title I funding for increased Parent Involvement allows a portion of funding to be utilized for translation services

Copies of messages translated, records of translation services

Intervention Conferences

Teachers, counselors, administrators

N/A

Ongoing

Time

Logs, Zangle communication

English Learner Support Teacher

Resource teacher

Ongoing

Ongoing

Title I funds

Zangle reports, parent surveys, mailings, student cumulative folders, flyers, meeting logs

Parent workshops, support classes, and training

Parent academic liaison

Provided by district

Ongoing

Title I funds and site funds

Parent surveys, sign-in sheets, feedback from parents, event flyers

Provide Child Care

Parent volunteer coordinator

Provided by district

Ongoing

Computer labs, guest

speakers, district support,

limited funding for specific

classes/workshops
(to be paid
out of Parent Involvement Title I funds)

Flyers, agendas, sign-in sheets, feedback from parents, evaluation of services offered

Overall follow-up process:

MorseHigh School has an excellent history of following through on our goals as set forth in our Focus on Learning WASC Action Plans. Our professional development meetings review goals, progress, and next steps. Annual reports are prepared and shared with staff so that all parties at MorseHigh School are informed and aligned on what the focus of the school is for any given year.

With extensive budget cuts always looming and high expectations still soaring, the administration, staff, students and parents at MorseHigh School want to have clear goals for all. While there are many goals each year, the above areas were agreed upon by all parties. These goals are achievable and necessary for MorseHigh School.  However, they may need to be adjusted due to budget cuts. There is a commitment to keep our focus on addressing the realistic needs of our students. By analyzing data and including parents in academic processes, MorseHigh School will increase and amend goals annually in order to continually improve student proficiency for all student subgroups and populations.