elementaryplan for student achievement (spsa) template...school profile school description quail...

School Plan for Student Achievement (SPSA) of 98 Quail Valley Elementary School

School Year: 2018-19

SPSA Title Page

School Plan for Student Achievement (SPSA) Template The School Plan for Student Achievement (SPSA) is meant to consolidate all school-level planning efforts into one plan for programs funded through the consolidated application (ConApp), pursuant to the California Education Code (EC) Section 64001 and the Elementary and Secondary Education Act as amended by the Every Student Succeeds Act (ESSA). The purpose of the SPSA is to increase the overall effectiveness of the school program by crafting a strategic plan that maximizes the resources available to the school while minimizing duplication of effort with the ultimate goal of increasing student achievement. The School Site Council (SSC) is required to develop and annually review the SPSA, establish an annual budget, and make modifications in the plan to reflect changing needs and priorities, as applicable, pursuant to EC 52853(b) and 52855. California’s ESSA State Plan significantly shifts the state’s approach to the utilization of federal resources in support of underserved student groups. The SPSA provides schools with the opportunity to document their approach to maximizing the impact of federal investments in support of underserved students. The implementation of ESSA in California presents an opportunity for schools to innovate with their federally-funded programs and align them with the priority goals of the school and the LEA that are being realized under the state’s Local Control Funding Formula (LCFF). LCFF provides schools and LEAs flexibility to design programs and provide services that meet the needs of students in order to achieve readiness for college, career, and lifelong learning. The SPSA planning process supports continuous cycles of action, reflection, and improvement. School Name Quail Valley Elementary School

Address 37236 58th St. East Palmdale, CA 93532-5461

County-District-School (CDS) Code 19 64857 6115273

Principal Kathy Moshier

District Name Palmdale Elementary School District

SPSA Revision Date October 19, 2018

Schoolsite Council (SSC) Approval Date October 29, 2018

Local Board Approval Date December 4, 2018

In the pages that follow, please describe the school’s plan for making the best use of federal ESEA resources in alignment with other federal, state, and local programs.


Table of Contents

SPSA Title Page ...............................................................................................................................................1

Table of Contents ..............................................................................................................................................2

School Vision and Mission ................................................................................................................................4

School Profile ....................................................................................................................................................4

Stakeholder Involvement ..................................................................................................................................5

School and Student Performance Data ............................................................................................................6

Student Enrollment ....................................................................................................................................6

CAASPP Results .......................................................................................................................................8

English Language Proficiency Assessments for California (ELPAC) ......................................................24

Student Population ..................................................................................................................................25

Overall Performance ...............................................................................................................................26

Academic Performance ...........................................................................................................................27

Academic Engagement ...........................................................................................................................33

Conditions & Climate ...............................................................................................................................36

Goals, Strategies, & Proposed Expenditures ..................................................................................................38

Goal 1 ......................................................................................................................................................38

Goal 2 ......................................................................................................................................................45

Goal 3 ......................................................................................................................................................51

Goal 4 ......................................................................................................................................................57

Goal 5 ......................................................................................................................................................65

Goal 6 ......................................................................................................................................................70

Annual Review and Update ............................................................................................................................71

Goal 1 ......................................................................................................................................................71

Goal 2 ......................................................................................................................................................75

Goal 3 ......................................................................................................................................................78

Goal 4 ......................................................................................................................................................81

Goal 5 ......................................................................................................................................................84

Goal 6 ......................................................................................................................................................86

Budget Summary and Consolidation ..............................................................................................................87

Budget Summary ....................................................................................................................................87

Allocations by Funding Source ................................................................................................................87

Expenditures by Funding Source ............................................................................................................88

Expenditures by Budget Reference ........................................................................................................89

Expenditures by Budget Reference and Funding Source .......................................................................90

School Site Council Membership ....................................................................................................................91

Recommendations and Assurances ...............................................................................................................92


Addendum .......................................................................................................................................................93

Instructions: Linked Table of Contents ....................................................................................................93

Appendix A: Plan Requirements for Schools Funded Through the ConApp ...........................................96

Appendix B: Select State and Federal Programs ....................................................................................98


School Vision and Mission Palmdale School District Mission The mission of the Palmdale School District is to implement our vision with actions and services targeted to students, parents, and staff so our students can live their lives to their full potential. Palmdale School District Vision Every Student Leaves Ready for Success in High School and Beyond: College, Career, and the Global World. School Mission Learn for Today. Succeed for Life! School Vision Quail Valley; a safe, nurturing, and positive environment where teachers and parents empower students to be active learners and creative thinkers.

School Profile School Description Quail Valley is one of 26 schools in the Palmdale School District. It is a K-5 school located at Avenue S and 58th Street East. The school population is very diverse in its educational background, economic, cultural, and social characteristics. Our population is approximately 615 students with 74% of the population Hispanic or Latino, 20% African American and 6% other. It is a walking school with bus services limited to Special Education students only. Quail Valley is a School-wide Title 1 school with 91% of students on free or reduced lunch. 28% of our student population has been identified as Limited English Proficient. The predominant language spoken by our bilingual students is Spanish. All of our teachers have their CLAD or SDAIE certification. Quail Valley is in Program Improvement, Year 5. Our school implemented the Breakfast in the Classroom program in the 2014-15 school year. Our school has 1 Principal, 1 Assistant Principal, 20 regular classroom teachers, 3 Special Day Class teachers, 1 Learning Support Teacher, 1.5 Resource Specialists, 1 Speech Pathologist, 1 Psychologist, 1 Secretary, 1 Health Aide, 1 Parent Liaison 1 Media Technician,1 half-time Librarian, and 1 half -time Bilingual Clerk. Our campus houses a computer lab, library, teacher workrooms, teachers’ lounge, cafeteria with stage, media center, office area, health room, sports pavilion, and 12 manufactured buildings. Quail Valley prepares students for the "21st Century". We ensure that students acquire the skills for accessing, processing, and communicating information that enables and inspires them to become life-long learners with the ability to adjust to a rapidly changing world. Quail Valley is a technologically advanced school that integrates technology into the curriculum. Every classroom has student computers, a document camera, and a SmartBoard for instructional purposes. Technology is as common to the process of education as pencil and paper. Students, staff, parents, and the community contribute and utilize their combined talents and resources to implement this integration. Technology is a tool that supports and enhances curriculum and student achievement. Technology assists our students in going above and beyond the limitations of traditional teaching in the classroom. Description of School Programs Quail Valley is committed to refining and strengthening PLC practices by empowering teachers and building morale. Research says this will improve student achievement and standardize instructional practices and facilitate a smooth transition to Common Core State Standards. Our focus is to methodically unwrap standards, develop Scale Score Charts and Common Formative Assessments to measure acquisition of the standard, plan and refine instruction while integrating technology and deepening our application of accountable student talk, text dependent questions, the Standards for Mathematical Practice (SMPs), and increasing students' depth of knowledge. Then we analyze assessment data to guide our instruction and create Clinic opportunities for students who need additional support. This is all done collaboratively to allow us to share our collective knowledge and support our students achieve academic success. BEST Behavior Program: All students are explicitly taught our three expectations of: Be Safe, Be Respectful, and Be Responsible and practice those expectations throughout our campus. Our staff members focus on what a child is doing right and work to support students who are displaying positive behavior across our school. We also implement a Bully-


free program where teachers provide bully-free lessons focusing on conflict resolution, character education, community building and appreciation of diversity and human relations for all students. These lessons are delivered a minimum of once per week. In addition, some students in grades 5 and 6 are selected and trained in conflict resolution annually. The program has proven effective in promoting teamwork, fair play, and positive conflict resolution. Transitional Kindergarten: Quail Valley provides the opportunity for students to participate in a 2 year kindergarten program for students born between September 2 and December 2. Our program is an early bird late bird program where a small group of students come in the morning for small group instruction, more students join the class for whole group instruction and social skills during the middle of the day, and then the morning group goes home and small group instruction continues with the late bird students. The teacher builds on prior knowledge and works to ensure a strong foundation for a successful experience when students enter Kindergarten next year. Transitional Kindergarten has its own curriculum that is both academic and developmental. Extended Learning Opportunities: Quail Valley offers a variety of targeted before and after school programs designed to support at-risk English Learners, Foster Youth, and Students of Poverty. Our programs are expanding to include opportunities where struggling students are encouraged to attend After School Programs to work in Imagine Learning and/or after school plays, dance, art, and tutoring support for ELA and Mathematics at various grade levels. These programs provide intervention in addition to our daily 45 minute Clinic that every Quail Valley student receives daily. AVID: (Advancement Via Individual Determination) Every student in 4th Grade through 5th Grade participates in AVID while attending Quail Valley. AVID brings research-based strategies and curriculum to Quail Valley to develop students’ critical thinking, literacy, and math skills across all content areas. At Quail Valley we use AVID's proven practices in order to prepare students for success in high school, college, and a career. All teachers in grades 4-6 have received AVID training. Parent Academy: This 13 week program is designed to teach parents how to navigate the Palmdale School District system and specifically Quail Valley School. The classes meet once a week with a new topic each week. The classes are instructed by our Parent Liaison and are conducted in both English and Spanish. Latino Literacy: This 12 week program is designed to teach parents English in a stress- free classroom environment. Parents have access to 18 books that are written in both English and Spanish with a vocabulary list at the back of the book. There is a homework assignment every week and parents are encouraged to work with the children. A teacher comes in and supports the English by giving basic grammar lessons.

Stakeholder Involvement How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update? Involvement Process for the SPSA and Annual Review and Update Quail Valley's SPSA is reviewed at the end of the previous school year by the SSC, ELAC, and staff. Input is given to administration so that expenditures can be made for the new school year per suggestions. The SPSA is again presented to staff in November of the new school year and revisions are highlighted and discussed by SSC, ELAC and staff which opens conversation for new additions.


School and Student Performance Data

Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup

Percent of Enrollment Number of Students Student Group

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

American Indian 0.3% 0.4% 0.48% 2 3 3

African American 22.2% 19.7% 18.47% 170 151 116

Asian 0.9% 1.0% 1.11% 7 8 7

Filipino 0.8% 0.5% 0.96% 6 4 6

Hispanic/Latino 72.3% 74.0% 75.00% 553 567 471

Pacific Islander % % %

White 2.4% 3.3% 2.55% 18 25 16

Multiple/No Response 1.2% % % 9

Total Enrollment 765 766 628

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Number of Students Grade

2015-16 2016-17 2017-18

Kindergarten 103 112

Grade 1 90 79

Grade 2 134 93

Grade3 114 130

Grade 4 97 116

Grade 5 113 98

Grade 6 115

Total Enrollment 766 628 Conclusions based on this data: 1.



Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment

Number of Students Percent of Students Student Group

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

English Learners 192 201 166 25.1% 26.2% 26.4%

Fluent English Proficient (FEP) 100 93 43 13.1% 12.1% 6.8%

Reclassified Fluent English Proficient (RFEP) 39 18 17 18.7% 9.4% 8.5% Conclusions based on this data: 1. We continue to maintain a constant percentage of EL learners from year.

2. Our percentage of fluent EL students is on a steady decline, so more supports need to be in place for those EL who are not fluent.

3. With the introduction of the ELPAC assessment, fewer students are eligible for reclassification.



CAASPP Results English Language Arts/Literacy (All Students)

Overall Participation for All Students

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

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

Grade 3 106 119 132 103 119 132 103 119 132 97.2 100 100

Grade 4 118 99 113 117 99 113 117 99 113 99.2 100 100

Grade 5 118 113 100 118 111 99 118 111 99 100 98.2 99

Grade 6 92 112 91 112 91 112 98.9 100

All Grades 434 443 345 429 441 344 429 441 344 98.8 99.5 99.7

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded

% Standard Met

% Standard Nearly Met

% Standard Not Met Grade

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

Grade 3 2369.4

2354.5

2368.8

8 5.04 9.85 18 18.49 14.39 23 21.01 23.48 50 55.46 52.27

Grade 4 2400.4

2405.1

2419.2

4 8.08 8.85 17 15.15 25.66 23 26.26 21.24 56 50.51 44.25

Grade 5 2453.9

2454.0

2473.3

10 6.31 11.11 21 22.52 29.29 20 29.73 18.18 48 41.44 41.41

Grade 6 2465.1

2472.3

7 5.36 21 22.32 24 27.68 48 44.64

All Grades N/A N/A N/A 7 6.12 9.88 19 19.73 22.38 23 26.08 21.22 51 48.07 46.51

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

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

Grade 3 9 6.72 9.09 38 29.41 34.85 53 63.87 56.06

Grade 4 5 8.08 9.73 37 47.47 48.67 58 44.44 41.59

Grade 5 9 9.01 15.15 38 45.05 49.49 53 45.95 35.35

Grade 6 12 8.93 40 39.29 48 51.79

All Grades 9 8.16 11.05 38 39.91 43.60 53 51.93 45.35

Writing Producing clear and purposeful writing

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

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 8 9.24 9.85 38 36.13 39.39 54 54.62 50.76

Grade 4 6 4.04 9.73 44 45.45 52.21 50 50.51 38.05

Grade 5 13 9.01 16.16 41 50.45 40.40 47 40.54 43.43

Grade 6 12 6.25 27 43.75 60 50.00

All Grades 10 7.26 11.63 38 43.76 43.90 52 48.98 44.48


Listening Demonstrating effective communication skills


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 11 4.20 7.58 52 54.62 62.12 37 41.18 30.30

Grade 4 4 8.08 3.54 68 55.56 63.72 28 36.36 32.74

Grade 5 11 6.31 11.11 59 63.96 63.64 30 29.73 25.25

Grade 6 3 5.36 68 61.61 29 33.04

All Grades 7 5.90 7.27 62 58.96 63.08 31 35.15 29.65

Research/Inquiry Investigating, analyzing, and presenting information


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 16 7.56 12.12 49 43.70 47.73 36 48.74 40.15

Grade 4 9 12.12 10.62 56 48.48 51.33 36 39.39 38.05

Grade 5 15 12.61 19.19 57 49.55 45.45 28 37.84 35.35

Grade 6 16 11.61 55 50.89 29 37.50

All Grades 14 10.88 13.66 54 48.07 48.26 32 41.04 38.08 Conclusions based on this data: 1. Participation rate criteria met.

2. Mean Scale Scores indicate that many students may require further development to demonstrate the knowledge and skills needed for likely success in future coursework.

3. Students demonstrated that they are likely stronger in Listening and Research/Inquiry and more focus must be placed on Reading and Writing across the school.



CAASPP Results Mathematics (All Students)

Overall Participation for All Students

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

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

Grade 3 105 119 130 104 119 130 104 119 130 99 100 100

Grade 4 118 99 113 117 99 112 117 99 112 99.2 100 99.1

Grade 5 118 113 100 118 111 99 118 111 99 100 98.2 99

Grade 6 92 112 91 112 91 112 98.9 100

All Grades 433 443 343 430 441 341 430 441 341 99.3 99.5 99.4

Overall Achievement for All Students


% Standard Met

% Standard Nearly Met

% Standard Not Met Grade

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

Grade 3 2382.7

2369.9

2382.2

7 8.40 5.38 21 18.49 25.38 26 23.53 26.92 46 49.58 42.31

Grade 4 2409.3

2405.2

2417.4

3 2.02 3.57 13 15.15 15.18 35 28.28 33.93 50 54.55 47.32

Grade 5 2429.6

2448.5

2458.4

3 2.70 12.12 10 15.32 11.11 25 26.13 19.19 63 55.86 57.58

Grade 6 2455.0

2438.5

8 0.89 14 8.04 26 31.25 52 59.82


Concepts & Procedures Applying mathematical concepts and procedures


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 13 15.97 16.15 31 28.57 33.85 56 55.46 50.00

Grade 4 6 1.01 3.57 29 28.28 32.14 65 70.71 64.29

Grade 5 5 8.11 18.18 23 22.52 24.24 72 69.37 57.58

Grade 6 12 5.36 26 27.68 62 66.96

All Grades

9 7.94 12.61 27 26.76 30.50 64 65.31 56.89

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


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 12 15.13 10.77 43 36.13 42.31 45 48.74 46.92

Grade 4 5 6.06 10.71 32 35.35 35.71 62 58.59 53.57

Grade 5 2 4.50 7.07 31 36.04 36.36 68 59.46 56.57

Grade 6 10 3.57 31 25.89 59 70.54

All Grades 7 7.48 9.68 34 33.33 38.42 59 59.18 51.91


Communicating Reasoning

Demonstrating ability to support mathematical conclusions % Above Standard % At or Near Standard % Below Standard

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

Grade 3 14 10.92 13.08 53 46.22 47.69 33 42.86 39.23

Grade 4 5 8.08 10.71 39 31.31 34.82 56 60.61 54.46

Grade 5 4 0.90 9.09 37 45.95 34.34 58 53.15 56.57

Grade 6 5 1.79 37 38.39 57 59.82

All Grades 7 5.44 11.14 42 40.82 39.59 51 53.74 49.27 Conclusions based on this data: 1. Participation rate criteria met.

2. Mean Scale Scores indicate that many students may require further development to demonstrate the knowledge and skills needed for likely success in future coursework.

3. Students demonstrated that they are likely stronger in Communicating Reasoning and may need additional support in Concepts and Procedures and Problem Solving & Modeling/Data Analysis.



CAASPP Results English Language Arts/Literacy (African American)

Overall Participation for Black or African American

# of Students Enrolled # of Students Tested # of Students with Scores

% of Enrolled Students Tested

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

Grade 3 20 22 22 19 22 22 19 22 22 95 100 100

Grade 4 25 18 17 25 18 17 25 18 17 100 100 100

Grade 5 22 21 16 22 21 16 22 21 16 100 100 100

Grade 6 17 17 17 17 17 17 100 100

All Grades 84 78 55 83 78 55 83 78 55 98.8 100 100 * The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for Black or African American Mean Scale Score % Standard

Exceeded % Standard Met % Standard Nearly

Met % Standard Not

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

Grade 3 2362.2

2332.0

2351.6

5 0.00 9.09 21 27.27 9.09 21 4.55 13.64 53 68.18 68.18

Grade 4 2393.9

2392.7

2415.4

4 11.11 5.88 20 11.11 5.88 12 16.67 52.94 64 61.11 35.29

Grade 5 2440.7

2458.4

2459.7

9 14.29 18.75 14 19.05 0.00 23 33.33 31.25 55 33.33 50.00

Grade 6 2464.8

2460.1

6 11.76 24 17.65 29 17.65 41 52.94


Reading Demonstrating understanding of literary and non-fictional texts


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 5 4.55 9.09 37 27.27 27.27 58 68.18 63.64

Grade 4 4 5.56 5.88 32 38.89 41.18 64 55.56 52.94

Grade 5 14 9.52 18.75 23 52.38 31.25 64 38.10 50.00

Grade 6 12 11.76 47 23.53 41 64.71

All Grades 8 7.69 10.91 34 35.90 32.73 58 56.41 56.36

Writing Producing clear and purposeful writing % Above Standard % At or Near Standard % Below Standard

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

Grade 3 11 4.55 9.09 32 31.82 40.91 58 63.64 50.00

Grade 4 8 5.56 0.00 36 33.33 64.71 56 61.11 35.29

Grade 5 14 14.29 12.50 36 47.62 25.00 50 38.10 62.50

Grade 6 18 11.76 29 29.41 53 58.82

All Grades 12 8.97 7.27 34 35.90 43.64 54 55.13 49.09




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 11 0.00 4.55 37 50.00 63.64 53 50.00 31.82

Grade 4 0 11.11 0.00 60 38.89 70.59 40 50.00 29.41

Grade 5 14 14.29 12.50 36 61.90 50.00 50 23.81 37.50

Grade 6 0 0.00 65 58.82 35 41.18

All Grades 6 6.41 5.45 49 52.56 61.82 45 41.03 32.73



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 16 0.00 4.55 53 40.91 36.36 32 59.09 59.09

Grade 4 4 11.11 11.76 56 38.89 58.82 40 50.00 29.41

Grade 5 14 23.81 18.75 55 38.10 25.00 32 38.10 56.25

Grade 6 18 17.65 53 23.53 29 58.82

All Grades 12 12.82 10.91 54 35.90 40.00 34 51.28 49.09 Conclusions based on this data: 1. There is a large population of students in this subgroup who are performing at or near the standard that needs to be

focused on this year to 'bump up' to the next level. 2. There was a decrease of students performing in the below standard level and a rise in the at or near level in

reading. 3. In research/inquiry- this subgroup also performed well decreasing in those that performed below standard in

increasing in at or near standard.



CAASPP Results Mathematics (African American)

Overall Participation for Black or African American



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

Grade 3 20 22 20 19 22 20 19 22 20 95 100 100

Grade 4 25 18 17 25 18 17 25 18 17 100 100 100

Grade 5 22 21 16 22 21 16 22 21 16 100 100 100

Grade 6 17 17 17 17 17 17 100 100

All Grades 84 78 53 83 78 53 83 78 53 98.8 100 100 * The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for Black or African American


% Standard Met % Standard Nearly Met

% Standard Not Met

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

Grade 3 2366.2

2352.0

2377.8

11 9.09 5.00 21 13.64 15.00 0 9.09 50.00 68 68.18 30.00

Grade 4 2419.4

2393.1

2400.6

0 5.56 5.88 16 16.67 11.76 40 5.56 29.41 44 72.22 52.94

Grade 5 2410.5

2463.9

2444.4

0 4.76 12.50 14 23.81 12.50 9 33.33 6.25 77 38.10 68.75

Grade 6 2463.8

2421.2

12 0.00 18 11.76 18 11.76 53 76.47




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 16 18.18 10.00 16 18.18 35.00 68 63.64 55.00

Grade 4 4 0.00 5.88 40 27.78 29.41 56 72.22 64.71

Grade 5 0 19.05 18.75 18 19.05 12.50 82 61.90 68.75

Grade 6 12 11.76 29 5.88 59 82.35

All Grades 7 12.82 11.32 27 17.95 26.42 66 69.23 62.26




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 16 9.09 5.00 26 27.27 55.00 58 63.64 40.00

Grade 4 0 5.56 5.88 36 33.33 17.65 64 61.11 76.47

Grade 5 0 4.76 12.50 18 42.86 25.00 82 52.38 62.50

Grade 6 12 5.88 35 17.65 53 76.47

All Grades 6 6.41 7.55 29 30.77 33.96 65 62.82 58.49

Communicating Reasoning Demonstrating ability to support mathematical conclusions


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 16 9.09 15.00 32 40.91 50.00 53 50.00 35.00

Grade 4 4 16.67 11.76 48 22.22 17.65 48 61.11 70.59

Grade 5 5 0.00 12.50 32 57.14 18.75 64 42.86 68.75

Grade 6 12 0.00 29 29.41 59 70.59

All Grades 8 6.41 13.21 36 38.46 30.19 55 55.13 56.60 Conclusions based on this data: 1. Overall, students in this subgroup showed a decrease in students not meeting the standard while increasing in

nearly meeting and exceeding the standard. 2. These students struggle in the area of applying mathematical concepts and procedures.

3. They also struggle in the ability to support their reasoning in coming to their conclusions. DOK levels need to raise in first time instruction to support this skill.



CAASPP Results English Language Arts/Literacy (Hispanic or Latino)

Overall Participation for Hispanic or Latino



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

Grade 3 79 91 97 77 91 97 77 91 97 97.5 100 100

Grade 4 82 79 85 81 79 85 81 79 85 98.8 100 100

Grade 5 90 84 82 90 82 81 90 82 81 100 97.6 98.8

Grade 6 70 91 69 91 69 91 98.6 100

All Grades 321 345 264 317 343 263 317 343 263 98.8 99.4 99.6 * The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for Hispanic or Latino Mean Scale Score % Standard


Met % Standard Not

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

Grade 3 2371.7

2359.5

2372.7

9 6.59 8.25 17 15.38 16.49 25 25.27 26.80 49 52.75 48.45

Grade 4 2403.3

2408.7

2420.2

4 7.59 8.24 16 16.46 31.76 26 27.85 14.12 54 48.10 45.88

Grade 5 2455.6

2450.6

2473.7

9 4.88 8.64 24 21.95 34.57 20 29.27 16.05 47 43.90 40.74

Grade 6 2452.1

2475.1

3 4.40 19 23.08 25 30.77 54 41.76




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 9 6.59 7.22 38 29.67 37.11 53 63.74 55.67

Grade 4 6 8.86 11.76 37 49.37 48.24 57 41.77 40.00

Grade 5 7 8.54 13.58 44 41.46 53.09 49 50.00 33.33

Grade 6 9 8.79 38 42.86 54 48.35

All Grades 8 8.16 10.65 39 40.52 45.63 53 51.31 43.73


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

Grade 3 8 10.99 9.28 39 36.26 42.27 53 52.75 48.45

Grade 4 4 3.80 9.41 48 49.37 50.59 48 46.84 40.00

Grade 5 12 8.54 16.05 42 48.78 43.21 46 42.68 40.74

Grade 6 6 5.49 28 47.25 67 47.25

All Grades 8 7.29 11.41 40 45.19 45.25 53 47.52 43.35




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 12 4.40 6.19 55 57.14 65.98 34 38.46 27.84

Grade 4 5 7.59 3.53 70 59.49 63.53 25 32.91 32.94

Grade 5 11 4.88 11.11 63 63.41 65.43 26 31.71 23.46

Grade 6 1 6.59 70 61.54 29 31.87

All Grades 8 5.83 6.84 64 60.35 65.02 28 33.82 28.14



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 16 8.79 12.37 48 45.05 52.58 36 46.15 35.05

Grade 4 9 12.66 10.59 56 50.63 49.41 36 36.71 40.00

Grade 5 16 10.98 17.28 57 48.78 50.62 28 40.24 32.10

Grade 6 12 10.99 58 54.95 30 34.07

All Grades 13 10.79 13.31 55 49.85 50.95 32 39.36 35.74 Conclusions based on this data: 1. Overall achievement for this subgroup showed a significant increase in students meeting or exceeding the

standard. 2. This subgroup performed well in all claim areas of ELA with more than half this population meeting or exceeding the

standards. 3. Continued support in reading is needed at 43% of this subgroup did not meet the standard.



CAASPP Results Mathematics (Hispanic or Latino)

Overall Participation for Hispanic or Latino



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

Grade 3 78 91 97 78 91 97 78 91 97 100 100 100

Grade 4 82 79 85 81 79 84 81 79 84 98.8 100 98.8

Grade 5 90 84 82 90 82 81 90 82 81 100 97.6 98.8

Grade 6 70 91 69 91 69 91 98.6 100


Overall Achievement for Hispanic or Latino



% Standard Not Met

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

Grade 3 2382.5

2376.5

2385.8

5 8.79 6.19 22 18.68 26.80 31 27.47 22.68 42 45.05 44.33

Grade 4 2407.7

2408.2

2420.5

2 1.27 3.57 11 15.19 15.48 37 32.91 33.33 49 50.63 47.62

Grade 5 2431.3

2443.0

2459.2

2 1.22 12.35 9 12.20 9.88 29 25.61 20.99 60 60.98 56.79

Grade 6 2440.3

2442.5

3 1.10 12 6.59 30 36.26 55 56.04




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 12 15.38 17.53 36 30.77 32.99 53 53.85 49.48

Grade 4 5 1.27 3.57 27 27.85 29.76 68 70.89 66.67

Grade 5 4 4.88 18.52 26 23.17 24.69 70 71.95 56.79

Grade 6 7 4.40 26 31.87 67 63.74

All Grades 7 6.71 13.36 29 28.57 29.39 64 64.72 57.25




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 9 16.48 12.37 47 38.46 42.27 44 45.05 45.36

Grade 4 5 6.33 13.10 35 35.44 35.71 60 58.23 51.19

Grade 5 1 3.66 6.17 33 34.15 37.04 66 62.20 56.79

Grade 6 7 2.20 28 28.57 65 69.23

All Grades 5 7.29 10.69 36 34.11 38.55 59 58.60 50.76



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 13 12.09 14.43 60 47.25 47.42 27 40.66 38.14

Grade 4 6 6.33 11.90 38 32.91 36.90 56 60.76 51.19

Grade 5 3 1.22 8.64 39 42.68 35.80 58 56.10 55.56

Grade 6 1 2.20 38 41.76 61 56.04

All Grades 6 5.54 11.83 44 41.40 40.46 50 53.06 47.71 Conclusions based on this data: 1. This subgroup showed growth in math with an increase over the past year and a decrease in amount of students

performing below the standard. 2. The biggest area for improvement is in applying mathematical concepts with over 57% not meeting standard.

3. Reasoning strategies need be supported in lower grades to help support students when they get to the upper grades.



CAASPP Results English Language Arts/Literacy (Students with Disability)

Overall Participation for Students with Disability



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

Grade 3 25 34 26 25 34 26 25 34 26 100 100 100

Grade 4 24 18 31 23 18 31 23 18 31 95.8 100 100

Grade 5 16 13 17 16 12 16 16 12 16 100 92.3 94.1

Grade 6 10 11 10 11 10 11 100 100


Overall Achievement for Students with Disability Mean Scale Score % Standard


Met % Standard Not

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

Grade 3 2296.7

2286.5

2275.6

0 0.00 0.00 4 0.00 0.00 0 5.88 3.85 96 94.12 96.15

Grade 4 2335.7

2310.4

2339.8

4 0.00 0.00 0 0.00 6.45 4 5.56 9.68 91 94.44 83.87

Grade 5 2377.9

2399.8

2380.5

0 0.00 0.00 0 0.00 6.25 6 16.67 6.25 94 83.33 87.50

Grade 6 * 2413.9

* 0.00 * 0.00 * 9.09 * 90.91




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 0 0.00 0.00 16 2.94 3.85 84 97.06 96.15

Grade 4 4 0.00 6.45 4 16.67 25.81 91 83.33 67.74

Grade 5 0 0.00 0.00 13 33.33 25.00 88 66.67 75.00

Grade 6 * 0.00 * 0.00 * 100.0

All Grades 1 0.00 2.74 12 10.67 17.81 86 89.33 79.45


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

Grade 3 0 0.00 0.00 8 8.82 3.85 92 91.18 96.15

Grade 4 4 0.00 0.00 13 16.67 22.58 83 83.33 77.42

Grade 5 0 0.00 0.00 13 33.33 12.50 88 66.67 87.50

Grade 6 * 0.00 * 18.18 * 81.82

All Grades 1 0.00 0.00 9 16.00 13.70 89 84.00 86.30




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 4 0.00 0.00 24 38.24 23.08 72 61.76 76.92

Grade 4 4 0.00 3.23 35 16.67 35.48 61 83.33 61.29

Grade 5 0 0.00 0.00 50 50.00 31.25 50 50.00 68.75

Grade 6 * 0.00 * 45.45 * 54.55

All Grades 3 0.00 1.37 31 36.00 30.14 66 64.00 68.49



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 0 0.00 0.00 28 17.65 23.08 72 82.35 76.92

Grade 4 4 0.00 3.23 30 22.22 38.71 65 77.78 58.06

Grade 5 6 0.00 0.00 44 41.67 25.00 50 58.33 75.00

Grade 6 * 0.00 * 45.45 * 54.55

All Grades 3 0.00 1.37 31 26.67 30.14 66 73.33 68.49 Conclusions based on this data: 1. There needs to be a more adaptive test for our students with disabilities to adequately measure their growth.



CAASPP Results Mathematics (Students with Disability)

Overall Participation for Students with Disability



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

Grade 3 25 34 24 25 34 24 25 34 24 100 100 100

Grade 4 24 18 31 23 18 30 23 18 30 95.8 100 96.8

Grade 5 16 13 17 16 12 16 16 12 16 100 92.3 94.1

Grade 6 10 11 10 11 10 11 100 100


Overall Achievement for Students with Disability



% Standard Not Met

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

Grade 3 2297.8

2277.1

2262.1

0 0.00 0.00 4 2.94 0.00 12 8.82 4.17 84 88.24 95.83

Grade 4 2355.0

2320.8

2354.7

4 0.00 3.33 0 0.00 0.00 17 11.11 6.67 78 88.89 90.00

Grade 5 2363.8

2416.8

2374.7

0 0.00 0.00 0 8.33 6.25 6 8.33 0.00 94 83.33 93.75

Grade 6 * 2344.9

* 0.00 * 0.00 * 0.00 * 100.0




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 4 0.00 0.00 0 11.76 4.17 96 88.24 95.83

Grade 4 4 0.00 3.33 13 5.56 6.67 83 94.44 90.00

Grade 5 0 8.33 0.00 6 8.33 6.25 94 83.33 93.75

Grade 6 * 0.00 * 0.00 * 100.0

All Grades 3 1.33 1.43 5 8.00 5.71 92 90.67 92.86




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 0 0.00 0.00 24 14.71 4.17 76 85.29 95.83

Grade 4 4 0.00 3.33 4 11.11 3.33 91 88.89 93.33

Grade 5 0 0.00 0.00 6 16.67 12.50 94 83.33 87.50

Grade 6 * 0.00 * 9.09 * 90.91

All Grades 1 0.00 1.43 11 13.33 5.71 88 86.67 92.86



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 0 0.00 0.00 52 17.65 16.67 48 82.35 83.33

Grade 4 4 0.00 3.33 17 11.11 13.33 78 88.89 83.33

Grade 5 0 0.00 0.00 13 25.00 31.25 88 75.00 68.75

Grade 6 * 0.00 * 0.00 * 100.0

All Grades 1 0.00 1.43 26 14.67 18.57 73 85.33 80.00 Conclusions based on this data: 1. There needs to be a more adaptive test for our students with disabilities to adequately measure their growth.



English Language Proficiency Assessments for California (ELPAC)



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

2017-18 Student Population

Total Enrollment

628 This is the total number of students enrolled.

Socioeconomically Disadvantaged

88.5% This is the percent of students who are eligible for free or reduced priced meals; or have parents/guardians who did not receive a high school diploma.

English Learners

26.4% This is the percent of students who are learning to communicate effectively in English, typically requiring instruction in both the English Language and in their academic courses.

Foster Youth

5.9% This is the percent of students whose well-being is the responsibility of a court.

2017-18 Enrollment for All Students/Student Group

Student Group Total Percentage

English Learners 166 26.4%

Foster Youth 37 5.9%

Socioeconomically Disadvantaged 556 88.5%

Students with Disabilities 87 13.9%

Enrollment by Race/Ethnicity

Student Group Total Percentage

African American 116 18.5%

American Indian 3 0.5%

Asian 7 1.1%

Filipino 6 1.0%

Hispanic 471 75.0%

Two or More Races 9 1.4%

White 16 2.5% Conclusions based on this data: 1.



Overall Performance

2018 Fall Dashboard Overall Performance for All Students

Academic Performance

English Language Arts

Yellow

Mathematics

Yellow

English Learner Progress

No Performance Color

Academic Engagement

Chronic Absenteeism

Orange

Conditions & Climate

Suspension Rate

Yellow

Conclusions based on this data: 1. Restorative justice and PBIS strategies need to be implemented school wide along with building an inclusive culture

to lower suspension rates. 2. MTSS strategies need to implemented to ensure our EL and Intervention students are getting the supports

necessary to have them be successful in ELA and math.



Academic Performance English Language Arts

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

Red

Orange

Yellow

Green

Blue

Highest Performance

This section provides number of student groups in each color.

2018 Fall Dashboard English Language Arts Equity Report

Red

1 Orange

0 Yellow

4 Green

0 Blue

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

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

All Students

Yellow

46.9 points below standard

Increased 13.2 points

318 students

English Learners

Yellow



120 students

Foster Youth




15 students

Homeless


Less than 11 Students - Data Not Displayed for Privacy

2 students


Yellow



283 students

Students with Disabilities

Red


Maintained -2.2 points

70 students


2018 Fall Dashboard English Language Arts Performance by Race/Ethnicity

African American

Yellow



50 students

American Indian



1 students

Asian



4 students

Filipino



4 students

Hispanic

Yellow



246 students

Two or More Races



3 students

Pacific Islander


0 Students

White



10 students

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

2018 Fall Dashboard English Language Arts Data Comparisons for English Learners

Current English Learner



76 students

Reclassified English Learners

21 points above standard


44 students

English Only



195 students

Conclusions based on this data: 1. Our Hispanic subgroup increase by 4.2%

2. Our AA subgroup declined by 1.5%

3. Overall, with the support of our SIP, we had positive growth in several areas.



Academic Performance Mathematics


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Mathematics Equity Report

Red

0 Orange

1 Yellow

4 Green

0 Blue

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

2018 Fall Dashboard Mathematics Performance for All Students/Student Group

All Students

Yellow


Increased

21 points 316 students

English Learners

Yellow


Increased

21.1 points 120 students

Foster Youth



Increased


Homeless



2 students


Yellow


Increased



Orange



69 students


2018 Fall Dashboard Mathematics Performance by Race/Ethnicity

African American

Yellow



50 students

American Indian



1 students

Asian



4 students

Filipino



4 students

Hispanic

Yellow

57 points below standard

Increased


Two or More Races



3 students

Pacific Islander


0 Students

White



10 students

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

2018 Fall Dashboard Mathematics Data Comparisons for English Learners

Current English Learner


Increased


Reclassified English Learners


Increased

19 points 44 students

English Only


Increased


Conclusions based on this data: 1. Our EL students need more differentiated instruction and support as this subgroup had the biggest decline at 9.3%

2. Our African American students are maintaining at -.9% but need to be pushed

3. Our Hispanic students are steadily improving at 2% .



Academic Performance English Learner Progress

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

2018 Fall Dashboard English Language Proficiency Assessments for California Results

Number of Students

164

Level 4 Well

Developed 20.1%

Level 3 Moderately Developed

42.1%

Level 2 Somewhat Developed

18.9%

Level 1 Beginning

Stage 18.9%

Conclusions based on this data: 1. There needs to be more support and intentional work in our ELD program

2. Reading is an area of weakness that needs to be supported



Academic Performance College/Career


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard College/Career Equity Report

Red Orange Yellow Green Blue This section provides information on the percentage of high school graduates who are placed in the "Prepared" level on the College/Career Indicator.

2018 Fall Dashboard College/Career for All Students/Student Group

All Students English Learners Foster Youth

Homeless Socioeconomically Disadvantaged Students with Disabilities

2018 Fall Dashboard College/Career by Race/Ethnicity

African American American Indian Asian Filipino

Hispanic Two or More Races Pacific Islander White This section provides a view of the percent of students per year that qualify as Not Prepared, Approaching Prepared, and Prepared.

2018 Fall Dashboard College/Career 3-Year Performance

Class of 2016 Prepared

Approaching Prepared Not Prepared





Conclusions based on this data: 1.



Academic Engagement Chronic Absenteeism


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Chronic Absenteeism Equity Report

Red 1

Orange 2

Yellow 2

Green 1

Blue 0

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

2018 Fall Dashboard Chronic Absenteeism for All Students/Student Group

All Students

Orange

12.6% chronically absent

Increased 1.5%

692 students

English Learners

Green


Declined 0.8%

181 students

Foster Youth

Yellow


Declined 2.4%

42 students

Homeless



9 students


Orange


Increased 1.9%

621 students


Yellow


Declined 0.5%

119 students


2018 Fall Dashboard Chronic Absenteeism by Race/Ethnicity

African American

Red


Increased 2%

131 students

American Indian



3 students

Asian



8 students

Filipino



7 students

Hispanic

Orange


Increased 2.8%

507 students

Two or More Races



15 students

Pacific Islander



0 students

White



Declined 22.2%

21 students

Conclusions based on this data: 1.



Academic Engagement Graduation Rate


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Graduation Rate Equity Report

Red Orange Yellow Green Blue This section provides information about students completing high school, which includes students who receive a standard high school diploma or complete their graduation requirements at an alternative school.

2018 Fall Dashboard Graduation Rate for All Students/Student Group

All Students English Learners Foster Youth

Homeless Socioeconomically Disadvantaged Students with Disabilities

2018 Fall Dashboard Graduation Rate by Race/Ethnicity

African American American Indian Asian Filipino

Hispanic Two or More Races Pacific Islander White This section provides a view of the percentage of students who received a high school diploma within four years of entering ninth grade or complete their graduation requirements at an alternative school.

2018 Fall Dashboard Graduation Rate by Year

2017 2018 Conclusions based on this data: 1.



Conditions & Climate Suspension Rate


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Suspension Rate Equity Report

Red

2 Orange

1 Yellow

3 Green

0 Blue

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

2018 Fall Dashboard Suspension Rate for All Students/Student Group

All Students

Yellow

6.9% suspended at least once

Declined -2% 725 students

English Learners

Yellow


Declined -3.8% 191 students

Foster Youth

Red


Increased 7.1% 49 students

Homeless


0% suspended at least once

13 students


Yellow




Orange




2018 Fall Dashboard Suspension Rate by Race/Ethnicity

African American

Red


Maintained -0.1% 138 students

American Indian


Less than 11 Students - Data Not Displayed for Privacy 3 students

Asian



Filipino



Hispanic

Yellow



Two or More Races


0% suspended at least once

16 students

Pacific Islander


0 Students

White




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

2018 Fall Dashboard Suspension Rate by Year

2016 8% suspended at least once

2017 8.9% suspended at least once

2018 6.9% suspended at least once

Conclusions based on this data: 1. Suspensions reduced for both AA and FY subgroups

2. Suspensions for the Hispanic subgroup increased. Increase mirrors increase of that student representation on campus.


Goals, Strategies, & Proposed Expenditures

Goal 1 Subject Student Performance in Mathematics

Goal Statement All teachers will demonstrate application of:

The three shifts in Mathematics and the eight Standards for Mathematical Practice (SMPs) as evidenced by their classroom instructional practice.

The TK - 12 progressions of standards as evidenced by on grade level standards instruction with appropriate scaffolding in order to ensure access to grade level expectations.

All students will: Demonstrate growth toward proficiency in grade level mathematics by accessing and applying the

rigorous state standards in CSS as measured by multiple measures including state and local assessments.

SCHOOLS MAY ADD ADDITIONAL GOALS that support and align to the District/School Goals.

LCAP Goal The District will increase the percentage of students who met standard or above by 3% from the base year (15-16) as measured by multiple measures including state and local assessments.

Basis for this Goal CAASPP

What data was used to form this goal? LPM, CAASPP

What were the findings from the analysis of this data? Data analysis demonstrates that students continue to struggle to achieve proficiency in mathematics.

How will the school evaluate the progress of this goal? CFA, LPM, CAASPP, STAR 360 Progress monitoring with LPM, CFAs, SBAC

Strategy Methods/practices that will be used to reach the goal

Articulation and Collaboration around Research-Based Best Practices using Student Data to drive instructional decisions. Using the School Implementation Plan (SIP) as the driving force, the Leadership Team will lead from the middle to monitor the progress or Target Students during PLC meetings.

Expected Annual Measurable Outcomes

Metric/Indicator Baseline Expected Outcome

CAASPP 15/16 math 19% 18/19 math 22% Planned Strategies/Activities


startcollapse

Strategy/Activity 1 Professional Learning Communities

• Grade Level and Departmental • Vertical & Horizontal Articulation • Instructional Leadership Team, MTSS Team AND Instructional Rounds Team

Students to be Served by this Strategy/Activity All students

Task/Timeline

Research and share math best practice Examine student work Analyze assessment data Refine instructional strategies based on learning outcomes Examine baseline math assessment data Examine and define problems of practice Plan, implement and evaluate interventions based on student need

Person(s) Responsible Site Administration Teachers Departmental Chairs Grade Level Leaders LSTs

Proposed Expenditures for this Strategy/Activity

Description With the extension of the day and bank time available to teachers, PLC time is done weekly for one hour. This allows grade levels to collaborate and discuss data using the data boards to chart student progress of CFA, LPMs for ELA and Math Modules. It also allows for planning of clinic time and ELD.

Strategy/Activity 2 Site Professional Development

Aligned with district initiatives

Continued work with Michelle Douglas


Task/Timeline

Co-facilitated by math facilitators Topics generated by student need


Staff evaluation of effectiveness

To create a School Implementation Plan to support school wide focus of all students learning to read by 3rd grade and reading to learn beyond.

Person(s) Responsible Site Administration Teachers Departmental Chairs Grade Level Leaders/LSTs


Amount 1174.

Source LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000

Budget Reference 1000-1999: Certificated Personnel Salaries

Description Substitutes for teachers to allow teachers to go on learning walks and lesson studies to identify how we can better support under performing students in math.

Amount 1000.

Source Title I Part A: Professional Development (10% minimum)

Budget Reference 5000-5999: Services And Other Operating Expenditures

Description Opportunities for teachers to attend conferences to learn strategies to make students college and career ready.

Amount 1750.



Description Teacher X hours to support Site Leadership Team to meet monthly at the site and additionally monthly off-site with SLT cohort to create and implement a school wide plan to have students reading at grade level by end of 3rd grade and other non instructional hours needed to support school and staff in the area of building relationships.

Strategy/Activity 3 Personnel to support academic need LST (Learning Support Teacher) Instructional Assistant GATE Teacher Leader

Students to be Served by this Strategy/Activity All Students

Task/Timeline

Attend targeted PD in math content Develop leadership skills Support vertical articulation


Person(s) Responsible Teachers Site Administration


Amount 8860.

Source Title I Part A: Schoolwide Program 3010 (Total Allocation)


Description LST - Provide daily standards-based intensive instruction for struggling students. Conduct demonstration lessons; collaborate; and co-teach to support improved teacher practice. Participate in collaborative team meetings and deliver professional development in RTI2, analysis of data differentiated instruction and strategies, and progress monitoring. Attend regularly scheduled District professional development; meetings; and training.

Amount 6100.


Budget Reference 2000-2999: Classified Personnel Salaries

Description 5.75 Instructional Assistant - Provide daily standards based small group support for students with particular emphasis on struggling students. Conduct instruction, support, intervention, and assessment.

Amount 2100.



Description GATE Site Leader to coordinate a differentiated instructional program to assure that all GATE students are challenged academically and socially.

Strategy/Activity 4 TK-8 Instructional Focus


Timeline

TK-5 Teachers will implement CSS utilizing Eureka Math/ENY 6-8 teachers will implement CSS utilizing Big Ideas Math

Person(s) Responsible Site Administration Teachers Departmental Chairs Grade Level Leaders/LSTs



Amount 2654.


Budget Reference 4000-4999: Books And Supplies

Description Technology equipment will continue to be upgraded and replaced to support interventions for struggling students. These may include toners, inkers, Chromebooks, headphones, mice, keyboards, audio enhancement systems, Mac Computers and/or laptops, Ipads, headphones, and Ipad document stands, Video camera, tripod, speaker equipment.

Amount 1984.



Description Instructional materials to be used to enhance and supplement ELA and math curriculum in the classroom during school. This could be manipulatives, composition books or any material to support student learning.

Amount 4102.




Amount 1995.



Description Computer software including but not limited to ScootPad to support core curriculum.

Amount 333.



Description .GATE Supplies and materials to support direct student services.

Amount 806.



Description Teacher X Time will be funded to provide direct services to GATE students in preparation for and participation in Mathletes,Science Olympiad and Cyberquest competitions

Description Math Family Nights will be organized to give parents support with vocabulary and procedures students are being taught in order to give them support at home.


Amount 1000.



Description Replace and upgrade school furniture and staff furniture to insure a comfortable and access to a 21st Century learning environment for all.

Amount 1333.



Description Technology will continue to be upgraded and replaced to support interventions for struggling students. These may include Chromebooks, headphones, mice, keyboards, audio enhancement systems, Mac Computers and/or laptops, Ipads, headphones, and Ipad document stands, Video camera, tripod, speaker equipment.

Strategy/Activity 5 Classroom Walkthrough


Task/Timeline • Site leadership will conduct regular, formal and informal observations (walk-throughs) of Tier 1 math instruction

Person(s) Responsible Site Administration


Description Administration will conduct regular walk- throughs and conduct formal and informal observation of the implementation of Math Standards both during Math block and as integrated into general curriculum. Evidence will be measured using the Common Core Implementation Continuum with a special emphasis in the Standards for Mathematical Practice (SMPs)

Strategy/Activity 6 Response to Intervention/Clinic Learning Academies


Task/Timeline

MTSS is in place and based on student need Extended Learning opportunities Teachers meet in PLCs weekly to discuss struggling students MTSS Team meets regularly


Specific students in MTSS system are tracked and progress monitored

Person(s) Responsible MTSS Team


Amount 1815.



Description Teacher X time will be funded to allow teachers to provide additional ELA and Math instruction, before or after school or on Saturday, for At-Risk students. 27 hours X 5 grades @ $47

Amount 2359.



Description Instructional materials, such as supplies teachers will use in the classroom to support both before and after school intervention and Academy time such as math manipulatives, Benchmark support materials

Amount 1100.



Description RTI Team meets regularly to discuss interventions.strategies to support specific intensive, strategic, ELs, foster your and students of poverty.

Amount 802.



Description Lease of duplication machine to run supplemental instructional materials needed intervention to support additional instruction in ELA and Math for underperforming students. This machine is exclusively for teacher use and is located in Workroom

Amount 162.



Description Maintenance agreement for teacher duplication machine to run supplemental materials needed for before and after school intervention and clinic to support additional instruction in ELA and Math for underperforming students.



Goal 2 Subject Student Performance in ELA

Goal Statement All teachers will demonstrate application of: • The three shifts in English Language Arts/Content Literacy as evidenced by their classroom instructional practice. • The TK - 12 progressions of standards as evidenced by grade level standards instruction with appropriate scaffolding in order to ensure access to grade level expectations. • The foundational skills for reading by 3rd grade All students will: • Demonstrate growth toward proficiency in grade level reading and writing by accessing and applying the rigorous state standards as measured multiple measures including state and local assessments. • Read by 3rd grade SCHOOLS MAY ADD ADDITIONAL GOALS that support and align to the District/School Goals.

LCAP Goal The District will increase the percentage of students who met standard or above by 3% from the base year (15-16) as measured by multiple measures including state and local assessments.

Basis for this Goal CAASPP

What data was used to form this goal? LPM, CAASPP, STAR 360 CAASPP

What were the findings from the analysis of this data? Data analysis demonstrates that students continue to struggle to achieve proficiency in English Language Arts.

How will the school evaluate the progress of this goal? CFA, LPM, CAASPP, STAR 360 Progress monitoring with CCPM, CFAs, SBAC


Articulation and Collaboration around Research-Based Best Practices using Student Data to drive instructional decisions. Working with our SLT this year, our developed focus is, " Students will improve overall reading by focusing on close and analytic reading."



CAASPP 15/16 ELA 26% 18/19 ELA 29% Planned Strategies/Activities


startcollapse

Strategy/Activity 1 Professional Learning Communities • Grade Level and Departmental • Vertical & Horizontal Articulation • Instructional Leadership Team, MTSS Team Professional Learning Communities

Grade Level and Departmental Vertical & Horizontal Articulation Instructional Leadership Team, MTSS Team

Regular meetings with our SLT with Amy Bryant and InnovateEd and monthly meetings at our site


Task/Timeline

Implement CSS-aligned thematic units that include Performance-Based Assessments Research and share best practice Collect and examine student writing through lens of CSS-aligned rubrics Analyze assessment data Refine instructional strategies based on learning outcomes Examine and define problems of practice Plan, implement and evaluate interventions based on student need

Person(s) Responsible Leadership Team members


Description With the extension of the day and bank time available to teachers, PLC time is done weekly for one hour. This allows grade levels to collaborate and discuss data using the data boards to chart student progress of CFA, LPMs for ELA and Math Modules. It also allows for planning of Academy time and ELD.

Amount 1250.



Description Substitutes for teachers to allow teachers to go on learning walks and lesson studies to identify how we can better support underperforming students in ELA. 23 T x 4 hours @ $47

Strategy/Activity 2 Students to be Served by this Strategy/Activity Task/Timeline


Person(s) Responsible Proposed Expenditures for this Strategy/Activity

Amount 2351.



Description Opportunities for teachers to attend conferences to learn strategies to make students college and career ready.

Strategy/Activity 3 LST (Learning Support Teacher) ELA Teacher Facilitator Instructional Assistant GATE Teacher Leader

Students to be Served by this Strategy/Activity Task/Timeline Person(s) Responsible Proposed Expenditures for this Strategy/Activity

Amount 8696.




Amount 6100.




Amount 1125.



Description GATE Site Leader to coordinate a differentiated instructional program to assure that all GATE students are challenged academically and socially.


Strategy/Activity 4 Students to be Served by this Strategy/Activity All Students

Task/Timeline Person(s) Responsible Proposed Expenditures for this Strategy/Activity

Amount 2500.



Description Technology equipment will continue to be upgraded and replaced to support interventions for struggling students. These may include toners, inkers, Chromebooks, headphones, mice, keyboards, audio enhancement systems, Mac Computers and/or laptops, Ipads, headphones, Lightning to VGA adapters, and Ipad document stands, Video camera, tripod, speaker equipment.

Amount 1995.



Description Computer software including but not limited to ScootPad, Brain Pop to support core curriculum.

Amount 2450.



Description Instructional materials to be used to enhance and supplement ELA and math curriculum in the classroom during school. This could be manipulatives, composition books, school wide publication subscriptions including but not limited to Scholastic News, or any material to support student learning.

Amount 4102.



Description Instructional materials to be used to enhance and supplement ELA and math curriculum in the classroom during school. This could be manipulatives, composition books, school wide publication subscriptions including but not limited to Scholastic News, or any material to support student learning.

Amount 333.




Description .GATE Supplies and materials to support direct student services.

Amount 806.



Description Teacher X Time will be funded to provide direct services to GATE students in preparation for and participation in Mathletes, Academic Pentathlon and Cyberquest competitions

Amount 1000.



Description Replace and upgrade school furniture and staff furniture to access to a 21st Century learning environment for all.

Amount 1333.



Description Technology will continue to be upgraded and replaced to support interventions for struggling students. These may include Chromebooks, headphones, mice, keyboards, audio enhancement systems, Mac Computers and/or laptops, Ipads, headphones, and Ipad document stands, Video camera, tripod, speaker equipment.

Strategy/Activity 5 Students to be Served by this Strategy/Activity Task/Timeline Person(s) Responsible Proposed Expenditures for this Strategy/Activity

Description Administration will conduct regular walk throughs and conduct formal and informal observations for the implementation of the State Standards and Learning Targets. Evidence will be measures using tools created by Leadership that support the focus of rigor and relevance of the ELA Mastery Guides for grades 1-3, Learning Dynamics for TK-K and Interactive Learning Notebook for grades 3-5.

Strategy/Activity 6 Instructional Assistant


Task/Timeline Person(s) Responsible IA



Amount 2409.



Description Teacher X time will be funded to allow teachers to provide additional ELA and Math instruction, before or after school or on Saturday, for At-Risk students. 27 hours X 5 grades @ $47

Amount 2100.



Description Instructional materials such as supplies teachers will use in the classroom and general supplies to support before and after school intervention and clinic time.

Amount 1100.



Description RTI Team meets to discuss interventions.strategies to support specific intensive, strategic, ELs, foster youth and students of poverty.

Amount 802.




Amount 162.






Goal 3 Subject Student Performance in ELD

Goal Statement All teachers will:

● Implement the instructional shifts required by the 2012 ELD Standards ● Implement Integrated English Language Development throughout the school day across all content areas. ● Provide instructional scaffolding and differentiation for English Learners in their classroom to enable them to

access core content. ● Hold the same high expectations for academic achievement that they do for all students. ● Participate in professional learning opportunities to increase their knowledge and expertise delivering effective

instruction to English Learners in order to increase their English proficiency and academic achievement. All EL students will:

● Demonstrate growth toward English language proficiency as measured by the English Language Proficiency Assessment of California (ELPAC).

● Demonstrate growth toward meeting standards as measure by the Smarter Balanced Assessment (SBA) in both English Language Arts and Mathematics.

SCHOOLS SHOULD ADD ADDITIONAL GOALS THAT SUPPORT AND ALIGN TO DISTRICT GOALS:

● Example: Increase the school’s reclassification rate, decrease the percentage of students identified as at risk of becoming a Long Term English Learner and those students identified already identified as being a Long Term English Learner.

LCAP Goal The District will increase the percentage of English Learners who reclassify as Fluent English Proficient by 1% per year from the new base year of 2017-2018 with the goal of reaching a 20% reclassification rate per year. The District will increase the percentage of English Learners making annual progress on the ELPAC by 1% with the base year being determined from the 2017-2018ELPAC administration. The District will decrease the percentage of Long Term English Learners by 2% per year.

Basis for this Goal ELPAC

What data was used to form this goal? LPM, CAASPP, ELPAC. STAR 360 ELPAC

What were the findings from the analysis of this data? Data analysis demonstrates that English Language Learners continue to struggle to achieve proficiency in English and continue to struggle to

How will the school evaluate the progress of this goal? LPM, CFA, CAASPP, ELPAC, Imagine Learning Progress monitoring with ELPAC, LPMs, CFAs, SBAC


achieve proficiency in English Language Arts and Mathematics.


Articulation and Collaboration around Research-Based Best Practices using Student Data to drive instructional decisions.



ELPAC/CAASPP 15/16 22%

18/19 24%

Planned Strategies/Activities startcollapse


Grade Level and Departmental Vertical & Horizontal Articulation Instructional Leadership Team, MTSS Team, EL Coaches, LSTs and Instructional Rounds Team

Students to be Served by this Strategy/Activity Task/Timeline

Implement CSS-aligned ELD thematic units Research and share best practice Collect and examine student writing through lens of CSS-aligned rubrics Analyze assessment data Refine instructional strategies based on learning outcomes Examine and define problems of practice Plan, implement and evaluate interventions based on student need

Person(s) Responsible Site Administration Teachers Departmental Chairs Grade Level Leaders EL Coaches LSTs


Description With the extension of the day and bank time available to teachers, PLC time is done weekly for one hour. This allows grade levels to collaborate and discuss data using the data boards to chart student progress of CFA, LPMs for ELA and Math Modules. It also allows for planning of clinic time and ELD

Amount 8860.






Aligned with district initiatives

Students to be Served by this Strategy/Activity ELD students, African-American students

Task/Timeline

Implement Designated ELD Instructional Units (K-6) Integrate ELD across content areas

Person(s) Responsible Site Administrator Teachers Departmental Chairs Grade Level Leaders/LSTs EL Leaders Parents


Amount 12,000.



Description Teachers, parents and administrators will be encouraged to attend CABE,CAAASA, Closing the Achievement Gap and related conferences to keep abreast of CCSS strategies and implementation.

Strategy/Activity 3 Personnel to support academic need EL Teacher Leader Learning Support Teacher (LST)

Students to be Served by this Strategy/Activity EL Students

Task/Timeline

Attend targeted PD in Unit Content/ELD Standards


Develop leadership skills Support vertical articulation

Person(s) Responsible Site Administration Teachers Departmental Chairs Grade Level Leaders/LSTs EL Leaders, EL Coaches


Amount 5000.



Description Teacher X hours funded to support a teacher leader for English Learners. This person will coordinate appropriate EL site functions and act as an EL Liaison at the District level to support English Language acquisition among English Learners. 110 hrs @ $45

Amount 8860.




Amount 6100.




Amount 1750.




Strategy/Activity 4 Classroom Observation


Students to be Served by this Strategy/Activity EL Students

Task/Timeline

Site leadership will conduct regular, formal and informal observations (walk-throughs) of ELD instruction Observation of English Learners engaged in academic conversation across Content Areas

Person(s) Responsible Site Administration


Description Administration will conduct regular walk- throughs and conduct formal and informal observation of the implementation of ELD Standards both during ELD block and as integrated into general curriculum.

Strategy/Activity 5 Instructional Focus

Students to be Served by this Strategy/Activity El Students

Task/Timeline TK-5 Teachers will continue to implement Common Core State Standards for ELD.

Person(s) Responsible Site Administration Teachers Grade Level Leaders/LSTs EL Leaders


Amount 7540.



Description Purchase and implement Imagine Learning site licenses. Imagine Learning is an engaging language and literacy software program that accelerates English learning. Focused on oral language, academic vocabulary, instruction in the five essential components of reading, and strategic first-language support.

Amount 1984.



Description Instructional materials to be used to enhance and supplement ELD curriculum in the classroom during school. This could be manipulatives, composition books or any material to support student learning.


Amount 1333.



Description Technology equipment will continue to be upgraded and replaced to support interventions for struggling students. These may include toners, inkers, Chromebooks, headphones, mice, keyboards, audio enhancement systems, Mac Computers and/or laptops, Ipads, headphones, and Ipad document stands, Video camera, tripod, speaker equipment.

Strategy/Activity 6 Response to Intervention/Clinic

Students to be Served by this Strategy/Activity Task/Timeline * Clinic is in place and based on student need * Teachers meet in PLC's weekly to discuss struggling students *RTI Team meets regularly *Specific students in SST system are tracked and progress monitored

Person(s) Responsible RTI Team


Amount 1100.



Description RTI Team meets to discuss interventions.strategies to support specific intensive, strategic, ELs, foster your and students of poverty.

Amount 162.




Amount 162.






Goal 4 Subject Provide Equitable Learning Opportunities for All Subgroups

Goal Statement All Schools will: (increase/ decrease from base year (15-16) • Percentage of students attending 180 days of school by 2% • Percentage of students missing 18 days or more each school year (Chronic Absenteeism) by 2% • Percentage of district-wide suspension by 2% • Percentage of suspensions related to K-code violations by 2% • Percentage of suspension for African American males by 2% • Percentage of student positive engagement and school connectedness by 2% (measured by 5th and 7th grade data from California Healthy Kids Survey (CHKS) • Percentage of student perception of safety at school by 2% (measured by CHKS 5th and 7th grade). • Percentage of students socio-emotional learning and strength of body, mind and character by 2% (measured by CHKS 5th and 7th grade) • Maintain district-wide expulsion rate SCHOOLS MAY ADD ADDITIONAL GOALS that support this.

LCAP Goal The District will provide a Welcome, Safe and Healthy Learning Environment, focusing on all students not achieving due to either academic or behavioral issues.

Basis for this Goal Healthy Kids Survey Title 1 Data Quest LCAP Survey

What data was used to form this goal? Healthy Kids Survey, Title I Parent Survey, LCAP Student Survey, Data quest/SIS - attendance, suspension Healthy Kids Survey Title 1 Data Quest LCAP Survey

What were the findings from the analysis of this data? Data analysis demonstrates that some students continue to struggle to achieve proficiency in English Language Arts and Mathematics.

How will the school evaluate the progress of this goal? Healthy Kids Survey, Title I Parent Survey, LCAP Student Survey, Data quest/SIS - attendance, suspension Progress monitoring with LPM, CFAs, CELDT, SBAC, STAR 360 Also parent feedback from


Provide multiple opportunities for identified students to have access to Core and Support Services and articulation/collaboration around research-based best practices while using student data to drive instructional decisions.


Expected Annual Measurable Outcomes Metric/Indicator Baseline Expected Outcome

Data Quest 15/16 Suspension rate 8% 18/19 a reduction of 2% to equal 6% Planned Strategies/Activities startcollapse


Grade Level and Departmental Vertical & Horizontal Articulation Instructional Leadership Team, RTI Team, EL Leaders and Instructional Rounds Team


Task/Timeline

Implement CCSS-aligned

curriculum

Research and share best

practice

Collect and examine student

writing through lens of CCSS- aligned rubrics

Analyze assessment data Refine instructional strategies

based on learning outcomes

Examine and define

problems of practice

Plan, implement and

evaluate interventions based on student need

Person(s) Responsible Site Administration Teachers Grade Level Leaders/LSTs EL Leaders



Description With the extension of the day and bank time available to teachers, PLC time is done weekly for one hour. This allows grade levels to collaborate and discuss data using the data boards to chart student progress of CFA, LPMs for ELA and Math Modules. It also allows for planning of Learning Academies and ELD.


Aligned with district priorities


Task/Timeline

Implement writing process

and the use and calibration of rubrics

Integrate Literacy across

content areas

Topics generated by student

need

Staff evaluation of

effectiveness

Support AA students and parents

Person(s) Responsible Site Administrator Teachers Grade Level Leaders/LSTs AAPAC Lead teacher


Amount 1100.





Amount 1,000.



Description Purchase books and supplies that will be used to help build relationships between students, staff and community

Amount 500.



Description Site lead for African American Parent Advisory Committee to help create equitable programs for our AA students.

Strategy/Activity 3 Instructional Focus


Task/Timeline TK-5 Teachers will continue to implement Common Core State Standards for Foster Youth/Low Income students.

Person(s) Responsible Site Administration Teachers Grade Level Leaders/LSTs


Amount 4087.



Description Purchase and implement site licenses not limited to but including Scoot Pad, Mystery Science and any other software programs that support CCSS and NGSS standards and help develop college and career readiness skills.

Amount 2264.



Description Teacher X hours to support Before and After School programs that may include Computer programs, Performing Arts, Art, Choir, Dance because students who


participate in these programs build creativity which supports students in accessing the core curriculum.

Amount 4777.



Description 5.75 Instructional Assistant - Provide daily standards based small group support for students with particular emphasis on struggling students. conduct instruction, support, intervention, and assessment.

Amount 8000.



Description Specialty supplies to support academic, attendance, safety and citizenship success that help encourage continued student success .

Amount 6000.


Budget Reference 5700-5799: Transfers Of Direct Costs

Description Transportation to provide students with educational experiences outside of the classroom and school. 6 grade levels x $1140.00 each.

Amount 3000.



Description Technology and/or equipment will continue to be upgraded and replaced to support interventions for struggling students. These may include toners, inkers, Chromebooks, headphones, mice, keyboards, audio enhancement systems, Mac Computers and/or laptops, Ipads, headphones, and Ipad document stands, Video camera, tripod, speaker equipment.

Amount 8,800.



Description Purchase supplies to support NGSS and VAPA standards. Supplies could be microscopes, science equipment, musical instruments, stage equipment ( lighting, sound and curtains)

Amount 2045.





Strategy/Activity 4 Learning Academies


Task/Timeline

Academy is in place and based on student need Teachers meet in PLCs weekly monitor progress of targeted students RTI Team meets monthly Specific students in SST system are tracked and progress monitored

Person(s) Responsible RTI Team


Amount 977.



Description Substitute Teachers to provide release time to allow RTI meetings to develop interventions, and strategies to support specific students who are not successful in school.

Amount 1100.



Description RtI team to meet monthly to discuss intervention strategies for students in the A1 process.

Amount 2000.



Description Planners, lanyards and other student supplies that support school-home communication and safety.

Amount 875.





Amount 275.




Amount 2200.



Description Instructional materials, such as supplies teachers will use in the classroom to support both before and after school intervention and clinic time such as art supplies, music materials, fabric, raw materials for building.

Strategy/Activity 5 AVID grades 3-5


Task/Timeline AVID Lead will meet monthly with AVID grade level teachers to align school plan with Initial Self Study

Person(s) Responsible AVID Lead Administration Grade level teachers


Amount 2700.



Description Supplies necessary to support the AVID program grades 3-5.

Amount 2879.



Description AVID Membership Dues to provide students in grades 3-5 with support in building the necessary skills to attend college and to allow teachers to attend AVID conferences including but not limited to Summer Institute.


Amount 6000.



Description Teachers are to attend AVID Summer Institute or WICORize conferences to support AVID Elementary

Strategy/Activity 6 Foster Youth

Students to be Served by this Strategy/Activity FY

Task/Timeline To support our foster youth and families

Person(s) Responsible Administration


Amount 1000.



Description Supplies and after school programs for Foster Youth such as backpacks, notebooks, pencils, etc. to provide foster youth with a sense of belonging when they come to our school

Amount 1000.


Budget Reference 5700-5799: Transfers Of Direct Costs

Description Field trips for foster youth to expose them to opportunities otherwise not given



Goal 5 Subject Planned Improvements in Student Performance with emphasis on Parent and Community Engagement

Goal Statement All schools will: (increase from base year (15-16) Percentage of parent participation and engagement by 2% per year as measured by parent response on Title Parent

Survey o Parenting Partner Survey o California Healthy Kids Survey o Title I Parent Survey

Percentage of home/school communication by 2% per year as measured by parents response on

o Title I Parent Survey question, “effective home/school communication” o Parenting Partner Survey o California Healthy Kids Survey o Parent participation on Title I parent survey

Number of parents academic initiatives training and parent classes offered at the site by 2 as measured by

enrollment in parent workshops at the school level Number of community partnership meetings at the site to 5.

Increase # of foster youth and parent/caregiver engagement and training by 2. SCHOOLS MAY ADD ADDITIONAL GOALS that support and align to the District/School Goals.

LCAP Goal The District will engage and support Parent, Family and Community Partnerships

Basis for this Goal Healthy Kids Survey Title 1 Survey

What data was used to form this goal? Healthy Kids and School Climate Survey Parent Surveys Meeting Attendance Volunteer Log Parenting Partner Training Parent Academy Training Healthy Kids Survey Title 1 Survey

What were the findings from the analysis of this data? Data analysis demonstrates that there is a need to continue to increase parents, families, and the community involvement in school to support student success in learning.

How will the school evaluate the progress of this goal? Healthy Kids and School Climate Survey Parent Surveys Meeting Attendance Volunteer Log Parent Academy Completion Rate Progress monitoring will include: Parent Surveys, Meeting Attendance, Volunteer Log, Parent Academy


Completion Rate, and Healthy Kids and School Climate Survey.


Provide multiple opportunities for parent and community involvement.



Title 1 Survey Healthy Kids Survey

15/16 percent of parents who know how to be engaged in school ~ 72.8%

18/19 increase to 74%

Planned Strategies/Activities startcollapse

Strategy/Activity 1 Parent Education

Parent Academies


Task/Timeline

Form Parent Engagement Team Provide Training for Facilitators Provide parent educational/leadership training and activities

Person(s) Responsible Site Administration Parent Community Liaison


Amount 1200.

Source Title I Part A: Parental Involvement (1% minimum)


Description Parenting Partners will be held 8 times per school year to provide parents with information about how to better communicate with their child and build strong relationships.

Amount 2000.




Description Parents will be encouraged to attend CABE, Closing the Achievement Gap and CAASA conferences to learn about CCSS strategies they can use to support their children in learning.

Budget Reference None Specified

Description The AVID team will hold quarterly Parent Information Nights to help parents understand the AVID program and how they can support their children

Description Math Family Nights will be organized to give parents support with vocabulary and procedures students are being taught in order to give them support at home.

Description Capturing Kids' Hearts parent night will be organized to inform parents of the strategies that are being implemented to help reduce suspensions, build relationships and help to make students and families more connected.

Budget Reference None Specified

Strategy/Activity 2 • Parent Advisory Committees (School and District)


Task/Timeline

Compliance with State and Federal mandates Provide training to parents to fulfill their responsibilities

Person(s) Responsible Site Administration Council Members Parent Community Liaison


Description Parent/Community Liaison works with parent advisory committees - ELAC, SSC, parent trainings, PTO, etc, to increase home/school communication, student attendance, etc.

Amount 500.



Description SSC Culminating meeting to recognize parent volunteers for their time/efforts given to raise student achievement by working in classrooms with students.

Amount 500.




Description Provide refreshments and supplies through open purchase orders from vendors for parents who attend advisory committee meetings. Including but not limited to ELAC,SSC, AAPAC and Coffee with the Principal

Amount 2500.



Description Parent Involvement Materials including but not limited to Latino Literacy Project- level 2, Parenting Partners

Strategy/Activity 3 Parent Engagement and positive School Environment/Culture Support parent access and communication


Task/Timeline

Provide access to all school related activities and events Provide a welcoming environment and create mutual trust Provide ongoing communication and access in multiple languages to promote student academic

achievement

Person(s) Responsible School Staff


Amount 943

Source Title I Part A: Parental Involvement (1% minimum)


Description In order to engage and support parent, family and community partnerships, these supplies will be funded as an overall strategy to assist parents in student achievement and support involvement activities. Items include but are not limited to translation equipment, automated phone call system and other necessary parent communication supplies.

Amount 2500.



Description Students in Grades TK-5 use school planners and students 1-5 to use lanyards to maximize communication and safety between school and home. Planners are completed by students daily and checked by parents nightly. Parents and teachers can write notes in binders to communicate daily. Lanyards will provide easy recognition of staff and students of Quail Valley


Amount 500.



Description Provide Childcare/Babysitting to enable every parent to participate in School Advisory Committees and Parent Meetings.

Source Planned but not yet funded


Description Provide translation support for parents during conferences and meetings outside of regular work hours.

Amount 9500.



Description To provide extra support in the afternoon, a seventh noon duty/campus supervisor will be added to help ensure safety for students and support to parents.



Goal 6 Subject

Goal Statement

LCAP Goal

Basis for this Goal

What data was used to form this goal?

What were the findings from the analysis of this data?

How will the school evaluate the progress of this goal?



Metric/Indicator Baseline Expected Outcome startcollapse Planned Strategies/Activities startcollapse

Strategy/Activity 1 Students to be Served by this Strategy/Activity Task/Timeline Person(s) Responsible Proposed Expenditures for this Strategy/Activity


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 1 Student Performance in Math

Annual Measurable Outcomes

Metric/Indicator Expected Outcomes Actual Outcomes

15/16 CAASPP Goal #1 Increase the number of students who can apply the mathematical standards at grade level by 5% over the base year as measured by multiple measures including locally developed assessments Expected outcomes were 21%

CAASPP actual outcomes for math were 24.63%

Strategies/Activities for Goal 1

Planned Actions/Services

Actual Actions/Services

Proposed Expenditures

Estimated Actual Expenditures

With the extension of the day and bank time available to teachers, PLC time is done weekly for one hour. This allows grade levels to collaborate and discuss data using the data boards to chart student progress of CFA, LPMs for ELA and Math Modules. It also allows for planning of clinic time and ELD.

Continued work with Michelle Douglas

Michelle Douglas gave a PD by grade levels

Substitute teachers to allow teachers to work with Instructional Leaders like Michelle Douglas, and other leaders to assist in accessing Math. 1000-1999: Certificated Personnel Salaries LCFF

Substitutes were utilized last year and are expected to be utilized this year. 1000-1999: Certificated Personnel Salaries Title I Part A: Parental Involvement (1% minimum) 713.






Supplemental/Concentration Site Allocation for Targeted Students 9000 713.

LST (Learning Support Teacher) Instructional Assistant GATE Teacher Leader

Had an LST for the 18/19 school year

LST - Provide daily standards-based intensive instruction for struggling students. Conduct demonstration lessons; collaborate; and co-teach to support improved teacher practice. Participate in collaborative team meetings and deliver professional development in RTI2, analysis of data differentiated instruction and strategies, and progress monitoring. Attend regularly scheduled District professional development; meetings; and training. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 8696.

Mrs. Velazquez was our LST and supported targeted students. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 8696.

Update technology Purchased ipads for grades K-3 to bring technology down to lower grades

Technology equipment will continue to be upgraded and replaced to support interventions for struggling students. These may include toners, inkers, Chromebooks, headphones, mice, keyboards, audio enhancement systems, Mac Computers and/or laptops, Ipads, headphones, and Ipad document stands, Video camera, tripod, speaker equipment. 4000-4999: Books And Supplies LCFF Supplemental/Concentra

All monies were utilized as technology was purchased to provide access to lower grades 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 2500.






tion Site Allocation for Targeted Students 9000 2500.

Administration will conduct regular walk- throughs and conduct formal and informal observation of the implementation of Math Standards both during Math block and as integrated into general curriculum. Evidence will be measured using the Common Core Implementation Continuum with a special emphasis in the Standards for Mathematical Practice (SMPs)

After school opportunities for tutoring

No after school programs were implemented last year due to the adoption of a new curriculum.

Teacher X time will be funded to allow teachers to provide additional ELA and Math instruction, before or after school or on Saturday, for At-Risk students. 27 hours X 5 grades @ $47 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 1815.

As teachers were collaborating with each other on adopted currcilum, there were no after school activities in the 18/19 school year. None Specified 00.00

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. Strategies that were fully implemented: Professional Learning Community (PLC) meetings held weekly by grade level Instruction by highly qualified teachers Site professional development to improve instructional practices- collaborating with Innovate Ed collaboration to develop our School Implementation Plan (SIP) instruction, creating Common Formative Assessments (CFA) EL Leader to support teachers ELD time structured into the master schedule at 45 minutes each day Parent Conferences School Messenger Quail Valley School Website Student Planners


Parent Involvement in SSC and ELAC Parent Academy Computer classes for Spanish speaking parents

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. The effectiveness of our activities supported student learning in that ELD, PLC and our SIP helped narrow our school focus

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. It was planned to have several after school activities for the 17/18 school year, however, with the adoption of the Benchmark curriculum and the addition of Promethean boards, teachers were given the time after school to better acclamate themselves with the new programs to be better facilitators of learning.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. For the 18/19 school year /before after school activities were re-instated to offer tutoring in math. This can be found in Goal 1, pg. 47.


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 2 Student Performance in ELA



Goal #2 Having all students learning to read at grade level by third grade and reading to learn (comprehension) beyond with an improvement by 5% over the base year. This will be measured by multiple measures including locally developed assessments ( LPM , CFA, STAR 360)






Regular meetings with our SLT with Amy Bryant and InnovateEd and monthly meetings at our site


LST (Learning Support Teacher) ELA Teacher Facilitator Instructional Assistant GATE Teacher Leader

LST - Provide daily standards-based intensive instruction for struggling students. Conduct demonstration lessons; collaborate; and co-teach to support

Had an LST on campus all year 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 8696.






improved teacher practice. Participate in collaborative team meetings and deliver professional development in RTI2, analysis of data differentiated instruction and strategies, and progress monitoring. Attend regularly scheduled District professional development; meetings; and training. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 8696.

Technology equipment will continue to be upgraded and replaced to support interventions for struggling students. These may include toners, inkers, Chromebooks, headphones, mice, keyboards, audio enhancement systems, Mac Computers and/or laptops, Ipads, headphones, Lightning to VGA adapters, and Ipad document stands, Video camera, tripod, speaker equipment. 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 2500.

All monies were utilized as technology was purchased to provide access to lower grades 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 2500.

Administration will conduct regular walk throughs and conduct formal and informal observations for the implementation of the State Standards and






Learning Targets. Evidence will be measures using tools created by Leadership that support the focus of rigor and relevance of the ELA Mastery Guides for grades 1-3, Learning Dynamics for TK-K and Interactive Learning Notebook for grades 3-5.

Teacher X time will be funded to allow teachers to provide additional ELA and Math instruction, before or after school or on Saturday, for At-Risk students. 27 hours X 5 grades @ $47 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 2409.

As teachers were collaborating with each other on adopted curriculum, there were no after school activities in the 18/19 school year. 0001-0999: Unrestricted: Locally Defined LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 2409.

Analysis

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

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA.


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 3 Planned Improvements in Student Performance in ELD



ELPAC CAASPP

The District will increase the percentage of English Learners who reclassify as Fluent English Proficient by 2% from the base year (14-15). The District will increase the percentage of English Learners making annual progress on the CELDT (AMAO 1) by 2% from the base year (14-15). The District will decrease the number of LTELs (students who have not reclassified in 5 years of English instruction) by 2% from the base year (14-15).






With the extension of the day and bank time available to teachers, PLC time is done weekly for one hour. This allows grade levels to collaborate and discuss data using the data boards to chart student progress of CFA, LPMs for ELA and Math Modules. It also allows for planning of clinic time and ELD

Teachers and administrators will be encouraged to attend CABE, Closing the

Our PCL and a teacher went to CABE 5000-5999: Services And Other Operating






Achievement Gap and related conferences to keep abreast of CCSS strategies and implementation. 5000-5999: Services And Other Operating Expenditures LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 2000.

Expenditures LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 2000.

EL Teacher Leader Learning Support Teacher (LST)

Teacher X hours funded to support a teacher leader for English Learners. This person will coordinate appropriate EL site functions and act as an EL Liaison at the District level to support English Language acquisition among English Learners. 110 hrs @ $45 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 5000.

We had an EL Lead for the school year 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 5000.

Administration will conduct regular walk- throughs and conduct formal and informal observation of the implementation of ELD Standards both during ELD block and as integrated into general curriculum.

Instructional Focus Purchase and implement Imagine Learning site licenses. Imagine Learning is an engaging language and literacy software program that accelerates English learning. Focused on oral language, academic

Imagine Learning was purchased for the 18/19 school year 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 7540






vocabulary, instruction in the five essential components of reading, and strategic first-language support. 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 7540.

Response to Intervention/Clinic

Teacher X hours to support Before and After School ELD support programs. 30 hours x $47. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 1814.

We did not have any after school programs 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 0000.

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. Overall, expenditures were expected and achieved.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Imagine Learning, while utilized with fidelity all year, continuation of the program is being considered in the 18/19 school year. Other programs are being looked for a deeper effectiveness.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. Due to new curriculum and technology added to classrooms, there were no after school supports.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. As students are being supported in the 18/19 school year in other after school programs that will ultimately support our EL learners, there is no goal for an after school EL program./


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 4 Provide Equitable Learning Opportunities for All Subgroups



Data Quest Reduce suspensions 1% for the 17/18

Increased 1%






Professional Learning Communities

Grade Level and Departmental

Vertical & Horizontal Articulation

Instructional Leadership Team, RTI Team, EL Leaders and Instructional Rounds Team


PLCs continue to happen once a weekly for an hour.

Site Professional Development

Aligned with district priorities

Teacher X hours to support Site Leadership Team to meet monthly at the site and additionally monthly off-site with SLT cohort to create and implement a school wide plan to have students reading at grade level by end of 3rd grade and other non instructional hours needed to support school and staff in the area of building relationships. 1000-1999: Certificated Personnel Salaries

SLT met monthly to collaborate on the SIP goals. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 1100.






LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 1100.

Instructional Focus Purchase and implement site licenses not limited to but including Scoot Pad, Brain Pop, IXL and any other software programs that support learning and help develop college and career readiness skills. 4000-4999: Books And Supplies Title I Part A: Schoolwide Program 3010 (Total Allocation) 6453

Bought licenses for software programs that support 21st century learning. 4000-4999: Books And Supplies Title I Part A: Schoolwide Program 3010 (Total Allocation) 6453.

Response to Intervention/Clinic

Substitute Teachers to provide release time to allow RTI meetings to develop interventions, and strategies to support specific students who are not successful in school. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 977.

RtI meetings continued to happen to support our struggling students. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 977.

AVID grades 3-5 Supplies necessary to support the AVID program grades 3-5. 4000-4999: Books And Supplies Title I Part A: Schoolwide Program 3010 (Total Allocation) 1100.

Purchased supplies to support AVID 4000-4999: Books And Supplies Title I Part A: Schoolwide Program 3010 (Total Allocation) 1100.

Foster Youth Supplies and after school programs for Foster Youth such as backpacks, notebooks, pencils, etc. to provide foster youth with a sense of belonging when they come to our school

Spirit wear, supplies for a Care Center (clothing & hygiene products) purchased for our foster youth and families. 4000-4999: Books And Supplies LCFF Supplemental/Concentra






4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 1041.

tion Site Allocation for Targeted Students 9000 500.

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. The support given to all students to provide equitable learning opportunities was implemented.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Overall effectiveness of these goals was positive in that test scores raised in all three tested grade levels and both content areas tested.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. There is a difference in our Foster Youth expenditures as not all monies were spent that were proposed. This is due in part to several donations of backpacks and school supplies given to the school from the district and clothing donated by parents for our Care Center.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. Monies will be allocated differently with regard to FY to include field trips with neighboring schools for our foster youth as can be found on page 66.


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 5 Planned Improvements in Student Performance with emphasis on Parent and Community Engagement



Healthy Kids Survey Title 1 Survey

Provide multiple opportunities for parent and community involvement.

89% of parents felt they had multiple opportunities to be involved.






Parent Academies Parenting Partners will be held 8 times per school year to provide parents with information about how to better communicate with their child and build strong relationships. 5800: Professional/Consulting Services And Operating Expenditures Title I Part A: Parental Involvement (1% minimum) 1200.

There were two parent groups that met in the 17/18 school- Parenting Partners and AVPH 5000-5999: Services And Other Operating Expenditures Title I Part A: Parental Involvement (1% minimum) 1200.

Parent/Community Liaison works with parent advisory committees - ELAC, SSC, parent trainings, PTO, etc, to increase home/school communication, student attendance, etc.

We had a PCL all school year.

In order to engage and support parent, family and community partnerships, these supplies will be funded as an overall strategy to assist parents in student

We continue to update our communication systems to adequately communicate with our non-English parents. 4000-4999: Books And Supplies Title I Part A:






achievement and support involvement activities. Items include but are not limited to translation equipment, automated phone call system and other necessary parent communication supplies. 4000-4999: Books And Supplies Title I Part A: Parental Involvement (1% minimum) 2312.

Parental Involvement (1% minimum) 2312.

Latino Literacy Program This group meets weekly for a 12 week program to develop English literacy skills. 4000-4999: Books And Supplies Title I Part A: Parental Involvement (1% minimum) 2500.

The program was offered and very successful. 4000-4999: Books And Supplies Title I Part A: Parental Involvement (1% minimum) 2500.

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. Our Parent Liaison works well with our parent groups and the school offers several programs to support parents.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Parents were very excited to have the opportunity to learn English and build relationships with other parents.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. There were no differences between proposed and estimated

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. Latino Literacy will be offered again for the 18/19 school year and will be expanded to offer a second tier or advanced program for those who attended last year. This can be found on page 70.


Goal 6


Metric/Indicator Expected Outcomes Actual Outcomes startcollapse Strategies/Activities for Goal 5





startcollapse Analysis

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

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA.


Budget Summary and Consolidation

The Budget Summary is required for schools funded through the ConApp. The Consolidation of Funds is required for a school receiving funds allocated through the ConApp and consolidating those funds as part of a schoolwide program. Budget Summary

Description Amount

Total Funds Provided to the School Through the Consolidated Application 93,519.

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA 219,616.00

Allocations by Funding Source startcollapse

Funding Source Amount Balance

LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000

126,097.00 0.00

Title I Part A: Schoolwide Program 3010 (Total Allocation) 82,025.00 0.00

Title I Part A: Parental Involvement (1% minimum) 2,143.00 0.00

Title I Part A: Professional Development (10% minimum) 9,351.00 0.00


Expenditures by Funding Source startcollapse

Funding Source Amount


126,097.00

Title I Part A: Parental Involvement (1% minimum) 2,143.00

Title I Part A: Professional Development (10% minimum)

9,351.00

Title I Part A: Schoolwide Program 3010 (Total Allocation)

82,025.00


Expenditures by Budget Reference startcollapse

Budget Reference Amount

1000-1999: Certificated Personnel Salaries 64,502.00

2000-2999: Classified Personnel Salaries 34,277.00

4000-4999: Books And Supplies 79,272.00

5000-5999: Services And Other Operating Expenditures

34,565.00

5700-5799: Transfers Of Direct Costs 7,000.00


Expenditures by Budget Reference and Funding Source startcollapse

Budget Reference Funding Source Amount

1000-1999: Certificated Personnel Salaries


23,397.00

2000-2999: Classified Personnel Salaries


33,077.00

4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000

48,623.00



14,000.00

5700-5799: Transfers Of Direct Costs LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000

7,000.00

2000-2999: Classified Personnel Salaries

Title I Part A: Parental Involvement (1% minimum)

1,200.00


Title I Part A: Parental Involvement (1% minimum)

943.00


Title I Part A: Professional Development (10% minimum)

9,351.00

1000-1999: Certificated Personnel Salaries


41,105.00

4000-4999: Books And Supplies Title I Part A: Schoolwide Program 3010 (Total Allocation)

30,649.00



10,271.00


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

1 Other School Staff

5 Parent or Community Members startcollapse

Name of Members Role

Kathy Moshier X Principal

Carol Black X Other School Staff

Anain Robles-Panduro X Other School Staff

Teachers:

Felicia Roques X Classroom Teacher

Joseph Akporji X Classroom Teacher

Jeanne De la Cruz X Classroom Teacher

Parents:

Leticia Coreno X Parent or Community Member

Jackie Cruz X Parent or Community Member

Julieta Rodriguez X Parent or Community Member

Dulce Garcia X Parent or Community Member

Celenia Ramos X Parent or Community Member At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.


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

Signature Committee or Advisory Group Name

X English Learner Advisory Committee

The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. This SPSA was adopted by the SSC at a public meeting on October 29,2018. Attested:

Principal, Kathy Moshier on 10/29/2018

SSC Chairperson, Jackie Cruz on 10/29/2018


Addendum For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of Contents

Stakeholder Involvement


Planned Strategies/Activities

Annual Review and Update

Budget Summary and Consolidation

Appendix A: Plan Requirements for Schools Funded Through the ConApp

Appendix B: Select State and Federal Programs For additional questions or technical assistance related to completion of the SPSA template, please contact the Local Educational Agency, or the CDE’s Title I Policy and Program Guidance Office at [email protected]. Stakeholder Involvement Meaningful involvement of parents, students, and other stakeholders is critical to the development of the SPSA and the budget process. As such, the SPSA should be shared with, and schools should request input from, school site-level advisory groups, as applicable (e.g., English Learner Advisory Councils, student advisory groups, etc.). Describe the process used to involve advisory committees, parents, students, school faculty and staff, and the community in the development of the SPSA and the annual review and update. Goals, Strategies, & Proposed Expenditures In this section a school provides a description of the annual goals to be achieved by the school. This section also includes descriptions of the specific planned strategies/activities a school will take to meet the identified goals, and a description of the expenditures required to implement the specific strategies and activities. Goal State the goal. A goal is a broad statement that describes the desired result to which all strategies/activities are directed. A goal answers the question: What is the school seeking to achieve? A school may number the goals using the “Goal #” for ease of reference. Basis for this Goal Describe the basis for establishing the goal. The goal should be based upon an analysis of verifiable state data, including state indicator data from the California School Dashboard (Dashboard) and data from the School Accountability Report Card, and may include any data voluntarily developed by districts to measure pupil achievement. Expected Annual Measurable Outcomes Identify the metric(s) and/or state indicator(s) that the school will use as a means of evaluating progress toward accomplishing the goal. A school may identify metrics for specific student groups. Include in the baseline column the most recent data associated with the metric or indicator available at the time of adoption of the SPSA. The most recent data associated with a metric or indicator includes data reported in the annual update of the SPSA. In the subsequent Expected Outcome column, identify the progress the school intends to be make in the coming year. Planned Strategies/Activities Describe the strategies and activities being provided to meet the described goal. Strategies and activities that are implemented to achieve the identified goal may be grouped together. A school may number the strategy/activity using the “Strategy/Activity #” for ease of reference.


A school receiving funds allocated through the ConApp is required to describe in their strategies and activities how they will address specific state and federal requirements. A list of these requirements may be found in Appendix A: Plan Requirements for Schools Funded Through the ConApp. At a minimum a school receiving funds allocated through the ConApp must address these requirements; however, a school may describe additional strategies/activities as well. Students to be Served by this Strategy/Activity Indicate in this box which students will benefit from the strategies/activities by indicating “All Students” or listing one or more specific student group(s) to be served. Proposed Expenditures for this Strategy/Activity For each strategy/activity, list and describe the proposed expenditures for the school year to implement these strategies/activities, including where those expenditures can be found in the school’s budget. The school should reference all fund sources for each proposed expenditure and should provide budget references as an object code or an object code description. Proposed expenditures that are included more than once in a SPSA should be indicated as a duplicated expenditure and include a reference to the goal and strategy/activity where the expenditure first appears in the SPSA. Annual Review and Update The planned goals, expected outcomes, planned strategies/activities, and proposed expenditures must be copied verbatim from the previous year’s approved SPSA. Minor typographical errors may be corrected. Annual Measurable Outcomes For each goal in the prior year, provide the metric/indicators, the expected outcomes, and the actual outcomes; review the actual outcomes as compared to the expected outcomes identified in the prior year for the goal. Strategies/Activities Identify the planned strategies/activities and the proposed expenditures to implement these strategies/activities toward achieving the described goal, then identify the actual strategies/activities implemented to meet the described goal and the estimated actual expenditures to implement the strategies/activities. As applicable, identify any changes to the student groups served. Analysis Using actual outcome data, including state indicator data from the Dashboard, analyze whether the planned strategies/activities were effective in achieving the goal. Respond to the prompts as instructed.

• Describe the overall implementation of the strategies/activities to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process.

• Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school.

• Explain any material differences between Proposed Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.

• Describe any changes that will be made to the goal, expected annual measureable outcomes, metrics/indicators, or strategies/activities to achieve this goal as a result of this analysis and analysis of the data provided in the Dashboard, as applicable. Identify where those changes can be found in the SPSA.


Budget Summary and Consolidation In this section a school provides a brief summary of the funding allocated to the school through the ConApp and/or other funding sources as well as the total amount of funds for proposed expenditures described in the SPSA. The Budget Summary is required for schools funded through the ConApp. The Consolidation of Funds is required for a school receiving funds allocated through the ConApp and consolidating those funds as part of a schoolwide program. Budget Summary A school receiving funds allocated through the ConApp should complete the Budget Summary as follows:

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

• Total Funds Budgeted for Strategies to Meet the Goals in the SPSA: This amount is the total of the proposed expenditures from all sources of funds associated with the strategies/activities reflected in the SPSA. To the extent strategies/activities and/or proposed expenditures are listed in the SPSA under more than one goal, the expenditures should be counted only once.

A school may include additional information or more detail. Consolidation of Funds A school receiving funds allocated through the ConApp and consolidating those funds as part of a schoolwide program is required to include a list of state and local programs and other federal programs that the school will consolidate in the schoolwide program. A list of commonly consolidated state and federal programs is provided in Appendix B: Select State and Federal Programs. List the federal funding source(s) and the amount(s) being consolidated in the schoolwide program, then list the state and/or local funding source(s) and the amount(s). Adjust the table as needed.


Appendix A: Plan Requirements for Schools Funded Through the ConApp

Basic Plan Requirements A school receiving funds allocated through the ConApp is required to develop a SPSA. The content of a SPSA must be aligned with school goals for improving student achievement. School goals must be based upon an analysis of verifiable state data and may include any data voluntarily developed by districts to measure student achievement. The SSC is required to develop the SPSA, which must address each of the following, as applicable:

1. A description of curricula, instructional strategies and materials responsive to the individual needs and learning styles of each student (described in the Strategies/Activities).

2. A description of instructional and auxiliary services to meet the special needs of non-English-speaking or limited-English-speaking students, including instruction in a language these students understand; educationally disadvantaged students; gifted and talented students; and students with exceptional needs (described in the Strategies/Activities).

3. A description of a staff development program for teachers, other school personnel, paraprofessionals, and volunteers, including those participating in special programs (described in the Strategies/Activities).

4. An identification of the schools’ means of evaluating progress toward accomplishing its goals (described in the Expected Annual Measurable Outcomes) and an ongoing evaluation of the educational program of the school (described in the Annual Review and Update).

5. A description of how funds provided to the school through the ConApp will be used to improve the academic performance of all pupils to the level of state performance goals (described in the Proposed Expenditures for Strategies/Activities).

6. The proposed expenditures of funds available to the school through the programs described in EC Section 52851. For purposes of this subdivision, proposed expenditures of funds available to the school must include, but not be limited to, salaries and staff benefits for persons providing services for those programs (described in the Proposed Expenditures for Strategies/Activities).

7. The proposed expenditure of funds available to the school through the federal Improving America’s Schools Act of 1994 and its amendments. If the school operates a state-approved schoolwide program in a manner consistent with the expenditure of funds available to the school pursuant to EC Section 52851, employees of the schoolwide program may be deemed funded by a single cost objective.

8. A description of how state and federal law governing programs identified in EC Section 64000 will be implemented, as applicable (described in the Strategies/Activities).

9. A description of any other activities and objectives as established by the SSC (described in the Strategies/Activities). The SPSA, including proposed expenditures of funds allocated to the school through the ConApp, must be reviewed annually and updated by the SSC. Authority cited: EC sections 64001(f)-(g) and 52853(a)(1)-(7).


Schoolwide Program Requirements A school receiving funds allocated through the ConApp and operating a schoolwide program (SWP) must describe how the school will carry out each of the following components:

1. A description of the strategies that the school will be implementing to address school needs, including a description of how such strategies will

a. provide opportunities for all students, including socioeconomically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and English learners, to meet the challenging state academic standards.

b. use effective methods and instructional strategies based on scientifically based research that i. strengthen the core academic program in the school; ii. provide an enriched and accelerated curriculum; iii. increase the amount and quality of learning time; iv. include strategies for meeting the educational needs of historically underserved populations; v. help provide an enriched and accelerated curriculum; and vi. are consistent with, and are designed to implement, state and local improvement plans, if any.

c. address the needs of all students in the school, but particularly the needs of those at risk of not meeting the challenging state academic standards, through activities which may include the following:

i. strategies to improve students’ skills outside the academic subject areas; ii. preparation for and awareness of opportunities for postsecondary education and the workforce; iii. implementation of a schoolwide tiered model to prevent and address problem behavior; iv. professional development and other activities for teachers, paraprofessionals, and other school

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

to local elementary school programs.

2. A description of how the school will determine if school needs have been met (described in the Expected Annual Measurable Outcomes and the Annual Review and Update).

3. A description of how the school will ensure instruction by highly qualified teachers and provide ongoing professional development, including

a. strategies to attract highly qualified teachers; b. providing high-quality and ongoing professional development that is aligned with the state's academic

standards for teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff, to enable all students in the school to meet the state's academic standards;

c. the devotion of sufficient resources to effectively carry out professional development activities; and d. the inclusion of teachers in professional development activities regarding the use of academic assessments

to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program.

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

5. A description of the activities the school will include to ensure that students who experience difficulty attaining proficient or advanced levels of academic achievement standards will be provided with effective, timely additional support, including measures to

a. Ensure that those students' difficulties are identified on a timely basis; and b. Provide sufficient information on which to base effective assistance to those students.

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

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

Authority Cited: Title 34 of the Code of Federal Regulations (34 CFR) sections 200.27(a)(3)(i)-(iii) and 200.28 and section 1114(b)(7)(A)(i)-(iii) and 1118(b) of the ESEA.


Appendix B: Select State and Federal Programs Federal Programs Title I, Part A: School Allocation Title I, Part A: School Parent and Family Engagement Allocation Title I, Part A: Targeted Support and Improvement Allocation Title I, Part C: Education of Migratory Children Title II, Part A: Supporting Effective Instruction Title III, Part A: Language Instruction for English Learners and Immigrate Youth Title IV Part A: Student Support and Academic Enrichment Grants Title IV Part B: 21st Century Community Learning Centers Title V, Part B: Rural Education Initiative Title VI, Part A: Indian, Native Hawaiian, and Alaska Native Education State or Local Programs After School Education and Safety Program American Indian Education Child Development Programs Economic Impact Aid/State Compensatory Education (carryover funds) Economic Impact Aid/Limited English Proficient (carryover funds) California Foster Youth Services California Partnership Academies California Tobacco-Use Prevention Education Program

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