School Plan for Student Achievement Template - Local ... · Briefly describe the school’s plan...

School Plan for Student Achievement (SPSA) Page 1 of 58 Honey Hollow Elementary

School Year: 2019-20

SPSA Title Page

School Plan for Student Achievement (SPSA) Template Instructions and requirements for completing the SPSA template may be found in the SPSA Template Instructions.

School Name Honey Hollow Elementary

County-District-School (CDS) Code

33671246105514

Schoolsite Council (SSC) Approval Date

April 10, 2019

Local Board Approval Date

Purpose and Description Briefly describe the purpose of this plan (Select from Schoolwide Program, Comprehensive Support and Improvement, Targeted Support and Improvement, or Additional Targeted Support and Improvement) X Schoolwide Program X Comprehensive Support and Improvement X Targeted Support and Improvement X Additional Targeted Support and Improvement Chronic Absenteeism and Suspension Rate for African-Americans (Disproportionality)

Briefly describe the school’s plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs. The purpose of the Single Plan for Student Achievement (SPSA) is to outline the site's response to support academic growth and student achievement for all students, support positive behaviors and


school climate, outline strategies to support different student groups (e.g., English Learners, African Americans, Homeless) and to increase parent involvement.


Comprehensive Needs Assessment Components Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided. Surveys This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s). The site used parent, student, and teacher surveys to identify strengths and weakness of academic and social emotional programs utilized by the site. The panorama survey was taken by 3rd - 5th grade students in the late winter of the March 2019. The results of the panorama surveys identified the greatest need in students feeling safe. According to the survey, with 95% of students in these grades responding: Sense of Belonging (School Connectedness) - 64% Safety - 53% Climate of Support for Academic Learning - 70% Knowledge / Fairness, of school rules - 68%

Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings. During classroom walk-throughs, the principal is looking for research based instructional strategies, effective student engagement and collaboration strategies, lesson structure and sequencing, and incorporating the use of technology to support student learning.

Analysis of Current Instructional Program The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

• Not meeting performance goals • Meeting performance goals • Exceeding performance goals

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs. Parental Engagement Resources available from family, school, district, and community to assist under-achieving students (ESEA) To support parent engagement, parents/guardians have the opportunity to participate in multiple parent groups (School Site Council (SSC), Parent Teacher Association (PTA), English Language Advisory Council (ELAC), African-American Parent Advisory Council (AAPAC), volunteerism to support classroom/learning environments, Book Club, and through periodic community events (Literacy Night, Parent Night, Parent Workshops, Math Night, and Science Night)). Each of these events/activities are planned and developed through our parent groups who help articulate the types of and communicated to our stakeholders via parent links (tele/cell phone), text messages, and through flyers/pamphlets/monthly reminders sent home with the students.


Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932) Parents/guardians have the opportunity to participate in multiple parent groups (School Site Council (SSC), Parent Teacher Association (PTA), English Language Advisory Council (ELAC), African-American Parent Advisory Council (AAPAC), volunteerism to support classroom/learning environments, Book Club, and through periodic community events (Literacy Night, Parent Night, Parent Workshops, Math Night, and Science Night)). Each of these events/activities are planned and developed through our parent groups who help articulate the types of events and communicated to our stakeholders via parent links (tele/cell phone), text messages, and through flyers/pamphlets/monthly reminders sent home with the students.

Stakeholder Involvement How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update? Involvement Process for the SPSA and Annual Review and Update Performance data from the CAASPP (spring results from Smarter Balanced assessments) and NWEA MAP Benchmarks Assessments from Fall 2018/Winter 2019, chronic absenteeism reports (monthly/trimester, Shape (Behavior/Discipline) reports are shared with staff members/committees and to different parent groups to periodically review school academic growth and positive/negative behavior. Various stakeholders (e.g., teachers/staff and parents/guardians) are allowed to input/question the effectiveness of various practices (e.g., classroom instruction, short cycle assessments, PBIS strategy - Behavior Expectations for the Week) to determine if programs/practices are having viable impact on student growth and development. As the data becomes available, various reports are disseminated to staff/parent groups during either leadership/budget meetings, staff meetings, district flex day meetings and through the principal's reporting during PTA, AAPAC, SSC, or ELAC meetings. At these times, staff members and parent members are allowed opportunities to weigh in their thoughts/opinions/suggestions to improve/alter focus and directions of site initiatives/instructional programs. Resource Inequities Briefly identify and describe any resource inequities identified as a result of the required needs assessment, as applicable. To help address the disproportionality of the suspension rate for African-Americans (ORANGE status according to the CA DASHBOARD, FALL 2018), the site has tried to develop an alternative action for suspension. This action would require staffing/placing a staff member or long-term substitute as an impact person who will monitor/support an alternative classroom to support those students who have either received a suspension/severe office referral. A tentative cost analysis (e.g., $135 rate of pay for long-term substitute times the # of days for alternate room made available 90 days = $12,150), in addition to training cost for this position (social emotional/trauma/behavior support). During our previous attempt to staff this position, the site was unable to find an individual willing to serve in this capacity. The site continues to struggle to develop alternative actions to support those students who have exhibited behaviors requiring corrective actions/additional support.


School and Student Performance Data

Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup

Percent of Enrollment Number of Students Student Group

2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

American Indian 0.3% 0.2% 0.16% 2 1 1

African American 19.4% 21.6% 23.23% 123 133 144

Asian 1.1% 1.6% 1.45% 7 10 9

Filipino 0.3% 0.2% 0.16% 2 1 1

Hispanic/Latino 68.8% 66.5% 65.16% 436 409 404

Pacific Islander 0.5% 0.5% 0.48% 3 3 3

White 5.8% 5.2% 4.68% 37 32 29

Multiple/No Response 3.8% % % 24

Total Enrollment 634 615 620

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Number of Students Grade

2015-16 2016-17 2017-18

Kindergarten 132 124 124

Grade 1 93 101 106

Grade 2 95 94 113

Grade3 104 98 94

Grade 4 104 92 84

Grade 5 106 106 99

Total Enrollment 634 615 620 Conclusions based on this data: 1. Student groups - Hispanic and African Americans, respectfully, are our two largest ethnic groups. This is important

to acknowledge the difference and unique attributes of each group (along with other student groups) to ensure our school's culture and climate consider the influences of these cultures and how they mesh in developing our school/classroom learning environments.

2. Based on the FTE projections in the lower grades (1st through 3rd), the site had to staff two combination classes (1st/2nd and 2nd/3rd). These classes put an additional burden on instructional practices to ensure equity, social-emotional support, and positive academic development of all students assigned to these classes.

3. The site will need to be cognizant of the low representation of the other student groups (e.g., American-Indian, Filipino, White) to ensure appropriate cultural awareness and proficiency to effectively support their cultural and ethnic backgrounds.



Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment

Number of Students Percent of Students Student Group

2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

English Learners 178 171 157 28.1% 27.8% 25.3%

Fluent English Proficient (FEP) 36 33 51 5.7% 5.4% 8.2%

Reclassified Fluent English Proficient (RFEP) 22 18 39 12.6% 10.1% 22.8% Conclusions based on this data: 1. For English Language Development (ELD) the sites uses Project Moving Forward (PMF) for grades TK - Kinder -

1st and Language Power for grades 3rd - 4th - 5th. As mandated, all English Learners (ELs) are provided with 30 minutes of ELD instruction daily as designated support and English Language support for integrated ELD throughout the instructional day using the appropriate instructional curriculum (e.g., Wonders / GO MATH).

2. Students who have been recently reclassified as (RFEP) are monitored using ELLevation online program.

3. According to 2018-2019 Superintendent's Goals and Expectations, according to Goal 1: All students proficient in literacy, numeracy, critical thinking, and technology skills; the expected outcomes for ELs are - #3 - Increase English Learners; reclassification rate by 2% annually and #4 - Increase the status of the English Learner Progress Indicator (ELPI) by 2% annually.



CAASPP Results English Language Arts/Literacy (All Students)

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Students Tested Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 105 96 100 100 95 99 100 95 99 95.2 99 99

Grade 4 109 104 96 107 104 94 107 104 94 98.2 100 97.9

Grade 5 107 107 104 105 107 104 104 107 104 98.1 100 100

All Grades 321 307 300 312 306 297 311 306 297 97.2 99.7 99

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded

% Standard Met

% Standard Nearly Met

% Standard Not Met Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 2361.9

2395.4

2374.9

7 7.37 13.13 14 25.26 17.17 17 33.68 24.24 62 33.68 45.45

Grade 4 2411.5

2395.3

2384.2

7 5.77 3.19 18 11.54 11.70 20 21.15 23.40 55 61.54 61.70

Grade 5 2450.0

2446.9

2406.1

10 7.48 2.88 20 22.43 15.38 15 22.43 13.46 55 47.66 68.27

All Grades N/A N/A N/A 8 6.86 6.40 17 19.61 14.81 17 25.49 20.20 57 48.04 58.59

Reading Demonstrating understanding of literary and non-fictional texts % Above Standard % At or Near Standard % Below Standard

Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 8 9.47 13.13 35 49.47 36.36 57 41.05 50.51

Grade 4 7 7.69 5.32 42 38.46 39.36 51 53.85 55.32

Grade 5 7 12.15 7.69 40 43.93 32.69 53 43.93 59.62

All Grades 7 9.80 8.75 39 43.79 36.03 54 46.41 55.22

Writing Producing clear and purposeful writing

% Above Standard % At or Near Standard % Below Standard Grade Level

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 7 8.42 12.12 31 60.00 31.31 62 31.58 56.57

Grade 4 4 4.81 2.13 42 32.69 32.98 54 62.50 64.89

Grade 5 15 11.21 3.85 31 44.86 26.92 54 43.93 69.23

All Grades 9 8.17 6.06 35 45.42 30.30 57 46.41 63.64


Listening Demonstrating effective communication skills


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 5 9.47 12.12 71 73.68 54.55 24 16.84 33.33

Grade 4 15 5.77 4.26 64 52.88 58.51 21 41.35 37.23

Grade 5 8 9.35 2.88 55 57.94 40.38 38 32.71 56.73

All Grades 9 8.17 6.40 63 61.11 50.84 28 30.72 42.76

Research/Inquiry Investigating, analyzing, and presenting information


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 9 15.79 15.15 37 53.68 40.40 54 30.53 44.44

Grade 4 15 6.73 3.19 40 47.12 47.87 45 46.15 48.94

Grade 5 21 14.95 7.69 47 43.93 29.81 32 41.12 62.50

All Grades 15 12.42 8.75 41 48.04 39.06 43 39.54 52.19 Conclusions based on this data: 1. Instructional materials must be aligned with common core standards. Develop fidelity and increase instructional

effectiveness of using the Wonders instructional program. 2. Viable data analysis protocols must be used to determine if assessment is validating instruction.

3. Effectiveness of progress monitoring at-risk students must be evaluated. Part of the process to identify students who may be at-risk throughout the school year, the site uses NWEA MAP benchmark assessments that are administered in Fall, Winter, and Spring). Based on these results, students are placed in performance quadrants. These quadrants are: Quadrant 1 – Core: Students are ready for core instruction. Quadrant 2 – Approaching: Students may require additional support and monitoring to ensure they can access core instruction. Quadrant 3 – Strategic: Students have difficulty accessing core instruction. They will need instructional support (intervention) at least 3 times per week. Quadrant 4 – Intensive: Students have difficulty accessing core instruction. They will need instructional support (intervention) DAILY. To to support the student's academic needs, they are provided with additional instructional (intervention) support. The expectations for supplemental/intervention support for students in Quadrants 3 and 4 for Reading and/or Math are: students in Quadrant 3 – intervention support/small group instruction - 3 times per week for at least 20 minutes each session (use of Lexia Core 5 Reading Program and/or Path Blazers Online Math Program are available to help support individualized instruction). Students in Quadrant 4 – intervention support/small group instruction daily for at least 20 minutes per session. Again, the use of Lexia Core 5 Reading Program and/or Path Blazers Online Math Program are available to help support individualized instruction).



CAASPP Results Mathematics (All Students)

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Students Tested Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 105 96 100 102 95 100 101 95 100 97.1 99 100

Grade 4 109 104 96 107 104 96 107 104 96 98.2 100 100

Grade 5 107 107 104 104 107 104 104 107 103 97.2 100 100

All Grades 321 307 300 313 306 300 312 306 299 97.5 99.7 100

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded

% Standard Met

% Standard Nearly Met

% Standard Not Met Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 2376.9

2409.3

2379.8

2 3.16 6.00 12 27.37 19.00 29 42.11 24.00 57 27.37 51.00

Grade 4 2402.3

2402.2

2400.7

1 0.96 1.04 9 11.54 10.42 38 30.77 37.50 51 56.73 51.04

Grade 5 2431.6

2432.8

2414.8

3 1.87 1.94 10 10.28 2.91 17 24.30 23.30 70 63.55 71.84

All Grades N/A N/A N/A 2 1.96 3.01 10 16.01 10.70 28 32.03 28.09 60 50.00 58.19

Concepts & Procedures Applying mathematical concepts and procedures


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 5 15.79 11.00 33 53.68 32.00 62 30.53 57.00

Grade 4 4 7.69 5.21 17 20.19 27.08 79 72.12 67.71

Grade 5 8 5.61 3.88 13 19.63 12.62 79 74.77 83.50 All Grades

5 9.48 6.69 21 30.39 23.75 74 60.13 69.57

Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 1 7.37 8.00 42 53.68 30.00 57 38.95 62.00

Grade 4 3 3.85 2.08 41 31.73 39.58 56 64.42 58.33

Grade 5 5 2.80 2.91 21 31.78 26.21 74 65.42 70.87

All Grades 3 4.58 4.35 35 38.56 31.77 63 56.86 63.88


Communicating Reasoning Demonstrating ability to support mathematical conclusions


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 3 8.42 7.00 57 63.16 49.00 40 28.42 44.00

Grade 4 3 2.88 4.17 35 33.65 31.25 63 63.46 64.58

Grade 5 6 1.87 1.94 33 43.93 30.10 62 54.21 67.96

All Grades 4 4.25 4.35 41 46.41 36.79 55 49.35 58.86 Conclusions based on this data: 1. Fidelity of the GO Math instructional program.

2. Viable data analysis protocols must be used to determine if assessment is validating instruction.

3. Effectiveness of progress monitoring at-risk students must be evaluated. Part of the process to identify students who may be at-risk throughout the school year, the site uses NWEA MAP benchmark assessments that are administered in Fall, Winter, and Spring). Based on these results, students are placed in performance quadrants. These quadrants are: Quadrant 1 – Core: Students are ready for core instruction. Quadrant 2 – Approaching: Students may require additional support and monitoring to ensure they can access core instruction. Quadrant 3 – Strategic: Students have difficulty accessing core instruction. They will need instructional support (intervention) at least 3 times per week. Quadrant 4 – Intensive: Students have difficulty accessing core instruction. They will need instructional support (intervention) DAILY. To to support the student's academic needs, they are provided with additional instructional (intervention) support. The expectations for supplemental/intervention support for students in Quadrants 3 and 4 for Reading and/or Math are: students in Quadrant 3 – intervention support/small group instruction - 3 times per week for at least 20 minutes each session (use of Lexia Core 5 Reading Program and/or Path Blazers Online Math Program are available to help support individualized instruction). Students in Quadrant 4 – intervention support/small group instruction daily for at least 20 minutes per session. Again, the use of Lexia Core 5 Reading Program and/or Path Blazers Online Math Program are available to help support individualized instruction).



ELPAC Results

2017-18 Summative Assessment Data Number of Students and Mean Scale Scores for All Students

Grade Level Overall Oral Language Written Language Number of

Students Tested Grade K 1436.4 1447.2 1411.2 32

Grade 1 1494.7 1489.8 1499.1 26

Grade 2 1490.4 1484.4 1495.8 33

Grade 3 1493.5 1492.8 1493.6 25

Grade 4 1511.6 1519.5 1503.2 18

Grade 5 1501.1 1496.9 1504.6 25

All Grades 159

Overall Language Number and Percentage of Students at Each Performance Level for All Students

Level 4 Level 3 Level 2 Level 1 Grade Level # % # % # % # %

Total Number of Students

Grade K 12 37.50 * * * * * * 32

Grade 1 17 65.38 * * * * * * 26

Grade 2 17 51.52 11 33.33 * * * * 33

Grade 3 * * * * * * * * 25

Grade 4 * * * * * * * * 18

Grade 5 * * * * * * * * 25

All Grades 60 37.74 49 30.82 34 21.38 16 10.06 159

Oral Language Number and Percentage of Students at Each Performance Level for All Students



Grade K 15 46.88 11 34.38 * * * * 32

Grade 1 21 80.77 * * * * 26

Grade 2 24 72.73 * * * * * * 33

Grade 3 * * * * * * * * 25

Grade 4 11 61.11 * * * * * * 18

Grade 5 * * * * * * * * 25

All Grades 87 54.72 43 27.04 18 11.32 11 6.92 159


Written Language Number and Percentage of Students at Each Performance Level for All Students



Grade K * * * * 14 43.75 * * 32

Grade 1 15 57.69 * * * * * * 26

Grade 2 14 42.42 11 33.33 * * * * 33

Grade 3 * * * * * * * * 25

Grade 4 * * * * * * * * 18

Grade 5 * * * * * * * * 25

All Grades 41 25.79 46 28.93 46 28.93 26 16.35 159

Listening Domain Number and Percentage of Students by Domain Performance Level for All Students

Grade Level Well Developed Somewhat/Moderately Beginning Total Number of

Students Grade K 14 43.75 17 53.13 * * 32

Grade 1 23 88.46 * * * * 26

Grade 2 22 66.67 * * * * 33

Grade 3 * * 19 76.00 * * 25

Grade 4 * * * * * * 18

Grade 5 * * 19 76.00 * * 25

All Grades 73 45.91 75 47.17 11 6.92 159

Speaking Domain Number and Percentage of Students by Domain Performance Level for All Students


Students Grade K 17 53.13 14 43.75 * * 32

Grade 1 18 69.23 * * * * 26

Grade 2 25 75.76 * * * * 33

Grade 3 15 60.00 * * * * 25

Grade 4 12 66.67 * * * * 18

Grade 5 12 48.00 * * * * 25

All Grades 99 62.26 46 28.93 14 8.81 159


Reading Domain Number and Percentage of Students by Domain Performance Level for All Students


Students Grade K * * 23 71.88 * * 32

Grade 1 16 61.54 * * * * 26

Grade 2 16 48.48 11 33.33 * * 33

Grade 3 * * * * 14 56.00 25

Grade 4 * * * * * * 18

Grade 5 * * 14 56.00 * * 25

All Grades 46 28.93 73 45.91 40 25.16 159

Writing Domain Number and Percentage of Students by Domain Performance Level for All Students


Students Grade K 15 46.88 15 46.88 * * 32

Grade 1 15 57.69 * * * * 26

Grade 2 15 45.45 16 48.48 * * 33

Grade 3 * * 17 68.00 * * 25

Grade 4 * * 11 61.11 * * 18

Grade 5 * * 13 52.00 * * 25

All Grades 57 35.85 81 50.94 21 13.21 159

Conclusions based on this data: 1. Provide grade-level collaboration and vertical alignment to identify/articulate best instructional strategies to support

integrated English Language Development (ELD). 2. Develop supplemental instructional support to Long-Term English Learners (4th and 5th Graders).

3. Ensure fidelity to Language Power for students in grades 4th and 5th.



Student Population This section provides information about the school’s student population.

2017-18 Student Population

Total Enrollment

620 This is the total number of students enrolled.

Socioeconomically Disadvantaged

89.0% This is the percent of students who are eligible for free or reduced priced meals; or have parents/guardians who did not receive a high school diploma.

English Learners

25.3% This is the percent of students who are learning to communicate effectively in English, typically requiring instruction in both the English Language and in their academic courses.

Foster Youth

0.3% This is the percent of students whose well-being is the responsibility of a court.

2017-18 Enrollment for All Students/Student Group

Student Group Total Percentage

English Learners 157 25.3%

Foster Youth 2 0.3%

Homeless 73 11.8%

Socioeconomically Disadvantaged 552 89.0%

Students with Disabilities 57 9.2%

Enrollment by Race/Ethnicity

Student Group Total Percentage

African American 144 23.2%

American Indian 1 0.2%

Asian 9 1.5%

Filipino 1 0.2%

Hispanic 404 65.2%

Two or More Races 29 4.7%

Pacific Islander 3 0.5%

White 29 4.7% Conclusions based on this data: 1. Student groups - Hispanic and African Americans, respectfully, are our two largest ethnic groups. This is important

to acknowledge the difference and unique attributes of each group (along with other student groups) to ensure our school's culture and climate consider the influences of these cultures and how they mesh in developing our school/classroom learning environments.

2. The site is looking into creating additional support for students identified as Foster Youth/Homeless along with monitoring their achievement gap/at-risk, behavior/discipline reports, and chronic absenteeism status.

3. The academic performance of English Learners (ELs) are monitored using NWEA MAP Benchmark assessments (Fall/Winter/Spring).




Overall Performance

2018 Fall Dashboard Overall Performance for All Students

Academic Performance

English Language Arts

Red

Mathematics

Orange

English Learner Progress

No Performance Color

Academic Engagement

Chronic Absenteeism

Yellow

Conditions & Climate

Suspension Rate

Orange

Conclusions based on this data: 1. Based on last year, the suspension rate for African-Americans increased. We will need to develop alternative

actions to support corrective behaviors for at-risk students. Also, we will need to create additional Tier II PBIS intervention strategies to support those students identified as Tier II. Also, the number of students with chronic absenteeism increased from the previous year. Student Services have provided part-time support for the site to address those with chronic absenteeism.

2. Based on last year's ELPAC assessments, there are 34 students who are eligible to be reclassified this school year. Although, this is a baseline year for English Learner Indicator, the number of students who score Level 4 and 3 has created a solid foundation for the site to continue to support growth/development of English Learners.

3. Instructional practices have support the increase in CAASPP ELA and Math performance, especially in 4th and 5th Grades. Effectiveness of progress monitoring at-risk students must be evaluated. Part of the process to identify students who may be at-risk throughout the school year, the site uses NWEA MAP benchmark assessments that are administered in Fall, Winter, and Spring). Based on these results, students are placed in performance quadrants. These quadrants are: Quadrant 1 – Core: Students are ready for core instruction. Quadrant 2 – Approaching: Students may require additional support and monitoring to ensure they can access core instruction. Quadrant 3 – Strategic: Students have difficulty accessing core instruction. They will need instructional support (intervention) at least 3 times per week. Quadrant 4 – Intensive: Students have difficulty accessing core instruction. They will need instructional support (intervention) DAILY.


To to support the student's academic needs, they are provided with additional instructional (intervention) support. The expectations for supplemental/intervention support for students in Quadrants 3 and 4 for Reading and/or Math are: students in Quadrant 3 – intervention support/small group instruction - 3 times per week for at least 20 minutes each session (use of Lexia Core 5 Reading Program and/or Mathletics Online Math Program are available to help support individualized instruction). Students in Quadrant 4 – intervention support/small group instruction daily for at least 20 minutes per session. Again, the use of Lexia Core 5 Reading Program and/or Mathletics Online Math Program are available to help support individualized instruction).



Academic Performance English Language Arts

The performance levels are color-coded and range from lowest-to-highest performance in the following order: Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance

This section provides number of student groups in each color.

2018 Fall Dashboard English Language Arts Equity Report

Red

5 Orange

1 Yellow

0 Green

0 Blue

0 This section provides a view of Student Assessment Results and other aspects of this school’s performance, specifically how well students are meeting grade-level standards on the English Language Arts assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3–8 and grade 11.

2018 Fall Dashboard English Language Arts Performance for All Students/Student Group

All Students

Red

77.6 points below standard

Declined -23.4 points

253 students

English Learners

Red



95 students

Foster Youth


Less than 11 Students - Data Not Displayed for Privacy

2 students

Homeless

Red



37 students


Red



225 students

Students with Disabilities

Red


Declined -12 points

45 students


2018 Fall Dashboard English Language Arts Performance by Race/Ethnicity

African American

Red



54 students

American Indian


0 Students

Asian



2 students

Filipino


0 Students

Hispanic

Orange



175 students

Two or More Races



11 students

Pacific Islander


0 Students

White




11 students

This section provides a view of Student Assessment Results and other aspects of this school’s performance, specifically how well students are meeting grade-level standards on the English Language Arts assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3–8 and grade 11.

2018 Fall Dashboard English Language Arts Data Comparisons for English Learners

Current English Learner



57 students

Reclassified English Learners


Maintained -0.3 points

38 students

English Only



154 students

Conclusions based on this data: 1. The change to the ELA Academic Indicator from the prior year was “decreased significantly” (a drop of -23.4 points

for All Students). There is a variety of variables that may have attribute the change in ELA performance: • Lack of depth and rigor of instructional practices in preparation for state assessments. • Inability to match the instructional needs of students to support and improve deficient areas of academic

needs. • The site’s inability to build upon the academic performance of the incoming cohort of students entering the

testing grade-levels. • Having two veteran teachers (4th and 5th) out on medical did not help with instructional continuity.

The focus must be to reverse these trends: Increase rigor of instructional practices through fidelity of Wonders program, identify and provide supplemental instructional support for students at-risk (based on NWEA MAP Benchmark assessments, and provide vertical alignment opportunities for teachers in these grades (3rd through 5th) to find common strengths of students according to standards to build upon.

2. Implement short cycle assessments and progress monitoring to determine instructional responses to support student achievement.


3. Utilized extended learning opportunities and implement targeted intervention support based on student performance from multiple data sources.



Academic Performance Mathematics


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Mathematics Equity Report

Red

3 Orange

3 Yellow

0 Green

0 Blue

0 This section provides a view of Student Assessment Results and other aspects of this school’s performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3–8 and grade 11.

2018 Fall Dashboard Mathematics Performance for All Students/Student Group

All Students

Orange



253 students

English Learners

Orange



95 students

Foster Youth



2 students

Homeless

Red



37 students


Orange


Declined -18 points

225 students


Red

140 points below standard


45 students


2018 Fall Dashboard Mathematics Performance by Race/Ethnicity

African American

Red



54 students

American Indian


0 Students

Asian



2 students

Filipino


0 Students

Hispanic

Orange

76 points below standard


175 students

Two or More Races



11 students

Pacific Islander


0 Students

White




11 students

This section provides a view of Student Assessment Results and other aspects of this school’s performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3–8 and grade 11.

2018 Fall Dashboard Mathematics Data Comparisons for English Learners

Current English Learner



57 students

Reclassified English Learners


Increased 4.5 points

38 students

English Only



154 students

Conclusions based on this data: 1. The change to the Math Academic Indicator from the prior year was “decreased significantly” (a drop of -15.4 points

for All Students). There is a variety of variables that may have attribute the change in Math performance: Lack of depth and rigor of instructional practices in preparation for state assessments. Inability to match the instructional needs of students to support and improve deficient areas of academic

needs. The site’s inability to build upon the academic performance of the incoming cohort of students entering the

testing grade-levels. Having two veteran teachers (4th and 5th) out on medical did not help with instructional continuity.

The focus must be to reverse these trends: Increase rigor of instructional practices through fidelity of GO Math program, identify and provide supplemental instructional support for students at-risk (based on NWEA MAP Benchmark assessments, and provide vertical alignment opportunities for teachers in these grades (3rd through 5th) to find common strengths of students according to standards to build upon.

2. Implement short cycle assessments and progress monitoring to determine instructional responses to support student achievement.


3. Utilized extended learning opportunities and implement targeted intervention support based on student performance from multiple data sources.



Academic Performance English Learner Progress

This section provides a view of the percent of students performing at each level on the new English Language Proficiency Assessments for California (ELPAC) assessment. With the transition ELPAC, the 2018 Dashboard is unable to report a performance level (color) for this measure.

2018 Fall Dashboard English Language Proficiency Assessments for California Results

Number of Students

159

Level 4 Well

Developed 37.7%

Level 3 Moderately Developed

30.8%

Level 2 Somewhat Developed

21.4%

Level 1 Beginning

Stage 10.1%

Conclusions based on this data: 1. Based on the ELPAC results for 2017-2018 school year, 68.5% of students were identified as Level 4 (Well

Developed) or Level 3 (Moderately Developed). This is the site's highest performing student group. The site will need to continue and ensure instructional support of all EL students are rigorous and fidelity designated ELD instruction during the week.

2. Site will need to ensure integrated ELD and supplemental support is provided for EL students in Level 2 and Level 1.

3. Progress monitor EL students utilizing Ellevations and Personalized Learning Plans.



Academic Engagement Chronic Absenteeism


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Chronic Absenteeism Equity Report

Red 2

Orange 2

Yellow 3

Green 1

Blue 0

This section provides information about the percentage of students in kindergarten through grade 8 who are absent 10 percent or more of the instructional days they were enrolled.

2018 Fall Dashboard Chronic Absenteeism for All Students/Student Group

All Students

Yellow

15.8% chronically absent

Declined 0.5%

703 students

English Learners

Green


Declined 1.7%

176 students

Foster Youth



11 students

Homeless

Yellow


Declined 8.4%

95 students


Orange


Maintained 0%

636 students


Red


Increased 8%

81 students


2018 Fall Dashboard Chronic Absenteeism by Race/Ethnicity

African American

Orange


Declined 2.1%

170 students

American Indian



2 students

Asian


0% chronically absent

Maintained 0%

11 students

Filipino



1 students

Hispanic

Yellow


Declined 0.8%

452 students

Two or More Races

Yellow


Declined 8.1%

32 students

Pacific Islander



3 students

White

Red

25% chronically absent

Increased 13.6%

32 students

Conclusions based on this data: 1. Site will implement Saturday Steam School for opportunities for attendance recovery for students with

excused/unexcused absences. 2. Site will look to implement additional incentives for recognizing positive attendance. Site currently has these

attendance incentives: A) Dessert with the Principal is a weekly recognition. Students with perfect attendance (no absences, no tardies, no early releases) are eligible for dessert with the principal. One student per class is selected to participate. B) Class Award is a weekly recognition. Each week, two classes (one from grades TK through 2nd, and one from grades 3rd through 5th) with the highest average attendance for week is selected. Class winners will be home for one of the 6' stuffed bears for the week. C) Each month, students with perfect attendance are recognized from each class during a monthly spirit assembly. These students are eligible to participate in Game Day (board games/game activities at the end of the day.) D) Each month, the classroom with the highest monthly attendance is awarded with Captain America trophy. E) Annually, students with perfect attendance for the month are eligible to win a bicycle.

3. Site will continue to utilize the SARB process for those students with chronic absenteeism.



Conditions & Climate Suspension Rate


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Suspension Rate Equity Report

Red

2 Orange

4 Yellow

2 Green

0 Blue

0 This section provides information about the percentage of students in kindergarten through grade 12 who have been suspended at least once in a given school year. Students who are suspended multiple times are only counted once.

2018 Fall Dashboard Suspension Rate for All Students/Student Group

All Students

Orange

3.7% suspended at least once

Increased 2% 734 students

English Learners

Orange


Increased 2.3% 180 students

Foster Youth


0% suspended at least once

15 students

Homeless

Orange




Orange




Red




2018 Fall Dashboard Suspension Rate by Race/Ethnicity

African American

Red



American Indian


Less than 11 Students - Data Not Displayed for Privacy 2 students

Asian



Maintained 0% 11 students

Filipino



Hispanic

Orange



Two or More Races

Yellow


Declined -1.3% 35 students

Pacific Islander



White

Yellow


Maintained 0.2% 34 students

This section provides a view of the percentage of students who were suspended.

2018 Fall Dashboard Suspension Rate by Year

2016 3% suspended at least once

2017 1.6% suspended at least once

2018 3.7% suspended at least once

Conclusions based on this data: 1. PBIS strategies have increased positives behaviors and reduced suspension rate.

2. Identify and implement Tier III strategies for those sub groups with higher suspension rates.

3. To help address the disproportionality of the suspension rate for African-Americans (ORANGE status according to the CA DASHBOARD, FALL 2018), the site has tried to develop an alternative action for suspension. This action would require staffing/placing a staff member or long-term substitute as an impact person who will monitor/support an alternative classroom to support those students who have either received a suspension/severe office referral. A tentative cost analysis (e.g., $135 rate of pay for long-term substitute times the # of days for alternate room made available 90 days = $12,150), in addition to training cost for this position (social emotional/trauma/behavior support). During our previous attempt to staff this position, the site was unable to find an individual willing to serve in this capacity. The site continues to struggle to develop alternative actions to support those students who have exhibited behaviors requiring corrective actions/additional support.


Goals, Strategies, & Proposed Expenditures Complete a copy of the following table for each of the school’s goals. Duplicate the table as needed.

Goal 1 SCHOOL STRATEGY 1: All students are proficient in literacy, numeracy, critical thinking and technology skills

Identified Need 1) Increase the meets/exceeds standards rate in grades 3-8 and 11 SBAC ELA and Math by 5% annually. 2) Progressively increase the number to students who meet their expected growth as measured by the Achievement Status Growth Report (NWEA MAP) in the areas of reading and math on the MAP Benchmark Assessments with 50% or better of students. 3) Increase English Learners' reclassification rate by 2% annually. 4) Increase the status of the English Leaner Progress Indicator (ELPI) by 2% annually. 5) Ensure all students have access to standards-aligned instructional materials as measured by the Williams Report. 6) Provide Professional Learning Community (PLC) opportunities to all teachers to support grade-level collaboration and vertical articulation to support student achievement.

Annual Measurable Outcomes Metric/Indicator Baseline/Actual Outcome Expected Outcome

ELA Smarter Balanced Assessments (CAASPP - Spring) (Grades 3rd - 5th)

ELA 21.2% ELA 26.2% - Increase of 5%

Math Smarter Balanced Assessments (CAASPP - Spring) (Grades 3rd - 5th)

Math 13.7% Math 18.7% - Increase of 5%

NWEA MAP Benchmark Assessments (Spring) (Grades 1st - 5th)

50% 51% meet expected growth

ELPAC Assessment (Fall/Spring)

22.8% Increase # of students performance by 5% = 27.8%

Williams Report 100% Maintain 100% Complete a copy of the Strategy/Activity table for each of the school’s strategies/activities. Duplicate the table, including Proposed Expenditures, as needed. startcollapse

Strategy/Activity 1 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students


Strategy/Activity Ensure fidelity to core instruction utilizing Wonders and GO Math curriculum and and intervention materials are in full use; teachers have all the support materials, and all students have textbooks/chromebook to use in class and at home for homework. (Williams Report) Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 0

Strategy/Activity 2 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students Strategy/Activity All students will receive academic instruction utilizing standards based district adopted core curriculum.

PLCs will determine essential standards in accordance with District guidelines/expectations.

PLCs will map out common assessments and scheduled NWEA MAP benchmark assessments/CAASPP - Smarter Balanced Assessments.

PLCs will backwards map instruction to ensure essential standards are taught using researched-based instructional practices.

PLCs will create common assessments to validate instructional effectiveness. PLCs will analyze data and determine next instructional steps to support student

achievement.

Teachers will use Flex Days to meet in Professional Learning Communities (PLCs). Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 0

Strategy/Activity 3 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students Strategy/Activity


Monitor student achievement and performance to identify instructional groupings (for additional instructional support) using a variety of data sources for data analysis to determine appropriate actions. Programs: DIBELS (LCFF) - $1,620 for Kinder and $$2,295 for Grades 1 and 2 Mathletics (Title I) - $6,500; Lexia Core 5 (LCFF) - $8,500; Accelerated Reader (LCFF) - $7,000; Substitute teachers as Tutors (Title 1 - 16,200 for Grades Kinder-2nd / LCFF - $13,500 for Grades 3-5th) Finger printing cost for UCR tutors (LCFF) - $660 Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 3,915 LCFF 6500 Title I 8500 LCFF 7000 LCFF 16200 Title I 13500 LCFF 660 LCFF

Strategy/Activity 4 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students (Student Groups targeted - English Learners, African-Americans, Foster/Homeless Youth as needed) Strategy/Activity Use Wonders and GO Math databases for additional progress monitoring of student growth/performance/achievement. Teachers will conduct data analysis to determine what additional instructional decisions/actions are need to support student achievement. Site will need to continue to replace technology (chrome books/chargers) accessible to students to replace technology due to lost or wear/tear. *Additional chrome books (20 each) *Chargers (50 each) Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.


Amount(s) Source(s) 7,750 LCFF

Strategy/Activity 5 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students (Additional support to Student Groups, specifically African-Americans, Special Education, English Learners, and/or Homeless, as needed). Strategy/Activity Grade-level articulation for all teachers during the day to support instructional decision-making. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 10640 LCFF

Strategy/Activity 6 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) At- Risk Students as determined by Academic Performance and/or Behavior Documentation. Strategy/Activity Provide intervention support to students who are at-risk (academically or behaviorally) through teacher/parent conferences and extended to SST Meetings to discuss/implement intervention activities/strategies. Substitute Teachers for SSTs Meetings and Stipend for SST Chairman $2,500 Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 2,500 LCFF

Strategy/Activity 7 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students Strategy/Activity


Professional Development to teachers to support early literacy and numeracy skills and continued development in implementation of common core standards. Training/Workshops (including AVID) - $2,500 (Title I) Substitutes - $9,750 (Title I) Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 12,500 Title I

Annual Review SPSA Year Reviewed: 2018-19 Respond to the following prompts relative to this goal. If the school is in the first year of implementing the goal, an analysis is not required and this section may be deleted. ANALYSIS Describe the overall implementation of the strategies/activities and the overall effectiveness of the strategies/activities to achieve the articulated goal. Teachers received professional development to support the implementation of district adopted curriculum and the use of research-based instructional strategies. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal. Minor changes were made to support the use of differentiated instruction for students identified as at risk. However, the site will need to revisit and create vertical articulation of the Multi-tiered System of Supports (MTSS) that shows progressive core and additional instructional responses/interventions for academic achievement and behavior/social-emotional growth and development. Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. Teachers were offered support and training to implement the use of 21st Century technology skills, including Google documents and digital learning resources.



Goal 2

Identified Need N/A - Not applicable to elementary sites.

Annual Measurable Outcomes Metric/Indicator Baseline/Actual Outcome Expected Outcome startcollapse Complete a copy of the Strategy/Activity table for each of the school’s strategies/activities. Duplicate the table, including Proposed Expenditures, as needed. startcollapse

Strategy/Activity 1 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) Strategy/Activity Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s)



Goal 3 SCHOOL STRATEGY 3: Learning environments support all students to thrive academically at the rigor of each grade level

Identified Need Support school climate by: 1 - Continue implementation of Positive Behavior and Intervention Support (PBIS and continue to implement MVUSD initiated Multi-Tier Systems of Support (MTSS)); 2 - Provide social emotional support to all students (target additional support to Tier II/Tier III students); 3 - Reduce chronic absenteeism of all student groups; 4 - Reduce suspension rates of all students (target student groups: African-Americans and Foster/Homeless Youth); 5 - Support access to rigor/core instruction for English Learners 6 - Participation of AVID Methodology/Strategies for students in Grades 3rd-4th-5th. 7 - Grade-Level Articulation Time


Parent/Student Surveys (including Spring 2019 Panorama survey results)

61% of respondents report positive learning climate

75% of respondents report positive learning climate

PBIS Annual Review of Implementation Effectiveness, Spring 2019 Assessment

90% School-wide Implementation Effectiveness

95 % School-wide Implementation

Chronic Absenteeism Rate (California Dashboard, Fall 2018 Results)

15.8% Decrease 2% to 13.8%

Suspension Rate (California Dashboard, Fall 2018 Results)

3.7% Decrease Suspension Rate to 1.7%

ELPAC Assessment Results, Spring 2019

TBD TBD

Participation and utilization of AVID Methodology/Strategies (90%)

AVID CCS

Complete a copy of the Strategy/Activity table for each of the school’s strategies/activities. Duplicate the table, including Proposed Expenditures, as needed. startcollapse

Strategy/Activity 1


Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) English Learners Strategy/Activity English Language Learners in all grades will be grouped based on proficiency level and receive 30 minutes of designated ELD instruction daily using the district adopted ELD instructional materials along with integrated ELD using newly adopted materials. English Learners new to the United States or who may need additional instruction in English will be able to use Rosetta Stone Software. Rosetta Stone Software - $500 (Title I) Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 500 Title I

Strategy/Activity 2 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students Strategy/Activity Full implementation of Core Instructional Materials and provide/implement PBIS strategies to support MTSS alignment of academic/behavior/social-emotional strategies school-wide.. *Reproduction Cost Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 5000 Title I

Strategy/Activity 3 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students Strategy/Activity Provide attendance incentives for recognition of positive attendance achievement and provide supplemental STEAM curriculum for Saturday STEAM School as extended learning opportunity for students with adverse attendance issues.


Attendance Incentives - $1,000 (LCFF) STEAM curriculum - $1,200 (Title I) Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 1,200 Title I 1,000 LCFF

Strategy/Activity 4 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) At-Risk Students (as identified by teachers/parents/behavior documentation and/or SST meetings) Strategy/Activity School Counselor to support PBIS implementation and support to students with social emotional or psychological needs. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 68210 Title I

Strategy/Activity 5 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) English Learners Strategy/Activity Bilingual Instructional Assistant to support English Learners (ELs) Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 19,000 LCFF

Strategy/Activity 6 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups)


Students in Grades 3rd-4th-5th Strategy/Activity Participate and utilize AVID Methodology/Instructional strategies AVID Membership - $875 (Title I) AVID Curriculum - $2700 (Title I) *AVID Professional Development/Training/Workshops - $2500 (*Previously allocated). Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 3575 Title I

Annual Review SPSA Year Reviewed: 2018-19 Respond to the following prompts relative to this goal. If the school is in the first year of implementing the goal, an analysis is not required and this section may be deleted. ANALYSIS Describe the overall implementation of the strategies/activities and the overall effectiveness of the strategies/activities to achieve the articulated goal. The site is in its third year of implementation of school-wide Positive Behavior and Intervention Support (PBIS). The site has been awarded SILVER Medal for the previous two years for it's PBIS effectiveness and implementation, however, the site continues to look to improve implementation of Tier II and Tier II strategies to better support at-risk students (as identified by other metrics, e.g., School-wide intervention screener). Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal. There are no major differences between implementation and budgeted expenditures. Minor changes were made to support additional expenditures for incentives. Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. The district initiated Multi-Tier Systems of Support (MTSS) to better aligned instructional strategies, behavior expectations, and social-emotional support to create progressive responses for student achievement and social development. The site will need to revisit MTSS progressions to improve academic achievement and social growth. These opportunities will be a part of the Professional Learning Community (PLC) meetings throughout the FLEX days identified on the 2019-2020 calendar.



Goal 4 SCHOOL STRATEGY 4: Parents, community members and labor groups in partnership with staff to support student academic goals and career aspirations

Identified Need Increase parent involvement


Parent Involvement Opportunities (Sign-in records/notification handouts/flyers from various school events - Literacy Night, Science Night, Math Night, PTA meetings, ELAC Meetings, AAPAC Meetings, etc.).

At least 10 students per class to attend Literacy and Math Night events.

Increase the number of families that attend Literacy, Math, and Science Nights by 5%

Documentation of community visitors (RAPTOR System)

Complete a copy of the Strategy/Activity table for each of the school’s strategies/activities. Duplicate the table, including Proposed Expenditures, as needed. startcollapse

Strategy/Activity 1 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students Strategy/Activity Facilitate two-way communication by aligning the site parent communication plan with the district’s communication plan. Parent Notification and support for parent meetings (child care, reproduction costs, refreshments, and interpreter as needed) *Part of Parent Workshop/Involvement cost (previously allocated) - $2,500 (LCFF) Proposed Expenditures for this Strategy/Activity


List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) None Specified

Strategy/Activity 2 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students Strategy/Activity Identify and provide resources, information, and training for parents based on site needs assessment Workshops/Parent Training - Presenters, refreshments, child care, reproduction costs Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 2500 LCFF

Strategy/Activity 3 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students Strategy/Activity Maintain RAPTOR System for community visitors Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 525 LCFF

Strategy/Activity 4 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students Strategy/Activity


Provide opportunities to hold and interact with parents and community members via parent meetings (e.g., PTA, ELAC, AAPAC) *Reproduction cost (previously allocated) estimated $350 Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) None Specified

Strategy/Activity 5 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students Strategy/Activity Provide events to support student development and interaction though special events (e.g., Literacy Night, Math Night) Extra Duty Cost - $2,800 (LCFF) Admin Instructional Supplies - $1,500 (LCFF) Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 2800 LCFF 1500 LCFF

Annual Review SPSA Year Reviewed: 2018-19 Respond to the following prompts relative to this goal. If the school is in the first year of implementing the goal, an analysis is not required and this section may be deleted. ANALYSIS Describe the overall implementation of the strategies/activities and the overall effectiveness of the strategies/activities to achieve the articulated goal. In addition to the Enlgish Language Arts and Math Parent NIghts, the school site offered a Science Fair NIght to enhance participation in the district science fair; a parent book club was established to highlight the importance of literacy and a district behavior specialist offered parent education classes.


Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal. No additional costs were incurred. Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. N/A


Centralized Services for Planned Improvements in Student Performance The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each categorical program must be aligned with the Consolidated Application. School Goal #1: --------

Actions to be Taken to Reach This Goal

Start Date Completion Date Proposed Expenditure Estimated Cost Funding Source

(itemize for each source) Note: Centralized services may include the following direct services:

Research-based instructional strategies, curriculum development, school climate, and data disaggregation for instructional staff

District-wide staff providing specific services to schools, e.g., English Language Development Coordinator, Teachers on Special Assignment, Instructional Coaches

After–School and Summer School programs funded by categorical programs

Data analysis services, software, and training for assessment of student progress

Centralized services do not include administrative costs.


Budget Summary Complete the table below. Schools may include additional information. Adjust the table as needed. The Budget Summary is required for schools funded through the ConApp, and/or that receive funds from the LEA for Comprehensive Support and Improvement (CSI). Budget Summary

Description Amount

Total Funds Provided to the School Through the Consolidated Application $

Total Federal Funds Provided to the School from the LEA for CSI $

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA $195,475.00

Other Federal, State, and Local Funds List the additional Federal programs that the school is including in the schoolwide program. Adjust the table as needed. If the school is not operating a Title I schoolwide program this section is not applicable and may be deleted. startcollapse

Federal Programs Allocation ($)

Title I $113,685.00

Subtotal of additional federal funds included for this school: $113,685.00 List the State and local programs that the school is including in the schoolwide program. Duplicate the table as needed. startcollapse

State or Local Programs Allocation ($)

LCFF $81,790.00

Subtotal of state or local funds included for this school: $81,790.00 Total of federal, state, and/or local funds for this school: $195,475.00


School Site Council Membership California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows: 1 School Principal 3 Classroom Teachers

1 Other School Staff

7 Parent or Community Members

0 Secondary Students startcollapse

Name of Members Role

Joshua Jackson, Jr. X Principal

Lisa Bishop X Classroom Teacher

Gloria Borjon X Other School Staff

Bital Suggars X Parent or Community Member

Maria Lopez X Parent or Community Member

Concepcion Ramirez X Parent or Community Member

Elvira Davila X Parent or Community Member

Maria Ramirez X Parent or Community Member

Cindy Lopez X Parent or Community Member

Micheal Vernon X Classroom Teacher

Carol Heins X Classroom Teacher

Maria Garcia X Parent or Community Member 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 secondary schools 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.


Recommendations and Assurances The School Site Council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following: The SSC is correctly constituted and was formed in accordance with district governing board policy and state law. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the School Plan for Student Achievement (SPSA) requiring board approval. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan:

Signature Committee or Advisory Group Name

X English Learner Advisory Committee

X Other: PTA and African American Parent Advisory Council (AAPAC)

The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. This SPSA was adopted by the SSC at a public meeting on 4/11/2018. Attested:

Principal, Joshua Jackson, Jr. on April 11, 2019

SSC Chairperson, Bilal Suggars on April 11, 2019


Instructions The School Plan for Student Achievement (SPSA) is a strategic plan that maximizes the resources available to the school while minimizing duplication of effort with the ultimate goal of increasing student achievement. SPSA development should be aligned with and inform the Local Control and Accountability Plan process. The SPSA consolidates all school-level planning efforts into one plan for programs funded through the consolidated application (ConApp), and for federal school improvement programs, including schoolwide programs, Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), and Additional Targeted Support and Improvement (ATSI), pursuant to California Education Code (EC) Section 64001 and the Elementary and Secondary Education Act as amended by the Every Student Succeeds Act (ESSA). This template is designed to meet schoolwide program planning requirements. It also notes how to meet CSI, TSI, or ATSI requirements, as applicable. California’s ESSA State Plan supports the state’s approach to improving student group performance through the utilization of federal resources. Schools use the SPSA to document their approach to maximizing the impact of federal investments in support of underserved students. The implementation of ESSA in California presents an opportunity for schools to innovate with their federally-funded programs and align them with the priority goals of the school and the LEA that are being realized under the state’s Local Control Funding Formula (LCFF). The LCFF provides schools and LEAs flexibility to design programs and provide services that meet the needs of students in order to achieve readiness for college, career, and lifelong learning. The SPSA planning process supports continuous cycles of action, reflection, and improvement. Consistent with EC 65001, the Schoolsite Council (SSC) is required to develop and annually review the SPSA, establish an annual budget, and make modifications to the plan that reflect changing needs and priorities, as applicable. For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of Contents The SPSA template meets the requirements of schoolwide planning (SWP). Each section also contains a notation of how to meet CSI, TSI, or ATSI requirements. Stakeholder Involvement Goals, Strategies, & Proposed Expenditures Planned Strategies/Activities Annual Review and Update Budget Summary Appendix A: Plan Requirements for Title I Schoolwide Programs Appendix B: Plan Requirements for Schools to Meet Federal School Improvement Planning Requirements Appendix C: Select State and Federal Programs For additional questions or technical assistance related to LEA and school planning, please contact the Local Agency Systems Support Office, at [email protected].

mailto:[email protected]


For programmatic or policy questions regarding Title I schoolwide planning, please contact the local educational agency, or the CDE’s Title I Policy and Program Guidance Office at [email protected]. For questions or technical assistance related to meeting federal school improvement planning requirements (for CSI, TSI, and ATSI), please contact the CDE’s School Improvement and Support Office at [email protected].

Purpose and Description Schools identified for Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), or Additional Targeted Support and Improvement (ATSI) must respond to the following prompts. A school that has not been identified for CSI, TSI, or ATSI may delete the Purpose and Description prompts. Purpose Briefly describe the purpose of this plan by selecting from Schoolwide Program, Comprehensive Support and Improvement, Targeted Support and Improvement, or Additional Targeted Support and Improvement) Description Briefly describe the school’s plan for effectively meeting ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs.

Stakeholder Involvement Meaningful involvement of parents, students, and other stakeholders is critical to the development of the SPSA and the budget process. Schools must share the SPSA with school site-level advisory groups, as applicable (e.g., English Learner Advisory committee, student advisory groups, tribes and tribal organizations present in the community, as appropriate, etc.) and seek input from these advisory groups in the development of the SPSA. The Stakeholder Engagement process is an ongoing, annual process. Describe the process used to involve advisory committees, parents, students, school faculty and staff, and the community in the development of the SPSA and the annual review and update. [This section meets the requirements for TSI and ATSI.] [When completing this section for CSI, the LEA shall partner with the school in the development and implementation of this plan.]

Resource Inequities Schools eligible for CSI or ATSI must identify resource inequities, which may include a review of LEA-and school-level budgeting as a part of the required needs assessment. Identified resource inequities must be addressed through implementation of the CSI or ATSI plan. Briefly identify and describe any resource inequities identified as a result of the required needs assessment and summarize how the identified resource inequities are addressed in the SPSA. [This section meets the requirements for CSI and ATSI. If the school is not identified for CSI or ATSI this section is not applicable and may be deleted.]




Goals, Strategies, Expenditures, & Annual Review In this section a school provides a description of the annual goals to be achieved by the school. This section also includes descriptions of the specific planned strategies/activities a school will take to meet the identified goals, and a description of the expenditures required to implement the specific strategies and activities. Goal State the goal. A goal is a broad statement that describes the desired result to which all strategies/activities are directed. A goal answers the question: What is the school seeking to achieve? It can be helpful to use a framework for writing goals such the S.M.A.R.T. approach. A S.M.A.R.T. goal is one that is Specific, Measurable, Achievable, Realistic, and Time-bound. A level of specificity is needed in order to measure performance relative to the goal as well as to assess whether it is reasonably achievable. Including time constraints, such as milestone dates, ensures a realistic approach that supports student success. A school may number the goals using the “Goal #” for ease of reference. [When completing this section for CSI, TSI, and ATSI, improvement goals shall align to the goals, actions, and services in the LEA LCAP.] Identified Need Describe the basis for establishing the goal. The goal should be based upon an analysis of verifiable state data, including local and state indicator data from the California School Dashboard (Dashboard) and data from the School Accountability Report Card, including local data voluntarily collected by districts to measure pupil achievement. [Completing this section fully addresses all relevant federal planning requirements] Annual Measurable Outcomes Identify the metric(s) and/or state indicator(s) that the school will use as a means of evaluating progress toward accomplishing the goal. A school may identify metrics for specific student groups. Include in the baseline column the most recent data associated with the metric or indicator available at the time of adoption of the SPSA. The most recent data associated with a metric or indicator includes data reported in the annual update of the SPSA. In the subsequent Expected Outcome column, identify the progress the school intends to make in the coming year. [When completing this section for CSI the school must include school-level metrics related to the metrics that led to the school’s identification.] [When completing this section for TSI/ATSI the school must include metrics related to the specific student group(s) that led to the school’s identification.] Strategies/Activities Describe the strategies and activities being provided to meet the described goal. A school may number the strategy/activity using the “Strategy/Activity #” for ease of reference.


Planned strategies/activities address the findings of the needs assessment consistent with state priorities and resource inequities, which may have been identified through a review of the local educational agency’s budgeting, its local control and accountability plan, and school-level budgeting, if applicable. [When completing this section for CSI, TSI, and ATSI, this plan shall include evidence-based interventions and align to the goals, actions, and services in the LEA LCAP.] [When completing this section for CSI and ATSI, this plan shall address through implementation, identified resource inequities, which may have been identified through a review of LEA- and school-level budgeting.] Students to be Served by this Strategy/Activity Indicate in this box which students will benefit from the strategies/activities by indicating “All Students” or listing one or more specific student group(s) to be served. [This section meets the requirements for CSI.] [When completing this section for TSI and ATSI, at a minimum, the student groups to be served shall include the student groups that are consistently underperforming, for which the school received the TSI or ATSI designation. For TSI, a school may focus on all students or the student group(s) that led to identification based on the evidence-based interventions selected.] Proposed Expenditures for this Strategy/Activity For each strategy/activity, list the amount(s) and funding source(s) for the proposed expenditures for the school year to implement these strategies/activities. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal, identify the Title and Part, as applicable), Other State, and/or Local. Proposed expenditures that are included more than once in a SPSA should be indicated as a duplicated expenditure and include a reference to the goal and strategy/activity where the expenditure first appears in the SPSA. Pursuant to Education Code, Section 64001(g)(3)(C), proposed expenditures, based on the projected resource allocation from the governing board or governing body of the LEA, to address the findings of the needs assessment consistent with the state priorities including identifying resource inequities which may include a review of the LEA’s budgeting, its LCAP, and school-level budgeting, if applicable. [This section meets the requirements for CSI, TSI, and ATSI.] [NOTE: Federal funds for CSI shall not be used in schools identified for TSI or ATSI. In addition, funds for CSI shall not be used to hire additional permanent staff.]

Annual Review In the following Analysis prompts, identify any material differences between what was planned and what actually occurred as well as significant changes in strategies/activities and/ or expenditures from the prior year. This annual review and analysis should be the basis for decision-making and updates to the plan.


Analysis Using actual outcome data, including state indicator data from the Dashboard, analyze whether the planned strategies/activities were effective in achieving the goal. Respond to the prompts as instructed. Respond to the following prompts relative to this goal. If the school is in the first year of implementing the goal the Annual Review section is not required and this section may be deleted.

● Describe the overall implementation of the strategies/activities and the overall effectiveness of the strategies/activities to achieve the articulated goal.

● Briefly describe any major differences between either/or the intended implementation or the

budgeted expenditures to implement the strategies/activities to meet the articulated goal. ● Describe any changes that will be made to the goal, expected annual measurable outcomes,

metrics/indicators, or strategies/activities to achieve this goal as a result of this analysis and analysis of the data provided in the Dashboard, as applicable. Identify where those changes can be found in the SPSA.

[When completing this section for CSI, TSI, or ATSI, any changes made to the goals, annual measurable outcomes, metrics/indicators, or strategies/activities, shall meet the CSI, TSI, or ATSI planning requirements. CSI, TSI, and ATSI planning requirements are listed under each section of the Instructions. For example, as a result of the Annual Review and Update, if changes are made to a goal(s), see the Goal section for CSI, TSI, and ATSI planning requirements.]

Budget Summary In this section a school provides a brief summary of the funding allocated to the school through the ConApp and/or other funding sources as well as the total amount of funds for proposed expenditures described in the SPSA. The Budget Summary is required for schools funded through the ConApp and that receive federal funds for CSI. If the school is not operating a Title I schoolwide program this section is not applicable and may be deleted. From its total allocation for CSI, the LEA may distribute funds across its schools that meet the criteria for CSI to support implementation of this plan. In addition, the LEA may retain a portion of its total allocation to support LEA-level expenditures that are directly related to serving schools eligible for CSI. Budget Summary A school receiving funds allocated through the ConApp should complete the Budget Summary as follows:

● Total Funds Provided to the School Through the Consolidated Application: This amount is the total amount of funding provided to the school through the ConApp for the school year. The school year means the fiscal year for which a SPSA is adopted or updated.

● Total Funds Budgeted for Strategies to Meet the Goals in the SPSA: This amount is the total of

the proposed expenditures from all sources of funds associated with the strategies/activities reflected in the SPSA. To the extent strategies/activities and/or proposed expenditures are listed in the SPSA under more than one goal, the expenditures should be counted only once.

A school receiving federal funds for CSI should complete the Budget Summary as follows:


● Total Federal Funds Provided to the School from the LEA for CSI: This amount is the total amount of funding provided to the school from the LEA.

[NOTE: Federal funds for CSI shall not be used in schools eligible for TSI or ATSI. In addition, funds for CSI shall not be used to hire additional permanent staff.]


Appendix A: Plan Requirements Schoolwide Program Requirements This School Plan for Student Achievement (SPSA) template meets the requirements of a schoolwide program plan. The requirements below are for planning reference. A school that operates a schoolwide program and receives funds allocated through the ConApp is required to develop a SPSA. The SPSA, including proposed expenditures of funds allocated to the school through the ConApp, must be reviewed annually and updated by the SSC. The content of a SPSA must be aligned with school goals for improving student achievement. Requirements for Development of the Plan

I. The development of the SPSA shall include both of the following actions: A. Administration of a comprehensive needs assessment that forms the basis of the school’s

goals contained in the SPSA. 1. The comprehensive needs assessment of the entire school shall:

a. Include an analysis of verifiable state data, consistent with all state priorities as noted in Sections 52060 and 52066, and informed by all indicators described in Section 1111(c)(4)(B) of the federal Every Student Succeeds Act, including pupil performance against state-determined long-term goals. The school may include data voluntarily developed by districts to measure pupil outcomes (described in the Identified Need); and

b. Be based on academic achievement information about all students in the school, including all groups under §200.13(b)(7) and migratory children as defined in section 1309(2) of the ESEA, relative to the State's academic standards under §200.1 to— i. Help the school understand the subjects and skills for which teaching and

learning need to be improved; and ii. Identify the specific academic needs of students and groups of students who are

not yet achieving the State's academic standards; and iii. Assess the needs of the school relative to each of the components of the

schoolwide program under §200.28. iv. Develop the comprehensive needs assessment with the participation of

individuals who will carry out the schoolwide program plan. v. Document how it conducted the needs assessment, the results it obtained, and

the conclusions it drew from those results. B. Identification of the process for evaluating and monitoring the implementation of the SPSA

and progress towards accomplishing the goals set forth in the SPSA (described in the Expected Annual Measurable Outcomes and Annual Review and Update).

Requirements for the Plan

II. The SPSA shall include the following: A. Goals set to improve pupil outcomes, including addressing the needs of student groups as

identified through the needs assessment.


B. Evidence-based strategies, actions, or services (described in Strategies and Activities) 1. A description of the strategies that the school will be implementing to address school

needs, including a description of how such strategies will-- a. provide opportunities for all children including each of the subgroups of students to

meet the challenging state academic standards b. use methods and instructional strategies that:

i. strengthen the academic program in the school, ii. increase the amount and quality of learning time, and iii. provide an enriched and accelerated curriculum, which may include programs,

activities, and courses necessary to provide a well-rounded education. c. Address the needs of all children in the school, but particularly the needs of those at

risk of not meeting the challenging State academic standards, so that all students demonstrate at least proficiency on the State’s academic standards through activities which may include: i. strategies to improve students’ skills outside the academic subject areas; ii. preparation for and awareness of opportunities for postsecondary education and

the workforce; iii. implementation of a schoolwide tiered model to prevent and address problem

behavior; iv. professional development and other activities for teachers, paraprofessionals,

and other school personnel to improve instruction and use of data; and v. strategies for assisting preschool children in the transition from early childhood

education programs to local elementary school programs. C. Proposed expenditures, based on the projected resource allocation from the governing

board or body of the local educational agency (may include funds allocated via the ConApp, federal funds for CSI, any other state or local funds allocated to the school), to address the findings of the needs assessment consistent with the state priorities, including identifying resource inequities, which may include a review of the LEAs budgeting, it’s LCAP, and school-level budgeting, if applicable (described in Proposed Expenditures and Budget Summary). Employees of the schoolwide program may be deemed funded by a single cost objective.

D. A description of how the school will determine if school needs have been met (described in the Expected Annual Measurable Outcomes and the Annual Review and Update). 1. Annually evaluate the implementation of, and results achieved by, the schoolwide

program, using data from the State's annual assessments and other indicators of academic achievement;

2. Determine whether the schoolwide program has been effective in increasing the achievement of students in meeting the State's academic standards, particularly for those students who had been furthest from achieving the standards; and

3. Revise the plan, as necessary, based on the results of the evaluation, to ensure continuous improvement of students in the schoolwide program.


E. A description of how the school will ensure parental involvement in the planning, review, and improvement of the schoolwide program plan (described in Stakeholder Involvement and/or Strategies/Activities).

F. A description of the activities the school will include to ensure that students who experience difficulty attaining proficient or advanced levels of academic achievement standards will be provided with effective, timely additional support, including measures to 1. Ensure that those students' difficulties are identified on a timely basis; and 2. Provide sufficient information on which to base effective assistance to those students.

G. For an elementary school, a description of how the school will assist preschool students in the successful transition from early childhood programs to the school.

H. A description of how the school will use resources to carry out these components (described in the Proposed Expenditures for Strategies/Activities).

I. A description of any other activities and objectives as established by the SSC (described in the Strategies/Activities).

Authority Cited: S Title 34 of the Code of Federal Regulations (34 CFR), sections 200.25-26, and 200.29, and sections-1114(b)(7)(A)(i)-(iii) and 1118(b) of the ESEA. EC sections 6400 et. seq.


Appendix B: Plan Requirements for School to Meet Federal School Improvement Planning Requirements For questions or technical assistance related to meeting Federal School Improvement Planning Requirements, please contact the CDE’s School Improvement and Support Office at [email protected].

Comprehensive Support and Improvement The LEA shall partner with stakeholders (including principals and other school leaders, teachers, and parents) to locally develop and implement the CSI plan for the school to improve student outcomes, and specifically address the metrics that led to eligibility for CSI (Stakeholder Involvement). The CSI plan shall:

1. Be informed by all state indicators, including student performance against state-determined long-term goals (Goal, Identified Need, Expected Annual Measurable Outcomes, Annual Review and Update, as applicable);

2. Include evidence-based interventions (Strategies/Activities, Annual Review and Update, as applicable) (For resources related to evidence-based interventions, see the U.S. Department of Education’s “Using Evidence to Strengthen Education Investments” at https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf);

3. Be based on a school-level needs assessment (Goal, Identified Need, Expected Annual Measurable Outcomes, Annual Review and Update, as applicable); and

4. Identify resource inequities, which may include a review of LEA- and school-level budgeting, to be addressed through implementation of the CSI plan (Goal, Identified Need, Expected Annual Measurable Outcomes, Planned Strategies/Activities; and Annual Review and Update, as applicable).

Authority Cited: Sections 1003(e)(1)(A), 1003(i), 1111(c)(4)(B), and 1111(d)(1) of the ESSA.

Targeted Support and Improvement In partnership with stakeholders (including principals and other school leaders, teachers, and parents) the school shall develop and implement a school-level TSI plan to improve student outcomes for each subgroup of students that was the subject of identification (Stakeholder Involvement). The TSI plan shall:

1. Be informed by all state indicators, including student performance against state-determined long-term goals (Goal, Identified Need, Expected Annual Measurable Outcomes, Annual Review and Update, as applicable); and

2. Include evidence-based interventions (Planned Strategies/Activities, Annual Review and Update, as applicable). (For resources related to evidence-based interventions, see the U.S. Department of Education’s “Using Evidence to Strengthen Education Investments” https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf.)

Authority Cited: Sections 1003(e)(1)(B), 1003(i), 1111(c)(4)(B) and 1111(d)(2) of the ESSA.

https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf

https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf


Additional Targeted Support and Improvement A school identified for ATSI shall:

1. Identify resource inequities, which may include a review of LEA- and school-level budgeting, which will be addressed through implementation of its TSI plan (Goal, Identified Need, Expected Annual Measurable Outcomes, Planned Strategies/Activities, and Annual Review and Update, as applicable).

Authority Cited: Sections 1003(e)(1)(B), 1003(i), 1111(c)(4)(B), and 1111(d)(2)(c) of the ESSA.

Single School Districts and Charter Schools Identified for School Improvement Single school districts (SSDs) or charter schools that are identified for CSI, TSI, or ATSI, shall develop a SPSA that addresses the applicable requirements above as a condition of receiving funds (EC Section 64001[a] as amended by Assembly Bill [AB] 716, effective January 1, 2019). However, a SSD or a charter school may streamline the process by combining state and federal requirements into one document which may include the local control and accountability plan (LCAP) and all federal planning requirements, provided that the combined plan is able to demonstrate that the legal requirements for each of the plans is met (EC Section 52062[a] as amended by AB 716, effective January 1, 2019). Planning requirements for single school districts and charter schools choosing to exercise this option are available in the LCAP Instructions. Authority Cited: EC sections 52062(a) and 64001(a), both as amended by AB 716, effective January 1, 2019.


Appendix C: Select State and Federal Programs For a list of active programs, please see the following links: Programs included on the Consolidated Application: https://www.cde.ca.gov/fg/aa/co/ ESSA Title I, Part A: School Improvement: https://www.cde.ca.gov/sp/sw/t1/schoolsupport.asp Available Funding: https://www.cde.ca.gov/fg/fo/af/ Developed by the California Department of Education, January 2019

https://www.cde.ca.gov/fg/aa/co/

https://www.cde.ca.gov/sp/sw/t1/schoolsupport.asp

https://www.cde.ca.gov/fg/fo/af/

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