SINGLE PLAN FOR STUDENT ACHIEVEMENT

AT EMERY SECONDARY (7-12) SCHOOL

Vision

The Emery Secondary School will be organized into Small Learning Communities of 7^th and 8^th Grades, 9^th and 10^th Grades, and 11^th and 12^th Grades to foster community in which each student and teacher will receive the attention and support she or he needs to enable all students to be academically and socially successful.

This Single Plan for Student Achievement supports the mission of Emery USD to enhance the academic achievement of all students’ intellectual, ethical, physical and artistic capabilities by providing a rigorous and articulated standards-based curriculum, and developing teacher competency in content and pedagogy. It is a component of the overall vision of the Emeryville Education and Youth Services Master Plan which states: “The Emeryville community is committed to fully developing the potential of all youth and to providing choices for students in order to cultivate each child’s gifts and talents. Our community vision is to create and sustain a safe, nurturing and enriching environment in which youth can flourish and become contributing members of society. The foundation of this vision is a strong and active partnership among the City, EUSD and all segments of the community, so that powerful learning is a citywide experience and responsibility.”

Team Visions

Vision for the 7^th and 8^th grade Small Learning Community:

STUDENTS	TEACHERS	COMMUNITY& FAMILY PARTNERSHIPS
IMAGES · Display of student work · Challenging work · Students engaged	IMAGES · Collaboration: teachers/teachers, administration/teachers · Dynamic teachers	IMAGES · strong parent involvement · strong community involvement (EEF)
CULTURE · College going culture	CULTURE · appreciative/awareness of different cultures · risk-taking teachers	CULTURE · Parent development days
FEELINGS · Self-confidence	FEELINGS · positive	FEELINGS · Included and valued in decision making
IDEAS · Rewards for accomplishments	IDEAS · professionalism	IDEAS · Strong PTA · Phone tree · Career Day · safety

Vision for the 9^th and 10^th grade Small Learning Community:

STUDENTS	TEACHER	FAMILY & COMMUNITY
· Self-value · Self-worth · Engaged and interested · Courage to do challenging work · Inquiring · Intellectual risk-takers · Smiling and enjoying their work · Motivated · Pride in their work · Public recognition · Excited and talking about their work · Cooperative yet competitive · Team player · Reading: always having a book, access, and talking about books · Actively engaged in V.P.A · Travel · Extra-curricular activities · Opportunities for leadership · School pride · Social consciousness	· Professional development · Collaboration · Shared responsibility for student success · Smiling · Organized · Action research · Shared decision making · Communicating regularly with families, more schmoozing · Resources · Collegial support and recognition · Extra-curricular activities (fun stuff) · Accountability	· Parents feel welcome at school · Parent/student/teacher partnerships (fieldtrips) · Goal-setting · Shared responsibility · Communication between parents and teachers · Authentic parent engagement · Curriculum that integrates parents · Parent nights that integrate curriculum · ROP/work study/internships · Community service · Outreach · Overall school > organization > teachers >students

Vision for the 11^th and 12^th grade Small Learning Community:

TEACHERS	PARENT COMMUNITY	STUDENTS
Knowledge in subject area and curious Caring – non-judgmental – involved, well rounded – Techniques (varied) for reaching all students Collaborative and generative program development Team teaching Life experience and exposure Equity and social justice Commitment Respectful Teachers – Passion driven Demanding yet fair Teachers life long learners Varied interests	o Supportive and involved with student (youth work) o Reachable o Interested in learning o Opportunity – access – resources o Invested (Community Youth) o Family and community literacy o Vision (seeing school as a valuable resource) o Outreach – Local businesses make contact with schools o Schools can be at the center of the community o Parent on-going support of school	o Peer Tutors o Mentors o Engagement o Questions o Listening/Parents and students o Parents taking responsibility for students learning o Connecting subjects together o Social justice o Students can become activists o Areas of interest – Reading o Development in many areas o Passion o Life experiences, exposure in subject area o Value in multiple waysRole modeling o Student tenacity o Passion and sense of belonging (organizations) o Comradery – support o Critical thinking o Open mindedness

SCHOOL PROFILE

The Emery Secondary School will be created as a new school from the merger of Emery High School and the 7th and 8th grades from Emery Middle School Academy. It will serve 7th through 12th grade Emeryville, while its sister school in the Emery Unified School District, Anna Yates Elementary School, serves the Kindergarten through 6th grades for the Emeryville community.

The City of Emeryville is a small urban city encompassing 1.2 square miles in the heart of San Francisco’s East Bay Region. Growth and development during the past 20 years has transformed Emeryville from an industrial city to a modern center of commerce. In addition, the residential population has grown significantly, as the housing stock has increased and more families have chosen to make Emeryville their home. As of the 2000 census, there were nearly 6,900 residents in Emeryville, of which 893, or 13%, were under the age of 20. In addition, there are many youth from neighboring communities who attend Emery schools and participate in Emeryville programs.

In 2003-2004, the school expects 432 students. The majority of the students are African American, with significant Latino and Asian populations. Approximately 8% of its students are English Language Learners and 14% of its students receive Special Education services.

Emery Secondary School will continue the exemplary art and music programs of Emery High School. It will provide students access to a gymnasium, athletic field and track, and a newly renovated swimming pool. It has two current generation computer labs and two mobile wireless laptop carts. It will employ a librarian to begin the rebuilding of its library, which has lain fallow for several years.

All middle school students (7^th and 8^th graders) will receive 54,000 minutes of instruction, while the high school students (9^th through 12^th graders) will receive 64,800 minutes. Every student will participate in an academic program designed to prepare her or him for the option of post-secondary education at a college or university.

ANALYSIS OF CURRENT EDUCATIONAL PRACTICE

How does the current Curriculum and Instruction at EMSA/EHS help or hinder students achieve standards?
Facilitates	Limits and/or Impedes
2 English classes Core curriculum is aligned with standards Science materials Professional development Coaching in math/science Literary conference Gear up BayCES On-going literacy training (across curriculum)	Data does not drive/guide instruction Need for more differentiated instruction Science materials Do not have resources to support instruction Don’t have the time to look for info Lack of tactile (hands-on) activities

How do the current Intervention/Support systems and community resources at EMSA/EHS help or hinder students achieve standards?
Facilitates	Limits and/or Impedes
**Tutoring; student support in areas of need, math *Academic reading Early Academic Outreach program (UCB) Award assembly(ies)	*Counselor (lack of) *Remediating retained students Consistent enforcement of discipline (move to #3) Lack of time for teachers to collaborate (within and across content areas) = move to #4
How do the current physical facilities, parent involvement, and behavioral expectations create a safe, respect-ful, supportive learning environment at EMSA/EHS that helps or hinders students be successful and feel safe?
Facilitates	Limits and/or Impedes
* (1)Parent liaison * (2)Parent orientation; Parent-student handbook * (3) Parent training (gear-up)	* Need more places, ways, and a structure to include parents (academic/non-academic in focus) * Lack of consistent enforcement of discipline/safety Girls PE teacher Dress code impedes learning time Teachers need admin. Support to enforce discipline
How do the current Schedules/Collaborative Planning Time at EMSA/EHS help or hinder students achieve standards?
Facilitates	Limits and/or Impedes
* Thursday minimum days Two periods of language arts Critical Friends Groups (Looking at Student Work protocols)	* Lack of time for teachers to collaborate (within and across content areas) * No current plan to encourage/support parents to bring 6^th/7^th graders to high school * Lunch is too short How effective is homeroom? (advisory)

How does the current Curriculum and Instruction at EMSA/EHS help or hinder students achieve standards?
Facilitates	Limits and/or Impedes
· The example (model) given, plus VPA, expresses the current condition. · eg. Standards-based instruction, curriculum aligned with standards, and administrative support for standards-based instruction	· Lack of differentiated instruction o Remedial instruction o Enrichment instruction · Lack of materials, professional development opportunities, and teachers with CLAD
How do the current Intervention/Support systems and community resources at EMSA/EHS help or hinder students achieve standards?