CVHS 2010-2011 - Ceres Unified School District

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 5 of 3011/22/2010V. Description of Barriers and Related School GoalsThe school site council has analyzed the academic performance of all student groups and has considered the effectivenessof key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it hasadopted the following school goals, related actions, and expenditures to raise the academic performance of student groupsnot meeting state standards.Barrier 1: Language is a barrier at Central Valley High School. The number of students who are classified as EnglishLearners is increasing each year, so the need to increase the proficiency levels of these students in English as well as inthe core academic areas grows as well. Related Goal: Our goal is to develop and implement rigorous expectations for allEnglish Learners to achieve mastery in English as well as in the core academic areas.Barrier 2: Socio-economic levels are a barrier at Central Valley High School. The number of students in the National SchoolLunch Program each year continues to grow. Related Goal: Our goal is to develop and implement rigorous expectations forall students, including students of poverty, to achieve mastery in English as well as in the core academic areas and to closethe achievement gap.Barrier 3: Parent involvement is a barrier at Central Valley High School. Related Goal: Because high school is such a criticaltime for students' social as well as academic development, Central Valley students, families and staff will continue todevelop, implement and evaluate opportunities to get parents and families involved in the school, to learn and improvesocial skills as well as academic performance by engaging students and families on a safe and positive campus.

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 6 of 3011/22/2010VI. Planned Improvements in Student PerformanceThe school site council has analyzed the academic performance of all student groups and has considered the effectiveness of keyelements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the followingschool goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards:SCHOOL GOAL # 1(Based on conclusions from Analysis of Program Components and Student Data pages)Design, develop, implement, evaluate, and improve the standards-based English program, including a focus on writing, toincrease student achievement in English Language Arts.Student groups and grade levels to participate in thisgoal:Significant sub-groups based on ethnicity, grades, socioeconomicstatus, language and disability.Means of evaluating progress toward this goal:Analysis of student grades, analysis of benchmark data, dataanalysis of student progress using Infinite Campus,Measures, and state reports.Anticipated annual performance growth for eachgroup:Increase by 5% over 2011 the percent of students scoringproficient/advanced as well as an increase in the number ofstudents moving to a higher proficiency level.Group data to be collected to measure academic gains:Benchmark assessments for all studens including, SWDand EL's.ELA grades of all studentsCST and CAHSEE dataSCHOOL GOAL #1Actions to be Taken to Reach This GoalConsider all appropriate dimensions (e.g., Teaching and Learning,Staffing and Professional Development)1.Ensure that all students are enrolled in college and careerpreparation courses that are aligned with appropriate grade-levelcontent standards.Start DateCompletionDateMay 2011ProposedExpendituresLearning DirectorsalaryEstimatedCost64,716 Title IEIAFundingSource2.Implement formalized systems of support through support classes,tutoring honor and AP classes to ensure students are successful in achallenging, rigorous, standards-driven curriculum.3.Ensure that all course offerings are aligned with appropriate, gradelevelcontent standards4.Increase the instructional strategies to provide for powerful,standards-based teaching and learning experiences for all studentsincluding specific instructional materials and delivery for students whoare EL, SWD, honor and AP students, and those from lowsocioeconomic levels.5.Ensure students are actively engaged in the curriculum throughtechnology, up to date Library books, and incentives to improveachievement.August 2010-June 2011November 2010August 2010-June 2011August 2010-June 2011Instructionalmaterials includingcopies, performancecontracts, staffing,professionaldevelopment,paraprofessionalsupport in contentarea classes,Learning DirectorInstructionalmaterials includingcopies, performancecontracts, staffing,professionaldevelpment,Learning DirectorProfessionaldevelopment,teacher release andteachercompensation,performancecontracts,refreshments andsupplies, conferenceregistration fees,reimbursement ofmeals/mileage andteacher release,Learning DirectorPurchasecomputers, tables,chairs, software,multi-mediaprojectors andinstallation ofequipment; providefor maintenanceagreements andreplacement costs ofequipment, Librarybooks, studentincentives,5,000 Title IEIA5,000 Title IEIA5,000 Title IEIA5,000 Title IEIA6. Provide opportunities for staff to analyze and review student Sept., Dec., Release time, 5,000 Title I

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 7 of 3011/22/2010performance data on a regular basis and to plan for improvements.Collect, analyze, disseminate and use disaggregated assessment andachievement data to plan effective instruction and provide, report, andinterpret results for all students, parents and teachers.7. Ensure that all students are enrolled in college and careerpreparation courses that are aligned with appropriate grade-levelcontent standards and provide counseling for students by a LearningDirector to increase their performance in standards-based curriculum.Actively involve parents and students through committees and familyengagement activities and events.8. Effectively communicate the importance of school attendance aswell as the overall safety of the campus with all stakeholders throughschool communication in both English and Spanish.Feb., AprilMay 2011Sept., Dec.,Feb., Aprilperformancecontract, LearningDirector, Counselingstaff, copies,supplies, SecretaryIV, InstructionalmaterialsInstructionalmaterials,professionaldevelopment,Learning Director,Secretary IVSecretary IV,Campus Supervisor,Security/SurveillanceSystemEIA5,000 Title IEIA5,000 Title IEIA

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 8 of 3011/22/2010VI. Planned Improvements in Student Performance (continued)SCHOOL GOAL #2(Based on conclusions from Analysis of Program Components and Student Data pages)Design, develop, implement, evaluate, and improve the standards-based Math program, to increase student achievementin Mathematics.Student groups and grade levels to participate in thisgoal:Significant sub-groups based on ethnicity, grades, socioeconomicstatus, language and disability.Means of evaluating progress toward this goal:Analysis of student grades, analysis of benchmark data, dataanalysis of student progress using Infinite Campus,Measures, and state reports.Anticipated annual performance growth for eachgroup:Increase by 5% over 2011 the percent of students scoringproficient/advanced as well as an increase in the number ofstudents moving to a higher proficiency level.Group data to be collected to measure academic gains:Benchmark assessments for all studens including, SWDand EL's.ELA grades of all studentsCST and CAHSEE dataSCHOOL GOAL #2Actions to be Taken to Reach This GoalConsider all appropriate dimensions (e.g., Teaching and Learning,Staffing and Professional Development)1.Ensure that all students are enrolled in college and careerpreparation courses that are aligned with appropriate grade-levelcontent standards.2.Implement formalized systems of support through support classes,tutoring honor and AP classes to ensure students are successful in achallenging, rigorous, standards-driven curriculum.3.Ensure that all course offerings are aligned with appropriate, gradelevelcontent standards4.Increase the instructional strategies to provide for powerful,standards-based teaching and learning experiences for all studentsincluding specific instructional materials and delivery for students whoare EL, SWD, honor and AP students, and those from lowsocioeconomic levels.5.Ensure students are actively engaged in the curriculum throughtechnology, up to date Library books, and incentives to improveachievement.6. Provide opportunities for staff to analyze and review studentperformance data on a regular basis and to plan for improvements.Collect, analyze, disseminate and use disaggregated assessment andachievement data to plan effective instruction and provide, report, andStart DateCompletionDateMay 2011August 2010-June 2011November 2010August 2010-June 2011August 2010-June 2010Sept., Dec.,Feb., AprilProposedExpendituresLearning Director,Counseling staffInstructionalmaterials includingcopies, performancecontracts, staffing,professionaldevelopment,paraprofessionalsupport in contentarea classes,Learning DirectorInstructionalmaterials includingcopies, performancecontracts, staffing,professionaldevelpment,Learning DirectorProfessionaldevelopment,teacher release andteachercompensation,performancecontracts,refreshments andsupplies, conferenceregistration fees,reimbursement ofmeals/mileage andteacher release,Learning DirectorPurchasecomputers, tables,chairs, software,multi-mediaprojectors andinstallation ofequipment; providefor maintenanceagreements andreplacement costs ofequipment, Librarybooks, studentincentivesRelease time,performancecontract, LearningDirector, CounselingEstimatedCost5,000 Title IEIA5,000 Title IEIA5,000 Title IEIA5,000 Title IEIA5,000 Title IEIA4,000 Title IEIAFundingSource

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 9 of 3011/22/2010interpret results for all students, parents and teachers.7. Ensure that all students are enrolled in college and careerpreparation courses that are aligned with appropriate grade-levelcontent standards and provide counseling for students by a LearningDirector to increase their performance in standards-based curriculum.Actively involve parents and students through committees and familyengagement activities and events.8. Effectively communicate the importance of school attendance aswell as the overall safety of the campus with all stakeholders throughschool communication in both English and Spanish.May 2011Sept., Dec.,Feb., Aprilstaff, copies,supplies, SecretaryIV, InstructionalmaterialsInstructionalmaterials,professionaldevelopment,Learning Director,Secretary IVSecretary IV,Campus Supervisor,Security/SurveillanceSystem4,000 Title IEIA4,000 Title IEIA

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 10 of 3011/22/2010VI Planned Improvements in Student Performance (continued)SCHOOL GOAL #3(Based on conclusions from Analysis of Program Components and Student Data pages)Design, develop, implement, evaluate, and improve the standards-based Science and Social Science programs toincrease student achievement in Science and Social Science.Student groups and grade levels to participate in thisgoal:Significant sub-groups based on ethnicity, grades, socioeconomicstatus, language and disability.Means of evaluating progress toward this goal:Analysis of student grades, analysis of benchmark data, dataanalysis of student progress using Infinite Campus,Measures, and state reports.Anticipated annual performance growth for eachgroup:Increase by 5% over 2011 the percent of students scoringproficient/advanced as well as an increase in the number ofstudents moving to a higher proficiency level.Group data to be collected to measure academic gains:Benchmark assessments for all studens including, SWDand EL's.ELA grades of all studentsCST and CAHSEE dataSCHOOL GOAL #3Actions to be Taken to Reach This GoalConsider all appropriate dimensions (e.g., Teaching and Learning,Staffing and Professional Development)1.Ensure that all students are enrolled in college and careerpreparation courses that are aligned with appropriate grade-levelcontent standards.2.Implement formalized systems of support through support classes,tutoring honor and AP classes to ensure students are successful in achallenging, rigorous, standards-driven curriculum.3.Ensure that all course offerings are aligned with appropriate, gradelevelcontent standards4.Increase the instructional strategies to provide for powerful,standards-based teaching and learning experiences for all studentsincluding specific instructional materials and delivery for students whoare EL, SWD, honor and AP students, and those from lowsocioeconomic levels.5.Ensure students are actively engaged in the curriculum throughtechnology, up to date Library books, and incentives to improveachievement.6. Provide opportunities for staff to analyze and review studentperformance data on a regular basis and to plan for improvements.Collect, analyze, disseminate and use disaggregated assessment andachievement data to plan effective instruction and provide, report, andinterpret results for all students, parents and teachers.Start DateCompletionDateMay 2011August 2010-June 2011November 2010August 2010-June 2011August 2010-June 2011Sept., Dec.,Feb., AprilProposedExpendituresLearning Director,Counseling staffInstructionalmaterials includingcopies, performancecontracts, staffing,professionaldevelopment,paraprofessionalsupport in contentarea classes,Learning DirectorInstructionalmaterials includingcopies, performancecontracts, staffing,professionaldevelpment,Learning DirectorProfessionaldevelopment,teacher release andteachercompensation,performancecontracts,refreshments andsupplies, conferenceregistration fees,reimbursement ofmeals/mileage andteacher release,Learning DirectorPurchasecomputers, tables,chairs, software,multi-mediaprojectors andinstallation ofequipment; providefor maintenanceagreements andreplacement costs ofequipment, Librarybooks, studentincentivesRelease time,performancecontract, LearningDirector, Counselingstaff, copies,EstimatedCost5,000 Title IEIA5,000 Title IEIA5,000 Title IEIA5,000 Title IEIA5,000 Title IEIA5,000 Title IEIAFundingSource

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 11 of 3011/22/2010supplies, SecretaryIV, Instructionalmaterials7. Ensure that all students are enrolled in college and careerpreparation courses that are aligned with appropriate grade-levelcontent standards and provide counseling for students by a LearningDirector to increase their performance in standards-based curriculum.Actively involve parents and students through committees and familyengagement activities and events.8. Effectively communicate the importance of school attendance aswell as the overall safety of the campus with all stakeholders throughschool communication in both English and Spanish.August 2010-May 2011Sept., Dec.,Feb., AprilInstructionalmaterials,professionaldevelopment,Learning Director,Secretary IVSecretary IV,Campus Supervisor,Security/SurveillanceSystem5,000 Title IEIA5,128 Title IEIA

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 12 of 3011/22/2010VI Planned Improvements in Student Performance (continued)SCHOOL GOAL #4(Based on conclusions from Analysis of Program Components and Student Data pages)GOAL # 4: To develop, implement and evaluate opportunities to learn and improve social skills as well as academicperformance by engaging students and families on a safe and positive campus.Student groups and grade levels to participate in thisgoal:All students, teachers, administrators.Means of evaluating progress toward this goal:Evaluate change in students performance as measured byAPI and AYP reports.Anticipated annual performance growth for eachgroup:5% growth in proficiency.Group data to be collected to measure academic gains:CST/ELA and CST math results as well as CAHSEEresults; local formative assessments.SCHOOL GOAL #4Actions to be Taken to Reach This GoalConsider all appropriate dimensions (e.g., Teaching and Learning,Staffing and Professional Development)Start DateCompletion DateProposedExpendituresEstimatedCostFundingSource1. Provide opportunities for students to participate in assemblies orspecial programs which enhance instruction in core and electivecontent areas.2. Recognize and promote academic progress, regular attendance andstudent success through special assemblies, programs, and rewards.Provide opportunities for all students to become eligible for participationin activities recognizing their academic achievements, schoolattendance, and positive behaviors.3. Coordinate programs which address schoolwide improvements inbehavior leading to increased on-task academic performance in theclassroom.4. Provide opportunities for staff to attend training in programs topromote tolerance, behavior management, and motivation and forteachers to meet together to analyze behavior and discuss strategiesfor improvement.5. Provide regular and ongoing communication with parents andfamilies regarding information related to events, activities, expectations,policies and procedures.6. Provide written and oral translation of school communications toparents whenever possible.7. Regularly administer parent, staff, and student surveys related to theschool and its programs.Sept., Dec., Feb.,AprilSept., Dec., Feb.,AprilAugust 2010-June 2011Sept., Dec., Feb.,AprilSept., Dec., Feb.,AprilSept., Dec., Feb.,AprilAugust 2010-June 2011Materials, feesIncentives,rewardsInstructionalmaterialsMaterials, feesIncentives,rewardsInstructionalmaterialsAdministrativeAsst. salarySecretary IVsalaryRelease time,performancecontractInstructionalmaterialsFees, expensesPrint shop, copierPostage,mailings,envelopesTranslation, childcare, materials,suppliesPrint shop, copierPostage,mailings,envelopesTranslation, childcare, materials,suppliesPrint shop, copierPostage,mailings,envelopes3,000 Title IEIA3,000 Title IEIA50,76438,719Title IEIA3,000 Title IEIA3,000 Title IEIA3,000 Title IEIA3,000 Title IEIA

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 13 of 3011/22/2010VI Planned Improvements in Student Performance (continued)SCHOOL GOAL #5(Based on conclusions from Analysis of Program Components and Student Data pages)SCHOOL GOAL # 5Centralized - Services - Program Support Goal #1Student groups and grade levels to participate in thisgoal:All students, teachers, administrators.Means of evaluating progress toward this goal:Evaluate change in students performance as measured byAPI and AYP reports.Anticipated annual performance growth for eachgroup:5% growth in proficiency.Group data to be collected to measure academic gains:CST ELA and CST math results as well as CAHSEEresults; local formative assessments.SCHOOL GOAL #5Actions to be Taken to Reach This GoalConsider all appropriate dimensions (e.g., Teaching and Learning,Staffing and Professional Development)Start DateCompletion DateProposedExpendituresEstimatedCostFundingSourceGovernance and Administration: Maintain accurate and completerecords of EL student identification and CELDT performance to aid inmonitoring English Language Development.Standards, Assessment, & Accountability: Develop a systematicapproach to assessing, reviewing, and analyzing assessment data andcreating data-based strategies for student performance.August 2010 -June 2011August 2010 -June 2011District Providedpersonnel toidentify, test, andtrack studnetsand updatestudentinformation.District provicedpersonnel tosupport site work,provideperformanceinformation andtrainadministratorsand staff.38,301 EIA-LEPEIA-LEP

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 14 of 3011/22/2010Appendix A - School and Student Performance DataTable 1: Academic Performance Index by Student GroupPERFORMANCE DATA BY STUDENT GROUPPROFICIENCY LEVELAll Students White African-American Asian2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010Number Included 1170 1117 1177 302 271 243 32 28 34 70 68 56Growth API 737 730 740 784 783 787Base API 731 737 729 773 784 782Target 5 5 5 5 5 5Growth 6 -7 11 11 -1 5Met Target Yes No Yes Yes No YesPERFORMANCE DATA BY STUDENT GROUPPROFICIENCY LEVELHispanic English LearnersEconomicallyDisadvantagedStudents with Disabilities2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010Number Included 709 695 799 405 385 438 790 879 928 119 122 121Growth API 716 708 722 678 667 678 710 708 723 516 535 545Base API 711 716 708 683 678 666 711 710 708 493 516 530Target 5 5 5 6 6 7 5 5 5 15 14 14Growth 5 -8 14 -5 -11 12 -1 -2 15 23 19 15Met Target Yes No Yes No No Yes No No Yes Yes Yes Yes

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 15 of 3011/22/2010Appendix A - School and Student Performance Data (continued)Table 2 – Title III Accountability (District Data)AMAO 1Annual Growth2007-08 2008-09 2009-10Number of Annual Testers 3,443 3,671 3,910Percent with Prior Year Data 95.1 98 99Number in Cohort 3,275 3,598 3,883Number Met 1,789 2,153 2,198Percent Met 54.6 59.8 57NCLB Target 50.1 51.6 56Met Target Yes Yes YesAttaining English ProficiencyAMAO 22007-08 2008-09 2009-10All StudentsAll StudentsYearsof EL instructionLess Than 5 More Than 5Number in Cohort 1,752 1,883 2,739 1,793Number Met 567 717 550 925Percent Met 32.4 38.1 20.1 51.6NCLB Target 28.9 30.6 17.4 41.3Met Target Yes Yes Yes YesAMAO 3Adequate Yearly Progress for English Learner Subgroup at the LEA Level2007-08 2008-09 2009-10English-Language ArtsMet Participation Rate Yes Yes YesMet Percent Proficient or Above No No NoMet Participation Rate Yes Yes YesMet Percent Proficient or Above Yes Yes NoMet Target for AMAO 3 No No No

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 16 of 3011/22/2010Appendix A - School and Student Performance Data (continued)Table 3: English-Language Arts Adequate Yearly Progress (AYP)ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUPAYPPROFICIENCY LEVELAll Students White African-American Asian2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010ParticipationRate100 99 100 100 99 99 100 99 100 100 99 100NumberAt or Above Proficient183 195 54 53 -- -- -- 10 9PercentAt or Above Proficient53.0 50.0 51.9 63.5 64.5 58.9 -- -- -- 45.5 69.2AYP 35.2*Target 33.4**46.0*44.5**56.8*55.6**35.2*33.4**46.0*44.5**56.8*55.6**35.2*33.4**46.0*44.5**56.8*55.6**35.2*33.4**46.0*44.5**56.8*55.6**MetAYP CriteriaYes Yes No Yes Yes Yes -- -- -- -- -- --ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUPAYPPROFICIENCY LEVELHispanic English LearnersSocioeconomicDisadvantageStudents w/Disabilities2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010ParticipationRate100 99 100 99 99 100 99 99 99 98 99 100NumberAt or Above Proficient106 120 42 51 104 126 148 6 7PercentAt or Above Proficient50.5 43.9 48.4 33.1 32.1 37.8 45.2 42.1 47.3 16.2 17.1AYP 35.2*Target 33.4**46.0*44.5**56.8*55.6**35.2*33.4**46.0*44.5**56.8*55.6**35.2*33.4**46.0*44.5**56.8*55.6**35.2*33.4**46.0*44.5**56.8*55.6**MetAYP CriteriaYes No Pen Yes No Pen Yes No Pen -- -- --* = AYP Target for Elementary/Middle Schools (2007=24.4%), (2008=35.2%), (2009=46.0%), (2010=56.8%)** = AYP Target for High Schools (2007=22.3%), (2008=33.4%), (2009=44.5%), (2010=55.6%)

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 17 of 3011/22/2010Appendix A - School and Student Performance Data (continued)Table 4: Mathematics Adequate Yearly Progress (AYP)MATHEMATICS PERFORMANCE DATA BY STUDENT GROUPAYPPROFICIENCY LEVELAll Students White African-American Asian2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010ParticipationRate100 99 100 100 99 99 100 99 100 100 99 100NumberAt or Above Proficient193 178 60 47 -- -- -- 16 8PercentAt or Above Proficient56.1 49.0 47.3 71.4 64.5 52.2 -- -- -- 72.7 61.5AYP 37.0*Target 32.2**47.5*43.5**58.0*54.8**37.0*32.2**47.5*43.5**58.0*54.8**37.0*32.2**47.5*43.5**58.0*54.8**37.0*32.2**47.5*43.5**58.0*54.8**MetAYP CriteriaYes Yes No Yes Yes Yes -- -- -- -- -- --MATHEMATICS PERFORMANCE DATA BY STUDENT GROUPAYPPROFICIENCY LEVELHispanic English LearnersSocioeconomicDisadvantageStudents w/Disabilities2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010ParticipationRate100 99 100 99 99 100 99 98 100 96 99 100NumberAt or Above Proficient105 113 46 46 107 137 4 9PercentAt or Above Proficient50.0 44.5 45.6 36.5 39.5 34.1 46.7 44.0 43.8 10.8 22.0AYP 37.0*Target 32.2**47.5*43.5**58.0*54.8**37.0*32.2**47.5*43.5**58.0*54.8**37.0*32.2**47.5*43.5**58.0*54.8**37.0*32.2**47.5*43.5**58.0*54.8**MetAYP CriteriaYes Yes No Yes No No Yes Yes No -- -- --* = AYP Target for Elementary/Middle Schools (2007=26.5%), (2008=37.0%), (2009=47.5%), (2010=58.0%)** = AYP Target for High Schools (2007=20.9%), (2008=32.2%), (2009=43.5%), (2010=54.8%)

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 18 of 3011/22/2010Appendix A - School and Student Performance Data (continued)Table 5: California English Language Development (CELDT) DataCalifornia English Language Development Test (CELDT) Results for 2009-10GradeAdvanced Early Advanced Intermediate Early Intermediate Beginning Number Tested# % # % # % # % # % #K123456789 16 11 50 35 59 41 15 10 3 2 14310 7 7 37 39 38 40 8 8 5 5 9511 14 17 35 43 25 30 8 10 8212 19 25 27 36 18 24 6 8 6 8 76Total 56 14 149 38 140 35 37 9 14 4 396

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 19 of 3011/22/2010Appendix B - Analysis of Current Instructional ProgramThis section lists statements about the instructional program adapted from NCLB, Title I, Part A and the related CaliforniaEssential Program Components (EPC). To analyze these statements, the school site council will need information from avariety of sources (e.g., Survey Results, Library Plan, Master Plan, SARC).Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoidvague or general descriptions. Each successive school plan should examine the status of these findings and note progressmade. Special consideration was given to any practices, policies, or procedures found to be noncompliant through ongoingmonitoring of categorical programs.Standards, Assessment, and Accountability1. Use of state and local assessments to modify instruction and improve student achievement (NCLB)The following list reflects educational practices at Central Valley High School:The Central Valley High School strategic plan, consistent with the CUSD strategic plan, includes the objective to design,develop implement evaluate and improve the standards-based curriculum in each core academic area using CST andCAHSEE test data. Common standards-based assessments in the core areas are currently being used to evaluatestudent performances. The results from the Intel Assess benchmark assessments for ELA, math, science and socialscience are being used as a tool to evaluate instruction. The CELDT assessment is given annually to determine correctplacement of our English language learners.2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)The following list reflects educational practices at Central Valley High School:*On going classroom assessments are used to determine the effectiveness of differentiated instruction on studentachievement. These assessments are also used to identify students that need additional support through our beforeand after school tutoring program.*Students are referred to the Student Study Team process based upon ongoing assessments and progress made.*Staff routinely analyze test data to ensure specific skills are being addressed.Staffing and Professional Development3. Status of meeting requirements for highly qualified staff (NCLB)The following list reflects educational practices at Central Valley High School:*All Central Valley High School teachers meet the requirements for highly qualified staff.4. Principals' Assembly Bill (AB) 75 training on State Board of Education (SBE) adopted instructional materials (EPC)The following list reflects educational practices at Central Valley High School:The Principal of Central Valley High School, Amy Peterman, completed the Principal's Assembly Bill (AB) 75 training onState Board of Education (SBE) adopted instructional materials) (EPC).5. Sufficiency of credentialed teachers and teacher professional development (e.g., access to AB 466 training on SBEadoptedinstructional materials) (EPC)The following list reflects educational practices at Central Valley High School:*AB466 and AB430 training has been provided for the Holt literacy series and follow-up training for new teachers isprovided by District Literacy Coaches.*AB466 training has been provided for the Algebra series and follow-up training for new teachers is provided by DistrictMath Coaches.6. Alignment of staff development to content standards, assessed student performance, and professional needs (NCLB)The following list reflects educational practices at Central Valley High School:*Data is reviewed on a regular basis to trigger staff development plans for staff meetings, release days, andprofessional development days.

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 20 of 3011/22/2010*Site administration participates in ACSA and other administrative organizations.*The Districts Professional Development Plan provides a focus on individual needs and differentiated instruction forstaff development.*Teachers are invited to participate in training opportunities leading toward authorization to teach English Learners.*The Districts Strategic Plan addressed staff development and provides a list of district-wide and site-based action planactivities.*District articulation meetings are used for staff to communicate specific issues and ideas so our educational programreflects best practices.*1st and 2nd year teachers learn how to analyze their teaching and effectiveness though participation in the two-yearBTSA induction program.*Teachers are provided with the opportunity to enhance knowledge of standards-based instruction and teachingmethodology by attending the CATE conference, Asilomar, AP institutes, Great Valley Writing Project CLHS conferenceand CITEA conference in addition to staff development training provided by the district and the County Office ofEducation.7. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)The following list reflects educational practices at Central Valley High School:*The District's Educational Technology Plan provides guidelines and activities for the integration of technology into thecurriculum.*AB466 training has been provided for the Holt ELA series and follow-up training for new teachers is provided by DistrictLiteracy Coaches.*First and second year teachers are required to participate in the BTSA program.*Experienced classroom teachers have the opportunity to participate, as mentors, in the BTSA program.*Teachers have access to district literacy, math, GATE, ELD and technology coaches for support and content areexpertise.*Instructional coach specifically for the Special Education teachers.8. Teacher collaboration by grade level (EPC)The following list reflects educational practices at Central Valley High School:*Teachers participate in grade level/course level collaboration three times a month in our staff and departmentmeetings.*Teachers are offered performance contracts if more time is needed to collaborate.Teaching and Learning9. Alignment of curriculum, instruction, and materials to content and performance standards (NCLB)TEACHING AND LEARNINGThe following statements characterize educational practice at Central Valley High School:*Curriculum materials are standards-based.*Differentiated classroom instruction is provided while delivering core curriculum to all students. Teachers provideongoing, standards and curriculum based assessments of all students.*Assessments are continually monitored, collected and reviewed with staff.*Students will take coursed that meet the A-G requirements which includes, 4 years of English, 3 years of math, 3 yearsof science, 3 years of social science, 2-3 years of a modern language, and at least 1 year of a fine art elective.*Special needs students as well as the EL population have access to the core classes and standards based curriculumthrough a modified curriculum.10. Adherence to recommended instructional minutes for reading/language arts and mathematics (EPC)The following list reflects educational practices at Central Valley High School:*Students take 1 period of an English Language Arts course.*Students needing additional support are offered an English Support class.*Students take at least three years of math in order to be college ready.*Students needing additional support are offered a Math Support class.11. Lesson pacing schedule (EPC)The following list reflects educational practices at Central Valley High School:

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 21 of 3011/22/2010*Lesson/curriculum pacing schedules are closely followed within each department.*Departments have pacing calendars which help drive instruction to ensure that all essential standards are covered inthe course of the year.*Departments revise the pacing calendars based on students and achievement on an ongoing basis.12. Availability of standards-based instructional materials appropriate to all student groups (NCLB)The following statements characterize educational practice at Central Valley High School:*Adopted materials are available to all students based upon a district-established ratio (a minimum of one textbook perstudent).*State textbook dollars are insufficient for all site needs; supplemental funds will need to be used.*Every student receives materials for the core program.*Standards-based grade level appropriate materials are available.*Additional materials to intervene with low performing students and to provide support for English Language Learnersare available: supplemental funds will need to be used.* Personnel, having instructional responsibility for special needs student groups are allowed to order materials specificto their students needs (I.e. RSP, EL, etc)*Additional support is offered through our before and after school tutoring program.13. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials (EPC)The following list reflects educational practices at Central Valley High School:*Holt English Language Arts program, Holt Mathematics, standards-aligned science and social science text books.*Special Education and EL materials that are standards based.Opportunity and Equal Educational Access14. Services provided by the regular program that enable underperforming students to meet standards (NCLB)The following list reflects educational practices at Central Valley High School:*SST process is used to support students in need.*Holt trainings through the district*District coaches (Literacy, Math, ELD, GATE, and Technology)*Differentiated instruction and grouping*Teachers contact parents regarding notes, emails, newsletters, and phone calls home.*Before and after school tutoring*Summer School*ELD classes*Migrant education*Special education classes*Support classes in both math and English*CAHSEE math class for 11th and 12th grades students who have not passed CAHSEE15. Research-based educational practices to raise student achievement at this school (NCLB)The following list reflects educational practices at Central Valley High School:*Pyramid of interventions/SST process is used to support students in need*Differentiated instruction and grouping*Before and after school tutoring*Summer School*ELD classes*Small group instruction to focus on content area needs16. Opportunities for increased learning time (Title I SWP and PI requirement)The following list reflects educational practices at Central Valley High School:*Differentiated instruction and grouping*Summer School*Small group instruction groups focusing on content*Before and after school tutoring

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 22 of 3011/22/2010*ELD classes17. Transition from preschool to kindergarten (Title I SWP)N/AInvolvement18. Resources available from family, school, district, and community to assist under-achieving students (NCLB)The following list reflects educational practices at Central Valley High School:*Before and after school tutoring*Student Study Team*English Language Development*Part time school nurse and health clerk*Migrant Education*Indian Education*Child Nutrition*Special Education Services*Parent Workshops19. Strategies to increase parental involvement (Title I SWP)The following list reflects educational practices at Central Valley High School:*Connect Ed phone dialer to keep parents informed of school events and activities.*Parent Portal available for parents to check student grades and attendance*Quarterly school newsletters mailed home*School website is updated regularly and advertised to parents*Ongoing recruitment of parent participation in stakeholder committees* Taking Flight, Back to School Night and Flight Plans continue to be important sources of information for parents.20. Involvement of parents, community representatives, classroom teachers, and other school personnel in the planning,implementation, and evaluation of consolidated application programs (5 CCR 3932)The following list reflects educational practices at Central Valley High School:*School Site Council (SSC), English Learner Advisory Committee (ELAC), CVHS Parent, Teacher committee areinvolved in planning, implementation, and evaluation. These teams include parents, staff (both certificated andclassified) and other community members.*Community League Sports and organizations that meet on our site, such as pop warner football teams also have aninfluence on our plan.Funding21. Services provided by categorical funds that enable underperforming students to meet standards (NCLB)The following list reflects educational practices at Sam Vaughn School:*Librarian*Translation*Administrative Assistant*Migrant aide-Migrant Education Federal Program*Before and after school tutoring-funded by Title 1, EIA and Mandated Remedial Instruction via the CUSD EducationalOptions program.*AED, Academic Extended Day classes22. Fiscal support (EPC)The following list reflects educational practices at Central Valley High School:*Budgets are balanced in accordance with district, state and federal guidelines.

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 23 of 3011/22/2010Appendix C - Programs Included in this PlanCheck the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated.(The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which theschool participates. If the school receives funding, then the plan must include the proposed expenditures.)State Programs[ ] California School Age Families EducationPurpose: Assist expectant and parenting students succeed in school.Allocation$[X]Economic Impact Aid/ State Compensatory EducationPurpose: Help educationally disadvantaged students succeed in the regular program.$116,255[X]Economic Impact Aid/ English Learner ProgramPurpose: Develop fluency in English and academic proficiency of English learners$95,753[ ] High Priority Schools Grant ProgramPurpose: Assist schools in meeting academic growth targets.$[ ] Instructional Time and Staff Development ReformPurpose: Train classroom personnel to improve student performance in core curriculumareas.[ ] Peer Assistance and ReviewPurpose: Assist teachers through coaching and mentoring.$$[ ] Pupil Retention Block GrantPurpose: Prevent students from dropping out of school.$[ ] School and Library Improvement Program Block GrantPurpose: Improve library and other school programs.$[ ] School Safety and Violence Prevention ActPurpose: Increase school safety.$[ ] Tobacco-Use Prevention EducationPurpose: Eliminate tobacco use among students.$[ ] List and Describe Other State or Local funds (e.g., Gifted and Talented Education):Library Plan$MissionOur schools library will house a collection of diverse materials, which meet thecurricular needs of students and staff. The collection will be updated regularly as newmaterials are added and outdated materials are removed. Electronic referencematerials, Internet resources and online card catalogs will be available. The Library willbe open before, during, and after the school day for students and staff.Collection Development1. Book Collection Goal: the goal of the school library plan is to work towards librarycollections of 25 up-to-date, interesting books per student. A selection of new books willbe purchased to support and enhance the curriculum as well as books for students toread for personal and recreational use.Progress to Date: although many books have been added to the library collections,more new books are needed to reach our goal of 25 books per student. A plannedexpenditure of $34,000.00 will be budgeted this year for new books. We are alsocurrently working on building our Spanish literature (novels, beginning level books,childrens books) for our Spanish speaking students and parents as well as our APSpanish students. We have also purchased two Follett Play Aways (a self containedaudiobook) for Romeo and Juliet and the Odyssey to support the HOLT curriculum inthe English classes.

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 24 of 3011/22/20102. Reference Materials Goal: reference collections in the library will include at least twoencyclopedia sets with a copyright date no older than three years, as well asencyclopedia sets for the primary and intermediate grade reading levels. Otherreference materials will include current almanacs, up-to-date atlases and a variety ofage-appropriate, reference books and electronic reference sources to meet curricularneeds.Progress to Date: the library received two sets of new (2005) World BookEncyclopedias during the 2005-2006 school year. An evaluation of reference materialswill be conducted to determine the age and adequacy of the collection, and a reportmade the school site council during the school year. To date we have not been able topurchase any electronic sources.3. Magazines & Newspapers Goal: there will be at least 9 subscriptions available.Progress to Date: Currently our school subscribes to 8 magazines. Currently, wesubscribe to one local newspaper.Library AccessLibrary Access Goal: in order for students to have access to books more than once aweek during their class visits, libraries will be open before school, after school and atlunchtime whenever possible. The library schedule will be based on student, teacher,and curricular needs. Our library has an automated card catalog with access to thecollection using four computers.Progress to Date: currently the library is open dailyLibrary ManagementManagement Goal: the library will have up-to-date computers for the checkout desk,bar wands, printers and other equipment and software as needed for library tasks.Library management software and hardware should keep pace with technologicalchanges both for running the library and for student and staff access to the collections.Progress to Date: the Library is operating with Destiny, a Follett product, and there aretwo trigger scanners available.Professional DevelopmentProfessional Development Goal: school library staff will attend district trainings as newequipment and software continue to be installed and upgraded in libraries. Training willcontinue on library management procedures such as weeding, inventory, records, andvarious functions. Opportunities will be provided for library personnel to attendworkshops, classes, and seminars to increase their knowledge and skills relating theselection of materials, library operations, etc.Progress to Date: library staff attend monthly meetings with our district librarian. Thesemeetings cover book repair, updates to our software, and other items.Total amount of state categorical funds allocated to this school $212,008

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 25 of 3011/22/2010Federal Programs under No Child Left Behind (NCLB)[ ] Title I, NeglectedPurpose: Supplement instruction for children abandoned, abused, or neglected who havebeen placed in an institution[ ] Title I, Part D: DelinquentPurpose: Supplement instruction for delinquent youthAllocation$$[X]Title I, Part A: Schoolwide ProgramPurpose: Upgrade the entire educational program of eligible schools in high poverty areas$110,620[ ] Title I, Part A: Targeted Assistance ProgramPurpose: Help educationally disadvantaged students in eligible schools achieve grade levelproficiency[ ] Title I, Part A: Program ImprovementPurpose: Assist Title I schools that have failed to meet NCLB adequate yearly progress (AYP)targets for one or more identified student groups[ ] Title II, Part A: Teacher and Principal Training and RecruitingPurpose: Improve and increase the number of highly qualified teachers and principals$$$[ ] Title II, Part D: Enhancing Education Through TechnologyPurpose: Support professional development and the use of technology$[ ] Title III, Part A: Language Instruction for Limited-English-Proficient (LEP) StudentsPurpose: Supplement language instruction to help limited-English-proficient (LEP) studentsattain English proficiency and meet academic performance standards[ ] Title IV, Part A: Safe and Drug-Free Schools and CommunitiesPurpose: Support learning environments that promote academic achievement$$[ ] Title V: Innovative ProgramsPurpose: Support educational improvement, library, media, and at-risk students$[ ] Title VI, Part B: Rural Education AchievementPurpose: Provide flexibility in the use of NCLB funds to eligible LEAs$[ ] Other Federal Funds (list and describe(42) $Total amount of federal categorical funds allocated to this school $110,620Total amount of state and federal categorical funds allocated to this school $322,628(42) For example, special education funds used in a School-Based Coordinated Program to serve students not identified as individuals with exceptional needs.

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 26 of 3011/22/2010Appendix D – 2010-11 Categorical District Services BudgetAllocationCarryoverIndirect CostsDirect CostsTransfer to General FundNCLBIntervention ProgramsLess Testing TeamPlus Parent InvolvementSchools AllocationSLIP Title I LEP Title V2010-11 SUPPORT SERVICES DIRECT COSTS DISTRIBUTIONObjectCodeDescription of Services1302 Director of Special Programs: Coordinates categorical programsamong sites, develops/maintains district reports/records, compilesprogram assessment data of common indicators, monitors programperformance, prepares/maintains personnel budget data1912 Curriculum Specialist: Provides support/staffdevelopment/modeling for new teachers, resource teachers.2422 Secretarial: Processes and maintains records, originates purchaseorders, provides clerical support2442 Technician: Provides network support for language arts interventionprograms2452 Program Analyst: Processes purchase orders and personnelrequisitions, provides financial informational support2432 Warehouse Assistant: Assists in district-wide book vendor fair,processes and orders library materials.2932 Community Liaison: Acts as liaison and translator for theVietnamese community and the school sites.3000 Employee Benefits: Certificate and classified benefits4000 Supplies: Programming curriculum materials, office supplies,computer software5000 Conferences, Mileage: Reimbursement for professionaldevelopment, program in-services/conferences, mileage, printingSIPAmountTitle IAmountLEPAmountTitle VAmountTOTALSNOTE:Indirect Costs: District charges for accounting, budgets, purchase order requisitions, and services, at the state approved rate of 3% for LEP, and the federalapprovedrate of 6.69% each for SLIP, Title I, and Title 5.Transfer to General Funds: Maximum allowable rate of 10% used to help offset ADA (regular education) deficits in time of budgeting difficulty.

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 27 of 3011/22/2010Appendix E - Recommendations and Assurances (Central Valley High School)The school site council recommends this school plan and proposed expenditures to the district governing board forapproval, and assures the board of the following:1. The school site council is correctly constituted, and was formed in accordance with district governing board policy andstate law.2. The school site council reviewed its responsibilities under state law and district governing board policies, including thoseboard policies relating to material changes in the school plan requiring board approval.3. The school site council sought and considered all recommendations from the following groups or committees beforeadopting this plan (Check those that apply):[X] School Advisory Committee for State Compensatory Education Programs[X] English Learner Advisory Committee[ ] Community Advisory Committee for Special Education Programs[ ] Gifted and Talented Education Program Advisory CommitteeOther (list)4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan forStudent Achievement and believes all such content requirements have been met, including those found in districtgoverning board policies and in the Local Improvement Plan.5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form asound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.6. This school plan was adopted by the school site council on: December 9, 2010Attested:Amy PetermanTyped name of school principal Signature of school principal DateRichard StoneTyped name of SSC chairperson Signature of SSC chairperson Date

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 28 of 3011/22/2010Appendix F - Parent Involvement PolicyIt is important that families and schools work together to help students achieve high academic standards. Through aprocess that included teachers, families, and students, the following are agreed upon roles and responsibilities that we, aspartners, will carry out to support student success in school and life.A. Involvement of Parents in Developing the Parent Involvement PolicyThe following list reflects educational practices at Central Valley High School:*PTC, Parent, Teacher committee*School Site Council*Boosters, both Athletic and Band*ELAC-English Learner Advisory Committee*FET*Family Engagement CommitteeB. Home/School CompactStudent Pledge:As a Central Valley High School student, I will:Believe that I can learn and will learn.Come to class on time, ready to learn and with assignments completed.Set aside time every day to complete my homework.Know and follow the school and class Guidelines for Success.Follow the school's dress code expectations.Regularly talk to my parents and my teachers about my progress in school.Respect my school, classmates, staff, and family.Ask for help when I need it.Parents Pledge:As a family member for a Central Valley High School student, I will:Talk to my child regularly about the value of education.Communicate with the school when I have a concern.Make sure that my child attends school every day, on time, and with homework completed.Support the school's discipline and uniform dress code.Monitor my child's progress in school.Make every effort to attend school events, such as parent-teacher conferences and Back-to-School Night.Ensure that my child gets adequate sleep, regular medical attention, and proper nutrition.Participate in shared decision making with school staff and other families for the benefit of studentsStaff Pledge:As a Central Valley High School staff member, I will:Provide high-quality, standards-based curriculum and instruction.Communicate high expectations for every student.Actively engage students in learning every dayParticipate in professional development opportunities that improve teaching and learning and support the formation ofpartnerships with families and the community.Enforce rules equitably and involve students in creating a warm and caring learning environment in the class.Communicate regularly with families about their child's progress in school.Participate in shared decision making with other school staff and families for the benefit of studentsProvide assistance to families on what they can do to support their child's learning.C. Building Capacity for Involvement of ParentsThe following reflects educational practices at Central Valley High School:*PIQE (formerly known as Parent Institute)*Monthly meetings for PTC and BoostersD. Accessibility and Opportunities for Parents with Limited English Proficiency, Parents with Disabilities, andParents with Migratory StudentsThe following list reflects educational practices at Central Valley High School:

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 29 of 3011/22/2010*Migrant Aide for support of Migrant students*Parent Institute club*Parent Rights brochure before the IEP meeting*Stanislaus County Office of Education, Special Education Support group*ELAC-English Language Advisory Committee

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 30 of 3011/22/2010Appendix G - School Site Council Membership: Central Valley High SchoolEducation Code Section 64001 requires that the SPSA be reviewed and updated at least annually, including proposed expenditures offunds allocated to the through the Consolidated Application, by the school site council. The current make-up of the council is as follows(43):Name of MembersPrincipalClassroomTeacherOtherSchoolStaffParent orCommunityMemberSecondaryStudentsAmy Peterman [X] [ ] [ ] [ ] [ ]Rebecca Milligan [ ] [ ] [ ] [X] [ ]Guadalupe Aguilar [ ] [ ] [ ] [X] [ ]Tracy Long [ ] [ ] [ ] [X] [ ]Alexandra Berryhill [ ] [ ] [ ] [ ] [X]Rohit Kumar [ ] [ ] [ ] [ ] [X]Megan Muirbrook [ ] [X] [ ] [ ] [ ]Joshua Leslie [ ] [X] [ ] [ ] [ ]Richard Stone [ ] [X] [ ] [ ] [ ]Steve Pierce [ ] [X] [ ] [ ] [ ]Valerie Van Tuinen [ ] [ ] [X] [ ] [ ][ ] [ ] [ ] [ ] [ ][ ] [ ] [ ] [ ] [ ][ ] [ ] [ ] [ ] [ ][ ] [ ] [ ] [ ] [ ][ ] [ ] [ ] [ ] [ ][ ] [ ] [ ] [ ] [ ][ ] [ ] [ ] [ ] [ ][ ] [ ] [ ] [ ] [ ][ ] [ ] [ ] [ ] [ ]Numbers of members of each category 1 4 1 3 2(43) At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b)parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondaryschools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.