MONTEREY TRAIL HIGH SCHOOL

2016-2017

Comprehensive Safe School PlanMr. Erik Swanson, Principal

Ms. Denise Soto, Vice Principal

Mr. Charles Thatch, Vice Principal

Ms. Lara Ricks, Vice Principal

Mr. Adam Wood, Vice Principal

MONTEREY TRAIL HIGH SCHOOLComprehensive Safe School Plan

2016-2017

SECTION I: Planning Committee Monterey Trail High School opened in 2004 and prides itself on being a diverse learning community. According to the 16-17 School Accountability Report Card, there are approximately 2239 students enrolled at Monterey Trail High School and there are 23 different languages spoken on campus. The ethnic breakdown of Monterey Trail High School is as follows: 55% of the students are African American, 22% Asian, 27% Hispanic, 11% White, 11% Filipino, 3% Pacific Islander, and no American Indian. Current data indicates over 300 English Language Learners and the school is also home to a Deaf and Hard of Hearing program with many students that use American Sign Language.

Monterey Trail High School governance is an inclusive decision-making process created to maintain formal and effective decision making procedures for creating and implementing policies which support the school’s vision, mission, and core values. The foundation of the school’s governance is founded on the following conditions:

Committee decisions are made by committees and not by individuals Members represent the entire school community Procedures reflect the democratic process Each committee represents a forum to bring issues of concern All decisions are scrutinized to insure the support of the vision, mission and core values All committee members share responsibility for decision outcomes Committee business is clearly communicated to the entire school community The committee process insures an equal opportunity of expression by members of the

school community Decisions promote continuous school-wide instructional, curricular, and process

decisions that will have positive effects on student academic achievement and behavior

The Monterey Trail High School Safe School Plan is reviewed by members of the planning committee, including but not limited to, the Administrative team, School Site Council and steps are shared with teaching staff, classified staff members and students. Recommendations for changes are brought to the school’s Leadership Committee and School Site Council for final approval on any new policies or procedures.

2

Section 1 – 2016-2017 Planning Committee Members

Administration

Erik Swanson PrincipalDenise Soto Vice PrincipalCharles Thatch Vice PrincipalLara Ricks Vice PrincipalAdam Wood Vice Principal

School Safety

Bob Hauck Sheriffs Resource OfficerMartin Aycott Lead Campus Supervisor

Support

Diane Terrell School Office ManagerKelly Crumb VP Office AssistantDawn Cloward Front Office Assistant

Christina Hill Site Supervisor

Hien Chan Head Counselor

School Site Council

3

Section 2 – Mission, Core Values, ESLRS

ELK GROVE UNIFIED SCHOOL DISTRICT MISSION STATEMENTThe Elk Grove Unified School District will provide a learning community that challenges ALL students to realize their greatest potential.

ELK GROVE UNIFIED SCHOOL DISTRICT CORE VALUESOutcomes for students

Achievement of core academic skills Confident, effective thinkers and problem solvers

Ethical participants in societyCommitments about how we operate as an organization

Supporting continuous improvement of instruction Building strong relationships

Finding solutionsHigh expectation for learning for all students and staff

Instructional excellence Safe, peaceful, and healthy environment

Enriched learning atmosphere Collaboration with diverse communities and families

Monterey Trail High School Vision At Monterey Trail High School, the learning community will challenge ALL students to realize their greatest potential while preparing them for their future. The core values that have been adopted for the school are:

Core Outcomes for StudentsAs a natural result of successful completion of his or her course of study:

Students will develop the values and skills to participate as responsible citizens in a democratic society.

Students will develop the necessary core content skills and knowledge, including critical thinking, problem solving, and information processing, to prepare for life-long learning and achievement.

Students will develop confidence in their abilities to achieve at high levels both academically and socially.

Students will develop the ability to contribute to, understand, utilize, and appreciate multicultural expressions of and professional options in the visual, performing, and industrial arts.

Core Beliefs about the Conditions for Learning4

As fundamental tenets of the learning process, the school community believes that: All students are capable of learning, achieving, and meeting expected

proficiencies and embracing life-long learning. All students and staff support an environment that promotes mutual respect,

personal responsibility, and self-determination. As a community of learners, all staff and students value collegial, collaborative

learning opportunities, promote learning inside and outside the classroom, and provide for a safe and healthy learning environment that promotes a school and community connection.

Core Commitments about How We Operate TogetherAs fundamental tenets about working together, the school community believes that:

Success, while being encouraged, expected, celebrated, valued, appreciated, and cultivated, is the result of hard work and preparation that includes feedback for improved performance; failure is not a statement of capability.

Through reflection upon the results of multiple assessments, the school community will strive for personal, professional, and academic growth and improvement.

The entire school community will practice open, honest, and respectful communication that contributes to a safe and inclusive environment.

The school community shares accountability for student outcomes and improvement options.

Safety nets are in place to aid each student’s progress toward expected achievement targets.

At Monterey Trail High School, school safety is our first priority. All students deserve to learn in an environment that is free from distraction, in which they feel safe and protected. We believe that nothing should get in the way of the academic achievement of students. The school believes that students fall within four learning stages:

1. Pupil2. Student3. Learner4. Life-long Learner

Monterey Trail High School believes that it is the responsibility of students, parents and staff to assist students in becoming life-long learners who are prepared to be productive citizens at the completion of high school. Students are expected to follow the Positive Learning Behaviors (PLB’s) on a daily basis. The PLB’s are:

I. Be At School 7 days or fewer absences a year

II. Be On Time Seated in class when the bell rings

5

III. Be Prepared to Learn Have materials Have homework completed

IV. Be Respectful To teachers To other students To the learning environment

V. Be An Active Listener Focus attention on instruction

VI. Be a Positive Participant Engage in class activities for the entire period

6

Section 3 – Data SourcesData Sources

A variety of data points will be reviewed annually that contribute to the update of the Comprehensive Safe School Plan. The sources of data below allow the leadership, administrative and committee members to get an overall snapshot of the school and its community. This snapshot along with current events allowed planning members to set goals based on perceived need for improvement.

California Healthy Kids Survey

CBEDS

School Accountability Report Card

California Department Of Education/Data Quest – CAASP scores

2014-2015 WASC Report

LCAP

Suspension, Expulsion, Truancy Data for MTHS and EGUSD

PBIS behavioral Data

SRO review of safety concerns and possible solutions

SECTION 4: Areas of Change and Goals

7

Goals for Social Climate and Physical Environment (16/17 Review)

Component 1: Safe and Orderly Campus

Monterey Trail High School will…

(1)…Reduce the number of instances of suspensions and truancies and the number of suspended and truant students.1.1 – restructure the consequences for tardy sweeps to reduce suspension1.2 – restructure the process for supporting habitually truant students

Responsible: MTHS AdministrationTimetable: ongoing

Updates: A no activities list is being implemented. Lunchtime, afterschool and full day detentions are assigned to habitually late

students. A Yoga incentive/consequence has been assigned for those students who would

like to fulfill serving their consequence in a more constructive manner. Saturday school has proven to be ineffective and has been removed as a

consequence.

(2)…Implement School-Wide PBIS to encourage an increase in positive behaviors on campus and reduce referrals and suspensions

2.1 – PBIS Committee will meet monthly to review data, make suggestions and share information on staff professional development2.2 – PBIS committee will work on decreasing referrals and suspensions through a school-wide focus on Positive Learning Behavior #4 “Respect.” The team will utilize school data and make suggestions for positive interventions.

Responsible: MTHS Administration and PBIS committee membersTimetable: ongoing

Updates:

8

Training was given to all staff at the start of the year to use the PBIS tab with the SISWEB data tracking system, to assist with disaggregation of disciplinary data.

School Climate data and PBIS data has been review during staff meetings, Leadership and Administrative team meetings to pinpoint and address areas of concern.

All staff and administration have discussed school climate data and various incentives and practices have been put in place to address the agreed upon identified areas of concern.

Component 2: The Physical Environment

Monterey Trail High School will…

(3)…increase the Safety and Security of All staff and students by frequently reviewing procedures and communicating changes as needed.

3.1 – review and refine campus wide safety procedures3.2 – review and refine emergency procedures

Responsible: MTHS AdministrationTimetable: ongoing

Updates: Gates are locked during the school days and all visitors check in at the main office and

wear a visitor’s badge. MTHS conducted the emergency drills. Ongoing revisions to our Emergency Preparedness procedures are being made during

our after action reviews held after each drill and/or emergency.

During the 2016/2017 school year, MTHS will focus on the following goals.

Component 1: Safe and Orderly Campus

Monterey Trail High School will…

9

(Goal 1)…Reduce the number of instances of suspensions and truancies and the number of suspended and truant students and reduce the number of habitually tardy students.

Rationale: While the tardy sweep per period appears to be effective for the students who are not habitually late, many of the habitually late are not changing behavior and not serving the lunch interventions nor the Saturday School detentions. Responsible: MTHS AdministrationTimetable: Ongoing

Updates: Data is continuing to reflect that the habitually late and truant students need

additional interventions. A plan for incentives and intervention is being formulated. Data is being collected to be analyzed by stakeholders in order to determine

possible adjustments to the current process

(Goal 2)… Implement an effective School-Wide PBIS program, to encourage an increase in positive behaviors on campus and reduce referrals and suspensions.

Responsibility: Administration, PBIS teamTimetable: Ongoing Updates:

PBIS committee was absorbed into the Positive School Climate and Culture Committee as a sub-committee last year and continues to meet monthly.

Training to use a new PBIS drop-down was implemented and is being used currently in order to better track behavioral data

PBIS lessons have been conducted surrounding: Respect, Integrity, Community and Confidence as core behavioral expectations for our students (4 lessons in the first two weeks of school to teach the behavioral expectations and 1 review lesson per term)

The new acknowledgement system using “Mustang Gold Tickets” was implemented for students who exemplify positive behaviors and we are tracking our positive contacts (mustang gold tickets) to negative contacts (discipline referrals to the office).

After term 1: 1920 mustang gold tickets had been earned while 354 office referrals had occurred. This fits the goal of 5 positives to every 1 negative.

Expectation matrices have been made and hung around the campus explaining the agreed upon behaviors that have been taught in our PBIS lessons.

Lamppost banners have been purchased that bear the behavioral expectations and the We are MT message.

10

2 staff members, VP and PBIS coordinator/Conflict Manager teacher, will attend the PBIS High School Symposium in February.

(Goal 3)…Continue referring students to our Conflict Mediation program and examine the possibilities of using restorative practices to reduce the number of incidents.

Responsibility: MTHS AdministrationTimetable: Ongoing

Updates:

The Conflict Management class has conducted _______ (number) mediations and has been a great resource proactively as students either self-refer or are referred to the program based on rumors or incidents that indicate there is a conflict between 2 or more students.

This program continues to grow and will look to have even more students trained as conflict managers for the 2016/2017 school year.

(Goal 3) …Implement an effective School-Wide PBIS program to encourage an increase positive behaviors on campus and to reduce the number of referrals and suspensions.

Rationale: Positive Behavioral Interventions and Supports (PBIS) is a research-based framework for teaching and supporting positive behaviors and meeting the needs of ALL students. This school-wide approach to discipline has taken a much bigger role on campus this year but we are still in Tier 1 stage of implementation. The goal will continue as we work towards minimum of 80% fidelity of implementation before entering into Tier 2 stage of implementation.

Responsibility: Administration, PBIS teamTimetable: Ongoing Updates:

PBIS lessons are being made per grade level and based on specific behavior issues that are standing out based on the PBIS tab data. These lessons are surrounding: Respect, Integrity, Community and Confidence and will supplement the other lessons we have done this year to be used in the upcoming 2016/2017 school year (4 lessons in the first two weeks of school to teach the behavioral expectations and 1 review lesson per term)

The new acknowledgement system using “Mustang Gold Tickets” will continue to be modified to best fit our school and the data we see.

Lamppost banners need to be hung in the quad and front of school with more signage to be purchased for 2017-2018.

11

The Student Handbook must be updated to connect the policies and information from the handbook with our core behavioral expectations.

(Goal 3)…Continue referring students to our Conflict Mediation program and examine the possibilities of using restorative practices to reduce the number of student incidents.

Rationale: Conflict Mediation using peer mediators has proven effective at other schools in the District. In the past, counselors and administrators have conducted the mediation but now the peers will learn valuable mediation skills empowering the students to help create the positive school climate. Restorative practices have been used for building community and for responding to challenging behavior through authentic dialogue, coming to understanding, and making things right (Amos Clifford, Center for Restorative Process).

Responsibility: MTHS AdministrationTimetable: Ongoing Updates:

Staff have been made aware of the availability of the conflict mediation process and how to refer students.

Administration and staff assigns those students needing mediation, to the Conflict mediation Program, to prevent the escalation of peer incidents.

A Unity Day program has been implemented to address campus wide sensitivity towards the differences represented on our campus and has resulted in a campus community that has embraces and celebrates our represented differences.

Component 2: The Physical Environment

Monterey Trail High School will…

(Goal 4) …Monitor the condition of the AED’s located throughout the campus, on a monthly basis.

12

Rational: In an effort to ensure safety in the event of an emergency, AED’s have been installed and located in the most accessible locations for daytime and evening events.Responsible: MTHS Administration and Elk Grove Unified School District.Timetable: Ongoing

Updates:

A list of all AED certified staff members has compiled (19 on campus staff are trained and 56 total staff when off-campus coaches are included)

AED machines have been installed throughout the campus. AED machines are checked, recorded and reported Monthly. A new training needs to be scheduled for new staff and our current list needs to be

updated.

(Goal 5)…Continue reviewing the most effective emergency evacuation routes, procedures, and lessons. Make sure that every classroom has the most current evacuation maps posted in and on classroom/building walls to reflect the new evacuation routes and the location of the new AED’s. We will annually review the emergency shut-off maps and location.

Rational: Due to the growth at MTHS and safety concerns of the old routes (due to evacuations near busy streets and at the fronts of the school), new routes and procedures for emergency evacuations must be established. With the new routes and the addition of the AED’s, maps will need to be updated to reflect those changes.Responsible: MTHS Administration in partnership with EGUSD Risk Management and Police Services.Timetable: Ongoing

Updates: Temporary maps showing new evacuation routes have been posted in all rooms. All rooms have EGUSD Emergency Guidelines and have new Emergency packets and

evacuation routes to keep students away from the front of the school and busy streets and off of service roads as much as possible.

Staff has been informed of new procedures for collection of rosters for student accountability reports to be accurate.

A new emergency procedures Power Point lesson was used in advocacy in order to inform all students and staff of the new procedures and best practices.

Crisis box has been updated with student information per term. MTHS has established joint emergency drills with EHMS. With new staff, it is important to remind the staff to wear the staff ID badge. Emergency shut-off maps and utility maps were updated. Knox locks were repaired and/or replaced. Utility boxes were labeled appropriately.

13

Officer Hauck created an emergency response plan for fire and police services. Establish emergency sub packets for substitute teachers with procedures clearly

explained.

(Goal 6)…Secure and monitor new iron gates at the front of the school and the tennis courts between MTHS and EHMS campuses.

Rational: Due to the large amounts of students evacuating to the same location, students and staff evacuate to different areas on campus. At the tennis courts the single gate entrance and having only one way to exit create a cause for concern in specific types of emergencies. Thus, the addition of a double gate and a secondary gate to exit will enable students to quickly evacuate but also to have a second gate if there is a need for further evacuation. In addition, fencing to secure the campus will help reduce the number of break-ins and help to keep students and staff safe as they visit the library or library classrooms and participate in PE.

Responsible: MTHS Administration, EGUSDTimetable: 2016/2017

Updates:

New gates have been installed to secure the library and the service road areas. Continue to monitor the locking device on the front gate; for ease teacher access.

(Goal 7)… Continue providing training for Counseling and front office staff and put procedures in place that will enable staff to be prepared in any event should an issue arises in either office.

Rational: In light of recent current events and since visitor’s check in via the office, there is a need for office staff to be prepared if a hostile environment becomes apparent.

Responsible: MTHS AdministrationTimetable: ongoing

Updates:

During a PLC at the start of the year the SRO, the Vice Principal of Campus safety and the Vice Principal responsible for the front office staff, met with the front office and counseling classified staff members and review the safety procedures.

Collaboratively, the front office classified staff, Administration and the SRO, will continuously address potentially dangerous events through communication and after action reviews.

SECTION 5: Areas of Pride and Strength 14

Monterey Trail High School believes that students are the greatest resource for establishing a positive learning environment that promotes a safe school for students and staff. The school’s Associated Student Body (ASB) organization is a pivotal group of student leaders that organize and promote multiple positive activities on campus that include, but are not limited to, positive youth development assemblies, school rallies, multi-cultural assemblies, food fairs, community service projects and overall leadership development for students.

In collaboration with ASB, the Link Crew program puts on a new student orientation for all the new ninth graders and any new students to the school prior to the school year beginning in August. The orientation is geared to providing students with valuable information about how to be successful at Monterey Trail High School and allow them an opportunity to get connected with upper class leaders at the school. Link Crew students also mentor any new students who are enrolling in the school during the year.

Many of the Monterey Trail High School students are actively involved in our student clubs on campus. These clubs include, Academic Decathlon, Anime Club, Animal Lovers Club, Asian Club, AVID, Black Student Union, Break Dance Club, Chess Club, Conflict Mediation, Culinary (Kitchen) Club, DATA, Desi Club, Debate Club, Drama Club, E.A.C. (Environmental Awareness Club), Fashion Club, French Club, Gay Straight Alliance, Guitar Club, Hmong Club, Impulse Dance Co., Japanese Club, Key Club, Latino Club, Link Crew, Medical Career Club, Mathletes,M.C.C., MT Bhangra Club, Mustangs for the Messiah, M.S.A. Muslin Student Association, Mustang Challenge Club, National Honor Society, Outdoor Club, Photography Club, Poly Club, SAGE club, Video Game Club, and Vocal Club. These clubs give students an opportunity to engage and connect to the school other than those activities, such as sports and band that require a student to maintain a 2.0 GPA in order to participate.

The School also offers a comprehensive academic and career counseling center. The counseling department addresses student needs in three domains; Academic, Career, and Social/Personal. Counselors address the social/personal needs through small groups and individual conferences to address both crisis and on-crisis situations. Referrals are made to district services and outside community agencies, when appropriate. Counselors assist students with any academic supports available to advocate for each student’s academic successes in high school and preparation for success in their post-secondary goals. In addition, counselors have assisted with students who are experiencing conflicts with other students. The administration has re-implemented the school’s Conflict Management program. The Conflict Management program utilizes trained student managers that work directly with students who may be having a conflict with a peer on campus. A conflict management class is hoped to be implemented in the future with the possibility of exploring restorative practices.

The College and Career Development program assists students in the exploration of the many careers available to each student based on their interests, skills and values. The goal of the college and career program is to help students explore and research careers, make decisions

15

about their options and create a plan to achieve their postsecondary goals. Counselors and Career Center personnel visit all English 9 classes three days per year, all World History classes two times per year, all US History classes three times per year, and all English 12 classes three times per year for the beginning phases of the program for each grade level. In grades 9, 10, and 11, interest inventories lead to career and post-secondary research, and practice course selection which incorporates the area of focus form each student’s research. In 12th grade, students complete a full transcript review, sample college applications, and scholarship and financial aid information for all post-secondary options. Additionally, in grades 9, 10, and 11, students invite themselves to a Meeting of Majors presentation which allows students to explore the types of careers and education or training required for the specific careers in each of the six majors. The majors are Business & Computer Science Engineering & Technology, Global Communications, Health & Science, Public & Human Services, and Visual & Performing Arts. Following the Meeting of Majors, students complete Academic Advising with their counselor. Academic Advising includes a transcript review and four year course planning based on the students’ major area of interest and desired postsecondary path. Credit recovery and grade improvement options are discussed during these meetings. IN the last three academic years, the College & Career Development units have incorporated community expert presentations based on each of the six majors. Students are invited to attend presentations based on their areas of interest. At every grade level, student are asked to choose form the six MTSH majors. This may stay the same from year to year or change based on interest inventories and career research. Students are encouraged to choose and declare a major by the end of 10th grade. Based on the declaration, students are invited to attend presentations based on their major. These community experts work in the field and share their real world experiences with students. Students learn about eh necessary education and training required in the eyes of each mentor. For example students that declare a Health & Science Major were invited to hear from Dr. Tom Suchanek, a research scientist, about his education training, and specific work experiences.

The school has also embraced a Student Advocacy program in which students meet with the same teacher advocate every Thursday for a 30 minute period in a class setting of about 20 students per class. Ideally the student would have the same advocacy teacher for the entire four years that a student is in high school. Advocacy’s most important purpose is to create a non-academic connection and collaborative link between the student and the teacher, the school, the counselors, other campus resources, and fellow students. Advocacy helps students learn how to envision their future by creating long and short term goals, providing help for students to achieve their goals, and providing an opportunity to conduct life planning.

SECTION 6: Communicating the Plan

16

The Monterey Trail High School Safe School Plan will be shared with the public through various means that include but are not limited to the following:

The Positive School Culture and Climate committee will be notified of publication, and be given a hard copy of the plan.

The School Leadership Team and School Site Council will review and approve the plan by the end of January 2017.

The Safe School Plan will be posted on School Loop and the Monterey Trail High School Web page for the community to view.

The Safe School Plan will be located in the Site Emergency Plan Binder. The district will be sent copies for Risk Management and approval by the Board of

Education.

SECTION 7: Evaluation and Review PlanOn an annual basis, our committee will evaluate and review the prior year’s Safe School Plan. This process will involve meeting to determine areas of strength and concern. Our team will recommend refinements based on data and the experiences brought forward to the committee. Steps to modify the plan will take place based on discussion and consensus. The new plan will then be implemented and shared with the community through the process outlined in Section 6. The intent of Monterey Trail High School is to have the Safe School Plan be a document that will be a working and fluid plan that can be adjusted as the needs change on a large comprehensive high school campus.

17