The Single Plan for Student Achievement 1 of 46 10/25/13 The Single Plan for Student Achievement School: Canyon High School CDS Code: 19-65136-1931492 District: William S. Hart Union High School District Principal: Mike Kuhlman Revision Date: October 14, 2013 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: Mike Kuhlman Position: Principal Phone Number: (661) 252-6110 Address: 19300 West Nadal Street Canyon Country, CA 91351 E-mail Address: [email protected]The District Governing Board approved this revision of the SPSA on November 6, 2013.
Transcript
The Single Plan for Student Achievement 1 of 46 10/25/13
The Single Plan for Student Achievement
School: Canyon High School
CDS Code: 19-65136-1931492
District: William S. Hart Union High School District
Principal: Mike Kuhlman
Revision Date: October 14, 2013
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: Mike Kuhlman
Position: Principal
Phone Number: (661) 252-6110
Address: 19300 West Nadal StreetCanyon Country, CA 91351
The District Governing Board approved this revision of the SPSA on November 6, 2013.
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Table of Contents
School Vision and Mission ......................................................................................................................................................3
School Profile..........................................................................................................................................................................3
Data Analysis .................................................................................................................................................................3
Analysis of Current Instructional Program ....................................................................................................................4
Description of Barriers and Related School Goals ..................................................................................................................6
School and Student Performance Data ..................................................................................................................................7
Academic Performance Index by Student Group ..........................................................................................................7
English-Language Arts Adequate Yearly Progress (AYP)................................................................................................8
Title III Accountability (School Data) ...........................................................................................................................11
Title III Accountability (District Data)...........................................................................................................................12
School and Student Performance Data ................................................................................................................................16
California Standards Test - All Students ......................................................................................................................16
California Standards Test - African American Students...............................................................................................19
California Standards Test - Asian Students..................................................................................................................22
California Standards Test - Hispanic/Latino Students .................................................................................................25
California Standards Test - White Students.................................................................................................................28
California Standards Test - English Learner Students ..................................................................................................31
California Standards Test - Socio-Economically Disadvantaged Students ...................................................................34
Planned Improvements in Student Performance .................................................................................................................36
School Goal #1.............................................................................................................................................................36
School Goal #2.............................................................................................................................................................38
School Goal #3.............................................................................................................................................................40
Centralized Services for Planned Improvements in Student Performance ..........................................................................42
Centralized Service Goal #1.........................................................................................................................................42
Summary of Expenditures in this Plan..................................................................................................................................43
Total Allocations and Expenditures by Funding Source ..............................................................................................43
Professional Development Plan............................................................................................................................................44
School Site Council Membership ..........................................................................................................................................46
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School Vision and Mission
Canyon High School’s Vision and Mission StatementsOur mission is to develop responsible citizens who have the knowledge, skills, and experience necessary for either beginning post-secondary education or entering the workforce.
School Profile
The William S. Hart Union High School District is located in the City of Santa Clarita in the northern part of Los Angeles County. Approximately 23,000 students are enrolled in the district's six comprehensive high schools, a continuation school, middle college high school (with concurrent enrollment in College of the Canyons), independent study school, six junior high schools, an adult school and a Regional Occupational Program. The City of Santa Clarita includes the communities of Canyon Country, Newhall, Saugus, and Valencia, and provides services to outlying areas of Agua Dulce, Castaic, and Stevenson Ranch. According to the 2010 U.S. Census, the City of Santa Clarita ranked as the fourth largest city in Los Angeles County and the twenty-fourth largest city in the State of California with a population of 176,320, which was a 16.7% increase from the population in 2000. Its schools consistently rank in the top 10% academically in California. The City is recognized as a family-oriented community with a strong economic infrastructure, low unemployment rate, and high safety rating. Demographics about the Hart District community (2007-2011 U.S. Census data):
The median household income for Santa Clarita was estimated at $83,579 compared to California at $61,632.Housing units in Santa Clarita are 71.6% owner-occupied, compared to 47.8% throughout Los Angeles County and 56.7% in California.Approximately 7.7% of families in Santa Clarita were identified as living at or below the poverty level, compared to 16.3% in Los Angeles County and 14.4% in California.In the city of Santa Clarita, 30.8% speak a language other than English at home, compared to 43.2% in California.
Additional demographic information was obtained from the City of Santa Clarita (Retrieved on January 8, 2013 from http://www.city-data.com/city/Santa-Clarita-California.html):
Approximately 83.6% of the population of Santa Clarita is U.S. born. The remaining 16.4% foreign-born consist of 9.1% from Latin America, 4.2% from Asia, and 2.0% from Europe. 26% of California’s population is foreign born.The 2009 median age of the population of the City of Santa Clarita was 36.2 years of age (up from 33.4 in 2007), compared to the California median age of 45.6 years. According to the U.S. Census data of 2010, 26.2% of the population in Santa Clarita were under 18 and 9.6% were over 65.
Canyon is one of the six comprehensive high schools in the Wm. S. Hart Union High School District. Approximately 2500 students are enrolled in grades nine through twelve. We draw from a variety of ethnic and cultural backgrounds and have a wide spread of socioeconomic levels. The breakdown by ethnicity, based on 2012-13 enrollment, is as follows: 46% White, 40% Hispanic or Latino, 4% Asian, 3% Filipino, and 4% African American. In 2012-13, Canyon had 286 English Learners, 310 students in Special Education, and 636 students who were identified as Socio-Economically Disadvantaged. The majority of our students come from Sierra Vista Junior High School and La Mesa Junior High School after previously attending schools in the Sulphur Springs and Saugus Union Elementary School Districts. In May, 2013, 555 students graduated from Canyon High School; of the graduates, 306 students met the UC/CSU A-G requirements.
Comprehensive Needs Assessment Components
Data AnalysisPlease refer to the School and Student Performance Data section where an analysis is provided.
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SurveysThis 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).
In 2012-13, Canyon High School conducted a survey of stakeholders, including teachers, parents, and students. We asked similar questions of all three groups, although the questions were slightly modified for each audience. Parents had the opportunity to complete the survey at school during registration or through the school’s website from home. Teachers completed the survey during a staff meeting and a sampling of 10th through 12th grade classes was selected to complete the student survey. The survey data was collected and shared with the staff, who also worked in groups during a faculty meeting to sort and code free responses. The survey responses were made available to staff through the website. Based on comments from the surveys, the following were identified as Canyon's areas of strength: strong sense of community and school spirit; collaboration among teachers and staff; a growing use of data analysis to drive instruction; numerous opportunities for students to become involved in activities. Through the same process, the following areas were identified as areas for growth: a need to address growing diversity, including an increasing ELL population; a need to update and increase the use of technology on campus.
Classroom ObservationsThis section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings.
Canyon teachers and administrators conducted classroom walk-throughs in November, 2012, February, 2013, and March, 2013. The first walk-through served as a trial run and following a review of the process and an analysis of the data, the form was revised. In early February, 2013, leadership teachers and administrators visited 76 classrooms and collected walk-through data in Google Docs, using smart phone technology. In March, 2013, new teachers joined leadership in walking through 56 classrooms. Highlights of the data were shared with staff in faculty meetings and the complete forms and results were posted on the campus Home Drive so staff could access them. Some important data from the March 2013 observations:
All or Most Students on task 96%Whole Class Instructional Mode 60%Direct Instruction 40%Some Use of Technology observed 65%Academic Vocabulary/Word Wall 76%A-G requirements posted 57%SDAIE Strategies Evident 71%Differentiation Evident 43%
Analysis of Current Instructional ProgramThe 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:
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)
Canyon High School teachers utilize SMART goals to analyze data, modify instruction, and improve student achievement
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2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)
Canyon High School teachers review and analyze data from common assessments and standardized tests to develop SMART goals designed to improve student achievement.
Staffing and Professional Development
3. Status of meeting requirements for highly qualified staff (ESEA)
99% of teachers at Canyon are highly qualified, based on NCLB criteria.
4. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC)
Canyon teachers participate in required trainings and programs to satisfy credentialing requirements. Teachers also participate in district staff development trainings and schoolwide collaboration time.
5. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)
Teachers utilize collaboration time to ensure alignment of lessons to state standards and schoolwide learning outcomes. Teachers have begun to develop, implement, and assess common core assignments in the classroom.
6. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)
New teachers at Canyon benefit from BTSA and PAR support, provided by the district. Department chairs serve as instructional leaders within their departments and six Canyon teachers are being trained as Common Core team leaders, providing support to English and Math teachers.
7. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC)
All departments, including subject area and grade levels, participate in Planning Wednesday collaboration time.
Teaching and Learning
8. Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)
Teachers utilize collaboration time to ensure alignment of lessons to state standards and schoolwide learning outcomes. Teachers have begun to develop, implement, and assess common core assignments in the classroom.
9. Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC)
Courses fulfill the required number of minutes for English language arts and mathematics instruction.
10. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)
Intervention courses are embedded in the Master Schedule, including parallel support Math and English, and advisement.
11. Availability of standards-based instructional materials appropriate to all student groups (ESEA)
Standards-based textbooks and instructional materials are provided for all students.
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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)
All students have access to standards-aligned core courses and appropriate instructional materials, including intervention support and English Language Development curriculum.
Opportunity and Equal Educational Access
13. Services provided by the regular program that enable underperforming students to meet standards (ESEA)
All students have access to standards-based curriculum in the classroom and a variety of supports including homework help and opportunities to retake tests. Canyon staff conduct regular Classroom Walkthroughs to monitor and identify best practices such as differentiated instruction.
14. Research-based educational practices to raise student achievement
Canyon staff utilize a variety of research-based educational practices to raise achievement. The Leadership team is currently working through Core Six common core strategies and sharing best practices with their department members.
Parental Involvement
15. Resources available from family, school, district, and community to assist under-achieving students (ESEA)
Counselors provide parents and students with a variety of workshops and have access to grades, attendance, and other important information through the Infinite Campus Parent Portal. The English Learner Advisory Committee and District English Learner Advisory Committee each meet four times a year to support families of English learners. Parent nights are also hosted through special education. Parents of students selected for targeted intervention receive information through phone calls, emails, letters, and meetings.
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)
Parents are involved through a variety of meetings and programs, including Parent Advisory Council, School Site Council, and English Learner Advisory Committee. Categorical funding, EIA LEP, provides English Language Development support, including Bilingual Instructional Assistants to assist students in the classroom.
Funding
17. Services provided by categorical funds that enable underperforming students to meet standards (ESEA)
Categorical funds provide intervention materials and instructional support for students who need assistance. Categorical funding, EIA LEP, also provides English Language Development support, including Bilingual Instructional Aides to assist students in the classroom.
Description of Barriers and Related School Goals
One barrier to making improvements in student achievement is the need for additional time dedicated to professional development and teacher collaboration time to address common core implementation and differentiation of instruction. Our related goal is to provide staff with meaningful professional development opportunities with strategies they can implement immediately in the classroom.
A barrier to ensuring student achievement is the fact that the California Standards Tests are being phased out as the Common Core assessments are being introduced and developed, eliminating a schoolwide system of measuring student progress. A related goal is to identify measurable growth targets in CAHSEE pass and proficiency rates, and to develop district and schoolwide benchmarks to monitor student progress.
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School and Student Performance Data
Academic Performance Index by Student Group
API GROWTH BY STUDENT GROUP
All Students White African-American AsianPROFICIENCY LEVEL
Base API 708 738 746 624 680 681 672 721 722 529 574 571
Target-- 5 5 5 9 6 6 6 5 5 14 11 11
Growth-- 32 6 6 57 0 11 50 -1 23 45 -13 23
Met Target Yes Yes Yes Yes No Yes Yes No Yes Yes No Yes
Conclusions based on this data:
1. From 2010 to 2011, Canyon High School's API increased 25 points, from 778 to 803, eclipsing the 800 mark for the first time. We were able to maintain most of that growth, although the school's overall API dropped to 801 in 2012 and 799 in 2013.
2. All significant subgroups demonstrated growth to accomplish the 800+ schoolwide API score. At the same time, achievement gaps exist. Specifically, White and Asian students perform at a higher level than African American and Hispanic students. English Learners, Socioeconomically Disadvantaged, and students with disabilities also perform at a lower level than the schoolwide average.
3. Although Canyon did not meet its schoolwide growth target in 2013, the following significant subgroups showed growth on their API from 2012 to 2013 and met their targets: Hispanic students, English Learners, Socioeconomically Disadvantaged, and Students with Disabilities. Although the score of White students dropped slightly, they achieved at a high enough level to meet their target.
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School and Student Performance Data
English-Language Arts Adequate Yearly Progress (AYP)
ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP
Met AYP Criteria Yes No No No -- No Yes No No -- -- --
Conclusions based on this data:
1. In 2011, the following Canyon groups met AYP targets: All Students, White, Hispanic, and Socioeconomically Disadvantaged.
2. All subgroups dropped in English Language Arts proficiency from 2011 to 2013. This fact, combined with the increase in AYP targets (from 66.7 in 2011 to 77.8 in 2012 and 88.9 in 2013) resulted in none of the significant subgroups meeting AYP criteria in 2013.
3. Achievement gaps exist in the area of English Language Arts. Specifically, White and Asian students perform at a higher level than African American and Hispanic students. English Learners, Socioeconomically Disadvantaged, and students with disabilities also perform at a lower level than the schoolwide average.
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Met AYP Criteria Yes No Yes No -- Yes Yes No Yes -- -- --
Conclusions based on this data:
1. All Students and White students met the AYP target criteria in 2011 and 2012, but failed to meet the increased AYP target criteria in 2013, despite showing modest growth or remaining about the same (White students dropped from 80.3 in 2012 to 72.8 in 2013, although that number was about the same as 73 in 2011).
2. Canyon's Hispanic, English Learner, and Socioeconomically Disadvantaged subgroups all met the AYP criteria for 2013 due to demonstrating sufficient growth under Safe Harbor.
3. Achievement gaps exist in the area of Mathematics. Specifically, White and Asian students perform at a higher level than African American and Hispanic students. English Learners, Socioeconomically Disadvantaged, and students with disabilities also perform at a lower level than the schoolwide average.
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School and Student Performance Data
CELDT (All Assessment) Results
2012-13 CELDT (All Assessment) Results
Advanced Early Advanced Intermediate Early Intermediate Beginning Number TestedGrade
# % # % # % # % # % #
9 21 22 37 39 23 24 6 6 9 9 96
10 17 22 41 53 11 14 8 10 1 1 78
11 18 31 23 39 13 22 4 7 1 2 59
12 21 40 19 36 8 15 5 9 53
Total 77 27 120 42 55 19 23 8 11 4 286
Conclusions based on this data:
1. Canyon has an increasing number of EL students. This is reflected in our numbers per grade level, with 96 9th graders, 78 10th graders, 59 11th graders, and 53 Seniors.
2. While the number of English Learners decreases from 9th through 12th grade, the percentage of students scoring advanced increases (from 22% in 9th and 10th grade to 31% in 11th and 40% in 12th grade).
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School and Student Performance Data
Title III Accountability (School Data)
Annual GrowthAMAO 1
2010-11 2011-12 2012-13
Number of Annual Testers 216 246
Percent with Prior Year Data 100.0% 100.0%
Number in Cohort 216 246
Number Met 132 189
Percent Met 61.1% 76.8%
NCLB Target 54.6 56.0 57.5
Met Target Yes Yes
Attaining English Proficiency
2010-11 2011-12 2012-13
Years of EL instruction Years of EL instruction Years of EL instructionAMAO 2
Less Than 5 5 Or More Less Than 5 5 Or More Less Than 5 5 Or More
Number in Cohort 45 178 43 217
Number Met 12 105 11 152
Percent Met 26.7% 59.0% 25.6% 70.0%
NCLB Target 18.7 43.2 20.1 45.1 21.4 47.0
Met Target Yes Yes Yes Yes
Adequate Yearly Progress for English Learner SubgroupAMAO 3
2010-11 2011-12 2012-13
English-Language Arts
Met Participation Rate Yes Yes Yes
Met Percent Proficient or Above No -- No
Mathematics
Met Participation Rate Yes Yes Yes
Met Percent Proficient or Above No -- Yes
Conclusions based on this data:
1. The number of English Learners enrolled at Canyon High School continues to rise.
2. Canyon students met the AMAO 1 target for participation and AMAO 2 target for attaining English proficiency.
3. Canyon EL students met the proficiency target in Math, but not in English Language Arts in 2012-13.
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School and Student Performance Data
Title III Accountability (District Data)
Annual GrowthAMAO 1
2010-11 2011-12 2012-13
Number of Annual Testers 1,823 1,928
Percent with Prior Year Data 99.9 100.0
Number in Cohort 1,822 1,928
Number Met 1,205 1,424
Percent Met 66.1 73.9
NCLB Target 54.6 56.0 57.5
Met Target Yes Yes
Attaining English Proficiency
2010-11 2011-12 2012-13
Years of EL instruction Years of EL instruction Years of EL instructionAMAO 2
Less Than 5 5 Or More Less Than 5 5 Or More Less Than 5 5 Or More
Number in Cohort 371 1,514 325 1,689
Number Met 121 937 118 1,129
Percent Met 32.6 61.9 36.3 66.8
NCLB Target 18.7 43.2 20.1 45.1 21.4 47.0
Met Target Yes Yes Yes Yes
Adequate Yearly Progress for English Learner Subgroup at the LEA Level AMAO 3
2010-11 2011-12 2012-13
English-Language Arts
Met Participation Rate Yes Yes
Met Percent Proficient or Above No No
Mathematics
Met Participation Rate Yes Yes
Met Percent Proficient or Above No No
Met Target for AMAO 3 No No
Conclusions based on this data:
1. The number of English Learners enrolled in the district continues to rise.
2. William S. Hart English Learners met the AMAO 1 targets for participation and AMAO 2 targets for attaining English proficiency.
3. William S. Hart English Learners failed to meet the AMAO 3 AYP targets for proficiency in Math and English Language Arts.
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School and Student Performance Data
Student Enrollment by Group
Percent of Enrollment Number of StudentStudent Group
2011-12 2012-13 2011-12 2012-13
American Indian 0.5% 6% 12 0.24
African American 4.1% 4.47% 101 111
Asian 4.0% 3.62% 97 90
Filipino 3.4% 3.38% 82 84
Hispanic/Latino 38.0% 39.90% 930 991
Pacific Islander 0.4% 0.28% 10 7
White 49.0% 46.26% 1,200 1149
Multiple/No Response % %
Total Enrollment: 2,450 2484
Student Enrollment by Grade
Number of StudentsGrade
2011-12 2012-13
Kindergarten
Grade 9 593 655
Grade 10 689 592
Grade 11 613 644
Grade 12 555 593
Total Enrollment: 2,450 2,484
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School and Student Performance Data
2012-13 California High School Exit Exam (CAHSEE) Results
Grade 10 Combined TestEnglish-Language Arts
# Tested # Passed % Passed # Not Passed % Not PassedAvg.
Score% Prof. and
Above
All Students Tested 583 497 85.0 86 15.0 386.0 58.0
Male 332 272 82.0 60 18.0 380.0 52.0
Female 251 225 90.0 26 10.0 394.0 67.0
Race/Ethnicity
American Indian or Alaska Native 1 0 0 0 0 0 0
Asian 16 16 100.0 0 0.0 397.0 69.0
Pacific Islander 2 0 0 0 0 0 0
Filipino 22 19 86.0 3 14.0 390.0 73.0
Hispanic / Latino 240 189 79.0 51 21.0 375.0 44.0
African American 28 23 82.0 5 18.0 367.0 29.0
White 263 237 90.0 26 10.0 396.0 73.0
Declined to State 11 10 91.0 1 9.0 390.0 45.0
Language Fluency
English Only Students 412 365 89.0 47 11.0 391.0 65.0
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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 academic performance index (API) and adequate yearly progress growth (AYP) 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: Academic
SCHOOL GOAL #1:
Increase Literacy among all students and close the achievement gap in Literacy between high and low performing subgroups. --------
Data Used to Form this Goal:
CST, CAHSEE--------
Findings from the Analysis of this Data:
Canyon students scoring proficient or advanced on CST's dropped from 64% in 2012 to 59% in 2013. All subgroups dropped in English Language Arts proficiency from 2011 to 2013. This fact, combined with the increase in AYP targets (from 66.7 in 2011 to 77.8 in 2012 and 88.9 in 2013) resulted in none of the significant subgroups meeting AYP criteria in 2013. Canyon High School’s pass rate on CAHSEE ELA dropped from 90% in 2012 to 85% in 2013. Canyon's emphasis on writing in English classes resulted in 99% of students in 2012 and 98% of students in 2013 scoring proficient or advanced on the CAHSEE writing application essay. At the same time, a study of the specific strands on CAHSEE revealed that students struggled in the area of writing conventions, as demonstrated by a drop from 85% to 76% of students testing proficient or advanced on that specific strand. --------
How the School will Evaluate the Progress of this Goal:
CAHSEE, SMART goals, EAP, Common Assessments--------
Actions to be Taken to Reach This Goal
TimelinePerson(s)
ResponsibleProposed Expenditure(s)
Description Type Funding Source Amount
SMART Goal development, implementation of SG Action Plans, review, and modification of instruction by departments and grade levels
Fall 2010 and ongoing
Administration, Department chairs, Teachers
Planning Wednesday late start time (no cost)
Departmental collaboration in analyzing data, reviewing common assessments, and sharing best practices to improve student achievement
Ongoing Department chairs, Teachers, Administration
Planning Wednesday late start time (no cost)
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Actions to be Taken to Reach This Goal
TimelinePerson(s)
ResponsibleProposed Expenditure(s)
Description Type Funding Source Amount
ELAC and DELAC presentations to help EL parents support their students’ learning
Ongoing (ELAC 4 times a year)
Casey Cuny (EL Coordinator) to deliver presentations, along with Counselor and EL teachers
Schoolwide Professional Development of all staff in literacy strategies across all departments and implementation of Common Core
Fall 2012 and ongoing
PD team, Administration, Department Chairs, Teachers
PD days and Planning Wednesday late start time (no cost)
Conferences, district staff development, and workshops addressing literacy strategies, including ERWC and common core
Fall 2012 and ongoing
Administration, Department chairs, Teachers
Conference attendance General Fund
Development of common rubrics (including Common Core) available for use by teachers in all departments
Fall 2010 and ongoing
Administration, Teachers, Department chairs
Implementation of Grammar based lessons to address concerns with demonstrated need in writing conventions, based on CAHSEE data analysis
Fall 2013 and ongoing
Department chair, Teachers
Intervention (including Tutoring Tuesdays, parallel support classes, CAHSEE prep)
ongoing Teachers, Department chair, Intervention Coordinator, Administration
Intervention budget General Fund 27,138
CAHSEE Intervention budget
General Fund 15,710
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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 academic performance index (API) and adequate yearly progress growth (AYP) 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: Academic
SCHOOL GOAL #2:
Increase Math proficiency among all students and close the achievement gap in Math proficiency between high and low performing subgroups. --------
Data Used to Form this Goal:
CST, CAHSEE--------
Findings from the Analysis of this Data:
Canyon students scoring proficient or advanced on Math CST's dropped from 68% in 2012 to 67% (still up from 65% in 2011). The number of Canyon 10th graders who passed CAHSEE dropped from 91% in 2012 to 89% in 2013, after having increased from 86% in 2010 to 90% in 2011). The number of students taking the General Math CST dropped from 60 in 2012 to 40 in 2013 (previously at 251 in 2010 and 110 in 2011)", increasing the number of 9th graders taking Algebra 1. In 2013, 46% of 9th graders taking Algebra 1 scored proficient or advanced, down from 53% in 2012 (still up from 40% in 2011). In 2013, 12% of 10th graders taking Geometry scored proficient or advanced, down from 16% in 2012 and 38% in 2011. In 2013, 11% of 11th graders taking Algebra II scored proficient or advanced, down from 24% in 2012 and 34% in 2011. 420 students took the Algebra II test in 2013, up from 360 in 2012. --------
How the School will Evaluate the Progress of this Goal:
CAHSEE, common assessments, SMART goal data, district and department benchmarks--------
Actions to be Taken to Reach This Goal
TimelinePerson(s)
ResponsibleProposed Expenditure(s)
Description Type Funding Source Amount
SMART Goal development, implementation of SG Action Plans, review, and modification of instruction by subject area
Fall 2010 and ongoing
Administration, Department chairs, Teachers
Planning Wednesday late start time (no cost)
Departmental collaboration in analyzing data, reviewing common assessments, and sharing best practices to improve student achievement
ongoing Administration, Department chairs, Teachers
Planning Wednesday late start time (no cost)
Schoolwide Professional Development of all staff in implementation of Common Core
Fall 2012 and ongoing
Administration, Department chairs, Teachers
PD days and Planning Wednesday late start time
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Actions to be Taken to Reach This Goal
TimelinePerson(s)
ResponsibleProposed Expenditure(s)
Description Type Funding Source Amount
Conferences, district staff development, and workshops addressing common core
Fall 2012 and ongoing
Administration, Department chair, Teachers
Conference attendance General Fund
Intervention (subject specific, Tutoring Tuesdays, CAHSEE prep) and opportunities for reteaching and retaking tests
ongoing Administration, Department chairs, Teachers
Intervention budget General Fund 27,138
CAHSEE Intervention budget
General Fund 15,710
Increase the numbers of students taking higher level mathematics courses
ongoing Counselors, Administration, Department chairs, Teachers
Departmental collaboration in developing and implementing common core lessons and formative and summative assessments
Fall 2013 and ongoing
Administrators, department chairs, common core coaches
PD days, Common Core district training, Planning Wednesdays
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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 academic performance index (API) and adequate yearly progress growth (AYP) 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: Academic
SCHOOL GOAL #3:
Canyon High School will increase the number of students prepared for college and/or career, as measured by A-G rates, participation in Advanced Placement and other advanced courses, and accomplishment of career path requirements. --------
Data Used to Form this Goal:
A-G rates, Advanced Placement data, course enrollment, career path data--------
Findings from the Analysis of this Data:
Canyon graduates are increasingly prepared for college based on A-G completion rates (35% in 2011, 46% in 2012, and 55% in 2013). Four career paths are currently in place with 16 students slated to receive certificates of completion in 2013-14 (a fifth is in development for 2014-15, with a goal of 25 students receiving certificates). In 2012, Canyon increased the number of students taking Advanced Placement exams (from 27% in 2011 to 33% in 2012, above the state average of 29%), the number of total exams taken, and the number of students earning a passing score. --------
How the School will Evaluate the Progress of this Goal:
Graduation and A-G completion rates, AP data, enrollment data, career path data--------
Actions to be Taken to Reach This Goal
TimelinePerson(s)
ResponsibleProposed Expenditure(s)
Description Type Funding Source Amount
A-G parent and student workshops, A-G posters, and letters requiring parent permission to opt out of A-G courses.
Fall 2011 and ongoing
Counselors, Administrators, Teachers
Continued development of career paths (4 currently, with 16 certificates of completion slated for 2013-14; goal to increase to 5 with 25 certificates in 2014-15).
Fall 2013 and ongoing
Administrators, Counselors, CTE teachers
Regular (at least annual) meetings with AP teachers to discuss data, participation, grades, scores, etc.
Spring 2013 and ongoing
Administrator, Teachers, Counselors
The Single Plan for Student Achievement 41 of 46 10/25/13
Actions to be Taken to Reach This Goal
TimelinePerson(s)
ResponsibleProposed Expenditure(s)
Description Type Funding Source Amount
"Gold Standard": students who are on pace to complete A-G requirements through the end of the first semester, senior year, will graduate in a gold cap and gown (45% of grads in 2012 and 55% of grads in 2013).
Spring 2012 and ongoing
Administrators, Counselors, Teachers
The Single Plan for Student Achievement 42 of 46 10/25/13
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 in this section must be aligned with the Consolidated Application.
Centralized Service Goal #1
SUBJECT: Centralized Services for Planned Improvements in Student Performance in English Language Development
SCHOOL GOAL #1:
Increase proficiency in all subject areas for Limited English Proficient students. --------
Actions to be Taken to Reach This Goal
TimelinePerson(s)
ResponsibleProposed Expenditure(s)
Description Type Funding Source Amount
Assign bilingual instructional assistants to support EL students in their ELD classrooms and in SDAIE and general education classrooms.
2013-2014 School Year
EL Administrator EIA-LEP funds support English Learners by funding Bilingual Instructional Assistants that work directly with students.
2000-2999: Classified Personnel Salaries
EIA-LEP Carryover 92,919.00
The Single Plan for Student Achievement 43 of 46 10/25/13
Summary of Expenditures in this Plan
Total Allocations and Expenditures by Funding Source
The Single Plan for Student Achievement 44 of 46 10/25/13
Professional Development Plan
School Site Canyon High School
PD Coach Casey Cuny, English
Professional Development Team
Name Subject Taught Name Subject Taught
Derek Rusk Math Roslyn Denny Math
Steve Hoffart History Lori Hermelin Library
Olga Lavalle Counseling Michael Crawford Science
Alexis Crane Math
School-Wide Goals
1. Increase Literacy among all students and close the achievement gap in literacy between high and low performing subgroups.
2. Increase Math proficiency among all students and close achievement gap in Math proficiency between high and low performing subgroups.
3. Increase the number of students prepared for college and/or career, as measured by A-G rates, participation in Advanced Placement courses, and accomplishment of career path requirements.
Professional Development Goals Schoolwide Goal
1. Train staff on literacy strategies and the creation of performance tasks
2. Improve A-G awareness through the 9th grade academy
TBD 9th Grade Academy 2 9th Grade Teachers from all departments
A-G Contract signed by students
2/5/14 View videos of Canyon teachers using the Core Six strategies and reflecting on their effectiveness.
Teachers pick a strategy to try in the next two weeks. They write their tentative plan on a piece of butcher paper as part of a gallery walk.
1 All teachers Leadership Team
Butcher paper from gallery walkPaper will be posted at the following faculty meeting with a brief reflection with the staff.
3/12/14 Datawise Training: Small groups of teachers working on one computer to create course level common assessments in Datawise.
1 & 3 All teachers Leadership Team
Common assessments created in datawiseStudent data from common assessments
Sept 2013 through May 2014
Reading of Core Six books, provided to all members of leadership team. One chapter will be addressed and presented each month by a different department. Strategies will be implemented by leadership team and shared with department members.
1 Leadership TeamAll teachers
Leadership Team
Feedback from Leadership Team and staffUse of strategies in classrooms as evidenced through Walkthroughs
The Single Plan for Student Achievement 46 of 46 10/25/13
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
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Clas
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ache
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Oth
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Sta
ff
Pare
nt o
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mm
unit
yM
embe
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Seco
ndar
ySt
uden
ts
Michael Kuhlman [X] [ ] [ ] [ ] [ ]
Andrew Keyne [ ] [ ] [X] [ ] [ ]
Laurel Priesz [ ] [X] [ ] [ ] [ ]
Taggart Lee [ ] [X] [ ] [ ] [ ]
Khris Savage [ ] [X] [ ] [ ] [ ]
Kim Goller [ ] [ ] [X] [ ] [ ]
John Bartke [ ] [X] [ ] [ ] [ ]
Alexis Crane [ ] [X] [ ] [ ] [ ]
Rafael Garcia [ ] [ ] [ ] [X] [ ]
Scott Goodspeed [ ] [ ] [ ] [X] [ ]
Pamela Holyak [ ] [ ] [ ] [X] [ ]
Tammy McGivern [ ] [ ] [ ] [X] [ ]
Emily Miller [ ] [ ] [ ] [ ] [X]
Skylar Cutchall [ ] [ ] [ ] [ ] [X]
Sara David [ ] [ ] [ ] [ ] [X]
Grace Green [ ] [ ] [ ] [ ] [X]
Numbers of members of each category: 1 5 2 4 4
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.
GOAL 1 – ACADEMIC. Select ONE curricular goal for students, such as improving reading, math, writing, science or other skills at the school will address in the next school year:
Increase Literacy and Math Among All Students
Desired result(s) for THIS goal: Students will reach proficiency in literacy and math skillsHow will you measure these result(s) CAHSEE, SMART goals, benchmarks
Which practices of school, family and community partnerships will help you reach THIS goal? (Choose activities from more than one type of involvement.) How will you organize and schedule the family and community involvement activities that support THIS goal?
Activity (continuing or
new)
Type (1-
6)
Date of Activity
Grade Level(s)
What Needs to Be Done for Activity & When?
Persons in Charge and Helping
Family Structure
Book Club 1,3, 4,5, 6
Spring2011 ongoing
9-12 -Put message on website, bulletin, in newsletter, etc.
-Lori Hermelin x 2CF x SPF
x INF x SUF
x IMMF x APFELAC and DELAC presentations to help EL parents support their students’ learning
1, 2,4, 5
Ongoing (ELAC & DELAC 4 times a year)
9-12 -Presentations about literacy, reading, homework, and intervention efforts
- Casey Cuny (EL Coordinator) to deliver presentations, along with Counselor and EL teachers
x2CF x SPF
x INF x SUF
x IMMF x APF
Math teachers connecting with students and parents at Registration to discuss placement
1, 2, 6
Fall 2012 and ongoing
9 -Individual and small group conversations about the different math courses, placement, and intervention offerings
-Math department x2CF x SPF
x INF x SUF
x IMMF x APF
Invite Elementary students to attend live children’s theater (fairy tales) at Canyon
3, 5, 6
Fall 2011 and Ongoing
9-12 -Continue relationship with local Elementary schools and plan dates with this school-Prepare students in Children’s Theater class
-Drama Teacher
x 2CF x SPF
x INF x SUF
x IMMF x APF
Family Structures
Two-Career Families (2CF)
Involved Families (INF)
Immigrant Families (IMMF)
Single Parent Family (SPF)
Surrogate Families (SUF)
Families with an Absent Parent(APF)
GOAL 2 – ACADEMIC. Select ANOTHER curricular goal for students, such as improving reading, math, writing, science or other skills at the school will address in the next school year:
Increase the Number of Students Prepared for College and/or CareerDesired result(s) for THIS goal: Improvement in students’ success in college and career readinessHow will you measure these result(s)? A-G rates, career path completion
Which practices of school, family and community partnerships will help you reach THIS goal? (Choose activities from more than one type of involvement.) How will you organize and schedule the family and community involvement activities that support THIS goal?
Activity (continuing or
new)
Type (1-
6)
Date of Activity
Grade Level(s)
What Needs to Be Done for Activity & When?
Persons in Charge and Helping
Family Structure
Parent workshops to promote student success.
1, 2, 3, 4, 6
Beginning in Fall 2008 and ongoing
9-12 -Counselor presentations on study skills, communication with teachers, tutoring opportunities-Phone calls home, post on website
-Counselors
-ATP Group
x 2CF x SPF
x INF x SUF
x IMMF x APF
Yearly Class Specific Graduation/ Schedule Requirements Presentations (by Grade Level)
1, 2, 4, 6
Throughout the school year
9-11 -Organize presentations to clarify A-G requirements, HS graduation requirements, and the importance of a rigorous schedule.
-Counselors
-ATP Group
x 2CF x SPF
x INF x SUF
x IMMF x APF
Academic updates for students to take to parents
1, 2, 5
Throughout the school year
9-12 -Counselor worksheets (specific to students) including A-G ‘s, grad requirements, etc.
-Counselors x 2CF x SPF
x INF x SUF
x IMMF x APFParent Empowerment Meeting
1, 2, 3, 4, 5, 6,
Beginning in Fall 2010 and ongoing
9-12 -Parent meetings with presentations regarding college preparation as well as 8th grade information night
-Counselors-Administrators
x 2CF x SPF
x INF x SUF
x IMMF x APF
Any extra funds, supplies or resources needed for these activities?
Family Structures
Two-Career Families (2CF)
Involved Families (INF)
Immigrant Families (IMMF)
Single Parent Family (SPF)
Surrogate Families (SUF)
Families with an Absent Parents(APF)
GOAL 3 – BEHAVIORAL. Select ONE curricular goal for students, such as improving behavior, attendance, respect for others, safety, or another quality that requires improvement in the next school year:
Reduce the Number of Student TardiesDesired result(s) for THIS goal: Improve attendance and reduce student tardiesHow will you measure these result(s)? Tardy and attendance reports
Which practices of school, family and community partnerships will help you reach THIS goal? (Choose activities from more than one type of involvement.) How will you organize and schedule the family and community involvement activities that support THIS goal?
Activity (continuing or
new)
Type (1-
6)
Date of Activity
Grade Level(s)
What Needs to Be Done for Activity & When?
Persons in Charge and Helping
Family Structure
Provide students and parents with ongoing communication about tardy policy
1, 2, 5
On Going 9-12 -Notification through parent calls, postings on school website
-Attendance clerks-Assistant Principals
x 2CF x SPF
x INF x SUF
x IMMF x APF
Follow up with students and parents beginning at 5 tardies per class or 10 overall
2, 6 Beginning in Spring 2012 and ongoing
9-12 -Assignment of Saturday school, adjustment of schedule (no per. 1), loss of privileges or off campus lunch, communication with students and parents
-Teachers-Assistant Principals-Secretaries and Attendance Clerks
x 2CF x SPF
x INF x SUF
x IMMF x APF
Reporting of attendance and tardies in IC and training of parents to access IC information
1, 2, 6
Spring 2011 and ongoing
9-12 -Ensure timely and accurate reporting of attendance; providing workshops and assistance for parents at Open House and ongoing
-Teachers-Assistant Principals-Secretaries and Attendance Clerks
2CF SPF
INF SUF
IMMF APF
Any extra funds, supplies or resources needed for these activities? Try to get plants and tools donated.
Family Structures
Two-Career Families (2CF)
Involved Families (INF)
Immigrant Families (IMMF)
Single Parent Family (SPF)
Surrogate Families (SUF)
Families with an Absent Parents(APF)
GOAL 4 – CLIMATE OF PARTNERSHIPS. Identify ALL OTHER family and community partnership activities for the six types of involvement that the school will conduct to create a welcoming school environment, not covered in GOALS 1, 2, and 3.
Developing a Welcoming Climate of PartnershipsDesired result(s) for THIS goal: Making Parents/Guardians feel welcome in school environment and making them aware of resources availableHow will you measure these result(s)? Feed back from Parents/Guardians, # of parents in attendance to events, etc.
Which practices of school, family and community partnerships will help you reach THIS goal? (Choose activities from more than one type of involvement.) How will you organize and schedule the family and community involvement activities that support THIS goal?
Activity (continuing or
new)
Type (1-
6)
Date of Activity
Grade Level(s)
What Needs to Be Done for Activity & When?
Persons in Charge and Helping
Family Structure
Student Concierges each period, welcoming parents and community members to the campus
2, 6 Fall 2011 and ongoing
9-12 -Recruitment and assignment of students at the beginning of each semester
-Assistant Principals x 2CF x SPF
x INF x SUF
x IMMF x APF
Open House (Continuing)
1, 2, 4
Ongoing,Spring
9-12 -Teachers to develop and create interactive presentations for Open House
-Assistant Principal-Department Chairs to encourage interactive presentations from faculty
x 2CF x SPF
x INF x SUF
x IMMF x APFEncourage and train parents in the use of Campus Portal
1, 2, 4
Ongoing, commencing Fall 2010
9-12 -Phone calls home about use of Campus Portal-Training of parents in library during Back to School Night and Open House
-Administrators-Counselors-Teachers
x 2CF x SPF
x INF x SUF
x IMMF x APFCreate a foundation (WISH) through district
2,3,5, 6
Ongoing 9-12 -Foundation will raise $ in general for school-Create group of parents to work on fundraising activities
-District Administration-Community Members
x 2CF x SPF
x INF x SUF
x IMMF x APF
Any extra funds, supplies or resources needed for these activities? (snacks for parents).
