THE SINGLE PLAN FOR STUDENT ACHIEVEMENT
AT MARSHALL MIDDLE SCHOOL
2015-16
37-68338-6115331
CDS Code
This is a plan of actions to be taken to raise the academic performance of students and improve the school’s educational program.
For additional information on school programs and how you may become involved, please contact the following person:
Principal: Irwin, Michelle
Contact Person: Irwin, Michelle
Position: Principal
Telephone Number: 858/549-5400;
Address: 9700 Avenue of Nations, Marshall Middle, San Diego, CA, 92131-3743,
E-mail Address: [email protected]
The following items are included:
Recommendations and Assurances
Title I Parent Involvement Policy/Parent Involvement Policy for Non-Title I
Schools Home/School Compact
Board Approval: June 23, 2015
SAN DIEGO UNIFIED SCHOOL DISTRICT
All San Diego students will graduate with the skills, motivation, curiosity and resilience to succeed
in their choice of college and career in order to lead and participate in the society of tomorrow.
Marshall Middle SINGLE PLAN FOR STUDENT ACHIEVEMENT
TABLE OF CONTENTS
1. Introduction
2. Executive Summary
3. SPSA Template
4. Appendix
A. Title I Parent Involvement Policy/Parent Involvement Policy for Non-Title I Schools
B. Home/School Compact
C. 2014-15 SPSA Addendum
SPSA Template Revised 4/10/2015
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Marshall Middle SINGLE PLAN FOR STUDENT ACHIEVEMENT
SINGLE PLAN FOR STUDENT ACHIEVEMENT: EXECUTIVE SUMMARY
INTRODUCTION
Both 2014-15 and 2015-16 are addressed in this Single Plan for Student Achievement (SPSA) document. The nation's movement toward Common
Core State Standards (CCSS) is reflected in changes to instructional practices as well as the way in which academic progress is measured. SDUSD has
been proactive implementing CCSS as well as piloting Smarter Balanced Assessment (SBAC), the standardized testing developed to measure
academic progress associated with CCSS. Additionally, SDUSD has developed internal benchmark assessments for CCSS.
The contents of this SPSA include the 2014-15 SSC approved categorical budget. The work toward approving the 2014-15 categorical budget was
completed in the spring of 2014 in preparation for the 2014-15 school year. This document is contained in the appendix and has been updated to
address the 2014-15 academic environment and academic goals. The rationales for each expense are identified in the budget.
SCHOOL VISION AND REALITY
Vision
My vision for Thurgood Marshall Middle School is to create thoughtful productive citizens for our global society. My guiding questions have been,
“Are we getting students ready for the world they will inherit?” “How do we create opportunities for our students to think, create, problemidentify/solve, communicate and above all else, become thoughtful productive citizens?” These are the 21st century skills that are needed for our 21st
century learners. With these guiding questions, I have grounded the MMS staff with three fundamental principles/concepts: Rigor, Relevance and
Relationships. All three concepts are needed to meet the needs of our students.
Rigor: Rigor doesn’t mean more work, but rather how are our students truly engaged. Who is doing the work? For curriculum to be rigorous, our
students must be engaged and working. As a staff we have worked on:
Releasing responsibility to the students
Facilitating the work with levels of questions, infusing habits of mind and ICONS in every classroom
Ensuring our students are thinking deeply – pondering and wondering!
Analyzing our student work against the Depth of Knowledge rubric
Relevance: We can’t have rigor unless we have relevance. As a staff, we have analyzed our lessons for relevance. Our lessons must be relevant to
develop the 21st century skills like problem identifying/solving, creative and critical thinking, effective communicating, and leading with integrity. As
students explore the curriculum, focus is given to how it is relevant to our world and global society. We are constantly challenging our students to
think and synthesize their learning to find new solutions to today’s challenges. With relevance, student engagement soars.
Relationships: We know that the teacher-student relationship is extremely important. Without developing positive relationships with our students,
nothing else will get done. As a staff, we have addressed the importance about the relationships we build with our students and we discuss strategies on
how to continue to hone our relationships with our students. It is imperative to have these relationships to model how to treat others, how to lead and
how to self-advocate for oneself.
SPSA Template Revised 4/10/2015
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Marshall Middle SINGLE PLAN FOR STUDENT ACHIEVEMENT
My ideal state for school culture is a place where students, teachers, counselors and parents are surrounded by a positive learning environment that
engages all stakeholders to learn and grow together.
CORE AND SUPPLEMENTAL SUPPORTS
The categorical expenses identified in this SPSA are supplemental to these core academic staffing and supports.
TEACHER ALLOCATIONS:
Teacher Allocations are based on dividing General Education Enrollment by the approved class size.
Grades 6-8:
1:28.70
Middle & High School:
1:30
NURSE:
Allocated to schools based on Contract and managed centrally. Schools at 60% FRL (Free and Reduced Lunch) or greater receive one additional day.
Enrollment/Days Per Week
1-592
=
1 day per week
593-1,185
=
2 days per week
1,186-1,774
=
3 days per week
1,775-2,366
=
4 days per week
2,367 and above =
5 days per week
COUNSELOR
Allocated to schools based on Contract. FTE Allocations are calculated by taking the total enrollment at the school and divide by the ratio below to
determine the number of FTE allocated to the site.
Secondary Schools will be allocated funding to support hourly counselor time prior to the beginning of school. Middle School = 1 day for each
counselor. Middle School counselor ratio is 1:481.
HEALTH TECHNCIAN
Allocation is based on projected enrollment and managed centrally.
Enrollment
Days Per Week
1-374
1
375-1511
2
1512-2267
3
2268 and Above 4
PROFESSIONAL DEVELOPMENT
Professional learning is a top priority for our school community. We recognize universal high expectations for all students require ambitious and
continual improvements in curriculum, instruction, assessment, leadership practices and support systems. These improvements require effective
professional learning to expand educators' knowledge, skills, practices and dispositions. Schools demand effective professional learning focused on
SPSA Template Revised 4/10/2015
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Marshall Middle SINGLE PLAN FOR STUDENT ACHIEVEMENT
substantive results for themselves, their colleagues, and their students. We artfully combine deep understanding and cultural responsiveness to the
community we serve. We hold high expectations with support for adult learning by providing multiple structures for professional development in
order to achieve school goals. Professional learning is embedded into our vision by communicating that it is a core function for improvement and by
establishing and maintaining a public and persistent focus on educator professional learning.
With this understanding, professional development time is provided within the structure of Professional Learning Communities. Analysis of student
data is through the lens of SDUSD's learning cycle focus, directly reflected in our vision - "How do we develop students who take an active stance in
their own learning and become actively literate, contributing members of a society who make a positive difference in the world?" The school year is
broken in to four learning cycles, each cycle building student capacity around this goal. The cycles are:
Cycle I (August-November) - How do we develop an academic, social and physical environment worthy of our children?
Cycle 2 (November -February) - How do we create classrooms that are alive with collaborative conversations?
Cycle 3 (February - April) - How do we create the learning conditions that maximize the potential that is within the variability of all learners?
Cycle 4 (April - June) - How do we develop students that take an active stance in their own learning and the learning of others?
Professional Learning Communities (PLCs) analyze student data in order to monitor student progress toward these goals. Analysis results in
responsive instruction. Findings and progress are shared with parents and community via advisory groups and School Site Councils (SSCs).
Thurgood Marshall Middle School's Math Department was selected to participate in Math Studio. Math Studio provides 7 days of intensive
professional development with Math Studio consultants. On three days, we then visit/observe our math studio teacher who models lessons for our
entire math department. This is an excellent opportunity to further our understanding of Common Core Math Standards and Practices.
SPSA ALIGNMENT TO THE LEA PLAN
SDUSD’s LEA goals (12 Quality Indicators for Success) are articulated throughout the SPSA. Each of the 5 Area Goals contained in the SPSA have
Title I budgets allocated to supports identified within the LEA plan. Supports include but are not limited to CCSS curriculum alignment via PLC and
professional development, extended and intensive learning opportunities, etc. as they are described in the “Budget: Resources Aligned to Area Goals”
section of this plan.
PROCESS FOR MODIFYING THE SPSA AND CONCLUSIONS
The SSC has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional
program for students failing to meet API and AYP growth targets. In order to achieve the SMART goals and implement the major strategies and
action steps set forth in the plan the following related actions and expenditures have been adopted to raise the academic performance of student groups
not meeting state standards.
Advisory groups were consulted during the SPSA development process as documented on the Recommendations and Assurances page.
SPSA Template Revised 4/10/2015
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Marshall Middle SINGLE PLAN FOR STUDENT ACHIEVEMENT
SCHOOL SITE COUNCIL MEMBERSHIP
Member Name
Michelle Irwin
Jean Chalupsky
Cherly Converse-Rath
Sarah Watkins
Kaitlin Rosichan
Bobby Hershey
Gloria Tran
Tamara Hurley
Lorelle Mudd
Annie Fraser
Kim Witham
Jeremy Jessup
SPSA Template Revised 4/10/2015
Role
Principal
Teacher
Teacher
Teacher
Teacher
Other
Parent
Parent
Parent
Parent
Parent
Parent
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Marshall Middle SINGLE PLAN FOR STUDENT ACHIEVEMENT
SINGLE PLAN FOR STUDENT ACHIEVEMENT
Area 1: English/Language Arts
English/Language Arts SMART Goal:
* By 06/30/2016, 75 % of Marshall Middle Students will perform at Proficient or Advanced level in constructing responses
Closing the Gap SMART Goal:
* By 06/30/2016, 70 % of Marshall Middle Black or African American, Students will perform at Proficient or Advanced level in constructing responses
* By 06/30/2016, 73 % of Marshall Middle Hispanic or Latino, Students will perform at Proficient or Advanced level in constructing responses
* By 06/30/2016, 50 % of Marshall Middle Special Education, Students will perform at Proficient or Advanced level in constructing responses
WHAT DATA DID YOU USE TO FORM THESE GOALS?
API
AYP
CAHSEE
CELDT
Other
Interim Assessments
End-Of-Course Exams
Other Assessments (Please Specify):
We will review student work, formative and summative assessments, grades and SBAC data.
Progress and Growth Monitoring:
Professional development time is provided within the structure of Professional Learning Communities. Analysis of student data is through the lens of
SDUSD's learning cycle focus, directly reflected in our vision - "How do we develop students who take an active stance in their own learning and
become actively literate, contributing members of a society who make a positive difference in the world?" The school year is broken in to four learning
cycles, each cycle building student capacity around this goal. The cycles are:
Cycle I (August-November) - How do we develop an academic, social and physical environment worthy of our children?
Cycle 2 (November -February) - How do we create classrooms that are alive with collaborative conversations?
Cycle 3 (February - April) - How do we create the learning conditions that maximize the potential that is within the variability of all learners?
Cycle 4 (April - June) - How do we develop students that take an active stance in their own learning and the learning of others?
Professional Learning Communities (PLCs) analyze student data in order to monitor student progress toward these goals. Analysis results in responsive
instruction. Findings and progress are shared with parents and community via advisory groups and School Site Councils (SSCs).
SPSA Template Revised 4/10/2015
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Marshall Middle SINGLE PLAN FOR STUDENT ACHIEVEMENT
Area 2: Mathematics
Mathematics SMART Goal:
* By 06/30/2016, 50 % of Marshall Middle Students will perform at Proficient or Advanced level in constructing responses
Closing the Gap SMART Goal:
* By 06/30/2016, 45 % of Marshall Middle Special Education, Students will perform at Proficient or Advanced level in constructing responses
* By 06/30/2016, 48 % of Marshall Middle Black or African American, Students will perform at Proficient or Advanced level in constructing responses
* By 06/30/2016, 49 % of Marshall Middle Hispanic or Latino, Students will perform at Proficient or Advanced level in constructing responses
WHAT DATA DID YOU USE TO FORM THESE GOALS?
API
AYP
CAHSEE
CELDT
Other
Interim Assessments
End-Of-Course Exams
Other Assessments (Please Specify):
We will review formative and summative assessments, grades and SBAC data.
Progress and Growth Monitoring:
Professional development time is provided within the structure of Professional Learning Communities. Analysis of student data is through the lens of
SDUSD's learning cycle focus, directly reflected in our vision - "How do we develop students who take an active stance in their own learning and
become actively literate, contributing members of a society who make a positive difference in the world?" The school year is broken in to four learning
cycles, each cycle building student capacity around this goal. The cycles are:
Cycle I (August-November) - How do we develop an academic, social and physical environment worthy of our children?
Cycle 2 (November -February) - How do we create classrooms that are alive with collaborative conversations?
Cycle 3 (February - April) - How do we create the learning conditions that maximize the potential that is within the variability of all learners?
Cycle 4 (April - June) - How do we develop students that take an active stance in their own learning and the learning of others?
Professional Learning Communities (PLCs) analyze student data in order to monitor student progress toward these goals. Analysis results in responsive
instruction. Findings and progress are shared with parents and community via advisory groups and School Site Councils (SSCs).
SPSA Template Revised 4/10/2015
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Marshall Middle SINGLE PLAN FOR STUDENT ACHIEVEMENT
Area 3: English Learner
English Learner SMART Goal:
* By 06/30/2016, 30 % of Marshall Middle English Learner will improve performance from Proficient/Advanced to Proficient/Advanced in
constructing responses
Closing the Gap SMART Goal:
* By 06/29/2016, 30 % of Marshall Middle English Learner will improve performance from Proficient/Advanced to Proficient/Advanced in
constructing responses
WHAT DATA DID YOU USE TO FORM THESE GOALS?
API
AYP
CAHSEE
CELDT
Other
Interim Assessments
End-Of-Course Exams
Other Assessments (Please Specify):
We will review summative and formative assessments, grades, CELDT and SBAC data to determine our EL's progress.
Progress and Growth Monitoring:
Professional development time is provided within the structure of Professional Learning Communities. Analysis of student data is through the lens of
SDUSD's learning cycle focus, directly reflected in our vision - "How do we develop students who take an active stance in their own learning and
become actively literate, contributing members of a society who make a positive difference in the world?" The school year is broken in to four learning
cycles, each cycle building student capacity around this goal. The cycles are:
Cycle I (August-November) - How do we develop an academic, social and physical environment worthy of our children?
Cycle 2 (November -February) - How do we create classrooms that are alive with collaborative conversations?
Cycle 3 (February - April) - How do we create the learning conditions that maximize the potential that is within the variability of all learners?
Cycle 4 (April - June) - How do we develop students that take an active stance in their own learning and the learning of others?
Professional Learning Communities (PLCs) analyze student data in order to monitor student progress toward these goals. Analysis results in responsive
instruction. Findings and progress are shared with parents and community via advisory groups and School Site Councils (SSCs).
SPSA Template Revised 4/10/2015
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Marshall Middle SINGLE PLAN FOR STUDENT ACHIEVEMENT
Area 4: Graduation/Promotion Rate
Graduation Rate SMART Goal:
* By 06/30/2016, 100 % of Marshall Middle Grade 08, Students will achieve a be promoted to high school in Graduation/Promotion Rate
Closing the Gap SMART Goal:
WHAT DATA DID YOU USE TO FORM THESE GOALS?
API
AYP
CAHSEE
CELDT
Other
Interim Assessments
End-Of-Course Exams
Other Assessments (Please Specify):
We will track our progress based upon progress reporting information and the number of students who qualify for promotion.
Progress and Growth Monitoring:
Professional development time is provided within the structure of Professional Learning Communities. Analysis of student data is through the lens of
SDUSD's learning cycle focus, directly reflected in our vision - "How do we develop students who take an active stance in their own learning and
become actively literate, contributing members of a society who make a positive difference in the world?" The school year is broken in to four learning
cycles, each cycle building student capacity around this goal. The cycles are:
Cycle I (August-November) - How do we develop an academic, social and physical environment worthy of our children?
Cycle 2 (November -February) - How do we create classrooms that are alive with collaborative conversations?
Cycle 3 (February - April) - How do we create the learning conditions that maximize the potential that is within the variability of all learners?
Cycle 4 (April - June) - How do we develop students that take an active stance in their own learning and the learning of others?
Professional Learning Communities (PLCs) analyze student data in order to monitor student progress toward these goals. Analysis results in responsive
instruction. Findings and progress are shared with parents and community via advisory groups and School Site Councils (SSCs).
SPSA Template Revised 4/10/2015
10
Marshall Middle SINGLE PLAN FOR STUDENT ACHIEVEMENT
Area 5: Parent Involvement and Community Engagement
Parent Involvement and Community Engagement SMART Goal:
* By 06/30/2016, 100 % of Marshall Middle Parents/Guardians will achieve a be provided with at least 3 opportunities to participate in Parent and
Community Engagement
* By 06/30/2016, 99 % of Marshall Middle Parents/Guardians will achieve a receive information on their child's achievement and instructional support
in Graduation/Promotion Rate
* By 06/30/2016, 85 % of Marshall Middle Parents/Guardians will achieve a participate in at least 1 opportunity (for Tier 2 students) in Parent and
Community Engagement
Targeted Population:
Our targeted population is our Tier 2 parents and parents of students who live outside our residential school boundaries.
What data did you use to form these goals?:
We monitor the numbers of parents who attend our Back to School, Open House and other workshops that we provide for parents. We ask parents to sign
in. We use this data to determine attendance.
SPSA Template Revised 4/10/2015
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Marshall Middle SINGLE PLAN FOR STUDENT ACHIEVEMENT
BUDGET: Resources Aligned to Area Goals
Core Program:
Universal Access to Strong Core Instructional Program (Tier 1)
Teachers will create a physical environment that engages all students;
Teachers will use best teaching practices;
School will utilize a 6-period schedule to extend learning time in all core curricular areas and provide for interventions within the school day;
Many classroom teachers will be provided daily common planning and professional development via a small school structure to better support shared
students (supports Tier I, II & III);
Teachers will use varied instructional strategies, including differentiated assignments based on addressing IEP/ ELD goals;
Teachers will assess student’s understanding on an ongoing basis, including the use of site-developed benchmark assessments
Teachers will use Specialized Academic Instruction (SAI) for students with disabilities (special education services model, students provided equal access
to classroom instruction with a support teacher) ;
MMS will provide Homework Zone - an after school homework assistance program for all students;
MMS will have our library open before, during and after school for students;
Administrators will support classroom teachers with planning, curriculum mapping, benchmark development and calibration for the benefit of all
students.
Strategic Support (Tier 2)
Teachers will modify instructional plans to adjust for student needs;
Teachers will provide small group instruction;
MMS will support funding a study skills class for students who are not identified special ed;
After school instructional support will be provided by Primetime;
Head Counselor and counselors will provide direct services to students and families to support academic success in all curricular areas and
social/emotional well-being.
IntensiveIntervention (Tier 3)
Teachers will make SST referrals where appropriate;
Study skills classes are in place as an elective course for students who qualify;
Head counselor and counselors will assist low-performing students in modifying behavior issues by providing behavior intervention supports;
Counselors will lead growth groups of students who are low-performing and/or failing;
Master schedule will incorporate co-teaching and collaborative supports for students who receive special education services;
Teachers will develop contract for attendance, behavior or work completion, where appropriate.
SPSA Template Revised 4/10/2015
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Marshall Middle SINGLE PLAN FOR STUDENT ACHIEVEMENT
Local Control Funding Formula Goals
Goal 1: Intervention Supports
Intervention Support Goal:
Provide an after school intervention support to students who need extra support based upon grades SBAC scores. This program will be called Homework
Zone.
Identified Need:
We have students who are not meeting grade level academic standards as per semester grades and interim assessments. We will target these students.
Target Group:
Students who are not meeting grade level standards.
Monitoring:
We will monitor student achievement and attendance in the program.
Personnel Responsible:
Administration, counselors, special ed case managers and select teachers.
Goal 2: Classroom Supports
Classroom Support Goal:
Materials/supplies are needed for instructional support to continue to implement CCSS and to begin to implement NGSS.
Identified Need:
We need materials/supplies to support the implementation of CCSS.
Target Group:
Primarily, we will focus our efforts on English and math classrooms followed by history and science.
Monitoring:
Administration will monitor purchases and implementation of materials.
Personnel Responsible:
Administration/Teachers
SPSA Template Revised 4/10/2015
13
Marshall Middle SINGLE PLAN FOR STUDENT ACHIEVEMENT
Goal 3: Professional Development
Professional Development Goal:
Core subject teachers need time to plan CCSS/NGSS lesson and time to review student work. Teachers need professional development support in
implementing CCSS.
Identified Need::
We need funding for visiting teachers to be allocated to support the core teachers.
Target Group::
English and math teachers will be the main focus. However, funding will be provided for science and history teachers.
Monitoring::
I will monitor the PLC work by reviewing agendas and attending the meetings.
Personnel Responsible::
Administration/Teachers
LCFF INTERVENTION SUPPORTS
FTE Estimated
Proposed
Expenditures
Cost
Funding Source
Budget Code
Funding
Source
Area
Goal(s)
LCFF
Intervention
Support
LCFF
Intervention
Support
LCFF
Intervention
Support
01, 02, 03,
04
Prof&Curriclm Dev
Vist Tchr
-
$5,000.00
0308-09800-00-11921000-1110-01000-0000
Classroom Teacher
Hrly
-
$7,000.00
0308-09800-00-11571000-1110-01000-0000
Supplies
-
$5,780.40
0308-09800-00-43011000-1110-01000-0000
SPSA Template Revised 4/10/2015
Rationale
This funding will support us reserving visiting teachers. This will allow
English/math/social studies and science teachers to have some common planning
time and monitor student achievement.
01, 02, 03, Funding for our after school intervention program - Homework Zone. This program
04
will be available for students not meeting grade level standards.
01, 02, 03
14
The materials/supplies will help us to continue to implement CCSS and begin to
implement NGSS. Materials are needed for successful implementation.
Marshall Middle SINGLE PLAN FOR STUDENT ACHIEVEMENT
APPENDICES
This section contains the following appendices that will assist the School Site Council in
completing the Single Plan for Student Achievement (SPSA) and in maintaining a cycle of
continuous improvement:
A. Title I Parent Involvement Policy/Parent Involvement Policy for Non-Title I Schools
B. Home/School Compact
C. 2014-15 SPSA Addendum
SPSA Template Revised 4/10/2015
15
Marshall Middle SINGLE PLAN FOR STUDENT ACHIEVEMENT
APPENDIX A
TITLE I PARENT INVOLVEMENT POLICY
OR
PARENT INVOLVEMENT POLICY
FOR NON-TITLE I SCHOOLS
(Provided by the School Site)
SPSA Template Revised 4/10/2015
16
THURGOOD MARSHALL MIDDLE SCHOOL
NON-TITLE I PARENT INVOLVEMENT POLICY
Thurgood Marshall Middle School (MMS) has developed a written Non-Title I parental
involvement policy with input from Non-Title I parents. The MMS School Site Council
(SSC) and School Governance Team (SGT) committees, comprised of teachers, school
staff members, parents and students, developed the parent involvement policy.
MMS has distributed the policy to parents of Non-Title I students. This policy is
distributed to parents via our School Messenger program.
The policy describes the means for carrying out the following Non-Title I parental
involvement requirements [20 USC 6318 Section 1118(a)-(f) inclusive].
Involvement of Parents in the Non-Title I Program
To involve parents in the Non-Title I program at MMS the following practices have been
established:
 The school convenes an annual meeting to inform parents of Non-Title I students
about Non-Title I requirements and about the right of parents to be involved in the
Non-Title I program.
 During the annual Back to School Nights during the first month of school, the
MMS administration outlines how parents can be involved at MMS and
participate in their child’s education.
 The school offers a flexible number of meetings for Non-Title I parents, such as
meetings in the morning or evening.
 At MMS, we are committed to provide a flexible number of meetings to
engage parents in order to increase student achievement. In order to build the
bridge between home and school, we have a variety of opportunities for
parents to become involved with their student’s education. We also have
several committees to encourage parent involvement such as SSC, SGT, and
Parent Teacher Student Association (PTSA).
 The school involves parents of Non-Title I students in an organized, ongoing, and
timely way, in the planning, review, and improvement of the school’s Non-Title I
programs and the Non-Title I parental involvement policy.
 At MMS, we have monthly meetings scheduled for the parent groups such as
SSC, SGT, and PTSA. Topics covered during the meetings will include, but
are not limited to:





Improving communication between school and home
Providing strategies for parents to assist students with projects and
homework
Discussing current student assessment data and student progress
Providing information about school and district resources for student
academic improvement
Evaluating the effectiveness of the school’s parent involvement policy to
increase parent involvement







Evaluating the instructional program at MMS
Conferring with teachers
Reviewing the Single Plan for Student Achievement (SPSA)
Understanding the MMS and district budgets
Incorporating more parent volunteers at school and/or in the classroom
Supporting fundraisers to help MMS
Encouraging parents to become members of the PTSA
 The school provides parents of Non-Title I students with timely information about
Non-Title I programs. Information about MMS is distributed in the following ways:
 MMS website
 School Messenger Program
 MMS newsletter – the Stampede
 Scripps Ranch Newsletter, which is distributed to all community members
 Principal Chats
 Parent Tours
 Parent meetings such as Back to School Nights, Open House, and
Matriculation Meetings
 The school provides parents of Non-Title I students with an explanation of the
curriculum used at the school, the assessments used to measure student progress, and
the proficiency levels students are expected to meet.
 During various parent meetings such as SSC, SGT, PTSA, parent tours,
matriculation meetings, principal chats and individualized parent meetings, we
discuss curriculum and student progress. We distribute student progress reports
every six weeks in order to inform parents of their student’s progress towards
academic achievement. We also encourage parents to sign up for PowerSchool
so they can have timely feedback regarding their child’s progress.
 If requested by parents of Non-Title I students, the school provides opportunities for
regular meetings that allow the parents to participate in decisions relating to the
education of their children.
 MMS supports students and parents by providing individualized meetings by
request such as:
 Parent/Teacher conferences
 Student Study Team Meetings
 504 meetings
 Individualized Educational Plans
School-Parent Compact
MMS distributes to parents of Non-Title I students a school-parent compact. The
compact, which has been jointly developed with parents, outlines how parents, the entire
school staff, and students will share the responsibility for improved student academic
achievement. It describes specific ways the school and families will partner to help
children achieve the State’s high academic standards. It addresses the following legally
required items, as well as other items suggested by parents of Non-Title I students.
 The school’s responsibility to provide high-quality curriculum and instruction.

The ways parents will be responsible for supporting their children’s learning.

The importance of ongoing communication between parents and teachers through,
at a minimum, annual parent-teacher conferences; frequent reports on student
progress; access to staff; opportunities for parents to volunteer and participate in
their child’s class; and opportunities to observe classroom activities.
The MMS SSC and SGT committees, comprised of teachers, school staff members,
parents and students, develop the School-Parent Compact. This compact is distributed to
parents via our School Messenger program and it is posted on the MMS website.
Building Capacity for Involvement
MMS engages Non-Title I parents in meaningful interactions with the school. It supports
a partnership among staff, parents, and the community to improve student academic
achievement. To help reach these goals, the school has established the following
practices.
 The school provides Non-Title I parents with assistance in understanding the State’s
academic content standards, assessments, and how to monitor and improve the
achievement of their children.
 During various parent meetings such as SSC, SGT, PTSA, parent tours,
matriculation meetings, principal chats and individualized parent meetings, we
discuss curriculum and student progress.
 The school provides Non-Title I parents with materials and training to help them
work with their children to improve their children's achievement.
 We have various tools and materials to support parents to improve their
children’s achievement such as:
 PowerSchool access to student records
 Student planners
 Daily progress reports

With the assistance of Non-Title I parents, the school educates staff members
about the value of parent contributions, and in how to work with parents as
equal partners.
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We encourage having positive relationships with parents in order to best
support our students. Staff members are committed to returning phone
calls and emails within three business days
We encourage parent volunteers
We use digital tools to provide timely feedback regarding student progress
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The school coordinates and integrates the Non-Title I parental involvement program
with other programs, and conducts other activities, such as parent resource centers,
to encourage and support parents in more fully participating in the education of their
children.
 We have various opportunities that we promote to support our parents such as:
 Parent tours
 New student orientation meetings
 4-year planning meetings
 College preparation planning meetings
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The school distributes Information related to school and parent programs, meetings,
and other activities to Non-Title I parents in a format and language that the parents
understand.
 We have materials in other languages other than English upon request
 We provide translators at individualized meetings as necessary
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The school provides support for parental involvement activities requested by NonTitle I parents.
 If parents are unaware of programs or support that we offer, we will provide
them with the needed information. We believe we provide information in a
number of ways so parents can learn about all the opportunities we provide for
our families and students.
Accessibility
MMS provides opportunities for the participation of all Non-Title I parents, including
parents with limited English proficiency, parents with disabilities, and parents of
migratory students. Information and school reports are provided in a format and language
that parents can understand.
 We have materials in other languages other than English upon request
 We provide translators at individualized meetings as necessary
Marshall Middle SINGLE PLAN FOR STUDENT ACHIEVEMENT
APPENDIX B
HOME/SCHOOL COMPACT
(Provided by the School Site)
SPSA Template Revised 4/10/2015
17
THURGOOD MARSHALL MIDDLE SCHOOL
HOME / SCHOOL COMPACT
Thurgood Marshall Middle School and the parents of the students participating in activities,
services and programs agree that this compact outlines how the parents, the entire school staff,
and the students will share responsibility and show mutual respect for student academic
achievement and the means by which the school and parents will build and develop a partnership
that will help students achieve California’s high academic standards.
SCHOOL RESPONSIBILITIES
Thurgood Marshall Middle School will:
1.
Provide high-quality curriculum and instruction in a supportive and effective learning
environment that enables participating students to meet California’s student academic
achievement standards as follows:
Offer a learning environment that encompasses rigorous academic standards and high
expectations in citizenship for our students; The MMS mission is:
•
to provide a learning environment that will enable each student to reach
his/her highest potential in a safe, threat-free atmosphere. Our educational
approach will combine exploration and creativity, discipline and dedication,
and teamwork and individuality. Students will achieve academic excellence
through participation in a strong core curriculum as well as elective,
exploratory and community service programs. They will develop critical
thinking and effective communication skills and the ability to make reasoned
moral and ethical choices. They will practice tolerance in preparation for life
in a multicultural society. We will provide a strong guidance program that
addresses the physical, social and emotional needs of our students. Students
will leave us prepared for the broadest range of academic options in high
school.
•
Meet the needs of our 21st century learners. We believe we must provide opportunities
for our students to be critical thinkers, problem solvers, innovators, communicators
and leaders. We believe our students need opportunities to analyze and synthesize
information to solve problems with a new perspective. Teachers will also implement
Common Core State Standards during the fall of 2014.
•
Provide programs to meet the needs of every student. We have rigorous Seminar and
GATE programs and a supportive Special Education program. Our studetns also have
many choices to discover their talents. We also have an extensive music program that
includes Beginning, Intermediate and Advanced Band, Orchestra and Choir. We
provide a variety of other electives that include Drama, Art, Video Production,
Spanish, Exploring Technology, Gateway to Technology, Digital Art/Photography,
and Yearbook. Our sixth grade students can also enroll in our Elective Wheel of
courses that include Keyboarding, Art, Drama, Music and Exploratory Technology.
Our students have many choices to discover their talents.
•
Have a Library Media Center. Our Library Media Center provides students with
supplementary instructional resources such as novels, dictionaries, encyclopedias, online resources and a friendly place to study!
•
Encourage and advocate for parental involvement at all levels. Thurgood Marshall
Middle School is fortunate to have a very active Parent Teacher Student Association,
School Site Council and Site Governance Team. Thurgood Marshall Middle School
meets monthly with the School Site Council, Site Governance Team and the Parent
Teacher Student Association (PTSA). The PTSA provides additional funding to
purchase instructional materials, including specific support for GATE and Seminar
programs and technology maintenance. Our School Site Council and Site Governance
Team provide guidance to the principal in budgetary decisions and governance of
school items.
You will find that at Thurgood Marshall Middle School we provide a nurturing and
challenging educational experience to meet the individual needs of our students.
•
Hold parent/teacher conferences during which this compact will be discussed as it relates to
the individual student’s achievement.
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Individual Parent/Teacher meetings (upon request)
Student Study Teams – this meeting is an intervention to support students who
are struggling academically and behaviorally (upon request)
504 meetings – this meeting supports students with an identified disability (upon
request)
Individualized Educational Program meetings – this meeting supports students
with special needs (upon request)
Provide parents with frequent reports on their student’s progress.
All parents may have access to PowerSchool. In PowerSchool, parents may
review their child’s grades and attendance.
Progress Reports will be distributed to students. Reporting period ends on the
following dates:
• October 10, 2014
• November 21, 2014
• January 23, 2015 (First semester ends!)
• March 6, 2015
• April 24, 2015
• June 15, 2015 (Second semester ends!)
Progress reports are distributed at the end of the following week.
§ Counseling department provides daily and weekly progress reports for
students upon request.
§ Individual teachers may distribute class progress reports at various times
and/or post grades online.
o
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Provide parents reasonable access to staff.
•
MMS has a voicemail system where parents can leave voice messages for their
student’s teachers and/or other staff members. All staff members will return
correspondence as soon as possible and usually no later than three business days
during the work week.
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On the MMS website, http://marshallmiddle.org/staff contact/email information
is available. Please visit the MMS website for up-to-date information regarding
MMS.
Parents can also contact the administration or counseling department in order to
support their student academically, socially and emotionally.
Provide parents opportunities to volunteer and participate in their students’ classes and to
observe classroom activities, as follows:
MMS welcomes parent volunteers!
• In the First Week Packet, parents are given the opportunity to sign up to be a
parent volunteer. Please send volunteer information via email to be on the
volunteer list. PTSA will refer to the list to solicit parent volunteers.
• All classroom volunteers, parent chaperones must have a TB clearance and pass a
security clearance. Please contact the main office for more information.
• If a parent is interested in being a volunteer, but did not return the volunteer
form, parents can sign up to be a volunteer in the main office.
• MMS welcomes all parents to visit our classes! If you are interested in visiting
our classes, please call to make an appointment to visit your student’s classes.
PARENT RESPONSIBILITES
We, as MMS parents, will support our student’s learning by:
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Monitoring my student’s attendance
Limiting doctor appointments during the school day to after school
Limiting family vacations during the school year
Making sure that homework is completed and turned in on time
Monitoring my student’s progress online via PowerSchool
Checking my student’s planner on a daily basis
Prioritizing my student’s extracurricular time in order to support a successful
student
Staying informed about my student’s education and communicating with the
school by promptly reading all notices from MMS and SDUSD either received
by my student or by mail and responding as appropriate
Visiting the MMS website for up-to-date information regarding MMS at:
http://marshallmiddle.org
Attending school events/functions in order to learn more about my students’
educational experience
Participating in decisions related to my student’s education
Volunteering, when available, at MMS
STUDENT RESPONSIBILITES
We, as MMS students, will share the responsibility to improve our academic achievement and
achieve California’s high standards by:
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Attending school on a regular basis
Following school rules
Being accountable for learning
Participating in class
Doing homework every day and asking for help when needed
Using student planner on a daily basis
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Reading at least 30 minutes every day outside of school time
Attending after school assistance / tutoring as often as needed
Being responsible citizens to our school and community
Being responsible and caring citizens online
Encouraging other students to be successful academically and socially
Prioritizing my time in order to be a successful student
Marshall Middle SINGLE PLAN FOR STUDENT ACHIEVEMENT
APPENDIX C
2014-15 SPSA ADDENDUM
SPSA Template Revised 4/10/2015
18
Marshall Middle School
2014-15 SPSA Addendum
English Language Arts
By 06/30/2016, 50 % of Marshall Middle Students will perform at Proficient or Advanced level in
constructing responses.
By 06/30/2016, 45 % of Marshall Middle Special Education, Students will perform at Proficient or
Advanced level in constructing responses.
By 06/30/2016, 48 % of Marshall Middle Black or African American, Students will perform at Proficient
or Advanced level in constructing responses.
By 06/30/2016, 49 % of Marshall Middle Hispanic or Latino, Students will perform at Proficient or
Advanced level in constructing responses.
Math
By 06/30/2016, 50 % of Marshall Middle Students will perform at Proficient or Advanced level in
constructing responses.
By 06/30/2016, 45 % of Marshall Middle Special Education, Students will perform at Proficient or
Advanced level in constructing responses.
By 06/30/2016, 48 % of Marshall Middle Black or African American, Students will perform at Proficient
or Advanced level in constructing responses.
By 06/30/2016, 49 % of Marshall Middle Hispanic or Latino, Students will perform at Proficient or
Advanced level in constructing responses.
English Language Development
By 06/30/2016, 30 % of Marshall Middle English Learner will improve performance from
Proficient/Advanced to Proficient/Advanced in constructing responses.
Graduation
By 06/30/2016, 100 % of Marshall Middle Grade 08, Students will achieve a be promoted to high school
in Graduation/Promotion Rate.
Parent Involvement
By 06/30/2016, 100 % of Marshall Middle Parents/Guardians will be provided with at least 3
opportunities to participate in Parent and Community Engagement.