2015-2016 Single Plan for Student Achievement O.J. Actis Junior

Transcription

2015-2016 Single Plan for Student Achievement
O.J. Actis Junior High School
PANAMA-BUENA VISTA UNION SCHOOL DISTRICT
Principal:
Address:
Phone:
E-mail Address:
Website:
Patrick Spears
2400 Westholme Boulevard
Bakersfield, CA 93309
661-833-1250
[email protected]
www.pbvusd.k12.ca.us
The following items are included:
X
X
X
SPSA Annual Evaluation
Recommendations and Assurances
Data Reports
Budgets
Parent Involvement Policy
Home/School Compact (Title I)
SWP
TAS
N/A
The District Governing Board approved this revision of the School Plan on 12/15/15.
PANAMA-BUENA VISTA
UNION SCHOOL DISTRICT
The SPSA for O.J. Actis Junior High School
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6/9/16
TABLE OF CONTENTS
TABLE OF CONTENTS ..............................................................................................................................................................2
SPSA Annual Evaluation..........................................................................................................................................................3
PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE ......................................................................................................7
PERFORMANCE GOAL #1: PROFICIENCY IN READING AND LANGUAGE ARTS ....................................................................7
PERFORMANCE GOAL #2: MATHEMATICS .......................................................................................................................13
PERFORMANCE GOAL #3: ENGLISH LEARNERS.................................................................................................................18
PERFORMANCE GOAL #4: PROFESSIONAL DEVELOPMENT ..............................................................................................22
PERFORMANCE GOAL #5: PARENT/FAMILY ENGAGEMENT .............................................................................................27
PERFORMANCE GOAL #6: OTHER CURRICULAR ...............................................................................................................31
PERFORMANCE GOAL #10: OTHER CURRICULAR .............................................................................................................47
ANALYSIS OF CURRENT INSTRUCTIONAL PROGRAM............................................................................................................49
FUNDED PROGRAMS INCLUDED IN THIS PLAN.....................................................................................................................54
SCHOOL AND STUDENT PERFORMANCE DATA ....................................................................................................................55
Table 1 CAASPP Results (All Students)..............................................................................................................................55
Table 2: Academic Performance Index by Student Group................................................................................................57
Table 3: English-Language Arts Adequate Yearly Progress (AYP) .....................................................................................58
Table 4: Mathematics Adequate Yearly Progress (AYP) ...................................................................................................59
Table 5: California English Language Development (CELDT) Data....................................................................................60
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12/7/15
SPSA Annual Evaluation
(SSC Review of the previous year’s SPSA)
Pursuant to California Education Code Section 64001(g), the School Site Council (SSC) must evaluate at least annually the effectiveness of planned activities. In the cycle
of continuous improvement of student performance, evaluation of the results of goals will provide data to inform and guide subsequent plans.
Annual evaluation by the SSC and local educational agency (LEA) is a critical part ofthe continuous cycle of improvement for a school. Furthermore, it is an integral
component of the Compensatory Education (CE) Federal Program Monitoring (FPM) review process for Single Plan for Student Achievements (SPSAs). During an FPM
review, the SSC and LEA must be able to provide evidence of the evaluation process to determine if the needs of students are being met by the strategies described in
the SPSA. Schools will use this information to revise subsequent SPSAs.
A. Plan Priorities (from the current, Board approved SPSA)
1. Identify the top priorities of the current SPSA. (No more than 2-3.):
Staff Development and Release time for Professional Planning; Interventions for Math and English Language Arts
2. Identify the major expenditures supporting these priorities.
X Purchasing of materials, books, and/or equipment
Purchasing of technology, software, licensing
X Professional Development/Consulting
X Staffing (fulltime/part time/extended day/extra duty)
Other:
B. Plan Implementation (as they relate to the identified top priorities listed in #1)
3. Identify strategies in the current SPSA that were fully implemented as described in the plan.
Implementation of Multi-syllable routine cards throughout ELA on a daily basis; ELA teachers are utilizing the quarterly planning session to work on
supplementing core instruction and intervention.
4. Identify strategies in the current SPSA that were not fully implemented as described in the plan or were not implemented within the specified timelines.
Math department staff training in effective student engagement / classroom management as well as effective implementation of DII strategies.
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a. What specific actions related to those strategies were eliminated or modified during the year?
Additional training and staff development opportunities were eliminated.
b. Identify barriers to full or timely implementation of the strategies identified above. (List only barriers to school implementation during the school day; do not indicate
reasons beyond the scope of the school.)
Our budget limitation didn't allow us to bring in consultants/coaches to assist teachers in training.
c. What actions were undertaken to mitigate those barriers or adjust the plan to overcome them?
Additional days were provided by the district to have additional days for consultant. Also, we have an academic coach assigned to our campus
to assist in this effort.
d. What impact did the lack of full or timely implementations of these strategies have on student outcomes? What data did you use to come to this
conclusion?
Effective first instruction. Data from our EOY assessments showed an overall decline in our math scores.
C. Strategies and Activities
5. Identify those strategies or activities that were particularly effective in improving student achievement. What evidence do you have of the direct of indirect
impact of the strategies or activities on student achievement?
Planned Input and Modeling (I Do) and Guided Practice (We Do). Taking the time,this has showed to be an effective strategy for math instruction.
6. Identify those strategies or activities that were ineffective or minimally effective in improving student achievement.
Input with no modeling and going straight into structured practice or independent practice.
a. Based on an analysis of the impact of the strategies/activities, what appears to be the reason they were ineffective in improving student achievement?
(check all that apply)
X
X
Lack of timely implementation
Limited or ineffective professional development to support implementation
Lack of effective follow-up or coaching to support implementation
Not implemented with fidelity
Not appropriately matched to student needs/student population
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Other:
b. Based on the analysis of this practice, would you recommend:
X
Eliminating it from next year’s plan OR
Continuing it with the following modifications
Provide additional days of staff development
D. Involvement/Governance
7. Describe how the SSC was involved in development of the plan.
SSC was asked to give feedback to the plan at meetings. Staff, involving parents, parent club, and ELAC were consulted for
advice and input during scheduled meetings.
8. Describe how advisory committees provided advice to the SSC.
The ELAC has access to the school plan (English and Spanish). ELAC agendas specifically address the SPSA and advice/input from the committee is solicited at
every meeting. The ELAC completes the District's "Advisement to the SSC" form to inform SSC members of their advice and input on items such as the
development of the SPSA and programs for English Learners.
9. How was the plan monitored by the SSC during the school year?
The SPSA is reviewed at each SSC meeting as well as updates on the effectiveness of the plan. Documentation is included in the meeting minutes.
10. What changes are needed to ensure the opportunity for involvement of all stakeholders, and to provide adequate monitoring of planned activities and
outcomes?
We are open to suggestions but feel we communicate well with our stakeholders. School Quality Snapshot data and the plan are addressed at each SSC
meeting.
E. Outcomes
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11. Identify any goals in the current SPSA that were met.
Performance Goal 1: Reading/Language Arts
Performance Goal 2: Mathematics
Performance Goal 3: English Learners
X Performance Goal 4: Professional Development
Performance Goal 5: Parent Involvement
Performance Goal Other:
12. Identify any goals in the current SPSA that were not met, or were only partially met.
Performance Goal 1: Reading/Language Arts
X Performance Goal 2: Mathematics
Performance Goal 3: English Learners
Performance Goal 4: Professional Development
Performance Goal 5: Parent Involvement
Performance Goal Other:
13. Based on this information, What recommendations might be considered in subsequent plans?
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PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE
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 API and AYP growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic
performance of student groups not meeting state standards.
PERFORMANCE GOAL #1: PROFICIENCY IN READING AND LANGUAGE ARTS
Goal(s):
Increasing student performance of Renaissance Reading Assessments by 5 NCEs annually
Maintain 100% access by students to CCSS appropriate instruction, materials and assessments
Students and teachers will have access to internet connected devices to facilitate learning in the classroom
Describe how the Local Education Agency Plan (LEAP) and the Local Control Accountability Plan (LCAP) align to the school site goals?
The District has established 10 specific goals aligned to the LCAP and LEA Plan. The goals are:
1. Increase the percentage of students meeting district benchmarks with a focus on Early Literacy
2. Increasing student performance of Renaissance Reading and Math STAR Assessments
3. Increase student proficiency in English;
4. Increase the rate of redesignated Fluent English Proficient students;
5. Increase the rate of students meeting state targets in Physical fitness;
6. reduce student suspension rate for significant subgroups;
7. 100% internet access to connected devices;
8. provide training for teachers in CCSS
9. all students have access to CCSS; and
10. a communication plan to engage and keep parents informed.
Describe the data/process used to develop the goal(s)
X
California Assessment of Student Performance (Results)
Schoolwide Needs Assessment Results: Date:
Date:
Title I Annual Review Meeting:
Parent Surverys:
Date:
X
X
X
State English Learner Proficiency Test
District Benchmarks/Quarterly Assessments
Leadership Team Meetings
X
Other (please specify): surveys
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Grade Level Meetings/PLCs
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What did the analysis of the data reveal that lead you to this goal? (Key findings):
Data was collected from surveys of teachers, parents, advisory committees (DELAC, DAC, PAC, Title I, etc) and community Listening Posts which identified key areas to
address as a district. At our site, the findings were that Actis students did not make the 5 point NCE gain established by the district. The School Site Council has analyzed
the results of the Needs Assessment. The needs assessment strategies and instruments / assessments included utilizing Common Core bridge materials and as well as
intervention materials for whole/small group instruction.
Identify Stakeholders that were involved in analyzing data and developing this goal?
X Teachers X Administration X Parents X Support Staff (Including Title I, EL, SPED) X Academic/Intervention Counselors X Leadership Team/ DSLT X SSC X ELAC
X Other (please specify): DELAC; DAC committees
Pupils to be served by this goal:
X
All Students OR
English Learners
Redesignated Fluent English Proficient
Economically Disadvantaged
Foster Youth
Special Education
Other Subgroups (specify):
Actions to improve achievement to exit program improvement ( not applicable):
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Strategy
Student's will have access to high quality
core curriculum that meets their
instructional needs.
Common Core State Standards
Specific Actions to be Taken
Start
End
Estimated Cost
Monitoring Evidence
1.
•
7/1/2015
6/30/2016
Student performance on STAR Reading, district
benchmarks, common assessments
Gateways classes (offered/completed)
2.
Provide a Common Core English Language
7/1/2015
Arts program for students who are above, at
or less than 2 grade levels behind in reading
and/or score over 80% on Gateways 4
placement sub-tests. Provide targeted
instruction at 3-4 different levels, with the
necessary scaffolds in place to support these
learners. Utilize AVID methodologies. Monitor
the progress of these learners.
6/30/2016
STAR Reading Assessment
Gateways placement sub tests
Teacher recommendations.
Common formative assessments
AVID walkthrough/evidence
3.
Utilize district provided 95% group materials 7/1/2015
in ELA. Gateways levels 1-2 will incorporate
the advanced phonics lessons. Gateways
Level 4 will incorporate the Vocabulary surge
as well as the multi-syllabic word routine.
ELA Level 3 and 4 will incorporate the
vocabulary routine as well as the multisyllabic
word routine.
6/30/2016
Phonics screener inventory (PSI)/data
4.
- Monitor student results and assign
appropriate modifications, interventions,
reteach etc. to ensure all students can meet
the academic standards.
7/1/2015
6/30/2016
Gateways placement sub tests
AVID walkthrough/evidence
5.
Connect classroom instruction and activities
to grade level essential standards,
benchmarks, and state frameworks for
language arts using board adopted materials.
7/1/2015
6/30/2016
Student Achievement
Dates
Review STAR Reading data, district
benchmarks, common assessments and
other relevant data to assess
instructional effectiveness.
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Strategy
Improvement of instruction strategies and
materials
Dates
Start
End
Estimated Cost
Monitoring Evidence
6.
•
7/1/2015
Provide Gateways ELA classes as the
replacement core program for students
at the intensive intervention level in
reading/language arts. Adhere to the
fidelity of the program to move students
out of the intervention and into the
district core as rapidly and effectively as
possible.
6/30/2016
Gateways placement sub-tests
Gateways Skills Assessments, Unit tests, and
Writing Rubrics.
7.
•
7/1/2015
Provide focused, standards-based
instruction utilizing Direct Interative
Instruction to increase students' reading
fluency, comprehension, literary analysis,
and vocabulary development.
6/30/2016
Yearly staff development calendar
Monthly walk through observations
1.
•
Identify students in need of intervention
services based on common formative
assessments and weekly PLC team
meetings.
7/1/2015
6/30/2016
Extended day program participation
Study Skills Classes (attendance and GPA
improvement)
At- Risk plans completed by teachers and
communication by teacher to parents of at-risk
status
Intervention Counselor meets with at-risk
students (records kept by Counselor)
2.
•
Provide noon and/or afterschool study
programs for failed and relunctant
students in need of supplemental
support in the core area.
7/1/2015
6/30/2016
3.
•
7/1/2015
Provide staff for teaching/tutoring in
small group or on an individualized basis;
if less intervention is needed, a larger
group study configuration can be utilized
(e.g. after school study hall).
6/30/2016
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Site
Budget
1000
Common formative assessment data
Data from Moby Max web interface
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Strategy
Provide targeted, flexible interventions for
students who struggle. Purchase any
necessary supplementary materials.
End
Estimated Cost
Monitoring Evidence
4.
•
Teachers identify specific supplemental
materials, supplies, and equipment to
enhance the core curriculum and assist
students in understanding essential
standards. Purchase additional reading
and language arts materials based on
teacher recommendations from PLC
meetings.
7/1/2015
6/30/2016
5.
•
Provide study skills classes for those who 7/1/2015
are at risk of retention: Gateways or
additional remedial reading and English
elective
6/30/2016
6.
- The Intervention Counselor meets with atrisk students during mid quarter and end of
quarter grading periods.
7/1/2015
6/30/2016
7.
Provide supplement supplies and materials to 7/1/2015
assist ELs, homeless students, foster kids, and
all students in accessing the core curriculum
successfully.
6/30/2016
Site
Budget
1000
Inventory
1.
Purchase Moby Max, a supplemental web
based program for strategic learners, to
provide individualized strategic support. This
program/data will be used during the
intervention block.
7/1/2015
6/30/2016
Site
Budget
500
Data from common formative assessments.
2.
Offer a 4 week, 30 minute intervention block 7/1/2015
every Wednesday to facilitate mastery of
CCSS. Students are identified and assigned to
intervention in PLC meetings. Students keep a
schedule that indicates the class they have
been assigned to. At the end of 4 weeks,
teachers reassess students
6/30/2016
3.
Purchase NewsELA and AVID Weekly for all
7/1/2015
students as secondary source material for ELA
6/30/2016
Student Achievement
Dates
Start
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Data from common formative assessments.
Site
Budget
500
Inventory
12/7/15
Strategy
Dates
Start
End
Estimated Cost
Monitoring Evidence
Encourage independent, leveled reading
and participation in our AR program.
1.
Increase reader motivation by promoting
school-wide competitions, incentives, and
other motivators.
7/1/2015
6/30/2016
Site
Budget
250
AR goal data
AR Engaged Time reports
2.
Identify and purchase high interest books and 7/1/2015
maintain an appropriate level in the library.
Maintain library staffing and materials to
assure that students and parents have access
to books.
6/30/2016
Site
Budget
2000
Library usage by classrooms
Library usage before school/after school/noon
time
Inventory
Student Achievement
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PERFORMANCE GOAL #2: MATHEMATICS
Goal(s):
Increase student performance on Math STAR Assessments by 5 NCEs annually
Date:
Parent Surverys:
Date:
X
X
X
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Input from surveys of teachers, parents, advisory committees (DELAC, DAC, PAC, Title I, etc) and community Listening Posts identified key areas to address.
X Other (please specify): DELAC, DAC
X
All Students OR
English Learners
Foster Youth
Special Education
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Strategy
Students will have access to high quality
core curriculum that meets their
Dates
Start
End
Estimated Cost
Monitoring Evidence
1.
Use data from STAR math and teacher
recommendations to place students in the
appropriate math level that best meets their
7/1/2015
6/30/2016
Student performance on STAR Math, district
benchmarks, common assessments
2.
Implement the Go Math Program and offer
three levels: Advanced (3 years in 2 years), A
(medium to high) and B (low to medium).
7/1/2015
6/30/2016
Go Math assessments
3.
•
7/1/2015
Monitor student results and assign
appropriate modifications, interventions,
reteach etc. to ensure all students can
meet the academic standards.
6/30/2016
Go Math assessments
4.
•
Teachers identify specific supplemental
materials, supplies, and equipment to
enhance the core curriculum and assist
students in understanding essential
standards. Purchase additional
materials, supplies, and equipment
based on teacher recommendations
from PLC meetings.
7/1/2015
6/30/2016
5.
- Connect classroom instruction and activities
to grade level essential standards,
benchmarks, and state frameworks for
Mathematics
7/1/2015
6/30/2016
Staff Development Calendar
Monthly walk through observations
PLC meetings
1.
Offer a 30 minute intervention block every
7/1/2015
Wednesday to facilitate mastery of CCSS.
Students are identified and assigned to
intervention in PLC meetings. Students keep a
schedule that indicates the class they have
been assigned to. At the end of 4 weeks,
teachers reassess students.
6/30/2016
Intervention logs
Go Math assessments
Student Achievement
Provide targeted, flexible intervention for
students who struggle. Purchase any
necessary supplementary materials.
Student Achievement
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Strategy
Dates
Start
End
Estimated Cost
Monitoring Evidence
2.
•
Provide noon and/or afterschool study
programs for all students in need of
supplemental support in the core area.
7/1/2015
6/30/2016
Go Math assessments
3.
•
7/1/2015
Staff with teacher(s) to provide
additional teaching/tutoring in small
group or on an individualized basis; if less
intervention is needed, a larger group
study configuration can be utilized (e.g.
after school study hall).
6/30/2016
Timecards
Log in sheets
4.
•
Teachers identify specific supplemental 7/1/2015
materials to enhance the core curriculum
and assist students in understanding
essential standards. Purchase additional
mathematics materials based on teacher
recommendations from PLC meetings.
6/30/2016
Inventory
5.
•
Provide study skills classes for those who 7/1/2015
are at risk of retention
6/30/2016
Go Math assessments
6.
Purchase Moby Max, a supplemental webbased program for strategic learners, to
provide individualized, strategic support. This
program/data will be used during the
intervention block.
7/1/2015
6/30/2016
7.
- The Intervention Counselor meets with atrisk students at least once each semester.
7/1/2015
6/30/2016
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Site
Budget
600
Go Math assessments
12/7/15
Strategy
Improvement of instructional materials and 1.
strategies.
Provide supplemental supplies and materials
to assist ELs, homeless students, foster kids,
and all students in accessing the core
curriculum successfully.
Dates
Start
7/1/2015
End
6/30/2016
Estimated Cost
Site
Budget
1000
Monitoring Evidence
Inventory
Student Achievement
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PERFORMANCE GOAL #3: ENGLISH LEARNERS
Goal(s):
Increase student proficiency in English by 1 proficiency level annually
Increase the rate of reclassfication by 3% annually
Date:
X
X
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Parent Surverys:
Date:
X
Other (please specify): surveys, ELSSA reports
The rate of reclassfication to fluent English proficient (RFEP) exceeds that of the County and State, but has remained stagnant. Review of Action Plans for Long Term
English Learners (LTEL) and students at risk of becoming a LTEL.
X Other (please specify): DELAC
All Students OR
X
English Learners
X
Foster Youth
Special Education
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Strategy
Provide a appropriate ELD instruction,
based on CELDT level.
Dates
Start
End
Estimated Cost
Monitoring Evidence
1.
Focus on ELD instruction through the use of
Gateways (CELDT 1-2) and (CEDLT 3-4)
programs for EL students who have earned a
STAR Reading score below 5th grade
and have scored below 80% on Gateways
subtests.
7/1/2015
6/30/2016
STAR Data
Gateways sub-test data
Gateways assessments.
2.
Integrate ELs who have scored above 5.0 GLE
on STAR and more than 80% on Gateways
sub-test 4 in the mainstream program with
appropriate EL support and language
development
7/1/2015
6/30/2016
STAR data
Gateways sub tests
Common formative assessments.
3.
SDAIE strategies are used throughout the core 7/1/2015
curriculum, including Math, Science and
History, to make content accessible to ELs.
6/30/2016
Principal observations during walk throughs
that
indicate students are receiving language
instruction daily.
4.
Staff is appropriately credentialed and
authorized to work with ELs (ELD and/or
SDAIE strategies).
7/1/2015
6/30/2016
Principal observations during walk throughs
that
instruction daily.
1.
Supplemental materials, equipment, and
supplies to assist ELs in accessing the core
content and make it understandable is
provided. Teachers determine what
supplemental materials, equipment, and
supplies are needed to help the student(s) in
each core area while meeting in PLC teams.
7/1/2015
6/30/2016
Student Achievement
Student Engagement
Provide supplementary materials to
increase the success of English Learners in
all courses.
Student Achievement
2000
•
•
•
Student Engagement
Site
Budget
•
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Informal observations during walkthrough and review of lesson plans by
Principal
Review of sign-in sheets for EL student
participation in noon and afterschool
study programs
End of semester reviews by counselor for
placement of at risk EL students
Progress monitoring of EL academic
achievement through a review of grades,
progress reports, student assistance
teams for at risk EL students, and school
and intervention counselor
recommendation
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Strategy
Monitor the academic success of English
Learners.
Monitoring Evidence
7/1/2015
6/30/2016
Site
Budget
500
Teacher observation
3.
Provide funds to pay for teacher extra duty
7/1/2015
time to staff and provide instruction to at-risk
EL students - before/after school and during
lunch.
6/30/2016
Site
Budget
1500
Recommendations by EL intervention
counselor
1.
Utilize the Intervention Counselor to assess
7/1/2015
individual EL student academic needs and
work with the classroom teachers in providing
support throughout the day. The Intervention
Counselor will monitor the progress of EL
students' academic performance and meet
with the students regarding their status.
He/She will monitor the progress and grades
of our students, ensuring they receive
appropriate classroom instruction and
intervention. He/she will identify EL students
at risk of non-graduation and provide possible
interventions.
6/30/2016
2.
Partially fund the Intervention Counselor to
focus on English Learner achievement and
other issues including EL parent training
classes to increase student achievement.
7/1/2015
6/30/2016
1.
As available, utilize the district EL Program
7/1/2015
Specialist to support staff with identification
and targeting of EL students in further need of
intensive language instruction to supplement
the basic English Language Development
(ELD) program.
6/30/2016
Access to a Broad Curriculum
Student Achievement
Estimated Cost
Purchase NewsELA and/or AVID Weekly for
students in the replacement curriculum
(supplemental reading/writing materials).
Student Achievement
End
2.
Utilize District support staff to implement
EL Program.
Dates
Start
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STAR data
Grades
Academic Counselor monitors class placement;
Intervention Specialist monitors ongoing
progress through quarterly meetings with
students and as requested by teachers;
Principal observations during walkthoughs that
instruction daily.
Site
Budget
12000
CELDT DATA
STAR Reading assessment
12/7/15
PERFORMANCE GOAL #4: PROFESSIONAL DEVELOPMENT
Goal(s):
Using PLCs and selected release time, all teachers and support staff (as appropriate) will participate in Professional Development Activities provided by the District and
individual school sites. Professional Development activities will be aligned to the LCAP and LEA Plan goals.
Teachers will be trained in implementation of CCSS and newly adopted text books
Date:
Parent Surverys:
Date:
X
X
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Input from teaching staff; classified staff
X Teachers X Administration
Parents X Support Staff (Including Title I, EL, SPED)
Other (please specify):
X
All Students OR
English Learners
Academic/Intervention Counselors X Leadership Team/ DSLT
SSC
ELAC
Foster Youth
Special Education
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Strategy
Staff development and professional
collaboration
Dates
Start
End
Estimated Cost
Monitoring Evidence
1.
Provide 1 hour for structured PLC time every 7/1/2015
Wednesday. Teachers use this time to discuss
standards, create and analyze assessments,
design interventions and identify students for
intervention
6/30/2016
STAR Reading and Math Assessment utilization
PLC agendas and notes
Additional release days - structured agendas,
outcomes, notes
Principal "walk throughs" to observe strategies
being implemented
Student achievement performance as
measured through common assessments,
STAR Reading and Math
2.
Utilize STAR Reading and STAR Math data to
identify specific curriculum objectives.
Provide training of support software to
increase teacher access to, and usage of, the
data system.
7/1/2015
6/30/2016
Formal surveys and/or informal feedback
3.
Provide substitutes for 1 release day per
7/1/2015
quarter to allow department teams to
collaborate on instructional strategy planning,
curriculum development, lesson plan
alignment to standards, assessment creation
and differentiated instruction for EL students
to increase student achievement.
6/30/2016
Site
Budget
1600
Teacher discussion and application of content
Provide staff with opportunities to improve
their professional learning through
attendance at appropriate conferences and
workshops that assist them in improving
student performance.
6/30/2016
Site
Budget
2000
•
Provide structured consistent in house staff 1.
development with follow -up meetings to
increase integration of standards based
teaching, AVID, DII, formative assessment
and technology.
7/1/2015
•
•
Student Achievement
•
Student Engagement
PLC agendas and notes additional release
days - structured agendas, outcomes,
notes
Principal "walk throughs" to observe
strategies being implemented
Student achievement performance as
measured through common assessments,
STAR Reading and Math)
Increase staff attendance at professional
development opportunities as measured
by requests to attend and sign in sheets
Other Student Outcomes
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Strategy
2.
Increase Integration of AVID, technology,
DII and standards based instruction by
providing access to workshops and
conferences.
End
Estimated Cost
7/1/2015
3.
Bring in consultants and other experts to
provide training for staff on site and to
observe/coach/assist teachers in
implementing specific strategies to improve
their instruction and student achievement.
7/1/2015
6/30/2016
1.
Focus on implementation of the new math
7/1/2015
adoption, next generation science standards,
ELD standards, and Common Core State
Standards. Teachers will participate in
ongoing professional development offered by
the district. Provide subs as needed.
6/30/2016
Agendas
observations/walk throughs
Student data
2.
Utilize district training opportunities to train
7/1/2015
staff in the use of technology and software so
they can incorporate this technology to meet
standards. Provide subs as needed
6/30/2016
Agendas
Student data
3.
Provide funds to send 1 administrator and a
7/1/2015
team of teachers to CUE conference. This
team will develop staff development and train
staff upon their return.
6/30/2016
4.
Provide appropriate training for staff to
deliver an effective AVID program. (AVID
funded)
6/30/2016
Student Engagement
6/30/2016
Monitoring Evidence
Assess needs of staff for professional
development annually, through formal and
informal means. Align staff needs with
student needs as measured by results on
STAR math and ELA indicators, and with the
District Plan.
Student Achievement
Dates
Start
Teacher discussion and application of content
7/1/2015
Site
Budget
2000
Agendas
Walk through observation of technology
usage
AVID evidence walk throughs
Send additional teachers to AVID Summer
Institute. Provide opportunities for them to
train others and share their knowledge upon
their return.
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Strategy
Dates
Start
End
Estimated Cost
Monitoring Evidence
5.
Provide staff with opportunities to improve
their professional learning aligned with LCAP
and SPSA goals. Attendance at appropriate
conferences and workshops to assist
certificated and classified staff in improving
student performance.
7/1/2015
6/30/2016
Agendas, Conference Request forms,
Student data
6.
Target specific professional development
aligned to implementation of intervention
programs - Gateways and 95% Group
7/1/2015
6/30/2016
Agendas, Conference Request forms,
observations/walkthroughs
Student data
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PERFORMANCE GOAL #5: PARENT/FAMILY ENGAGEMENT
Goal(s):
Engage and collaborate with groups inside and out of the District community for the mutually beneficial exchange of knowledge and resources.
Provide parents with meaningful resources, guidance and targeted training so they can help their children and make informed educational choices for them.
Provide a welcoming environment where parents are treated as valuable contributors to their child's education
Provide leadership and governance training so families are equipped to actively participate in and oversee school performance
Provide families with timely, accurate and actionable information to support learning at home and at school
Date:
Parent Surverys:
Date:
X
X
Parent participation rates at various workshops offered throughout the district; membership rosters on advisory committees
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Other (please specify): DELAC, DAC, PAC
X
All Students OR
English Learners
Foster Youth
Special Education
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Strategy
Involvement of staff, parents and
community
1.
Help parents understand the importance of
grade level standards and student
assessments so they will be able to follow
their student's academic progress.
Dates
Start
7/1/2015
End
6/30/2016
Estimated Cost
Monitoring Evidence
•
•
•
•
•
Increased membership in Parent Club
Increased parent participation in school
site activities
Parent Involvement on the SSC and ELAC
committees
Records of Parent Training opportunities
provided by the school site
Parent feedback from surveys
2.
Keep parents informed on the school's
7/1/2015
expectation for their child's learning and how
to provide the support needed for homework
to be effective.
6/30/2016
Flyers mailed home
In touch Phone calls
ELAC Sign In Sheets
Survey results from parents
Powerpoint presentations
Meeting agendas
3.
Encourage parents to attend family math,
reading, ELD, and literacy workshops so that
they will be confident and proficient in
assisting their students. Provide materials to
assist parents in working with their child at
home.
7/1/2015
6/30/2016
Flyers mailed home
ELAC Sign In Sheets
Meeting agendas
4.
Encourage parent participation in parent club 7/1/2015
and their involvement at Back to School Night,
classroom visits, and student performances.
6/30/2016
Back to school Night
In-Touch Call out System
Parent Club
5.
Elect members for the School Site Council
(SSC) and the English Learner Advisory
Committee. Train members to work as a
decision-making group for school
improvement; select a staff and parent
representative to participate in District
Advisory Committee (DAC) meetings and
DELAC.
6/30/2016
SSC agendas and sign-ins
7/1/2015
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Strategy
Dates
Start
End
Estimated Cost
Monitoring Evidence
6.
Maintain connections with businesses in the
neighborhood of the school and related
community agencies that serve children and
families.
7/1/2015
6/30/2016
7.
Promote community involvement with the
school and generate support for education
within the community.
7/1/2015
6/30/2016
8.
Provide parents and students with individual
physical fitness pre/post report cards.
7/1/2015
6/30/2016
copies of notices/dates mailed
9.
Utilize the Intervention Counselor to connect 7/1/2015
with parents of ELs and to encourage ELAC
membership.
11. Provide interpreters, hospitality, and child
care as needed, for ELAC meetings and other
EL parent trainings
6/30/2016
Flyers mailed home
ELAC Sign In Sheets
Meeting agendas
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PERFORMANCE GOAL #6: OTHER CURRICULAR:
Goal(s):
The district recognizes that learning takes place across the curriculum. Reading/Language Arts, Mathematics, English Language Development (through SDAIE strategies)
are necessary in all subject areas for all students. Additionally, extending the curriculum beyond the Performance Goals of the LEA Plan ensure that all students receive a
well rounded education in the Arts, Sciences, Technology, Health and Physical Education. All subjects are enhanced by experiential learning opportunities such as field
trips, assemblies, expert speakers, as well as student participation in various extracurricular activities such as Oral Language and Speech Programs, Science Fairs,
academic competitions, sports, and various other methods of learning through doing. The school aligns to the LEA Plan and district philosophy through setting goals and
actions that support student engagement across the curriculum including special at risk subgroups such as SWDs and English Learners.
Date:
Parent Surverys:
Date:
X
X
X
Results from the sprint CSTs.
X Teachers
Administration X Parents X Support Staff (Including Title I, EL, SPED) X Academic/Intervention Counselors X Leadership Team/ DSLT
X Other (please specify): Science Department
X
All Students OR
English Learners
SSC
ELAC
Foster Youth
Special Education
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Strategy
Extended Learning Time
Dates
Start
End
Estimated Cost
Monitoring Evidence
1.
Provide after school academic interventions
and enrichment to support instruction
through the ACES Program (District ASES
Grant). Identify and invite all students who
are identified as at risk or academically
deficient and English learners to participate.
Make after school learning active through
opportunities for collaborative learning and
hands-on academic activities
7/1/2015
6/30/2016
Formal and Informal assessment data to
inform the academic programming in the after
school program
2.
Staff the ACES program with a site manager
and three program leads to facilitate the
program
7/1/2015
6/30/2016
ACES parent participation in various Parent
Trainings (sign-in sheets, phone call contact
lists)
3.
Develop relationships and maintain
ongoing communication between school and
the after school program to more effectively
align academically with the school day by
identifying school based goals and learning
objectives and intentionally linking
programming
7/1/2015
6/30/2016
Participation of ACES personnel in staff
development and trainings (agendas, sign-in
sheets)
4.
Monthly meetings with classroom teachers
and the site manager to plan and develop
responses to student data results.
7/1/2015
6/30/2016
Attendance list of students receiving
additional after school ACES tutoring by
classroom staff
5.
Collaborate with ELACs, and other parent
7/1/2015
involvement programs to provide parents
with hands-on strategies they can employ to
assist students with homework, reading, math
and language skills.
6/30/2016
6.
Provide additional tutoring by classroom
teachers at their extra duty rate for students
during the ACES program.
6/30/2016
7/1/2015
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Strategy
Dates
Start
End
7.
Provide district sponsored training and
other staff development opportunities to
support after school staff. As possible,
coordinate site staff development to include
after school staff if appropriate.
7/1/2015
6/30/2016
8.
Provide opportunities to extend student
7/1/2015
learning through activities such as field trips,
guest speakers, and assemblies. Expand on
opportunities to provide students with access
to information, materials, field trips etc., to
Colleges and Universities. Work with
community groups to allow students to
participate with and/or observe people in
various careers ("on-the-job" type field
experiences) to motivate and encourage
students to develop long term goals in their
education.
6/30/2016
Estimated Cost
Monitoring Evidence
* Continue to explore and provide for
supplemental needs such as staffing,
adequate space, equipment, technology,
supplies and other necessary items to conduct
specialized programs on site.
9.
*Increase student access to, participation in, 7/1/2015
and appreciation of, all forms of the arts
(visual and performing), including
supplemental instruction, supplies, and field
trips. Encourage students in performance arts
(such as band, chorus, drama, etc) to
participate in various competitions and
festivals and support efforts by staff and
students with supplemental funding as
available to participate in such activities.
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Strategy
Increased educational opportunity within
AVID
Dates
Start
End
10. 10. Supply awards and recognition for student 7/1/2015
achievement in academics, sports, arts and
sciences, citizenship extracurricular, and other
areas to motivate and encourage students.
Provide additional extra duty time for clerical
staff to provide supplemental support to
students and teachers in preparing materials
for their use.
6/30/2016
1.
Provide appropriate training for staff to
deliver an effective AVID program. (Summer
Professional Institute)
7/1/2015
6/30/2016
2.
Recruitment and application process takes
place each spring. Visit "feeder" elementary
schools to conduct a presentation to the 6th
graders about AVID Academy.
7/1/2015
6/30/2016
3.
Interview candidates; narrow class size
down to 25 per AVID class. Priority focus
students must meet one of three qualifiers:
be the first in their immediate family to
attend college, be from a lower
socioeconomic
family or be from a family of ethnic
minority. Remaining openings can be filled by
other interested students who might benefit
from the program.
7/1/2015
6/30/2016
4.
Provide school wide binders and planners to
all students.
7/1/2015
6/30/2016
Provide support through AVID funds for the
7/1/2015
supplies, equipment, supplemental materials,
field trip travel costs, and other expenses
related to the program.
6/30/2016
Estimated Cost
Monitoring Evidence
Continue to incorporate and expand the
use of AVID strategies such s WICOR, use of
Cornell notes, and regular binder checks on a
school wide basis.
5.
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Site
Budget
2000
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Strategy
Dates
Start
End
Estimated Cost
Monitoring Evidence
Physical Education
1.
Physical Education, Fitness, Health, Safety and 7/1/2015
Well Being:
* Schedule activities that develop self
motivation, school spirit, good sportsmanship,
and healthful lifestyles.
* Purchase additional equipment and
materials to strengthen the physical
education program and assist students in
meeting physical fitness standards.
6/30/2016
School Climate and Motivation
1.
* Provide programs and teach students how
7/1/2015
to be safe and drug, alcohol, and tobacco
free.
* Teach students to use effective strategies
that develop their social skills, including anger
and conflict management, tolerance,
response to bullying, and sensitivity to others.
6/30/2016
Intervention Specialist duties as assigned
2.
A Campus Security supervisor is employed
to ensure safety of all students, including
special needs and at risk students.
7/1/2015
6/30/2016
Site administration observation and evaluation
The campus supervisor will work with staff to
minimize behavioral disruptions of students
to the school day, focus on anti-violence and
anti bullying strategies with students, and
provide additional support to students,
parents and staff as directed by the principal.
3.
Supplement two additional contractual hours
of the campus supervisor from 6 hours
(district paid) to a total of 8 hours to provide
more safety of students at school and at
school-sponsored activities.
7/1/2015
6/30/2016
4.
Utilize 1 district provided FTE Academic Coach 7/1/2015
to design and implement staff development,
provide teacher support and data
analysis/intervention coordination.
Provide incidental, targeted small group
instruction.
6/30/2016
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Site
Budget
14000
Time/effort logs
Weekly planner
Time/effort logs
Weekly planner
walk throughs
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PERFORMANCE GOAL #7: OTHER CURRICULAR: History/ Science
Goal(s):
Increase and improve services to all students across the curriculum.
100% internet access to connected device
actions that support student engagement across the curriculum including special at risk subgroups such as SWDs and English Learners.
X
Date:
Parent Surverys:
Date:
X
X
X
X
Analysis of the data revealed the significant subgroups were not meeting the AYP targets.
X Teachers
Administration
Parents X Support Staff (Including Title I, EL, SPED) X Academic/Intervention Counselors X Leadership Team/ DSLT
X Other (please specify): History Department
X
All Students OR
English Learners
SSC
ELAC
Foster Youth
Special Education
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Actions to improve achievement to exit program improvement (X not applicable):
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Strategy
Increase Achievement in History and
Science
1.
Student Achievement
Dates
Start
Implement CCSS Literacy standards in Science 7/1/2015
and History.
End
Estimated Cost
Monitoring Evidence
6/30/2016
Planning agendas
Common assessments
Planning agendas
Common assessments
Implement the Next Generation Science
Standards.
Access to a Broad Curriculum
2.
Incorporate higher order thinking tasks and
project based learning, including research,
evaluation of primary and secondary sources,
collaborative discussions, debate and
presentation, investigation, experimentation,
hands on activities
7/1/2015
6/30/2016
3.
Purchase realia and laboratory materials to
facilitate understanding of science concepts.
7/1/2015
6/30/2016
Site
Budget
1500
Planning agendas
Common assessments
4.
As funds allow, purchase additional laptop
computers on wheels (COWs) to provide
support for all students in
science and history.
7/1/2015
6/30/2016
Site
Budget
2500
Inventory
Student Engagement
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Goal(s):
Increase and improve services to all students across the curriculum.
100% internet access to connected device.
Provide a safe school environment.
actions that support student engagement across the curriculum, including students with special needs.
Date:
Parent Surverys:
Date:
Other (please specify): CMA, CAPA
Continued attention to IEP goals and objectives, differentiated instruction, supplemental materials, and more articulation between regular and special education staff is
necessary to increase student achievement.
Teachers
Administration
Parents
Support Staff (Including Title I, EL, SPED)
All Students OR
English Learners
Academic/Intervention Counselors
Leadership Team/ DSLT
SSC
ELAC
Foster Youth
Special Education
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Strategy
Dates
Start
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End
Estimated Cost
Monitoring Evidence
12/7/15
Goal(s):
actions that support student engagement across the curriculum.
Date:
Parent Surverys:
Date:
Analysis of the data revealed students meeting these criteria would benefit from the AVID program and strategies.
Students not participating in AVID will need access to other appropriate interventions provided by the school.
Students who demonstrate a need for enrichment or a desire for extending their learning into the arts and science or physical fitness area can be provided activities to
excel in these areas.
Technology remains a high priority in all subject areas.
X Teachers
Administration
Parents X Support Staff (Including Title I, EL, SPED) X Academic/Intervention Counselors
Other (please specify): AVID
SSC
ELAC
All Students OR
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English Learners
Foster Youth
Special Education
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Strategy
Dates
Start
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End
Estimated Cost
Monitoring Evidence
12/7/15
Goal(s):
Date:
Parent Surverys:
Date:
Teachers
Administration
Parents
Support Staff (Including Title I, EL, SPED)
All Students OR
English Learners
Academic/Intervention Counselors
SSC
ELAC
Foster Youth
Special Education
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Strategy
Dates
Start
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End
Estimated Cost
Monitoring Evidence
12/7/15
ANALYSIS OF CURRENT INSTRUCTIONAL PROGRAM
Standards, Assessment, and Accountability
1. Use of state and local assessments to modify instruction and improve student achievement (ESEA)
Actis Junior High School utilizes a combination of state, district and grade level curricular assessments to monitor
student progress and modify instruction to improve student achievement. The staff analyzes state CASSP results at
the beginning of the year to establish school and grade level goals. The use of District benchmarks and diagnostic
assessments is used to modify instruction to improve student achievement. Teachers also utilize quarterly common
formative assessments to gauge student success on essential standards and help drive instruction.
2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction
Data from the State Board of Education (SBE) adopted curriculum embedded assessments in math and English
language arts is used to monitor student progress and modify instruction. The staff analyzes state CASSP results at
the beginning of the year to establish school and grade level goals and objectives. The use of District benchmarks
and diagnostic assessments is used to modify instruction to improve student achievement. Teachers collaborate
weekly on specific goals relating to student achievement, utilizing common formative assessments to monitor
progress. When intervention is necessary Student Study teams are formed to address academic and social concerns.
Staffing and Professional Development
3. Status of meeting requirements for highly qualified staff (ESEA)
Currently, all certificated and paraprofessional staff meet the federal ESEA highly qualified requirement.
4. Principals' AB 430 training or other training on State Board of Education (SBE) adopted instructional materials
The site administration, Principal and vice Principal, has received training on State Board of Education (SBE) adopted
instructional materials.
5. Sufficiency of credentialed teachers and teacher professional development (e.g., access to SB 472 training on SBEadopted instructional materials)
6. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)
District wide professional development is focused on research-based instructional practices ensuring student
achievement and is aligned to the state standards and LEA Plan. The Curriculum and Instruction Department surveys
teachers annually to help plan the next year’s professional development, and the school focuses on its needs
through formal and informal discussions. Analysis of student performance data by district and site staff also
provides feedback and determines the focus of the professional development.
7. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches)
Support for teachers is provided through the PLC process (grade level peers) and by various experts on site and in
the district. Special Educations staff, school psychologist, Curriculum Specialists, and EL Program Specialists aid staff
in instructional strategies to improvement academic achievement. New teachers receive extra support through the
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district’s BTSA program and the Curriculum and Instruction Department provides extensive assistance whenever
requested.
8. Teacher collaboration by grade level (K-8)
The district has enacted weekly release days to provide valuable time for teacher collaboration on student
achievement. Teams are organized by grade level and are focused on analyzing student assessment data from the
curriculum based assessments, district benchmarks and diagnostics, developing common assessments, identifying
essential standards, and examining instructional practices to better align with the curriculum. Appropriate student
interventions for struggling students are planned and progress monitored at these meetings.
Teaching and Learning
9. Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)
The Curriculum and Instruction Department provides grade level specific pacing guides that align to state standards.
The curriculum and materials provided by the district are standards aligned to meet the challenge of increasing
student proficiency. Teachers use successful instructional strategies to teach the standards, and provide
supplemental support and intervention when necessary.
10. Adherence to recommended instructional minutes for reading/language arts and mathematics (K-8)
All state recommended instructional minutes for ELA and mathematics are adhered to and monitored by the district.
At the site level, the instructional minutes and content are monitored through lesson plan checks, walk throughs,
formal observations, and departmental meetings by the Principal.
11. Lesson pacing schedule (K-8) and master schedule flexibility for sufficient numbers of intervention courses
The Curriculum and Instruction Department provides grade level specific pacing guides. These guides allow grade
levels to determine the modifications necessary based on student needs as indicated by assessment results.
Intervention opportunities are discussed in PLC meetings and made possible in the weekly lesson schedules
developed by teachers.
12. Availability of standards-based instructional materials appropriate to all student groups (ESEA)
All students have access to standards-based instructional materials including state-adopted textbooks and district
adopted materials, as well as extension activities for our gifted students. In grades K-6, Treasures provides
articulated, standards-based curriculum, materials and instruction for reading/language arts within and across all
grade levels. The Treasures program offers a variety of strategies to pre-teach, re-teach and extend learning through
experiences based on student needs. The systematic English Language Development (ELD) program serves the
needs of our English language learners through the school's ELD curriculum. The adopted math curriculum provides
the basis for standards-based mathematics instruction with teacher-designated opportunities for enhanced and
extended learning. Teachers collaborate in PLC's once a week, which allows for continuous assessments and
modified instruction.
13. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high
school students, access to standards-aligned core courses
The principal monitors the use of instructional materials ensuring that students are provided the SBE adopted,
standards aligned instructional materials. Intervention materials may be provided by the district, and teachers
determine if additional supplemental intervention materials are necessary based on student needs.
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Opportunity and Equal Educational Access
14. Services provided by the regular program that enable underperforming students to meet standards (NCLB)
During initial instruction, teachers use the explicit instructional strategies and techniques built into the school
district’s adopted programs. Teachers additionally use the components of the programs designed as stand-alone
intervention tools for at-risk students. Specifically, teachers use the Treasures intervention materials and other
supplemental student materials to address the needs of students performing below grade level.
Teachers support English learners' acquisition of English as a second language through focused grammar and
vocabulary development as well as providing pre-teaching and scaffolding for the literature lessons. Systematic ELD
instruction is provided for 30 minutes daily in homogeneous groups by grade level.
Other services provided are the following: Academic Coach, Intervention Counselor, Library Media Clerk, computer
assisted learning in the computer lab, differentiated instruction, individualized/small group instruction and monthly
assemblies to recognize student success, effort and achievements, as well as to emphasize student attendance.
15. Research-based educational practices to raise student achievement at this school (NCLB)
Actis uses a variety of research-based educational practices to raise student achievement at our school. These
practices include the following:
AVID critical Reading, Cornell notes, ACES after school tutorials, AVID write path training, student study skills class,
and RTI training.
16. Opportunities for increased learning time (Title I SWP and PI requirement)
17. Transition from preschool to kindergarten (Title I SWP) / Transition from Elementary to Junior High and beyond.
Involvement
18. Resources available from family, school, district, and community to assist under-achieving students (NCLB)
1.
2.
3.
4.
5.
District adopted private tutoring personnel
District Opportunity Program
Child Guidance Services
Haven Counseling Center
Human Services
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19. Strategies to increase parental involvement (Title I SWP)
20. Involvement of parents, community representatives, classroom teachers, and other school personnel in the
planning, implementation, and evaluation of consolidated application programs (5 CCR 3932)
The SPSA is developed in conjunction with the SSC. The members of the SSC receive input from the ELAC, teachers,
parents, staff members and other committees deemed necessary in providing valuable information about programs
and services to students. The SSC delegates the writing of the Plan to a leadership team that takes all the
information from formal and informal surveys, discussions, meeting minutes, PLC agenda notes, and data analysis
and develops a working plan that remains flexible as needs change throughout the year. The SPSA is reviewed by
the SSC to verify that all components are included in the Plan, and that the advice and input from committees was
considered during the writing process, and then votes to approve the Plan. Once approved, the Plan is
recommended to the Board of Trustees for final District Approval.
Ongoing monitoring of the Plan implementation and evaluation is done through the SSC at the scheduled meetings.
The members are advised of promising practices that are working and need further support as well as strategies that
either are not working or cannot be implemented and the reasons for the non-implementation. Expenditures are
approved by the SSC.
Funding
21. Services provided by supplemental funds that enable underperforming students to meet standards (NCLB)
Not Applicable
22. Fiscal support
School Based Coordinated Program: To the extent that coordinated funds are available, the school elects to
participate in the SBCP. The current SPSA addresses English learners, educationally disadvantaged, and special
education students. The plan identifies funding sources to be used, establishes a budget annually including
proposed expenditures, and funds are used to supplement - not supplant - existing state and local appropriations.
Additionally there is a process within this plan for ongoing evaluation of the site’s educational program that
addresses the needs of all student populations regardless of funding.
Following are the Centralized Services provided by the central office, including Title I and English Learner Services.
In order to receive funds through the Application for Funding Consolidated Categorical Aid Programs, the District
must assure that it has developed a management system to support and monitor compliant school and district plan
development and implementation. The district is also accountable for funds used to hire staff and to purchase
equipment and services that supplement general fund programs and to assure that eligible students in eligible
schools are served.
The following Centralized Services are provided by the district office to comply with these requirements:
* Secure funding through Application for Funding Consolidated Categorical Aid Programs - School-Based Program
coordination of Title I, Title II, Economic Impact Aid (SCE/LEP),
* Allocate funds to sites and programs; develop and monitor process for sites and departments to submit budgets
* Monitor programs for compliance and quality; approve expenditures to monitor compliance
* Coordinate Migrant Education with other consolidated application programs
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* Serve as liaison to District, State, and Federal personnel
* Provide staff development support for programs and budgets
* Provide supplementary services, training and support for parent involvement
* Monitor and coordinate Title I and II Non-Public School programs, provide opportunities for private school
consultations
* Facilitate School-Based Program coordination and Title I Schoolwide Project applications
* Develop and provide School Site Council training and materials to every school
* Provide support services to improve academic achievement for all students
* Provide professional development and coaching for district level and site staff
* Assist in the development and implementation of the Local Educational Agency Plan, required for federal
categorical funding
* Assist the Liaison to facilitate Title I and McKinney Grant services to homeless students
* Facilitate Title I, Program Improvement activities; Public School Choice and Supplemental Education Services
* Support school sites in Program Improvement by processing all applications, conferencing with parents,
developing individualized student learning plans, progress reports, and invoices; track and monitor all participants in
PSC and SES
* Produce date and complete all required federal and state reports, including the Consolidated Application, English
Learner testing, primary language testing, R-30 Language Census, and other assessments mandated by the state or
as requested by the district and sites.
* Provide assistance to sites in Federal Program Monitoring (FPM)
* Provide supplementary services for translations for English Learner parents
* Provide districtwide training and technical support for English Learner parents and school site personnel regarding
DELAC, ELAC
* Provide support personnel, including EL/ELD Program Specialists and instructional aides in SEI classrooms, to assist
school sites in building quality programs for English Learners
* Provide to school sites assessments needed for newly enrolled students and documentation required by law
*Provide resources for services and programs for English Learners K-8
* Coordinate, articulate and facilitate the services and programs for English Learners K-8
* Collaborate with other district offices to better service programs for English Learners K-8
* Provide staff development for full implementation of district ELD program
* Provide staff development to upgrade teacher skills and strategies in services and programs for English Learners K8
* Provide resources for teachers to gain appropriate authorization to work with English Learners K-8
* Provide resources and updated information through the maintenance of a web site
* Disseminate the Master Plan for English Learners, ELAC Training Handbooks to guide district personnel and
parents in working with services and programs for English Learners K-8
* Other support to school sites as assigned.
53 of 60
12/7/15
FUNDED PROGRAMS INCLUDED IN THIS PLAN
As applicable, enter amounts allocated for each resource the SSC intends for this school to participate in. The plan must
describe the activities to be conducted at the school for each of the state and federal program in which the school
participates. If the school receives funding, then the plan must include the proposed expenditures.)
Federal and State Programs
Allocation
Budgeted
Expenditures
Balance
Available
3010
Title I, Part A: Schoolwide Program
Purpose: Upgrade the entire educational program of eligible
schools in high poverty areas
0
0
3010
Title I, Part A: Targeted Assistance Program
Purpose: Help educationally disadvantaged students in eligible
schools achieve grade level proficiency
0
0
000100 School Site Budget Funds (Principals Budget)
Purpose: To allow each school site to make budgetary decisions
in order to provide basic educational materials and support
services for all students based on individual school needs.
120,757
000000 District Local Control Funding Formula
Purpose: To gain greater flexibility to use funds locally to
improve outcomes of students based on individual LEA needs.
0
Other (list and describe resource):
Total state/federal funds allocated to this school:
SBCP: X
Title I SWP:
72,307
0
0
0
0
120,757
48,450
72,307
Title I TAS:
54 of 60
48,450
Program Improvement:
12/7/15
SCHOOL AND STUDENT PERFORMANCE DATA
Table 1 CAASPP Results (All Students)
English Language Arts/Literacy
Overall Achievement
# of Students
Enrolled
# of
Students
Tested
% of
Enrolled
Students
Tested
# of
Students
With Scores
Mean Scale
Score
Standard
Exceeded
Standard
Met
Standard
Nearly Met
Standard
Not Met
Grade 7
347
345
99.4
340
2533.1
10
34
24
31
Grade 8
328
316
96.3
314
2545.1
10
32
30
27
All Grades
675
661
97.9
654
10
33
27
29
Grade Level
Grade
Level
READING
WRITING
LISTENING
RESEARCH/INQUIRY
Demonstrating understanding
of literary & non-fictional texts
Producing clear
and purposeful writing
Demonstrating effective
communication skills
Investigating, analyzing, and
presenting information
Above
Standard
At or
At or
At or
At or
Below
Above
Below
Above
Below
Above
Below
Near
Near
Near
Near
Standard Standard
Standard Standard
Standard Standard
Standard
Standard
Standard
Standard
Standard
Grade 7
14
47
39
26
44
29
9
66
24
18
56
26
Grade 8
20
45
34
17
49
33
12
66
22
16
61
23
All Grades
17
46
37
22
47
31
11
66
23
17
58
24
Conclusions based on this data:
1. SCHOOL SITE TO COMPLETE:
55 of 60
12/7/15
School and Student Performance Data
CAASPP Results (All Students)
Mathematics
Overall Achievement
# of Students
Enrolled
# of
Students
Tested
% of
Enrolled
Students
Tested
# of
Students
With Scores
Mean Scale
Score
Standard
Exceeded
Standard
Met
Standard
Nearly Met
Standard
Not Met
Grade 7
347
344
99.1
342
2489.1
8
14
30
48
Grade 8
328
316
96.3
312
2510.4
12
10
28
49
All Grades
675
660
97.8
654
10
12
29
48
Grade Level
Grade Level
CONCEPTS &
PROCEDURES
PROBLEM SOLVING &
MODELING/DATA ANALYSIS
COMMUNICATING
REASONING
Applying mathematical concepts and
procedures
Using appropriate tools and strategies to
solve real world and mathematical
problems
Demonstrating ability to support
mathematical conclusions
Above
Standard
At or Near
Standard
Below
Standard
Above
Standard
At or Near
Standard
Below
Standard
Above
Standard
At or Near
Standard
Below
Standard
Grade 7
13
29
57
11
40
49
7
70
23
Grade 8
14
29
56
12
50
38
12
47
41
All Grades
14
29
57
11
45
44
9
59
32
Conclusions based on this data:
56 of 60
12/7/15
Table 2: Academic Performance Index by Student Group
PERFORMANCE DATA BY STUDENT GROUP
PROFICIENCY LEVEL
All Students
2013
2014
White
2015
2013
2014
African-American
2015
2013
2014
2015
Asian
2013
Number Included
593
167
87
16
Growth API
764
801
684
865
Base API
774
816
696
Target
5
A
Growth
-10
-15
Met Target
No
Yes
2014
2015
PERFORMANCE DATA BY STUDENT GROUP
PROFICIENCY LEVEL
Hispanic
2013
2014
English Learners
2015
2013
2014
2015
2013
2014
2015
Students with Disabilities
2013
Number Included
295
107
84
47
Growth API
751
716
748
508
Base API
754
692
737
523
Target
5
5
Growth
-3
24
Met Target
No
Yes
57 of 60
2014
2015
12/7/15
Table 3: English-Language Arts Adequate Yearly Progress (AYP)
ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP
AYP
PROFICIENCY LEVEL
All Students
2012
2013
Participation Rate
100
Number
At or Above Proficient
White
2014
2012
2013
100
100
377
301
Percent
57.4
50.8
ES/MS
78.4
89.2
Met AYP Criteria
Yes
No
100.0
African-American
2014
2012
2013
100
100
139
101
68.5
60.5
78.4
89.2
Yes
No
100.0
2014
Asian
2012
2013
99
100
100
37
36
--
12
41.1
41.4
--
75.0
78.4
89.2
78.4
89.2
--
--
--
--
100.0
2014
100.0
ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP
AYP
PROFICIENCY LEVEL
Hispanic
2012
2013
Participation Rate
100
Number
2012
2013
99
100
166
136
Percent
51.4
46.1
ES/MS
78.4
89.2
Met AYP Criteria
Yes
No
Socioeconomic
Disadvantage
English Learners
2014
100.0
2012
2013
100
100
34
38
34.0
35.5
78.4
89.2
Yes
No
58 of 60
2014
100.0
2014
Students w/Disabilities
2012
2013
100
100
100
220
36
14
10
49.4
42.9
20.6
21.3
78.4
89.2
78.4
89.2
Yes
--
--
--
100.0
2014
100.0
12/7/15
Table 4: Mathematics Adequate Yearly Progress (AYP)
MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP
AYP
PROFICIENCY LEVEL
All Students
2012
2013
Participation Rate
100
Number
White
2012
2013
99
100
203
197
Percent
30.9
33.3
ES/MS
79.0
89.5
No
No
Met AYP Criteria
2014
100.0
African-American
2014
2012
2013
99
100
81
64
40.1
38.6
79.0
89.5
No
No
100.0
2014
Asian
2012
2013
99
100
100
15
17
--
10
16.7
19.5
--
62.5
79.0
89.5
79.0
89.5
--
--
--
--
100.0
2014
100.0
MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP
AYP
PROFICIENCY LEVEL
Hispanic
2012
2013
Participation Rate
100
Number
2012
2013
99
100
82
92
Percent
25.4
31.2
ES/MS
79.0
89.5
No
No
Met AYP Criteria
Socioeconomic
Disadvantage
English Learners
2014
100.0
2012
2013
100
100
16
28
16.0
26.2
79.0
89.5
No
Yes
59 of 60
2014
100.0
2014
Students w/Disabilities
2012
2013
100
100
100
108
27
12
7
24.3
32.1
17.6
14.9
79.0
89.5
79.0
89.5
No
--
--
--
100.0
2014
100.0
12/7/15
Table 5: California English Language Development (CELDT) Data
California English Language Development Test (CELDT) Results for 2014-15
Grade
Advanced
Early Advanced
Intermediate
Early Intermediate
Beginning
Number Tested
#
%
#
%
#
%
#
%
#
%
#
7
1
3
7
24
13
45
2
7
6
21
29
8
4
15
10
38
5
19
4
15
3
12
26
Total
5
9
17
31
18
33
6
11
9
16
55
60 of 60
12/7/15

2015-2016 Single Plan for Student Achievement O.J. Actis Junior

Transcription

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