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The Single Plan for Student Achievement
School: Deer Valley High School
CDS Code: 07 61648 0730465
District: Antioch Unified School District
Principal: Kenneth Gardner
Revision Date: May 17, 2018 The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA. For additional information on school programs and how you may become involved locally, please contact the following person: Contact Person: Reggie Marsh
Position: Vice Principal
Phone Number: 925-779-7570
Address: 4700 Lone Tree Way Antioch, CA 94531
E-mail Address: [email protected]
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Table of Contents
School Vision and Mission ......................................................................................................................................................3
School Profile ..........................................................................................................................................................................3
Comprehensive Needs Assessment Components ..................................................................................................................3
Data Analysis .................................................................................................................................................................3
Surveys ..........................................................................................................................................................................3
Classroom Observations ................................................................................................................................................3
Analysis of Current Instructional Program ....................................................................................................................4
Description of Barriers and Related School Goals ..................................................................................................................5
Community Involvement ........................................................................................................................................................7
School and Student Performance Data ..................................................................................................................................8
CAASPP Results (All Students) .......................................................................................................................................8
CELDT (Annual Assessment) Results ............................................................................................................................12
CELDT (All Assessment) Results ...................................................................................................................................13
Chronic Absenteeism Data ..........................................................................................................................................14
Equity Report ...............................................................................................................................................................15
Status and Change Report ...........................................................................................................................................16
Detailed Report ...........................................................................................................................................................26
Student Group Report .................................................................................................................................................29
Planned Improvements in Student Performance .................................................................................................................30
School Goal #1 .............................................................................................................................................................30
School Goal #2 .............................................................................................................................................................33
School Goal #3 .............................................................................................................................................................35
School Goal #4 .............................................................................................................................................................38
School Goal #5 .............................................................................................................................................................40
School Goal #6 .............................................................................................................................................................42
Summary of Expenditures in this Plan ..................................................................................................................................44
Total Allocations and Expenditures by Funding Source ..............................................................................................44
Total Expenditures by Object Type ..............................................................................................................................45
Total Expenditures by Object Type and Funding Source .............................................................................................46
Total Expenditures by Goal .........................................................................................................................................47
School Site Council Membership ..........................................................................................................................................48
Recommendations and Assurances ......................................................................................................................................49
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School Vision and Mission Deer Valley High School’s Vision and Mission Statements Prepare All Students for College Career and Life. School Profile Deer Valley High School (DVHS) is located in Antioch, CA, a suburb 50 miles east of San Francisco in Contra Costa County. The school describes the community as a “bedroom community with urban issues.” Antioch has been characterized as the 5th most dangerous city in California as measured by the incidence of violent crime. DVHS is one of two comprehensive high schools in the Antioch Unified School District. In addition, the district has 13 elementary schools, four middle schools, one specialized high school and three alternative high schools. Though DVHS is not in Program Improvement (PI), Antioch Unified is in year 3 of PI. Current enrollment stands at 2409, a loss of 8% from 2013/-14, as well as a 17.8% decrease since 2008/-09. Despite decreases in enrollment, the percentage of students qualifying for free or reduced lunch has increased from 49.2% in 2013-/14 to 53.7% in 2015/-16. Student demographic data for 2015/-1 shows the largest ethnic subgroups are African American (35%), Hispanic/Latino (28%), and White (18%). Other ethnicities represented include Filipino (7%), Asian (6%), two or more races (4%), Pacific Islander and American Indian/Alaska Native (1% each). In addition, enrollment information shows that 342 students (14%) have IEPs, 54 (2%) have 504 accommodation plans, and 167 (7%) are English Learners. 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). WASC focus groups, WASC parental, staff and student surveys
Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings. Daily/weekly walkthrough observations along with formal evaluative observatioons
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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. Standards, Assessment, and Accountability 1. Use of state and local assessments to modify instruction and improve student achievement (ESEA)
Meeting performance goals
2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)
Meeting performance goals
Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (ESEA)
Exceeding performance goals
4. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on
SBE-adopted instructional materials) (EPC) Exceeding performance goals
5. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)
Meeting performance goals
6. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)
Meeting performance goals
7. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve)
(EPC) Exceeding performance goals
Teaching and Learning 8. Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)
Exceeding performance goals
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9. Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC) Exceeding performance goals
10. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)
Exceeding performance goals
11. Availability of standards-based instructional materials appropriate to all student groups (ESEA)
Meeting performance goals
12. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school
students, access to standards-aligned core courses (EPC) Exceeding performance goals
Opportunity and Equal Educational Access 13. Services provided by the regular program that enable underperforming students to meet standards (ESEA)
Meeting performance goals
14. Research-based educational practices to raise student achievement
Meeting performance goals
Parental Involvement 15. Resources available from family, school, district, and community to assist under-achieving students (ESEA)
Meeting performance goals
16. 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) Meeting performance goals
Funding
17. Services provided by categorical funds that enable underperforming students to meet standards (ESEA)
Meeting performance goals
18. Fiscal support (EPC)
Meeting performance goals
Description of Barriers and Related School Goals Due to decreases in enrollment, DVHS has lost an additional 4 FTE positions which reduced course offerings in Japanese and AP Spanish. Teacher attrition in some areas may effect course offerings in Auto Technology and some AP classes.
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Community Involvement Deer Valley High School
Guiding Questions: 1. How have parents, community members, pupils, local bargaining units, and other stakeholders (e.g., LEA personnel, foster
youth, foster parents, English learner parents, and others as appropriate) been engaged and involved in developing, reviewing, and supporting the development and implementation of the Academic Plan/LCAP?
WASC Focus groups, WASC surveys, School Site Council and LCAP meetings.
2. How have stakeholders been included in the school's process in a timely manner to allow for engagement in the development of the Academic Plan and LCAP?
SSC Meets regularly
3. What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the priorities and used by the school to inform the Academic Plan goal setting process?
Grades, A-G completion and suspension rates were provided
4. What changes, if any, were made in the Academic Plan prior to adoption as a result of written comments or other feedback received by the School/School Site Council through any of the school's engagement processes?
5. In the annual update, how will the involvement of these stakeholders support improved outcomes for pupils related to the school/district priorities?
Describe the process that involved and engaged school and community stakeholders in the development of the Academic Plan. Include meeting dates and #'s attending (Keep sign in records).
Describe how school and community stakeholders will be involved in the implementation and review of Academic Plan strategies in the 2015-2016 school year. (plan/dates)
There are numerous opportunities for parents to become involved and Deer Valley High School welcomes that involvement. Parents are needed for PTSA, School Site Council, the Educational Foundation, the sports booster clubs, the performing arts booters clubs, ELAC and lunch walk around volunteers
School Site Council meeting dates: ELAC is combined with the SSC PTSA meeting dates:
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School and Student Performance Data
CAASPP Results (All Students)
English Language Arts/Literacy
Overall Participation for All Students
# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade Level
2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
Grade 8 1 0 0 0
Grade 11 608 490 587 479 535 478 96.5 97.8
All Grades 608 491 587 479 535 478 96.5 97.6
* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.
Overall Achievement for All Students
Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met Grade Level
2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
Grade 8 * * * * *
Grade 11 2578.8 2604.8 13 25 32 39 30 21 16 16
All Grades N/A N/A 13 25 32 39 30 21 16 16
Reading Demonstrating understanding of literary and non-fictional texts
% Above Standard % At or Near Standard % Below Standard Grade Level
2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
Grade 8 * * *
Grade 11 24 29 59 53 17 18
All Grades 24 29 59 53 17 18
Writing Producing clear and purposeful writing
% Above Standard % At or Near Standard % Below Standard Grade Level
2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
Grade 8 * * *
Grade 11 22 36 53 45 22 20
All Grades 22 36 53 45 22 20
Listening Demonstrating effective communication skills
% Above Standard % At or Near Standard % Below Standard Grade Level
2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
Grade 8 * * *
Grade 11 12 18 64 70 23 12
All Grades 12 18 64 70 23 12
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Research/Inquiry Investigating, analyzing, and presenting information
% Above Standard % At or Near Standard % Below Standard Grade Level
2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
Grade 8 * * *
Grade 11 22 37 59 50 18 13
All Grades 22 37 59 50 18 13
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School and Student Performance Data
CAASPP Results (All Students)
Mathematics
Overall Participation for All Students
# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade Level
2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
Grade 8 1 0 0 0
Grade 11 608 493 583 488 517 481 95.9 99
All Grades 608 494 583 488 517 481 95.9 98.8
* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.
Overall Achievement for All Students
Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met Grade Level
2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
Grade 8 * * * * *
Grade 11 2531.6 2571.6 5 11 13 21 22 28 49 40
All Grades N/A N/A 5 11 13 21 22 28 49 40
Concepts & Procedures Applying mathematical concepts and procedures
% Above Standard % At or Near Standard % Below Standard Grade Level
2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
Grade 8 * * *
Grade 11 11 19 30 32 59 49
All Grades 11 19 30 32 59 49
Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems
% Above Standard % At or Near Standard % Below Standard Grade Level
2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
Grade 8 * * *
Grade 11 7 15 52 53 40 32
All Grades 7 15 52 53 40 32
Communicating Reasoning Demonstrating ability to support mathematical conclusions
% Above Standard % At or Near Standard % Below Standard Grade Level
2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
Grade 8 * * *
Grade 11 9 14 58 63 33 24
All Grades 9 14 58 63 33 24
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School and Student Performance Data
CELDT (Annual Assessment) Results
Percent of Students by Proficiency Level on CELDT Annual Assessment
Advanced Early Advanced Intermediate Early Intermediate Beginning Grade
13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16
9 8 9 26 33 34 39 36 43 23 11 6 11 11 8 2
10 16 21 27 42 42 27 29 24 37 5 6 4 8 6 6
11 19 22 29 33 47 32 33 13 16 9 13 13 7 6 10
12 32 29 29 39 29 23 14 31 23 11 6 10 4 6 16
Total 18 19 27 37 37 31 29 30 26 9 7 9 8 7 7
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School and Student Performance Data
CELDT (All Assessment) Results
Percent of Students by Proficiency Level on CELDT All Assessments (Initial and Annual Combined)
Advanced Early Advanced Intermediate Early Intermediate Beginning Grade
13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16
9 8 11 32 32 35 44 11 5 14 9
10 15 22 40 39 28 25 8 6 10 8
11 22 19 31 44 31 11 9 14 7 11
12 32 28 39 28 14 31 11 8 4 5
Total 19 19 35 35 28 30 9 8 9 8
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School and Student Performance Data
Chronic Absenteeism Data
2016-17 Chronic Absenteeism Data
Student Subgroup Cumulative Enrollment Chronic Absenteeism Count Chronic Absenteeism Rates
African American 819 146 17.8
American Indian or Alaskan Native 11 1 9.1
Asian 176 15 8.5
Filipino 176 10 5.7
Hispanic or Latino 772 93 12.0
Pacific Islander 25 6 24.0
Two or More Races 102 13 12.7
White 373 57 15.3
Male 1,263 171 13.5
Female 1,191 170 14.3
English Learners 221 33 14.9
Students with Disabilities 384 102 26.6
Socioeconomically Disadvantaged 1,383 238 17.2
Foster 69 23 33.3
Homeless 40 12 30.0
Grades 9-12 2,454 341 13.9
Total 2,454 341 13.9
Conclusions based on this data:
1.
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School and Student Performance Data
Equity Report The Equity Report shows the performance levels for all students on the state indicators. It also shows the total number of student groups that received a performance level for each indicator and how many of those student groups are in the two lowest performance levels (Red/Orange). The total number of student groups may vary due to the number of grade levels included within each indicator.
Fall 2017 Equity Report
State Indicators All Students Performance Total Student Groups Student Groups in Red/Orange
Chronic Absenteeism N/A N/A N/A
Suspension Rate (K-12)
11 6
English Learner Progress (1-12)
1 0
Graduation Rate (9-12)
10 0
College/Career (9-12) N/A N/A N/A
An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
Conclusions based on this data:
1.
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School and Student Performance Data
Status and Change Report
Chronic Absenteeism The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.
Fall 2017 Chronic Absenteeism Status and Change Report
State Indicators Student Performance Number of Students Status Change
Chronic Absenteeism N/A N/A N/A N/A
2016-17 Chronic Absenteeism by Subgroup
Student Subgroup Cumulative Enrollment Chronic Absenteeism Count Chronic Absenteeism Rates
African American 819 146 17.8
American Indian or Alaskan Native 11 1 9.1
Asian 176 15 8.5
Filipino 176 10 5.7
Hispanic or Latino 772 93 12.0
Pacific Islander 25 6 24.0
Two or More Races 102 13 12.7
White 373 57 15.3
Male 1,263 171 13.5
Female 1,191 170 14.3
English Learners 221 33 14.9
Students with Disabilities 384 102 26.6
Socioeconomically Disadvantaged 1,383 238 17.2
Foster 69 23 33.3
Homeless 40 12 30.0
Grades 9-12 2,454 341 13.9
Total 2,454 341 13.9
Conclusions based on this data:
1.
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School and Student Performance Data
Status and Change Report
Suspension Rate
The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.
Fall 2017 Suspension Rate Status and Change Report
State Indicators Student Performance Number of Students Status Change
Suspension Rate
2,454 High 8.8%
Declined -0.9%
This report shows the performance levels for a single state indicator, Suspension Rate, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.
Fall 2017 Suspension Rate Report
Student Group Student Performance Number of Students Status Change
All Students
2,454 High 8.8%
Declined -0.9%
English Learners
221 Medium 5%
Declined Significantly -4.8%
Foster Youth
69 Very High 30.4%
Increased +1.5%
Homeless
40 Very High 17.5%
Increased +0.4%
Socioeconomically Disadvantaged
1,383 Very High 12%
Declined -0.9%
Students with Disabilities
384 Very High 18.2%
Declined -1.5%
African American
819 Very High 15.9%
Declined Significantly -2%
American Indian 11 Very High 18.2%
Declined Significantly -2.9%
Asian
176 Medium 2.8%
Declined -0.6%
Filipino
176 Low 1.1%
Declined Significantly -2.8%
Hispanic
772 Medium 5.4%
Declined -0.8%
Pacific Islander 25 Very High 16%
Increased Significantly +12%
Two or More Races
102 Very High 14.7%
Increased Significantly +7.3%
White
373 Medium 4.3%
Increased +1.1%
An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
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Conclusions based on this data:
1.
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School and Student Performance Data
Status and Change Report
English Learner Progress
This report shows the performance levels for a single state indicator, English Learner Progress Indicator, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.
Fall 2017 English Learner Progress Status and Change Report
State Indicators Student Performance Number of Students Status Change
English Learner
188 Very High 98.4%
Increased Significantly +20.1%
This report shows the performance levels for English Learners on all state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.
Fall 2017 English Learner Progress Report
State Indicators Students Performance Status Change
Chronic Absenteeism N/A N/A N/A
Suspension Rate (K-12)
Medium 5%
Declined Significantly -4.8%
English Learner Progress (1-12)
Very High 98.4%
Increased Significantly +20.1%
Graduation Rate (9-12)
Medium 88.9%%
Increased Significantly +5.9%
College/Career (9-12) N/A Very Low 4.5% N/A
An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
Conclusions based on this data:
1.
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School and Student Performance Data
Status and Change Report
Graduation Rate
This report shows the performance level, or colors, for each student group on the Graduation Rate Indicator. It also shows status (current year data) and change (prior year data).
Fall 2017 Graduation Rate Status and Change Report
State Indicators Student Performance Number of Students Status Change
Graduation Rate (9-12)
597 High 93.3%%
Maintained +0.5%
This report shows the performance level, or colors, for each student group on the Graduation Rate Indicator. It also shows status (current year data) and change (prior year data).
Fall 2017 Graduation Rate Report
Student Group Student Performance Number of Students Status Change
All Students
597 High 93.3%%
Maintained +0.5%
English Learners
45 Medium 88.9%%
Increased Significantly +5.9%
Foster Youth 9 *
*
Homeless
46 Medium 87%%
Maintained -0.9%
Socioeconomically Disadvantaged
358 High 91.1%%
Increased +1.2%
Students with Disabilities
99 Low 80.8%%
Increased +1%
African American
194 High 90.2%%
Increased +1.6%
American Indian 5 *
*
Asian
38 Very High 100%%
Increased +2.3%
Filipino
52 Very High 96.2%%
Maintained -0.7%
Hispanic
158 High 94.3%%
Increased +1.4%
Pacific Islander 7 *
*
Two or More Races
31 Very High 96.8%%
Increased +1.5%
White
112 High 92.9%%
Declined -2.3%
An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
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Conclusions based on this data:
1.
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School and Student Performance Data
Status and Change Report
College/Career
The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.
Fall 2017 College/Career Status and Change Report
State Indicators Student Performance Number of Students Status (Percent Prepared)
Change
College/Career N/A 587 Low 26.7% N/A
This report shows the status level for student groups on the College/Career Indicator. A color-coded performance level will be reported for the first time in the fall of 2018.
Fall 2017 College/Career Report
Student Group Student Performance Number of Students Status (Percent Prepared)
Change
All Students N/A 587 Low 26.7% N/A
English Learners N/A 44 Very Low 4.5% N/A
Foster Youth N/A 9 * N/A
Homeless N/A 45 Low 17.8% N/A
Socioeconomically Disadvantaged N/A 350 Low 18% N/A
Students with Disabilities N/A 89 Very Low 4.5% N/A
African American N/A 190 Low 13.7% N/A
American Indian N/A 5 * N/A
Asian N/A 38 Medium 50% N/A
Filipino N/A 52 Medium 50% N/A
Hispanic N/A 155 Low 20.6% N/A
Pacific Islander N/A 7 * N/A
Two or More Races N/A 31 Medium 38.7% N/A
White N/A 109 Medium 37.6% N/A
An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.
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Assessment Performance Results
Assessment Number of Students Status Change
English Language Arts (Grade 11) 530 15.4 points above level 3 -10.6 points
Mathematics (Grade 11) 535 63.7 points below level 3 -9.3 points
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
Conclusions based on this data:
1.
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School and Student Performance Data
Status and Change Report
English Language Arts (ELA)
The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.
Fall 2017 English Language Arts Status and Change Report
State Indicators Student Performance Number of Students Status Change
This report shows the performance levels for a single state indicator, English Language Arts Assessment, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.
Fall 2017 English Language Arts Report
Student Group Student Performance Number of Students Status Change
Additional ELA Assessment Data for English Learners (EL)
The English learner student group definition for this indicator includes students who are currently English learners and students who were reclassified within the past four years. Data for both the English Learners and reclassified students are provided below for informational purposes. In addition, data for English Only students are provided for easy comparison.
Fall 2017 EL Additional Assessment Data
State Indicators Number of Students Status Change
ELA California Alternate Assessment (CAA) Data
The California Alternate Assessments (CAAs) are administered to eligible students with the most significant cognitive disabilities. The 2017 CAA results for English language arts (ELA) [OR mathematics] are displayed below for informational purposes only. These results will be included in future calculations for the Academic Indicator. The graphs below display the percent of students who achieved Levels 1, 2, and 3.
Fall 2017 ELA California Alternate Assessment (CAA) Assessment Data
State Indicators Number of Students Level 1 Level 2 Level 3 An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
Conclusions based on this data:
1.
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School and Student Performance Data
Status and Change Report
Mathematics (Math)
The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.
Fall 2017 Mathematics Status and Change Report
State Indicators Student Performance Number of Students Status Change
This report shows the performance levels for a single state indicator, Math Assessment, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.
Fall 2017 Mathematics Report
Student Group Student Performance Number of Students Status Change
Additional Math Assessment Data for English Learners
The English learner student group definition for this indicator includes students who are currently English learners and students who were reclassified within the past four years. Data for both the English Learners and reclassified students are provided below for informational purposes. In addition, data for English Only students are provided for easy comparison.
Fall 2017 Math Additional Assessment Data for English Learners
State Indicators Number of Students Status Change
Math California Alternate Assessment (CAA) Data
The California Alternate Assessments (CAAs) are administered to eligible students with the most significant cognitive disabilities. The 2017 CAA results for English language arts (ELA) [OR mathematics] are displayed below for informational purposes only. These results will be included in future calculations for the Academic Indicator. The graphs below display the percent of students who achieved Levels 1, 2, and 3.
Fall 2017 Math California Alternate Assessment (CAA) Assessment Data
State Indicators Number of Students Level 1 Level 2 Level 3 An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
Conclusions based on this data:
1.
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School and Student Performance Data
Detailed Report
Academic Performance
English Learner Progress Indicator (Grades K-12)
Student Group 2016 2017
English Learners 78.3% 98.4%
The percent of English Learners who made progress towards English proficiency.
College/Career Indicator
Student Group Prepared Approaching Prepared Not Prepared
Class of 2016 26.7% 27.3% 46%
For the Fall 2017 Dashboard, the College/Career Indicator (CCI) is reported as Status only. Because it only contains one-year of data, both Change and a performance level (color) will not be calculated or reported. For more information about the CCI, please visit the California Department of Education Web resource page at http://www.cde.ca.gov/ta/ac/cm/.
Academic Indicators (Grades 3-8)
Indicator 2016 2017
English Language Arts
Mathematics
Assessment Performance Results for Grade 11
Indicator 2016 2017
English Language Arts 26 points above level 3 15.4 points above level 3
Mathematics 54.4 points below level 3 63.7 points below level 3
An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
Conclusions based on this data:
1.
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School and Student Performance Data
Detailed Report
School Conditions and Climate
Suspension
Indicator 2016 2017
Suspension 9.7% (263) 8.8% (216)
Conclusions based on this data:
1.
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School and Student Performance Data
Detailed Report
Academic Engagement
Graduation
Indicator 2015 2016 2017
Graduation 91.8% 92.6% 93.3%%
Conclusions based on this data:
1.
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School and Student Performance Data
Student Group Report
This report shows the performance levels for all students and for each student group on the state indicators.
Student Group Performance for State Indicator
Student Group Chronic Absenteeism
Suspension Rate
English Learner Progress
Graduation Rate
English Language Arts
Mathematics
College/Career
All Students
English Learners
Foster Youth
Homeless
Socioeconomically Disadvantaged
Students with Disabilities
African American
American Indian
Asian
Filipino
Hispanic
Pacific Islander
Two or More Races
White
An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
Conclusions based on this data:
1.
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Planned Improvements in Student Performance
School Goal #1
The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet student performance targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:
SUBJECT:
LEA/LCAP GOAL:
Goal 1: Antioch Unified School District will provide effective and enriching learning environments with highly qualified and skilled staff, quality classroom instruction, appropriate instructional materials, and facilities that are in good repair. ---------
SCHOOL GOAL #1:
SCHOOL GOAL. Provide a clean well maintained campus, with required materials and staffing that supports teaching and learning. WASC GOALS: • Common Vision of student achievement, • Implementation of CCSS and NGSS, Comprehensive standards based curriculum guides • Incorporate effective instruction, provide teachers training in 100 minute block usage • Collaborative data sharing, increase instructional supervision in addition to current walkthrough system • Increase summative and formative assessments • Rubric analysis to guide instructional practice • Multiple forms of assessment, regularly evaluate student work to drive instruction • Develop and implement a technology plan to support instructional practices. --------
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Data Used to Form this Goal:
Clean well maintained campus: • 2016 WASC Data • Input from community, students, and school employees • Observational data Teaching and Learning: • Common Assessment DATA • Learning Walks • A-G College Readiness and Completion -------- Findings from the Analysis of this Data:
The school site is in need of major cosmetic maintenance and deep thorough cleaning of the common areas by M&O. There is a need to raise proficiency rates in CAASP and in Common Assessment as well increase more students meeting the A-G readiness -------- How the School will Evaluate the Progress of this Goal:
Increased cleanliness and esthetic appearance of the school site. Look at trend data as it becomes available to drive instructional practices. -------- Strategies:
Deer Valley High School will provide materials, supplies, facilities and staff development for the implementation and improvement of the CCSS and the NGSS throughout the curriculum.
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Actions to be Taken to Reach This Goal Timeline Person(s)
Responsible Proposed Expenditure(s)
Description Type Funding Source Amount
1.1 Professional Development starting July 2018, to provide teachers with release time for collaboration, planning and calibration of work as well as provide substitute coverage. Provide time for administrators to attend school sponsored professional development. It will also provide support for Career and College readiness and academy teachers.
Throughout the Academic year
Site Administration/ Instructional Leadership Team. District Personnel
Professional development on going throughout the academic school year to continue teacher competency in CCSS and NGSS strategies. This will provide time for teachers and administrators to attend school sponsored professional development. It will also provide support for Career and College readiness and academy training and support.
1000-1999: Certificated Personnel Salaries
S&C 20,000.00
Professional development on going throughout the academic school year to continue teacher competency in CCSS and NGSS strategies. This will provide time for teachers and administrators to attend school sponsored professional development. It will also provide support for Career and College readiness and academy training and support.
5000-5999: Services And Other Operating Expenditures
Flexible Funds 30,042.00
1.2 Copier contract and administrative support materials such as paper, toner, office supplies
Throughout the academic school year.
Administration Administrative supplies 4000-4999: Books And Supplies
Flexible Funds 60,000.00
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Planned Improvements in Student Performance
School Goal #2
The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet student performance targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:
SUBJECT:
LEA/LCAP GOAL:
Goal 2: Antioch Unified School District will build inclusive school communities where all students, families, and members of the community feel welcome and valued. --------
SCHOOL GOAL #2:
SCHOOL GOAL: Deer Valley High School will increase communication with its stakeholders to increase involvement, transparency and share knowledge through the use of surveys for staff, students and parental community to inform continuous improvement and to elicit parental involvement in advisory committees. WASC GOALS: • Create a school community that fosters an attitude of professionalism and learning • Develop collaborative culture that allows greater stakeholder participation in decision making • Increase parental involvement, improve communication between all educational stakeholders • Increase sharing of data with all stakeholders • Comprehensive public relations campaign to improve the image of Deer Valley High School • Celebrate student success and to support student engagement. -------- Data Used to Form this Goal:
WASC Self Study WASC Visiting Committee Parental Feed Back -------- Findings from the Analysis of this Data:
DVHS needed to expand its opportunities for stakeholder involvement and increase communications with stakeholders. --------
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How the School will Evaluate the Progress of this Goal:
Increased parent participation in SSC, ELAC and other academic opportunities available. Completeness of survey’s given and percentage completed. Meeting Minutes, Roll Sheets -------- Strategies:
• Publicize opportunities for stakeholder involvement through multi-medias and outreach efforts. • Involve student more in the governance of the school site to gather a wide array of input and student buy-in.
Actions to be Taken to Reach This Goal Timeline Person(s)
Responsible Proposed Expenditure(s)
Description Type Funding Source Amount
2.1 Increase attendance and support of the parent groups on campus such as the SSC and ELAC. Increase communication with stake holders of the school community through a variety of means, social media, telephone calls, mailings and after school parent meetings.
August 6 and ongoing
Administrative team, Counselors, ILT
Outreach efforts begin on the first day of walk through registration and will be on going throughout the year.
4000-4999: Books And Supplies
S&C 1,500
Outreach efforts begin on the first day of walk through registration and will be on going throughout the year.
2000-2999: Classified Personnel Salaries
S&C 1,500
2.2 Meet with students groups throughout the year
August 2018 and on going
Administrative Team
Meet Bi-Monthly throughout school year. Incentives
4000-4999: Books And Supplies
S&C 600
2.3 Provide college and career planning, financial planning meetings, NCAA eligibility nights
July 2017 through June 2018
Administrative Team, counselors and coaches
College and Career night meetings, Financial Aid nights and NCAA eligibility meetings
1000-1999: Certificated Personnel Salaries
S&C 2,000.00
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Planned Improvements in Student Performance
School Goal #3
The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet student performance targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:
SUBJECT:
LEA/LCAP GOAL:
Goal 3: Antioch Unified School District, in partnership with parents and the community, will increase student opportunities to access the core program, enrichment programs and higher level courses, and will provide academic and social-emotional supports and opportunities that result in high academic achievement.-------
SCHOOL GOAL #3:
Expand student access and enrollment in Linked Learning pathways, industry themed programs of study that integrate rigorous academics, real world technical skills, work based learning and personalized supports. Continue funding a Bi-Lingual Aide to assist in classroom instruction. Counselors for both academic and emotional and social support. Increase the support through outside programs such as: The Letterman Project, PBIS, Link Crew, SEEDS (restorative Justice train the trainers) Extended Day tutoring, Night School and enrichment activities. WASC GOALS: • Implement differentiated instruction and culturally relevant pedagogy • Continue to emphasis the SLO and Teal Tracks • Increase opportunities for students to receive personal and academic counseling • Give AA and Latino students equitable access to core and advanced classes • Consistent implementation of the school wide discipline plan • Develop a forum to evaluate address and remediate issues surrounding the current school discipline program • Implement initiatives to combat the disproportionate number of AA and Latino students being disciplined. -------- Data Used to Form this Goal:
WASC Self Study WASC Visiting Team Recommendations Suspension and Referral Data Discipline reports as generated by AUSD Student Support Services Student to counselor Ratio --------
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Findings from the Analysis of this Data:
DVHS needed to increase its efforts to meet the needs of the students at-risk within our campus. --------
How the School will Evaluate the Progress of this Goal:
Reports as generated by AUSD WASC Visiting Team follow-up Program Evaluation of outside services Reduced counselor to student ratio. -------- Strategies:
Increase emotional/social and academic support for student at DVHS to increase academic achievement.
Actions to be Taken to Reach This Goal Timeline Person(s)
Responsible Proposed Expenditure(s)
Description Type Funding Source Amount
3.1 Increase Positive Behavior Incentive Support for the whole school site
August 2018 Administration Continue the support of PBIS and increase incentives and publicizing of the program, update training and train new teachers
5000-5999: Services And Other Operating Expenditures
S&C 2,000.00
3.2 Bi-Lingual Aide for ESL support August 2018 Administration Continuing Employment 2000-2999: Classified Personnel Salaries
S&C 18,000.00
3.3 Extended Day Tutoring August 2018 Administration Scheduled by 09/01/2018
1000-1999: Certificated Personnel Salaries
S&C 3,320.00
Alternate Learning Support Fund
6,680.00
3.4 Continuing Services by the Letterman Project for at risk students.
August 2018 Administration In Place by 08/01/2018 5000-5999: Services And Other Operating Expenditures
S&C 40,000.00
3.5 Continuing contract with Family Purpose to address the needs of our at-risk female students, focus on the AA female students.
August 2018 through 06/2019
Administration Continuing contract with Family Purpose to address the needs of our at-risk female students, focus on the AA female students.
5000-5999: Services And Other Operating Expenditures
S&C 70,000
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Actions to be Taken to Reach This Goal Timeline Person(s)
Responsible Proposed Expenditure(s)
Description Type Funding Source Amount
3.6 After School Enrichment Activities to meet the needs of SCE students, such as but not limited to sports, art, music, gardening, counseling and credit recovery
August 2018-June 2019
Administrators, Counselors and Teachers
After school activities, credit recovery and counseling for SCE students.
1000-1999: Certificated Personnel Salaries
Alternate Learning Support Fund
30,000
3.7 College Prep Night School at DVHS for Credit and Grade Recovery
August 2018-June 2019
Administrative Team and Counselors
Provide additional classroom opportunities for DVHS to recover credits to meet both graduation and A-G requirements.
1000-1999: Certificated Personnel Salaries
Centralized Service 50,000
3.8 CTE Support for Culinary Arts August 2018-June 2019
Administrative Team, Counselors, Culinary Arts Teacher
Provide food products for students to use throughout the school year enabling them to develop skills needed to work in a commercial kitchen environment. Preferably through an open purchase order with a food service provider.
4000-4999: Books And Supplies
S&C 10,000.00
3.9 Supplemental Novels for English August 2018 Admin and Library Staff
House on Mango Street and The Great Gatsby replacement costs
S&C 10,000.00
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Planned Improvements in Student Performance
School Goal #4
The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet student performance targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:
SUBJECT:
LEA/LCAP GOAL:
Goal 4: The Antioch Unified School District will work in partnership with parents to ensure that all students are reading proficiently by grade 3 and continue to read at grade level as they matriculate.------- -
SCHOOL GOAL #4:
Deer Valley High School will use the TURNITIN.com program to expand student feedback on written work and increase timeliness of the feedback increasing the amount of reading time available. Continue the Expository Reading and Writing Course to increase 12th grade student preparation for college. WASC GOALS: • Encourage teachers to use authentic assessment to measure student progress • Regularly evaluate student performance to drive instruction. -------- Data Used to Form this Goal:
WASC Self Study WASC Visiting Committee Recommendations Teacher feedback Student Feedback -------- Findings from the Analysis of this Data:
DVHS needed to continue its efforts to support student reading and writing--------
How the School will Evaluate the Progress of this Goal:
Increased student performance on CAHSEE, Common assessments and standardized tests as well the EAP.--------
Strategies:
Turnitin.com will have trained all teachers to use the program for school and ERWC teachers will be trained as soon as practical.
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Actions to be Taken to Reach This Goal Timeline Person(s)
Responsible Proposed Expenditure(s)
Description Type Funding Source Amount
4.1 ERWC and Turnitin.com will be in place by 08/12/2018 in order to support our Writing Across the Curriculum efforts to increase academic literacy of students.
August 2018 through June 2019
Administrative Team
In place by 08/10/2018 ERWC training will take place as soon as courses are available to new teachers.
5000-5999: Services And Other Operating Expenditures
S&C 8,000.00
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Planned Improvements in Student Performance
School Goal #5
The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet student performance targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:
SUBJECT:
LEA/LCAP GOAL:
Goal 5: Antioch Unified School District will work in partnership with parents to support students in mastering Algebra 1 standards so they are able to complete Algebra I with a C or better by the end of 9th grade. -------
SCHOOL GOAL #5:
Increase student pass rate in Algebra 1 for 9th grade student with a C or better.--------
Data Used to Form this Goal:
In coming math proficiency levels AUSD District Benchmark Data Pass rates for 9th Graders -------- Findings from the Analysis of this Data:
DVHS needed to increase the pass rate for students of Algebra 1 in 9th grade. --------
How the School will Evaluate the Progress of this Goal:
DVHS needed to increase the pass rate for students of Algebra 1 in 9th grade. --------
Strategies:
STRATEGY: Implementation of CPM mathematics instructional strategies and the adoption of the Algebra 1X and Algebra 1Y courses for struggling students
Actions to be Taken to Reach This Goal Timeline Person(s)
Responsible Proposed Expenditure(s)
Description Type Funding Source Amount
5.1 Course enrollment NLT 08/10/2018
August 2018 Administrative Team and Counselors
Proper placement of students in appropriate Algebra classes.
4000-4999: Books And Supplies
S&C 5,000.00
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Actions to be Taken to Reach This Goal Timeline Person(s)
Responsible Proposed Expenditure(s)
Description Type Funding Source Amount
5.2 Professional Development for CPM and Collaboration, planning and calibration
August 2018 through June 2019
Administrative Team, Math Teachers
Training for all math teachers on the CPM model
4000-4999: Books And Supplies
S&C 10,000.00
5.3 Increase in the use of instructional technology, such as but not limited to, calculators, document cameras, and computers.
August 2018 through June 2019
Administrative Team
Purchase of technology as needed to increase instructional effectiveness and student achievement.
5000-5999: Services And Other Operating Expenditures
S&C 10,000.00
5.4 Transcript Evaluation Service August 2018 through June 2019
Administrative team, teachers and counselors
Purchase of contract to support better placement in math courses
5000-5999: Services And Other Operating Expenditures
S&C 6,000.00
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Planned Improvements in Student Performance
School Goal #6
The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet student performance targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:
SUBJECT:
LEA/LCAP GOAL:
Goal 6: Antioch Unified will reduce the achievement gap amongst student groups and graduates will have the skills necessary for success in college and career.----- -------
SCHOOL GOAL #6:
Deer Valley High School will provide professional development to support teacher teams to develop multi-disciplinary project based and work based learning curriculums that connect academic learning to student career interests. Hold student project showcases, family information nights, and other family activities that help parents understand what and how well their children are doing in school and the opportunities they have. Increase AP and Honors classes in the pathway programs. Increase dual enrollment opportunities for all students. WASC GOALS: • Help students navigate the system and prepare for college • Increase number of students completing the UC/CSU A-G requirements • Increase articulation with both feeder middle schools and local community colleges. -------- Data Used to Form this Goal:
WASC Self Study WASC Visiting Committee A-G Completion Data AP Enrollment -------- Findings from the Analysis of this Data:
DVHS Needed to increase student enrollment of underrepresented students in AP classes. Seek additional opportunities for dual enrollment Increase outreach efforts to meet all stakeholders’ needs. --------
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How the School will Evaluate the Progress of this Goal:
Increased A-G college readiness, increased enrollment in AP classes in pathways--------
Strategies:
Increase the pathway options for AP Courses, increase the amount of outreach to all stakeholders to educate them on the pathways and how they prepare students for college and careers.
Actions to be Taken to Reach This Goal Timeline Person(s)
Responsible Proposed Expenditure(s)
Description Type Funding Source Amount
6.1 Planning will be started on 7/28/2018
August 2018 through June 2019
Pathway Teacher Leads
Planning comprehensive AP course integration for the Academic school year, and showcase opportunities for the pathways.
1000-1999: Certificated Personnel Salaries
S&C 5,309.00
6.2 Project Lead the WAY enhancement for Bio-Med, Robotics and Explore Computer pathway
August 2018 through June 2019
Administrative Team
Increase and enhance existing curriculum to provide classroom materials and supplies to increase student achievement
4000-4999: Books And Supplies
S&C 9,382.00
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Summary of Expenditures in this Plan
Total Allocations and Expenditures by Funding Source
Total Allocations by Funding Source
Funding Source Allocation Balance (Allocations-Expenditures)
Flexible Funds 90,042.00 0.00
Title I 0.00 0.00
S&C 232,611.00 0.00
Alternate Learning Support Fund 36,680.00 0.00
Total Expenditures by Funding Source
Funding Source Total Expenditures Alternate Learning Support Fund 36,680.00
Centralized Service 50,000.00
Flexible Funds 90,042.00
S&C 232,611.00
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Summary of Expenditures in this Plan
Total Expenditures by Object Type
Object Type Total Expenditures 10,000.00
1000-1999: Certificated Personnel Salaries 110,629.00
2000-2999: Classified Personnel Salaries 19,500.00
4000-4999: Books And Supplies 96,482.00
5000-5999: Services And Other Operating Expenditures 166,042.00
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Summary of Expenditures in this Plan
Total Expenditures by Object Type and Funding Source
Object Type Funding Source Total Expenditures
Alternate Learning Support Fund 6,680.00
1000-1999: Certificated Personnel Salaries Alternate Learning Support Fund 30,000.00
1000-1999: Certificated Personnel Salaries Centralized Service 50,000.00
4000-4999: Books And Supplies Flexible Funds 60,000.00
5000-5999: Services And Other Operating Expenditures
Flexible Funds 30,042.00
S&C 10,000.00
1000-1999: Certificated Personnel Salaries S&C 30,629.00
2000-2999: Classified Personnel Salaries S&C 19,500.00
4000-4999: Books And Supplies S&C 36,482.00
5000-5999: Services And Other Operating Expenditures
S&C 136,000.00
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Summary of Expenditures in this Plan
Total Expenditures by Goal
Goal Number Total Expenditures Goal 1 110,042.00
Goal 2 5,600.00
Goal 3 240,000.00
Goal 4 8,000.00
Goal 5 31,000.00
Goal 6 14,691.00
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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:
Name of Members
Prin
cipa
l
Clas
sroo
m
Teac
her
Oth
er
Scho
ol S
taff
Pare
nt o
r Co
mm
unity
M
embe
r
Seco
ndar
y St
uden
ts
Ken Gardner X
Allison Weihe X
Maria McClain X
Carrie Hurtado X
Candi Amigo X
Rebecca Wilde-Walton X
Frank DeLuna X
Jenna Brittner X
Natasha Cao X
Kriselle Lorenzo X
Maddie Weihe X
Wanda Hom X
Sophia Amigo X
Numbers of members of each category: 1 3 1 4 3 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.
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Recommendations and Assurances The school site council (SSC) recommends this school plan and Proposed Expenditure(s)s to the district governing board for approval and assures the board of the following: 1. The SSC is correctly constituted and was formed in accordance with district governing board policy and state law. 2. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating
to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval. 3. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan (Check
those that apply): N/A X
X State Compensatory Education Advisory Committee
Signature
X English Learner Advisory Committee
Signature
X Special Education Advisory Committee
Signature
X Gifted and Talented Education Program Advisory Committee
Signature
X District/School Liaison Team for schools in Program Improvement
Signature
X Compensatory Education Advisory Committee
Signature
X Departmental Advisory Committee (secondary)
Signature
X Other committees established by the school or district (list):
Signature
4. 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.
5. 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.
6. This SPSA was adopted by the SSC at a public meeting on May 17, 2018. Attested:
Kenneth Gardner 05/17/2018 Typed Name of School Principal Signature of School Principal Date
Candi Amigo 05/17/2018 Typed Name of SSC Chairperson Signature of SSC Chairperson Date
Budget By Expenditures
Deer Valley High School
Funding Source: Alternate Learning Support Fund
Proposed Expenditure Amount Goal ActionObject Code
$36,680.00 Allocated
After school activities, credit recovery and counseling for SCE students.
$30,000.00 After School Enrichment Activities to meet the needs of SCE students, such as but not limited to sports, art, music, gardening, counseling and credit recovery
1000-1999: Certificated Personnel Salaries
$6,680.00 Extended Day Tutoring
$36,680.00Alternate Learning Support Fund Total Expenditures:
Alternate Learning Support Fund Allocation Balance: $0.00
Funding Source: Centralized Service
Proposed Expenditure Amount Goal ActionObject Code
$0.00 Allocated
Provide additional classroom opportunities for DVHS to recover credits to meet both graduation and A-G requirements.
$50,000.00 College Prep Night School at DVHS for Credit and Grade Recovery
1000-1999: Certificated Personnel Salaries
$50,000.00Centralized Service Total Expenditures:
Centralized Service Allocation Balance: $0.00
Funding Source: Flexible Funds
Proposed Expenditure Amount Goal ActionObject Code
$90,042.00 Allocated
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Deer Valley High SchoolProfessional development on going throughout the academic school year to continue teacher competency in CCSS and NGSS strategies. This will provide time for teachers and administrators to attend school sponsored professional development. It will also provide support for Career and College readiness and academy training and support.
$30,042.00 Professional Development starting July 2018, to provide teachers with release time for collaboration, planning and calibration of work as well as provide substitute coverage. Provide time for administrators to attend school sponsored professional development. It will also provide support for Career and College readiness and academy teachers.
5000-5999: Services And Other Operating
Expenditures
Administrative supplies $60,000.00 Copier contract and administrative support materials such as paper, toner, office supplies
4000-4999: Books And Supplies
$90,042.00Flexible Funds Total Expenditures:
Flexible Funds Allocation Balance: $0.00
Funding Source: S&C
Proposed Expenditure Amount Goal ActionObject Code
$232,611.00 Allocated
Outreach efforts begin on the first day of walk through registration and will be on going throughout the year.
$1,500.00 Increase attendance and support of the parent groups on campus such as the SSC and ELAC. Increase communication with stake holders of the school community through a variety of means, social media, telephone calls, mailings and after school parent meetings.
4000-4999: Books And Supplies
Outreach efforts begin on the first day of walk through registration and will be on going throughout the year.
$1,500.00 Increase attendance and support of the parent groups on campus such as the SSC and ELAC. Increase communication with stake holders of the school community through a variety of means, social media, telephone calls, mailings and after school parent meetings.
2000-2999: Classified Personnel Salaries
Meet Bi-Monthly throughout school year. Incentives
$600.00 Meet with students groups throughout the year4000-4999: Books And Supplies
College and Career night meetings, Financial Aid nights and NCAA eligibility meetings
$2,000.00 Provide college and career planning, financial planning meetings, NCAA eligibility nights
1000-1999: Certificated Personnel Salaries
Continue the support of PBIS and increase incentives and publicizing of the program, update training and train new teachers
$2,000.00 Increase Positive Behavior Incentive Support for the whole school site
5000-5999: Services And Other Operating
Expenditures
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Deer Valley High SchoolContinuing Employment $18,000.00 Bi-Lingual Aide for ESL support2000-2999: Classified
Personnel Salaries
Scheduled by 09/01/2018 $3,320.00 Extended Day Tutoring1000-1999: Certificated Personnel Salaries
Provide food products for students to use throughout the school year enabling them to develop skills needed to work in a commercial kitchen environment. Preferably through an open purchase order with a food service provider.
$10,000.00 CTE Support for Culinary Arts4000-4999: Books And Supplies
House on Mango Street and The Great Gatsby replacement costs
$10,000.00 Supplemental Novels for English
In place by 08/10/2018 ERWC training will take place as soon as courses are available to new teachers.
$8,000.00 ERWC and Turnitin.com will be in place by 08/12/2018 in order to support our Writing Across the Curriculum efforts to increase academic literacy of students.
5000-5999: Services And Other Operating
ExpendituresProper placement of students in appropriate Algebra classes.
$5,000.00 Course enrollment NLT 08/10/20184000-4999: Books And Supplies
Training for all math teachers on the CPM model
$10,000.00 Professional Development for CPM and Collaboration, planning and calibration
4000-4999: Books And Supplies
Purchase of technology as needed to increase instructional effectiveness and student achievement.
$10,000.00 Increase in the use of instructional technology, such as but not limited to, calculators, document cameras, and computers.
5000-5999: Services And Other Operating
ExpendituresPurchase of contract to support better placement in math courses
$6,000.00 Transcript Evaluation Service5000-5999: Services And Other Operating
ExpendituresPlanning comprehensive AP course integration for the Academic school year, and showcase opportunities for the pathways.
$5,309.00 Planning will be started on 7/28/20181000-1999: Certificated Personnel Salaries
Increase and enhance existing curriculum to provide classroom materials and supplies to increase student achievement
$9,382.00 Project Lead the WAY enhancement for Bio-Med, Robotics and Explore Computer pathway
4000-4999: Books And Supplies
In Place by 08/01/2018 $40,000.00 Continuing Services by the Letterman Project for at risk students.
5000-5999: Services And Other Operating
ExpendituresContinuing contract with Family Purpose to address the needs of our at-risk female students, focus on the AA female students.
$70,000.00 Continuing contract with Family Purpose to address the needs of our at-risk female students, focus on the AA female students.
5000-5999: Services And Other Operating
Expenditures
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Deer Valley High SchoolProfessional development on going throughout the academic school year to continue teacher competency in CCSS and NGSS strategies. This will provide time for teachers and administrators to attend school sponsored professional development. It will also provide support for Career and College readiness and academy training and support.
$20,000.00 Professional Development starting July 2018, to provide teachers with release time for collaboration, planning and calibration of work as well as provide substitute coverage. Provide time for administrators to attend school sponsored professional development. It will also provide support for Career and College readiness and academy teachers.
1000-1999: Certificated Personnel Salaries
$232,611.00S&C Total Expenditures:
S&C Allocation Balance: $0.00
Deer Valley High School Total Expenditures: $409,333.00
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