grant elementary 2018-19

Grant Elementary School Single Plan for Student Achievement (SPSA) Paulette Zades3 Year Plan: August 2017 - June 2020

San Jose Unified School District

Grant Elementary SchoolAllen At Steinbeck K-8 School

3 Year Plan: August 2017 - June 2020

The Single Plan for Student Achievement (SPSA) is an articulated plan of strategies and actions grounded in current student achievement data for a school that aims to further accelerate and improve student learning. This plan and its contents align directly to the school district’s strategic plan. The school district’s strategic plan is the set of strategies that the organization is using to ensure fidelity to both Board Policy 0210 (Equity Policy) and the Voluntary Integration Plan (VIP). Further, this plan and its contents conforms to all applicable state and federal law. Additional information, including how the SPSA aligns to the Local Control Accountability Plan (LCAP) can be found in Appendix A (footnote). For additional information about this plan, other inquiries about this school’s program, and how you can become involved locally, please contact:

About this School:

Grades Served: Pre-K & TK-5th

Total Students: 508

Ethnic Breakdown: White 5%Hispanic 86%Black 2%Other 7%

Free lunch 59% 300Reduced lunch 17% 86Total FRPL 76% 386

EL 49% 247EO 44% 226

Contact: Paulette Zades Foster YouthPosition: PrincipalCDS Code2 43-69666-6048540 Special Education 16% 80Telephone: 408-535-6227Email: [email protected] Program OfferingsAddress: 470 East Jackson St., San Jose, CA 95112

California Dashboard : State Indicators by Site

Performance Category (High to Low)

Blue Green Yellow Orange Red

Academic Indicator: E/LA (3-8)

Academic Indicator: Math (K-8)

Suspension Rate

English Learner Progress

Y Y G R

* The performance level (color) is not presented or included for accountability purposes when there are less than 30 students in any year used to calculate status and change.

https://www.caschooldashboard.org/#/HomePLAN SUMMARY

Provides an overall theory of action statement for this school during the academic year.

SAMPLE Elementary continues to be primarily focused on raising student achievement in early literacy in grades TK through 2nd grade. In addition, all staff at the school will continue to engage stakeholders in order to achieve the following goals.

https://www.caschooldashboard.org/#/Home

SAMPLE Elementary continues to be primarily focused on raising student achievement in early literacy in grades TK through 2nd grade. In addition, all staff at the school will continue to engage stakeholders in order to achieve the following goals.LANGUAGE ARTS:By June 6, 2019, a minimum of 60% of all students in TK-2 will score above expectations as demonstrated by the CPAA. 25% of K-2 students will score a 3 or higher on the Spring WPA. By June 6, 2019, 30% of 3-5 students will score at grade level profiency on Achieve 3000. 25% of all students 3-5 will score a 3 or higher on the Spring WPA. MATHEMATICS:By June 6, 2019, a minimum of 30% of all students in 3-5 will score at or above expectations on the SBAC math.

By June 6, 2019, 30% of 3-5 students will score at or above expectation as demonstrated by the district Math Unit assessments.

ENGLISH LANGUAGE LEARNERS:By June 2019, 60% of students will increase one level on ELPAC.

By June 2019, 60% of students eligible for reclassification will be reclassified.

SCHOOL CLIMATE:Strategy 3.1. At least 80% of students will feel supported and have positive adult conections.

By June 6, 2019 reduce the number of suspensions by 25%.


COMMUNITY ENGAGEMENTGUIDING QUESTIONS

1. How have parents, community members, students, and other stakeholders been engaged and involved in developing, reviewing, and supporting the development of this Single Plan for Student Achievement (SPSA)?

2. What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the priorities and used by the school to inform the SPSA goal setting process?

3. What changes, if any, were made in the SPSA prior to adoption as a result of written comments or other feedback received by the school/SSC through the school's engagement process?

4. How will the involvement of these stakeholders support improved outcomes for pupils related to the school/district priorities?

Describe the process that involved and engaged school and community stakeholders in the development of the SPSA. Include meeting dates and number of stakeholders attended.

Describe how school and community stakeholders will be involved in the implementation and review of SPSA strategies (plan/dates)

Grant Elementary went through the following process to involve all stakeholder to develop SPSA. The following stakeholders have had opportunities to provide input and have conversations: School Site Council, SELAC committee, Staff meetings, School Leadership Team, and Principal Coffee/PTA. The process used to provide input: scheduled and held meetings for the stakeholder groups, presented SPSA draft ideas and data based on student and school needs, held conversations around goals, action and fiscal. Parentlink messages and our webpage provided parents the opportunity to reveiw 2017-2020 goals, actions and fiscal. WE will continue to fund Interventioin Specialist and extra FTE's to reduce class size and also providing after school and during school interventions providing resources as needed for each child. Our staff will continue to be trained on the newest technology and curriculum strategies to increase student achievement.

All meetings that include community stakeholders will have a standing SPSA agenda item in the 2017-2020 school years. The identified stakeholders responsible for the action items will report or provide a report on the progress and updates that have been attained throughout the specific time period, including the use of supplemental FTE to support the academic needs of target students. Any revisions necessary based on presented data will being given to stakeholders and action items will be revised if necessary. Meeting dates: Staff meetings every Tuesday and 2nd cup of cofee/PTA/SELAC/SSC: 3rd Friday of every month

Total number (#) of stakeholders took some action, e.g., survey, attended meeting, etc.:

Total number (#) of stakeholders reached, e.g., sent information about SPSA:


LANGUAGE ARTS: Strategic Plan Alignment & Content Goals

Select one strategy that is most closely aligned to the school's goals. The goal(s) that are identified for the school must be specific, measureable, aligned, rigorous, and time-based (SMART).

Objectives and Strategic Measures (Select One): Objective 1. A rigourous curriculum that inspires all students to discover their own greatness.

Goal 1: By June 6, 2019, a minimum of 60% of all students in TK-2 will score above expectations as demonstrated by the CPAA. 25% of K-2 students will score a 3 or higher on the Spring WPA. By June 4, 2016, a minimum of 85% of all students in TK-2 will score at or above expectations as demonstrated by the CPAA.By June 4, 2016, 75% of 3-5 students will score at or above expectation as demonstrated by ELA Unit assessments.

Goal 2: By June 6, 2019, 30% of 3-5 students will score at grade level profiency on Achieve 3000. 25% of all students 3-5 will score a 3 or higher on the Spring WPA.

LANGUAGE ARTS DATAThis overall performance data provides the most recent, summary information about the school's student outcomes in this subject. This should be supplemented by further disaggregated data from the school district data warehouse.

2017-18 Language Arts: SBAC

Grade Level% Standard Not Met

% Standard Nearly Met

% Standard Met

% Standard Exceeded n = % Standard Met & Exceeded

2016-17 % Standard Met & Exceeded


Overall 26% 26%Grade 3 23% 28%Grade 4 35% 17%Grade 5 22%

2018-19 English Language Arts: CPAAGrade Level TK K 1 22018-19 Fall 1 - % Stds Above Expectation2018-19 Fall 2 - % Stds Above Expectation2018-19 Winter % Stds Above Expectation2018-19 Spring % Stds Above Expectation2017-18 Spring % Stds Above Expectation 52% 44% 48% 42%2016-17 Spring % Stds Above Expectation 64% 52% 45% 35%

2018-19 English Writing Performance Assessments (WPAs)Grade Level TK K 1 2 3 4 52018-19 % Stds At/Above Grade Level: Fall2018-19 % Stds At/Above Grade Level: Winter2018-19 % Stds At/Above Grade Level: Spring2017-18 % Stds At/Above Grade Level: Spring 2% 18% 13% 4% 2% 3%2016-17 % Stds At/Above Grade Level: Spring 15% 7% 27% 4% 3% 0%

2018-19 Spanish Language Arts: CPAAGrade Level TK K 1 2 2018-19 Fall 1 - % Stds Above Expectation2018-19 Fall 2 - % Stds Above Expectation2018-19 Winter % Stds Above Expectation2018-19 Spring % Stds Above Expectation2017-18 Spring % Stds Above Expectation 50% 69% 54%2016-17 Spring % Stds Above Expectation 28% 41% 14%

2018-19 Spanish Writing Performance Assessments (WPAs)Grade Level TK K 1 2 3 4 52018-19 % Stds At/Above Grade Level: Fall2018-19 % Stds At/Above Grade Level: Winter2018-19 % Stds At/Above Grade Level: Spring2017-18 % Stds At/Above Grade Level: Spring 46% 6% 0%2016-17 % Stds At/Above Grade Level: Spring 28% 44% 24%

LANGUAGE ARTS: Actions to Support & Achieve GoalsThis action plan should be grounded in the goals and data identified above, including a cycle of inquiry.

Action Description (Responsible Party) Complete Date Resource Object Amount0.25 Library Media Center Tech: Grant provides extra hours to our LMC to support our students improvement in reading as evidenced by our 2018 SBAC scores where our percentage of students meeting standards increased by 24%. We willl continue to evaluate the use of funds through Language Arts SBAC scores.

6/6/2019

Title 1 Instruction (Res 3010, Pgm 100) Classified Personnel (FTE)

14, 505.00

Provide AV equipment (LCD, ELMO, computers and technology accessories: keyboards, mice and headphones)that will support CCSS instruction

6/6/2019Supplemental (Res 0010, Pgm 100) Equipment

16, 200.00

Certificated Extra duty: after school interventions 6/6/2019 Supplemental (Res 0010, Pgm 100) Certificated Extra Duty

17,000.00

Certificated Extra duty: Release days 6/6/2019 Supplemental (Res 0010, Pgm 100) Certificated Extra Duty

7,500.00

Grant is providing additional books and instructional materials for the classrooms to implement core standards instruction. Grant continues to show growth on the CPAA from Fall 1 to our Sping assessments with 20-28% growth of students at or above grade level in K-2nd grade. We will continue to evaluate the pruchase of books and early literacy instructional materials using CPAA assessments.

6/6/2019

Title 1 Instruction (Res 3010, Pgm 100)

Books and Supplies

9,000.00Provide licenses and supplies for machines used in making core standards materials Poster maker/laminating machine/copy machines: licenses, and supplies

6/6/2019

Site Flex (Res 0002, Pgm 100)

Rentals, Leases, & Repair

14,800.00Materials and supplies for the classroom. 6/6/2019 Supplemental (Res 0010, Pgm

100)Books and Supplies

7,817.00Classified Extra duty: After school interventions Supplemental (Res 0010, Pgm

100) Classified Extra Duty2,000.00

Monitoring (district inserted) Ongoing


MATHEMATICS: Strategic Plan Alignment & Content Goals

Select one Opportunity21 strategy that is most closely aligned to the school's goals. The goal(s) that are identified for the school must be specific, measureable, aligned, rigorous, and time-based (SMART).

Objectives and Strategic Measures (Select One):

Goal 1: By June 6, 2019, a minimum of 30% of all students in 3-5 will score at or above expectations on the SBAC math.

By June 4, 2016, a minimum of 75% of all students in TK-2 will score at or above expectations as demonstrated by the CPAA.By June 4, 2016, 75% of 3-5 students will score at or above expectation as demonstrated by Math Unit assessments.Goal 2: By June 6, 2019, 30% of 3-5 students will score at or above expectation as demonstrated by the district Math Unit assessments.

MATHEMATICS DATAThis overall performance data provides the most recent, summary information about the school's student outcomes in this subject. This should be supplemented by further disaggregated data from the school district data warehouse.

2017-18 Mathematics: SBAC

Grade Level% Standard Not Met

% Standard Nearly Met

% Standard Met

% Standard Exceeded n = % Standard Met & Exceeded



Overall 23%Grade 3 25%Grade 4 32%Grade 5 13%

2018-19 CPAA - EnglishGrade Level TK K 1 22018-19 Fall 1 - % Stds Above Expectation2018-19 Fall 2 - % Stds Above Expectation2018-19 Winter % Stds Above Expectation2018-19 Spring % Stds Above Expectation2017-18 Spring % Stds Above Expectation 32% 39% 37% 21%2016-17 Spring % Stds Above Expectation 40% 36% 21% 13%

2018-19 CPAA - SpanishGrade Level TK K 1 22018-19 Fall 1 - % Stds Above Expectation2018-19 Fall 2 - % Stds Above Expectation2018-19 Winter % Stds Above Expectation2018-19 Spring % Stds Above Expectation2017-18 Spring % Stds Above Expectation 33% 19% 54%2016-17 Spring % Stds Above Expectation 36% 24% 35%

MATHEMATICS: Actions to Support & Achieve Goals`

Action Description (Responsible Party) Completion Date Resource Object AmountProvide additional technology (LCD, ELMO, computers and technology accessories: keyboards, mice and headphones)that will support CCSS instruction. All students have access to technology throught the district refresh funds however we believe increasing access through Title I funds will improve scores for struggling students. Grant showed a 4% growth of students at or above grade level on the SBAC in Math. We will continue to assess the value of this purchase through SBAC scores.

6/6/2019 Title 1 Instruction (Res 3010, Pgm 100)

Equipment

20,000.00

Certificated Extra duty: after school interventions 6/6/2019 Supplemental (Res 0010, Pgm 100) Certificated Extra Duty

10,000.00

Provide instructional materials for the classrooms to increase access for students struggling with math content. Grant showed a 4% growth of students at or above grade level on the SBAC in Math. We will use student assessment data to determine what materials will best meet the needs of our students and will assess the effectiveness of the purchase using SBAC math scores.


Books and Supplies

5,000.00

Monitoring (district inserted)


ENGLISH LANGUAGE LEARNERS: Strategic Plan Alignment & Content Goals


Objectives and Strategic Measures (Select One): Objective 1. A rigourous curriculum that inspires all students to discover their own greatness.

Goal 1: By June 2019, 60% of students will increase one level on ELPAC.

By June 2016, a minimum of 80% of AMAO 1 K-5 students will increase one proficiency level as measured by the CELDT and minimum of 25% of AMAO 2 students will attain proficiency on CELDT.By June 2016, 85% of students eligible for reclassification will be reclassified.Goal 2: By June 2019, 60% of students eligible for reclassification will be reclassified.

ENGLISH LANGUAGE LEARNER DATAThis data provides the most recent information about this school's student performance. For information on CELDT, including AMAOs, see the Appdendix tab.

2018-19 English Learner EnrollmentGrade Level TK K 1 2 3 4 5Number (#) of EL students 9 38 35 40 42 47 34

2017-18 CELDT Performance Levels by GradeProficiency Level TK K 1 2 3 4 5Beginning - % Students 63% 45% 0% 100% 100% 100%Early Intermediate - % Students 31% 32% 50% 0% 0% 0%Intermediate - % Students 6% 16% 0% 0% 0% 0%Early Advanced - % Students 0% 6% 50% 0% 0% 0%Advanced - % Students 0% 0% 0% 0% 0% 0%

2017-18 ELPAC Performance Levels by GradeProficiency Level TK K 1 2 3 4 5Level 1Level 2Level 3Level 4

Reclassification Rates2018-19

Grade Level 1 2 3 4 5% Students

2017-18Grade Level 1 2 3 4 5% Students 4% 10% 0% 0% 0%

2016-17Grade Level 1 2 3 4 5% Students 12% 11% 15% 3% 2%

CELDT/ELPAC: 3 Year No Performance Level GrowthGrade Level K 1 2 3 4 5Number of students% of Students

ENGLISH LANGUAGE LEARNERS: Actions to Support & Achieve GoalsThis action plan should be grounded in the gaols and data identified above, including a cycle of inquiry.

Action Description (Responsible Party) Complete Date Resource Object Amount

Materials and supplies for the classroom to develop English language development.

6/6/2019Site Flex (Res 0002, Pgm 100) Books and Supplies

4,000.00

EL ELA: provide after school opportunites with certificated personnel for students to develop language arts vocabulary and skills. CPAA and SBAC data indicates that we have a significant number of students who are not achieving grade level standard. We will continue to assess this strategy using both assessments.

9/1/18 - 6/6/19

Title 1 Instruction (Res 3010, Pgm 100)

Certificated Extra Duty

2,000.00

EL Math: Provide after school opportunities with certificated personnel for students to develop math vocabulary and skills. CPAA and SBAC data indicates that we have a significant number of students who are not achieving grade level standard. We will continue to assess this strategy using both assessments.

Title 1 Instruction (Res 3010, Pgm 100) Certificated Extra Duty

2,533.00


CLIMATE: Strategic Plan Alignment & Content Goals


Objectives and Strategic Measures (Select One): Strategy 3.1. At least 80% of students will feel supported and have positive adult conections.

Goal 1: Strategy 3.1. At least 80% of students will feel supported and have positive adult conections.

By June 1, 2016 increase the percent of medium/high responses to academic perseverance by 10 percentage points.By June 1, 2016 reduce the number of suspensions by 25%.Goal 2: By June 6, 2019 reduce the number of suspensions by 25%.

CLIMATE GOALThis data provides the most recent information about this school's student performance.

2017-18 CLIMATE SURVEY RESULTS: StudentsClimate Survey Constructs 3 4 5Safe Environment - % High 48% 38% 43%Caring Environment - % High 49% 45% 57%Quality Learning Environment - % High 51% 38% 41%Enjoys Learning - % High 61% 24% 24%Academic Perseverance- % High 47% 45% 40%

2016-17 CLIMATE SURVEY RESULTS: StudentsClimate Survey Constructs 3 4 5Safe Environment - % High 26% 51% 44%Caring Environment - % High 39% 44% 53%Quality Learning Environment - % High 26% 38% 39%Enjoys Learning - % High 41% 44% 38%Academic Perseverance- % High 58% 52% 43%

2017-18 Parent InvolvementAlways / Most of the time

I am invited to participate in decisions that affect the school community. 57%I participate in decisions that improve school achievement. 30%

Agree / Strongly AgreeI feel welcome when I visit my child's school. 87%* Parents take this survey for the youngest SJUSD student in the family

2016-17 Parent InvolvementAlways / Most of the time

I am invited to participate in decisions that affect the school community. 55%I participate in decisions that improve school achievement. 38%

Agree / Strongly AgreeI feel welcome when I visit my child's school. 95%* Parents take this survey for the youngest SJUSD student in the family

2018-19 SUSPENSIONS AND EXPULSIONSGrade Level TK K 1 2 3 4 5Suspension -Students As # OverallSuspension - Hispanic Students As # OverallExpulsion - Overall #Expulsion - Hispanic Students As # Overall

CLIMATE: Actions to Support & Achieve GoalsThis action plan should be grounded in the gaols and data identified above, including a cycle of inquiry.

Action Description (Responsible Party) Complete Date Resource Object Amount

0.3750 Parent Liaison (site allocated) in order to increase communication and engagement of parents. Grant has 87% of parents who feel welcome when they visit our school. We will continue to assess the effectiveness of this use of funds using the district climate survey.


Classified Personnel (FTE) 20,770.00PBIS incentives for student store, posters to promote expectations and Grant Eagle shirts - Admin, PBIS team and teachers. Currently 80% of students feel supported and have positive adult interactions. Our goal is to reach 80%. This is measured through the district climate survey.


Other

1,000.00Chess at Lunch to increase student opportunities to interact in non-physical ways. On the student climate survey. 63 % of students say yes at lunch or recess "I play with other students", while 32% say sometimes. Grant offers different opportunites to meet student interest at recess. We will collect attendance data and then survey participating students to assess the effectiveness of this support.


Ind. Contracted Services 4,950.00Materials and incentives (beverages and light snacks) for parent meetings. Grant has 87% of parents who feel welcome when they visit our school. Parent feedback is used to evaluate the effectiveness of this activity.

6/6/2019 Title 1 Parent Involvement (Res 3010, Pgm 025)

Other 982.00Babysitting for parent meetings will support parent engagement. Parents have indicated that they are more likely to attend classes if we provide babysitting. Grant has 87% of parents who feel welcome when they visit our school as measured by the district climate survey. We will continue to evaluate the effectiveness of this strategy through parent feedback at meetings as well as the district climate survey.

6/6/2019 Title 1 Parent Involvement (Res 3010, Pgm 025)

Classified Extra Duty 538.00

PE equipment for SPARK program TK-5 6/6/2019 Site Flex (Res 0002, Pgm 100) Equipment 2,000.00

Extra duty Classified: Parent liason and Office staff to support parent communication in Aug and at Family Nights.

6/6/2019 Site Flex (Res 0002, Pgm 100)

Classified Extra Duty 1,000.00Recess equipment 6/6/2019 Site Flex (Res 0002, Pgm

100) Equipment 2,000.00Office supplies tardy slips, cum and health folders Site Flex (Res 0002, Pgm

100) Other 1,315.00

Los Dichos is a positive school climate and parent engagmeent strategy. Parents interact with classes and faciliate class discussions about social emotional learning. Funds will be used to purchase the books required for the program as well as minor supplies needed for the lessons. The effectiveness of this will be evaluated thorugh student discussion and observations of lessons affecting student behavior.


Books and Supplies 750.00Provide TK-5 students accesss to visual and performing arts opportunities during the day. Grant continues to show growth on the CPAA from Fall 1 to our Sping assessments with 20-28% growth of students at or above grade level in K-2nd grade. Grant showed a 24 % growth on the ELA section of SBAC and a 4% growth on the Math section in regards to students performing at or above grade level.


Ind. Contracted Services 8,580.00

Grant Elementary School

Planning for Title I Program Evaluation of Title I Program

Planned use of Title 1 Funds for 2018-19 School Year Describe the activities. What data supports this use of funds? What data will be used to evaluate the effectiveness of the activities? What did the data say about the effectiveness of the activiites? Refine, Keep, Abandon? Why?

Staff

Professional Development

Intervention

Instructional Materials

Parent Involvement

Other

Grant Elementary School Single Plan for Student Achievement (SPSA) Paulette Zades

AVAILABLE BUDGET

The dollar amounts below are the resources available to be allocated at your school site.

Grant Elementary School

Resource Name Resource # Program # Budget Planned For AvailableSite Flex (Res 0002, Pgm 100) 0002 100 25,115 25,115 0Supplemental (Res 0010, Pgm 100) 0010 100 44,317 44,317 0Title I Instruction (Res 3010, Pgm 100) 3010 100 74,583 74,583 0Title I Parent Involvement (Res 3010, Pgm 025)3010 025 1,520 1,520 0


SCHOOL SITE COUNCIL (SSC) MEMBERS

The SSC shall be constituted to ensure parity between the principal, classroom teachers, other school personnel, parents, and other community members. The presence of 51% of the SSC membership in attendance at the meeting will constitute a quorum. No decisions of the SSC shall be

valid unless a quorum is present. A secondary school must have at least 12 members on their SSC. Parent or guardian can not be employed at the school site. For additional information, including examples, see Appendix A.

School Site Council (SSC) OfficersMona Solis ChairSandy Lemus Co-ChairMartina Jasso Secretary

Classroom Teachers PrincipalBen Aknin Paulette ZadesElena Jaral Parents/Community Members

Irma CardenasAndi Bucher

Mineida RodriguezMartina Jasso

Other School Personnel Sandy LemusElizabeth Martinez Mona Solis

SCHOOL ENGLISH LEARNER ADVISORY COMMITTEE (SELAC)A school with more than 20 English Langugage Learner (ELL) students shall establish a school-level advisory committee. Parents or guardians, or

both, of ELL students who are not employed by the school district shall constitute a majority of the committee. For additional information, see Appendix X.

Classroom Teachers PrincipalBen Aknin Paulette ZadesElena Jaral Parents/Community MembersIrma Cardenas Patricia Cervantes

Olga De LeonRose Martinez

Other School Personnel Isabel HilarioElizabeth Gutierrez Martina Jasso

Mineida Rodriguez

(If the members of a properly constituted SELAC voted to give over their governance to the SSC, please list the names of those people who voted. Giving over governance needs to be re-voted every 2 years.)

School English Learner Advisory Committee (SELAC) OfficersMartina Jasso PresidentMineida Rodriguez Vice President

The SELAC has voted to give governance to the SSC on this date: Sept. 2017

The SELAC representive for SSC is: Martina Jasso

Council Size Principal Classroom Teachers Other School Personnel Parent/ Community Members

10 1 3 1 5

12 1 4 1 6

14 1 5 1 7

16 1 6 1 8

18 1 7 1 9

20 1 8 1 10

The council shall be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel; and (b) parents or other community members selected by parents. The presence of 51% of the council membership in attendance at the meeting will constitute a quorum. No decisions of the council shall be valid unless a quorum of the membership is present. The smallest size of an elementary council consists of 10 members


SCHOOL SITE COUNCIL (SSC)RECOMMENDATIONS AND ASSURANCES

School: Grant Elementary School

School Site Council recommends this plan and proposed expenditures to the Board for approval and assures the Board of the following:

1. The School Site Council is correctly constituted and was formed in accordance with board policy and state law. 2. The School Site Council reviewed its responsibilities under state law and board policies, including those board policies relating to material changes in this plan requiring board approval. 3. The School Site Council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply.)

English Learner Advisory Committee

Other (list)

4. The School Site Council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in board policies and in the LEA Plan. 5. This plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This plan was adopted by the School Site Council at a public meeting on: Sept. 11, 2018

Attested:

School Principal Name Signature of School Principal Date(use blue ink)

SSC Chairperson Name Signature of SSC Chairperson Date(use blue ink)

Grant Elementary School Single Plan for Student Achievement (SPSA) Principal

Additional Information and Resources

[1] California Education Code sections 401507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the Consolidated Application and ESEA Program Improvement into the SPSA.[2] CDS stands for County-District School code. All California public schools are assigned a code that uniquely identifies them among all other public schools.[3] School Site Council (SSC) http://www.cde.ca.gov/fg/aa/co/ssc.aspThe school site council annually reviews and updates the Single Plan for Student Achievement (SPSA) including proposed expenditure of funds allocated to the school through the Consolidated Application.Legislative citation/requirement: Education Code 64001(g) External link opens in new window or tab., Education Code 52852 External link opens in new window or tab.California Education Code (EC) Section 64001 requires that a SSC develop the Single Plan for Student Achievement (SPSA). The SSC must approve the plan, recommend it to the local governing board for approval, monitor its implementation, and evaluate the effectiveness of the planned activities at least annually. SPSA Part III: Resource Index (DOC; Feb-2015)Appendix E: Organizing the School Site Council, SPSA Part III: Resource Index. Single Plan for Student AchievementA Guide for Developing the Single Plan for Student Achievement (SPSA) is not mandated but provided to LEAs and schools as a resource. Questions: Lana Zhou | [email protected] | 916-319-0956[4] Education Code Section 52176 (a)[5] Information on the California English Language Development Test (CELDT) and English Language Proficiency Assessments for California (ELPAC) http://www.cde.ca.gov/ta/tg/ep/doweadmin.asp The English Language Proficiency Assessments for California (ELPAC) is replacing the California English Language Development Test (CELDT).More information about the ELPAC can be found on the California Department of Education ELPAC Web page or at the Educational Testing Service ELPAC Web page.The ELPAC Summative Assessment is operational in 2017–18.The ELPAC Summative Assessment is administered from February 1 through May 31.All English learners will take the Summative Assessment during this window.

More information about the CELDT can be found on the California Department of Education CELDT Web page.The CELDT is only operational as an Initial Assessment in 2017–18.The CELDT can be administered from July 1 through June 30, and is given within 30 days of the student being determined eligible for initial testing. Questions: English Language Proficiency Assessments Office | [email protected] | 916-319-0784

[6] From the SJUSD 06-22-17 Special Session Board MeetingSan José Unified is renewing its commitments to the district's community through an updated strategic plan. The district's updated vision, strategic plan, and strategic measures are included as part of the 2017-2020 local control and accountability plan (LCAP) and budget, all of which are accessible at: https://sjusd.box.com/v/2017-2018-LCAP-BudgetEducation Code 52062(b)(2) requires that a governing board of a school district shall adopt a local control and accountability plan or annual update to the local control and accountability plan in a public meeting. This meeting shall be the same meeting as that during which the governing board of the school district adopts a budget pursuant to Section 42127(a)(2).

Further, Education Code 42127(a)(2) requires that the governing board of each school district shall adopt a budget. Not later than five days after that adoption or by July 1, whichever occurs first, the governing board of the school district shall file that budget with the county superintendent of schools. The budget and supporting data shall be maintained and made available for public review. For the 2014-2015 fiscal year and each fiscal year thereafter, the governing board of the school district shall not adopt a budget before the governing board of the school district adopts a local control and accountability plan, if an existing local control and accountability plan or annual update to a local control and accountability plan is not effective for the budget year.As described and detailed in the budget document, San José Unified is submitting a qualified budget for the 2017-2020 fiscal years as changes will be necessary in order for the district to meet its financial obligations in the 2019-2020 school year.

Grant Elementary School Single Plan for Student Achievement (SPSA) Paulette Zades3 Year Plan: August 2017 - June 2020Additional Data & Reports can be found at the SJUSD Data Warehouse wiki.

Budget: Tab 7 2018-19 (CSY) ELA CPAA-Fall 1&Fall 2 English WPA Fall SLA CPAA Fall1&Fall2 2018-19 (CSY) Spanish WPA-Fall MATH CPAA English- (2018-19) CSY Fall 1&Fall2 MATH UNIT ASSESSMENTS: English Math CPAA-Spanish Fall 1& Fall 2 2018-19 (CSY) English Learner Enrollment CELDT Performance Levels By Grade Reclassification Rates 2017-18 Reclassification Rate 2016-17 ELL AMAOs (Current School Year) Climate Survey Results: Students (Most Recent School Year) Parent Climate Survey Result: School Grade (Current School Year) Staff Climate Survey Result: School Grade (Current School Year) CLIMATE SUSPENSION 2018-19 (CSY) ELA English CPAA: Winter 2018-19 (CSY) ELA English CPAA: Spring Spanish ELA CPAA: Winter 2018-19 (CSY) Spanish LA CPAA: Spring 2018-19 (CSY) Math CPAA-English: Winter Math CPAA-English: Spring Math CPAA-Spanish: Winter 2018-19 (CSY) Math CPAA-Spanish: Spring 2018-19 (CSY) CSY-1 Sch Climate Goals: Parent Involvement CELDT: 3 Year No Performance Level Growth MATH UNIT ASSESSMENTS: Spanish CELDT No Growth # Climate: Expulsions English Learner Enrollment English WPA- Winter Spanish WPA- Winter Grade TK Math Unit Assessments: English Grade K Math Unit Assessments: English Grade 1 Math Unit Assessments: English Grade 2 Math Unit Assessments: English Grade 3 Math Unit Assessments: English Grade 4 Math Unit Assessments: English Grade 5 Math Unit Assessments: English Grade TK Math Unit Assessments: Spanish Grade K Math Unit Assessments: Spanish Grade 1 Math Unit Assessments: Spanish Grade 2 Math Unit Assessments: Spanish Grade 3 Math Unit Assessments: Spanish Grade 4 Math Unit Assessments: Spanish Grade 5 Math Unit Assessments: Spanish English WPA- Spring Spanish WPA- Spring Expulsion 2018-19 SBAC ELA (csy-1) 2018-19 Math SBAC (csy-1) Language Arts: SBAC SBAC Math SBAC Math-2018-19 (CSY-2) CPAA Spring English ELA Prior Years-2018-19 (csy-1) (Tab-Lang Arts)CPAA Spring Spanish ELA Prior Years-2018-19 (CSY) (Tab: Lang Arts)CPAA Spring English ELA Prior Years- 2018-19 (CSY-2) (Tab-Lang Arts)CPAA Spring Spanish ELA Prior Years-2018-19 (CSY-1) (Tab: Lang Arts)CPAA Spring English Math Prior Years - 2018-19 (CSY-1) (Tab-Math)CPAA Spring Spanish Math Prior Years-2018-19 (Tab: Math) CPAA Spring English Math Prior Years-2016-17 (Tab-Math) CPAA Spring Spanish Math Prior Years-2016-17 (Tab: Math) English Spring WPA Prior Years-2018-19 (Tab- Lang Arts) Spanish Spring WPA Prior Years-2018-19 Spring (Tab- Lang Arts) English Spring WPA Prior Years-2016-17 (Tab- Lang Arts) Spanish Spring WPA Prior Years-2016-17 Spring (Tab- Lang Arts) 2018-19 Math Unit Assessments: English (Tab- Math Goals) 2018-19 Math Unit Assessments: Spanish (Tab- Math Goals) Reclassification Rate 2018-19 ELL AMAOs (Prior Year) Climate Survey Results: Students (Prior School Year) Parent Climate Survey Result: School Grade (Prior School Year) Staff Climate Survey Result: School Grade (Prior School Year) Climate: Expulsions AMAO (Annual State Targets) 2016-17 SBAC ELA (csy-2) 2015-16 SBAC MATH (csy-2) California Dashboard : State Indicators by Site ELPAC By Grade-Level 1 Level 2 Level 3 Level 4

School Name Contact Position CDS Code Telephone Email Address Grade Srv Total Stds White% Black% Hispanic% Other% Free # Free % Reduced # Reduced % FRPL # FRPL% EL # EL % EO # EO % Foster # Foster % SpEd # SpEd % Program

Site Flex (Res 0002, Pgm 0100)

Supplemental (Res 0010, Pgm XX)

Yard Duty/Campus Assist (Res 0000, Pgm 004)

Special Ed State (Res 6500)

Title I Instruction (Res 3010, Pgm 0100)

Title I Parent Involvement (Res 3010, Pgm 0025)

Title III LEP (Res 4203)

Categorical Block Grant

QEIA (Res 7400)

PTA (Res 9260, Pgm 0100)

Fundraiser (Res 9221, Pgm 0100) TK Fall1 At %

TK Fall1 Above% TK Fall2 At%

TK Fall2 Above%

K Fall1 Above% K Fall2 At%

K Fall2 Above% 1st Fall1 At%

1st Fall1 Above% 1st Fall2 At%

1st Fall2 Above% 2nd Fall1 At%

2nd Fall1 Above% 2nd Fall2 At%

2nd Fall2 Above% TK At/Above % K At/Above %

1st At/Above %

2nd At/Above %

3rd At/Above %

4th At/Above %

5th At/Above % TK Fall1 At%


TK Fall2 Above% K Fall1 At%






2nd Fall2 Above% TK At/Above % K At/Above %

1st At/Above %

2nd At/Above %

3rd At/Above %

4th At/Above %

5th At/Above % TK Fall1 At%








2nd Fall2 Above% TK Prof% K Prof% 1st Prof% 2nd Prof% 3rd Prof% 4th Prof% 5th Prof% TK Fall1 At%








2nd Fall2 Above% TK EL # K EL # 1st EL # 2nd EL # 3rd EL # 4th EL # 5th EL #

TK Beginning %

TK Early Intermediate

TK Intermediate

TK Early Advanced

TK Advanced % K Beginning %

K Early Intermediate K Intermediate

K Early Advanced K Advanced %

1st Beginning %

1st Early Intermediate

1st Intermediate

1st Early Advanced

1st Advanced % 2nd Beginning

2nd Early Intermediate

2nd Intermediate

2nd Early Advanced 2nd Advanced 3rd Beginning

3rd Early Intermediate

3rd Intermediate

3rd Early Advanced 3rd Advanced 4th Beginning

4th Early Intermediate

4th Intermediate

4th Early Advanced 4th Advanced 5th Beginning

5th Early Intermediate

5th Intermediate

5th Early Advanced 5th Advanced 1st Reclass % 2nd Reclass % 3rd Reclass % 4th Reclass % 5th Reclass % 1st Reclass % 2nd Reclass % 3rd Reclass % 4th Reclass % 5th Reclass %

AMAO1 Achieve%

AMAO2.1 Achieve%

AMAO2.1 Achieve%

AMAO3 Achieve% 3rd Safe %HM 4th Safe %HM 5th Safe %HM

3rd Caring %HM

4th Caring %HM

5th Caring %HM

3rd QualityLrn %HM

4th QualityLrn %HM

5th QualityLrn %HM

3rd EnjoyLrn %HM

4th EnjoyLrn %HM

5th EnjoyLrn %HM

3rd AcadPersev %HM

4th AcadPersev %HM

5th AcadPersev %HM Gr A % Gr B % Gr C% Gr D% Gr F % Gr A% Gr B% Gr C % Gr D % Gr F% TK Suspen #

TK Hispanic Susp # K Suspen #

K Hispanic Susp # 1st Suspen #

1st Hispanic Susp # 2nd Suspen #

2nd Hispanic Susp # 3rd Suspen #

3rd Hispanic Susp # 4th Suspen #

4th Hispanic Susp # 5th Suspen #

5th Hispanic Susp # TK Winter At%

TK Winter Above% K Winter At%

K Winter Above% 1st Winter At%

1st Winter Above%

2nd Winter At%

2nd Winter Above% TK Spring At%

TK Spring Above% K Spring At%

K Spring Above% 1st Spring At%

1st Spring Above%

2nd Spring At%

2nd Spring Above% TK Winter At%



1st Winter Above%

2nd Winter At%




1st Spring Above%

2nd Spring At%




1st Winter Above%

2nd Winter At%




1st Spring Above%

2nd Spring At%




1st Winter Above%

2nd Winter At%




1st Spring Above%

2nd Spring At%

2nd Spring Above% I am invited.. I participate...

I feel welcomed.. I am invited.. I participate...

I feel welcomed.. 5th Prof%

K # of Students

1st# of Students

2nd # of Students

3rd # of Students

4th # of Students

5th# of Students

K % of Students

1st % of Students

2nd % of Students

3rd % of Students

4th % of Students

5th % of Students TK Prof% K Prof% 1st Prof% 2nd Prof% 3rd Prof% 4th Prof% 5th Prof% 1st No Growth

2nd No Growth # 3rd No Growth 4th No Growth 5th No Growth K Expul # 1 Expul # 2 Expul # 3 Expul # 4 Expul # 5 Expul # EP EL # P EL # TK At % K At % 1st At % 2nd At % 3rd At % 4th At % 5th At % TK At % K At % 1st At % 2nd At % 3rd At % 4th At % 5th At % Unit 3 Unit 4 Unit 9 Unit 10 Unit 12 Unit 14 Unit 16 Unit 18 Unit 3 Unit 4 Unit 9 Unit 10 Unit 12 Unit 14 Unit 16 Unit 18 Unit 3 Unit 4 Unit 9 Unit 10 Unit 12 Unit 14 Unit 16 Unit 18 Unit 3 Unit 4 Unit 9 Unit 10 Unit 12 Unit 14 Unit 16 Unit 18 Unit 3 Unit 4 Unit 9 Unit 10 Unit 12 Unit 14 Unit 16 Unit 18 Unit 3 Unit 4 Unit 9 Unit 10 Unit 12 Unit 14 Unit 16 Unit 18 Unit 3 Unit 4 Unit 9 Unit 10 Unit 12 Unit 14 Unit 16 Unit 18 Unit 3 Unit 4 Unit 9 Unit 10 Unit 12 Unit 14 Unit 16 Unit 18 Unit 3 Unit 4 Unit 9 Unit 10 Unit 12 Unit 14 Unit 16 Unit 18 Unit 3 Unit 4 Unit 9 Unit 10 Unit 12 Unit 14 Unit 16 Unit 18 Unit 3 Unit 4 Unit 9 Unit 10 Unit 12 Unit 14 Unit 16 Unit 18 Unit 3 Unit 4 Unit 9 Unit 10 Unit 12 Unit 14 Unit 16 Unit 18 Unit 3 Unit 4 Unit 9 Unit 10 Unit 12 Unit 14 Unit 16 Unit 18 Unit 3 Unit 4 Unit 9 Unit 10 Unit 12 Unit 14 Unit 16 Unit 18 TK At/Above % K At/Above %

1st At/Above %

2nd At/Above %

3rd At/Above %

4th At/Above %

5th At/Above % TK At/Above % K At/Above %

1st At/Above %

2nd At/Above %

3rd At/Above %

4th At/Above %

5th At/Above % TK #

Overall % Std Not Met

Overall % Std Nearly Met

Overall % Std Met

Overall % Std Exceeded n

Overall % Std Exceeded & Met

Gr 3 % Std Not Met

Gr 3 % Std Nearly Met Gr 3 % Std Met

Gr 3 % Std Exceeded n

Gr 3 % Std Exceeded & Met

Gr 4 % Std Not Met




Gr 5 % Std Not Met




Overall % Std Not Met

Overall % Std Nearly Met

Overall % Std Met

Overall % Std Exceeded n

Overall % Std Exceeded & Met

Gr 3 % Std Not Met




Gr 4 % Std Not Met




Gr 5 % Std Not Met




Overall % Met/Exceeded

Gr 3 % Met/Exceeded

Gr 4 % Met/Exceeded

Gr 5 % Met/Exceeded


Gr 3 % Met/Exceeded

Gr 4 % Met/Exceeded

Gr 5 % Met/Exceeded

2016-17 Overall % Met/Exceeded

2016-17 Gr 3 % Met/Exceeded




Gr 3 % Met/Exceeded

Gr 4 % Met/Exceeded

Gr 5 % Met/Exceeded

TK % Above Expectation

K % Above Expectation

Gr 01 % Above Expectation





























Gr 02 % Above Expectation TK At/Above % K At/Above % 1st At/Above % 2nd At/Above % 3rd At/Above % 4th At/Above % 5th At/Above % TK At/Above % K At/Above % 1st At/Above % 2nd At/Above % 3rd At/Above % 4th At/Above % 5th At/Above % TK At/Above % K At/Above % 1st At/Above % 2nd At/Above % 3rd At/Above % 4th At/Above % 5th At/Above % TK At/Above % K At/Above % 1st At/Above % 2nd At/Above % 3rd At/Above % 4th At/Above % 5th At/Above %

% of Students Prof in Number and Operations in Base Ten (NBT) Grade 1





% of Students Prof in Number and Operations IN Fractions (NF) Grade 1





2018-19 % of Students Prof in Number and Operations in Base Ten (NBT) Grade 1





2018-19 % of Students Prof in Number and Operations IN Fractions (NF) Grade 1












































2016-17 % of Students Prof in Number and Operations IN Fractions (NF) Grade 5 1st Reclass % 2nd Reclass % 3rd Reclass % 4th Reclass % 5th Reclass %

AMAO1 Achieve%

AMAO2.1 Achieve% (5+)

AMAO2.1 Achieve%(<5)

AMAO3 Achieve% 3rd Safe %HM 4th Safe %HM 5th Safe %HM

3rd Caring %HM

4th Caring %HM

5th Caring %HM

3rd QualityLrn %HM

4th QualityLrn %HM

5th QualityLrn %HM

3rd EnjoyLrn %HM

4th EnjoyLrn %HM

5th EnjoyLrn %HM

3rd AcadPersev %HM

4th AcadPersev %HM

5th AcadPersev %HM Gr A % Gr B % Gr C% Gr D% Gr F % Gr A% Gr B% Gr C % Gr D % Gr F%

TK Hispanic Expul #

K Hispanic Expul #

1 Hispanic Expul #

2 Hispanic Expul #

3 Hispanic Expul #

4 Hispanic Expul #

5 Hispanic Expul # AMAO 1 AMAO (5+) AMAO (<5) AMAO 3

% Met/Exceeded Overall

% Met/Exceeded Gr 3

% Met/Exceeded Gr 4

% Met/Exceeded Gr 5

% Met/Exceeded Overall

% Met/Exceeded Gr 3

% Met/Exceeded Gr 4

% Met/Exceeded Gr 5

Academic Indicator: E/LA (3-8)

Academic Indicator: Math (K-8)

Suspension Rate

English Learner Progress TK Level 1 K Level 1 1st Level 1 2nd Level 1 3rd Level 1 4th Level 1 5th Level 1 TK Level 2 K Level 2 1st Level 2 2nd Level 2 3rd Level 2 4th Level 2 5th Level 2 TK level 3 K level 3 1st level 3 2nd level 3 3rd level 3 4th level 3 5th level 3 TK level 4 K level 4 1st level 4 2nd level 4 3rd level 4 4th level 4 5th level 4

Grant Elementary School Paulette Zades Principal 43-69666-6048540408-535-6227 [email protected] East Jackson St., San Jose, CA 95112Pre-K & TK-5th 508 5% 2% 86% 7% 300 59% 86 17% 386 76% 247 49% 226 44% 80 16% 25,115.00 44,317.00 74,582.79 1,519.55 9 38 35 40 42 47 34 63% 31% 6% 0% 0% 45% 32% 16% 6% 0% 0% 50% 0% 50% 0% 100% 0% 0% 0% 0% 100% 0% 0% 0% 0% 100% 0% 0% 0% 0% 4% 10% 0% 0% 0% 12% 11% 15% 3% 2% 48% 38% 43% 49% 45% 57% 51% 38% 41% 61% 24% 24% 47% 45% 40% 57% 30% 87% 55% 38% 95% 26% 23% 35% 22% 23% 25% 32% 13% 52% 44% 48% 42% 28% 41% 14% 64% 52% 45% 35% 50% 69% 54% 32% 39% 37% 21% 33% 19% 54% 40% 36% 21% 13% 36% 24% 35% 2% 18% 13% 4% 2% 3% 46% 6% 0% 15% 7% 27% 4% 3% 0% 28% 44% 24% 26% 51% 44% 39% 44% 53% 26% 38% 39% 41% 44% 38% 58% 52% 43% 26% 28% 17% 34% 19% 28% 16% 14% Y Y G R1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517

A1 A2 A3 A4 A5 A6 A7 A8 A9A B C D E F G H I J K L M N O P Q R S T U V W X Y Z AA AB

Lang Arts Goals Lang Arts Goals Lang Arts Goals Lang Arts Goals Lang Arts Goals Math Goals Math Goals Math Goals English Learner Goals School Climate Goals School Climate Goals School Climate Goals School Climate Goals School Climate Goals Title 1 Title 12017-18 Language Arts: SBAC 2018-19 English Language Arts: CPAA 2018-19 English Writing Performance Assessments (WPAs) 2018-19 Spanish Language Arts: CPAA 2018-19 Spanish Writing Performance Assessments (WPAs) 2017-18 Mathematics: SBAC 2018-19 CPAA - English 2018-19 CPAA - Spanish 2018-19 English Learner Enrollment2017-18 CELDT Performance Levels by Grade 2017-18 ELPAC Performance Levels by Grade Reclassification Rates CELDT/ELPAC: 3 Year No Performance Level Growth2017-18 CLIMATE SURVEY RESULTS: Students 2016-17 CLIMATE SURVEY RESULTS: Students 2017-18 Parent Involvement 2016-17 Parent Involvement 2018-19 SUSPENSIONS AND EXPULSIONS Planning for Title I Program Evaluation of Title I Program2016-17 % Standard Met & Exceeded2015-16 % Standard Met & Exceeded2018-19 Fall 1 - % Stds Above Expectation2018-19 Fall 2 - % Stds Above Expectation2018-19 Winter % Stds Above Expectation2018-19 Spring % Stds Above Expectation2018-19 Spring % Stds Above Expectation 2018-19 Spring % Stds Above Expectation2018-19 % Stds At/Above Grade Level: Fall2018-19 % Stds At/Above Grade Level: Winter2018-19 % Stds At/Above Grade Level: Spring2018-19 % Stds At/Above Grade Level: Spring2018-19 % Stds At/Above Grade Level: Spring 2018-19 Fall 1 - % Stds Above Expectation2018-19 Fall 2 - % Stds Above Expectation2018-19 Winter % Stds Above Expectation2018-19 Spring % Stds Above Expectation2018-19 Spring % Stds Above Expectation2018-19 Spring % Stds Above Expectation2018-19 % Stds At/Above Grade Level: Fall2018-19 % Stds At/Above Grade Level: Fall2018-19 % Stds At/Above Grade Level: Winter2018-19 % Stds At/Above Grade Level: Spring 2018-19 Fall 1 - % Stds Above Expectation2018-19 Fall 2 - % Stds Above Expectation2018-19 Winter % Stds Above Expectation2018-19 Spring % Stds Above Expectation2017-18 Spring % Stds Above Expectation2016-17 Spring % Stds Above Expectation2018-19 Fall 1 - % Stds Above Expectation2018-19 Fall 2 - % Stds Above Expectation2018-19 Winter % Stds Above Expectation2018-19 Spring % Stds Above Expectation2017-18 Spring % Stds Above Expectation2016-17 Spring % Stds Above ExpectationNumber (#) of EL studentsBeginning - % StudentsEarly Intermediate - % StudentsIntermediate - % StudentsEarly Advanced - % StudentsAdvanced - % StudentsLevel 1 Level 2 Level 3 Level 4 2018-19 2017-18 2016-17 Safe Environment - % HighCaring Environment - % HighQuality Learning Environment - % HighEnjoys Learning - % HighAcademic Perseverance- % HighSafe Environment - % HighCaring Environment - % HighQuality Learning Environment - % HighEnjoys Learning - % HighAcademic Perseverance- % HighAlways / Most of the timeI am invited to participate in decisions that affect the school community.I participate in decisions that improve school achievement. Agree / Strongly AgreeI feel welcome when I visit my child's school.* Parents take this survey for the youngest SJUSD student in the familyAlways / Most of the timeI am invited to participate in decisions that affect the school community.I participate in decisions that improve school achievement. Agree / Strongly AgreeI feel welcome when I visit my child's school.* Parents take this survey for the youngest SJUSD student in the familySuspension -Students As # OverallSuspension - Hispanic Students As # OverallExpulsion - Overall #Expulsion - Hispanic Students As # OverallPlanned use of Title 1 Funds for 2018-19 School YearBudgeted AmountDescribe the activities.What data supports this use of funds?What data will be used to evaluate the effectiveness of the activities?What did the data say about the effectiveness of the activiites?Refine, Keep, Abandon? Why?

2016-17 % Standard Met & Exceeded2015-16 % Standard Met & Exceeded

Object School Year Objective/StrategyBooks and Supplies 2013-2014 Objective 1. A rigourous curriculum that inspires all students to discover their own greatness.Bulk Mailing 2014-2015 Strategy 1.1. All schools and student groups will score in the two highest performace levels on the California School Dashboard for English language arts, mathematics, English Learner progress, graduation rat, and college and career readiness.Certificated Extra Duty 2015-2016 Objective 2. An innovative workforce that knows the lessons we learn are just as important as the lessons we teach.Certificated NR Contract 2016-2017 Strategy 2.1. All new employees will pass rigorous screening assessments.Certificated Personnel (FTE) 3 Year Plan: August 2017 - June 2020 Strategy 2.2. All roles will be filled on the first day of school.Certificated Subs Strategy 2.3. At least 95% of staff meeting performance standards will be retained.Classified Extra Duty Objective 3. A Unified community that elevates opportunities for all.Classified NR Contract Strategy 3.1. At least 80% of students will feel supported and have positive adult conections.Classified Personnel (FTE) Strategy 3.2. At least 80% of families will feel involved in their student's education.Classified Subs Objective 4. Enhanced resources that make the extraordinary ordinary.Custodial Expense Strategy 4.1. All schools and student groups, as measured both locally and by the state, will score in the two highest performace levels on the California School Dashboard for suspension rate and student attendance.Equipment Strategy 4.2. 100% of supplemental funds will directly support our highest need students. Ind. Contracted Services Objective 5. An efficient system that asks and answers the questions, "why?" and "What if?"Postage Strategy 5.1. All schools and the district will meet standards as mesured by the California School Dashboard for basic services, implementation of academic standards, parent engagement, and feedback through a local climate survey.Rentals, Leases, & Repair Strategy 5.2. Annual expenses will be within 15% of projections, or we will be able to explain why.Software Licenses Strategy 5.3 Initiatives will redefine what is possible and achieve stated goals. Transfer of Direct Costs (5700-5799)TransportationTravel and ConfsOther

ObjectsSite Flex + Certificated Personnel (FTE) 0 Supplemental + Certificated Personnel (FTE) 0 Title 1 Instruction + Certificated Personnel (FTE) 0 Title 1 Parent Involvement + Certificated Personnel (FTE) 0Site Flex + Certificated Extra Duty 0 Supplemental + Certificated Extra Duty 34,500 Title 1 Instruction + Certificated Extra Duty 4,533 Title 1 Parent Involvement + Certificated Extra Duty 0Site Flex + Certificated Subs 0 Supplemental + Certificated Subs 0 Title 1 Instruction + Certificated Subs 0 Title 1 Parent Involvement + Certificated Subs 0Site Flex + Certificated NR Contract 0 Supplemental + Certificated NR Contract 0 Title 1 Instruction + Certificated NR Contract 0 Title 1 Parent Involvement + Certificated NR Contract 0Site Flex + Classified Personnel (FTE) 0 Supplemental + Classified Personnel (FTE) 0 Title 1 Instruction + Classified Personnel (FTE) 20,770 Title 1 Parent Involvement + Classified Personnel (FTE) 0Site Flex + Classified Extra Duty 1,000 Supplemental + Classified Extra Duty 2,000 Title 1 Instruction + Classified Extra Duty 0 Title 1 Parent Involvement + Classified Extra Duty 538Site Flex + Classified Subs 0 Supplemental + Classified Subs 0 Title 1 Instruction + Classified Subs 0 Title 1 Parent Involvement + Classified Subs 0Site Flex + Classified NR Contract 0 Supplemental + Classified NR Contract 0 Title 1 Instruction + Classified NR Contract 0 Title 1 Parent Involvement + Classified NR Contract 0Site Flex + Books and Supplies 4,000 Supplemental + Books and Supplies 7,817 Title 1 Instruction + Books and Supplies 14,750 Title 1 Parent Involvement + Books and Supplies 0Site Flex + Equipment 4,000 Supplemental + Equipment 0 Title 1 Instruction + Equipment 20,000 Title 1 Parent Involvement + Equipment 0Site Flex + Ind. Contracted Services 0 Supplemental + Ind. Contracted Services 0 Title 1 Instruction + Ind. Contracted Services 13,530 Title 1 Parent Involvement + Ind. Contracted Services 0Site Flex + Software Licenses 0 Supplemental + Software Licenses 0 Title 1 Instruction + Software Licenses 0 Title 1 Parent Involvement + Software Licenses 0Site Flex + Travel and Confs 0 Supplemental + Travel and Confs 0 Title 1 Instruction + Travel and Confs 0 Title 1 Parent Involvement + Travel and Confs 0Site Flex + Postage 0 Supplemental + Postage 0 Title 1 Instruction + Postage 0 Title 1 Parent Involvement + Postage 0Site Flex + Bulk Mailing 0 Supplemental + Bulk Mailing 0 Title 1 Instruction + Bulk Mailing 0 Title 1 Parent Involvement + Bulk Mailing 0Site Flex + Rentals, Leases, & Repair 14,800 Supplemental + Rentals, Leases, & Repair 0 Title 1 Instruction + Rentals, Leases, & Repair 0 Title 1 Parent Involvement + Rentals, Leases, & Repair 0Site Flex + Transportation 0 Supplemental + Transportation 0 Title 1 Instruction + Transportation 0 Title 1 Parent Involvement + Transportation 0Site Flex + Custodial Expense 0 Supplemental + Custodial Expense 0 Title 1 Instruction + Custodial Expense 0 Title 1 Parent Involvement + Custodial Expense 0Site Flex + Transfer of Direct Costs (5700-5799) 0 Supplemental + Transfer of Direct Costs (5700-5799) 0 Title 1 Instruction + Transfer of Direct Costs (5700-5799) 0 Title 1 Parent Involvement + Transfer of Direct Costs (5700-5799) 0Site Flex + Other 1,315 Supplemental + Other 0 Title 1 Instruction + Other 1,000 Title 1 Parent Involvement + Other 982

Total 25,115 Total 44,317 Total 74,583 Total 1,520

Action DescriptionCategorical Program Assistant (District Allocated FTE)Categorical Program Assistant (Site Allocated FTE)Library Media Assistant (District Allocated FTE)Library Media Assistant (Site Allocated FTE)Parent Liaison (District Allocated FTE)Parent Liasion (Site Allocated FTE)

ResourceSite Flex (Res 0002, Pgm 100)Supplemental (Res 0010, Pgm 100)Title 1 Instruction (Res 3010, Pgm 100)Title 1 Parent Involvement (Res 3010, Pgm 025)

grant elementary 2018-19

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