MAGNOLIA UNION ELEMENTARY SCHOOLSingle Plan for Student Achievement

(SPSA)Revised 2017-2018

2019-2020 Academic Year

SPSA/SIP APPROVAL SIGNATURE PAGE

SSC :

____________________________ 6-3-19Blaine R. Smith

____________________________ 6-3-19Leslie Mamer

____________________________ 6-3-19Natalie Peraza

____________________________ 6-3-19Elena Villalobos

____________________________ 6-3-19Anna Carboni

____________________________ 6-3-19Gretchen Johnson

DISTRICT BOARD:

____________________________ 6-11-19President

SSC 5-2-18District Board Approval 6-12-18

INTRODUCTION

An effective school provides a stimulating and productive environment conducive to the academic and personal growth of students; and provides a pleasant, satisfying environment within which students can work. Parental and community support is vital to the academic success and social growth of students.

The staff and district board of Magnolia Elementary School District are dedicated to providing the best possible education to students. The primary goal of Magnolia Elementary is to instill in each student a solid foundation of basic education skills, and insure that each graduating eighth grade student matriculates into the secondary education system successfully.

This single plan for student achievement (SPSA – SIP) plan attempts to enhance the education process at Magnolia Elementary by establishing an organized plan for improvement utilizing the following state and federal funds: Title II, REAP, and “categorical flexibility” funds.

TABLE OF CONTENTS

School Philosophy...............................................................1

School Site Council.............................................................2

School Demographics.........................................................3

Past SIP, Title VI, II, EIA Expenditures.............................4

2018-19 Areas of Emphasis................................................5

2019-20 Goals/Objectives..................................................6

2019-20 Program Budgets………………........................7

2019-20 Areas of Emphasis................................................8

Program Quality Criteria - Staff Development............9 - 11

Program Quality Criteria - Language Arts.................12 - 13

Program Quality Criteria - Mathematics....................14 - 15

Program Quality Criteria - History............................16 - 19

Program Quality Criteria - Visual, & Perform. Arts..20 - 23

Program Quality Criteria - Science.............................24 - 25

Program Quality Criteria - Physical Education.................26

English Learner – English Acquisition..............................27

Supplementary Instructional & Auxiliary Services...........28

Program Evaluation...........................................................29

PHILOSOPHY

The district board, staff, and parents of Magnolia Elementary School District subscribe to the belief that every student must be brought to his highest capability through command of basic skills and a sense of his own purpose, identity and worth. Further the district operates on the belief that ALL students can learn. Whatever role the individual is destined to play in society demands the ability to recognize problems and select means of solving them. Magnolia School strives to produce graduating eighth grade students that are self-sufficient and successful in the secondary school system. It is the intent of the board, staff, and parents that this SPSA (which includes consolidated program funds) be used to enhance the ability of Magnolia School to carry out this philosophy.

It is the intent of the board, staff, and parents that ALL students receive equal instruction in the core curriculum at Magnolia School. These services include field trips, video and equipment purchases, library expansion, and instructional help from an aide in the classroom. EIA funds are used to partially fund the salary of an instructional aide that works with EL (English Learners) students, and to purchase EL materials.

Because Magnolia School is a small, rural school with combined, self-contained classrooms each student receives instruction in the core curriculum. We recognize that students have various learning styles and needs. These are met through teacher classroom modifications, support from an instructional aide, and assistance from program specialists at the county office of education. Title II, REAP Flexibility funds will be used to provide staff development services for the teachers, a teacher aide for each classroom one day per week, educational field trips, library services, and technology equipment purchases.

The district board, staff, parents and site council are aware and prepared for changes that are occuring with the implementation of the ‘common core’ standards and the new state curriculum in all subject areas, as well as the emphasis of the new state online testing program.

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2019-2020 SCHOOL SITE COUNCIL

Blaine R. Smith.........................Superintendent/Principal

Natalie Peraza............................Teacher Rep

Leslie Mamer.............................Classified Rep

Elena Villalobos........................Parent

Anna Carboni............................Parent

Gretchen Johnson….................Parent

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SCHOOL DEMOGRAPHICS

ADA: 2010-11…....1282011-12…....1272012-13……1272013-14……1262014-15……1262015-16……1232016-17……1312017-18……1362018-19……136

Hispanic .......... 48%White/Anglo ....... 50%Other ............. 2%EL ............... 6

State Test Scores: The 2017-2018 and 2018-2019 CAASP score summaries are available in the district office as well as online at www.cde.gov/ta/tg/ca . District profiles are also available on the California State Dashboard.

Actual Attendance Percentages: Historical K-8 Actual Attendance Percentages are available in the district office. The actual attendance percentage in 2017-2018 was 96.7%.

Programs Operated by the District: TITLE II, REAP, REAP FLEXIBILITY.

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Description of School: Magnolia School serves a rural agricultural area as well as a large interdistrict student population from local cities. The student body is diverse in both race and socioeconomic status. The school maintains 6 classrooms (self-contained K, 1, 2, 3-4, 5-6, 7-8). The school employs 7 certificated staff (1 part time), 2 instructional aides (1 part time), and 4 classified support staff (1 part time).

PAST EXPENDITURES

SIP: Since 2000 SIP funds (now SPSA) had been utilized to fund a computer lab teacher, instructional materials, field trips, and partially fund an instructional aide. SIP funds were replaced with Block Grants by the state in 2006. During 2008-2009, due to the state’s reductions to school districts, the state consolidated several categorical funds into unrestricted funds and other categoricals were given ‘flexibility’ options.

Title VI: Since 2000 Title VI funds had been used to expand the school’s reading and reference materials, and to partially fund an instructional aide that works with EL students and works in the library. In 2004-2005 Title VI was combined with the REAP program. In 2008-2009 Title VI was discontinued.

EIA: funds have been discontinued due the state LCFF.

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2019– 2020 AREAS OF EMPHASIS/GOALS

During 2019-2020 SPSA funds will be used in the following curriculum areas: Science, History, Mathematics, P.E., Literature, and Visual Arts.

“Flexibility” funds will also be used in these additional educational areas: Equipment, field trips, and staff development.

2019-2020 Title II funds will be used for teacher staff development, especially in the area of English Learners and technology use.

Goal 1. Use program funds to enable the district to continue to employ an additional teacher. This will enable the district to continue to keep grades K, 1 and 2 as individual self-contained classrooms and allow our students to get more attention in the early years.

Funding Source – REAP, General Fund

Person Responsible - Supt/Principal

Groups Participating/Affected – Teacher, Students in grades K-8

Gains Measured by – State CAASPP test results, teacher evaluation

Goal 2. The district will use EIA and Spec Ed funds to continue to fund instructional aides. This will enable the district to enhance its English Learner instruction and offer more individualized instruction in grades K, 1, 2, 3, 4.

Funding Sources –REAP, Special Education, General Fund

Person Responsible for Implementation – Supt/Principal

Groups Participating/Affected - Teachers, Instructional aide, Students in grades K-8

Gains Measured by – State CAASPP test results, teacher evaluation, CELDT test results.

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Goal 3. The district will use program funds and general funds to continue to purchase instructional equipment in all classrooms for all subjects as necessary (science lab materials, LCDs – Technology improvements, Maps).

Funding Source – SPSA program funds, General

Person Responsible – Supt/Principal

Groups Participating/Affected - Teachers, Students grades K-8

Gains Measured by – State CAASPP Tests, Teacher Evaluation

2019-2020 OBJECTIVES

1. Use LCFF funds to fund two instructional aided and purchase EL materials.

2. Utilize REAP funds for an additional teacher.

3. Purchase P.E. instructional equipment.

4. Fund educational field trips for K-8.

5. Purchase instructional videos/DVDs and technology equipment.

6. Purchase literature resource books for school reading program.

7. Purchase history and math resource material and manipulatives.

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CONSOLIDATED PROGRAM BUDGETS:

2019-2020 Title II, REAP

Title II

Available Funds 1200

ExpendituresDistrict Administration 200

Staff Development – Technology, English Learners 1000

Total 1200

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REAP

Available Funds 18500

Expenditures

Teacher 18500Supplies

Total 18500

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STAFF DEVELOPMENT

The district will utilize 1 full staff development day and 3 half day staff development days. These days will cover English Learner Instruction, writing instruction and first aide.

Magnolia School teachers and instructional aides also attend county inservice days when offered. These days include guest speakers, computer technologies, and literature/math methodologies.

STAFF DEVELOPMENT CALENDAR

August 14-15th Staff needs assessment, program evaluation, school plan review.

December 5th English Learners

February 20th English Learners

April 24th Technology Staff Development days in December, February and April are subject to change dependingon scheduling.

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STAFF DEVELOPMENT PRIORITY LIST

Language Arts 1. Literature based instruction 2. Process of writing – English Learner Instruction

3. Caaspp Performance Tasks

Math 1. Problem Solving

2. Caaspp Performance Tasks

Science 1. Experiential/Hands On Learning

2. English Learner Instruction

History/Social Science 1. Use of literature in history

Visual and Performing Arts 1. Part time Art Teacher

Special Needs 1. Instructional Aide 2. Activities/Materials for EL students

Technology 1. LCDs, Classroom Laptops and Chrome Books

Schoolwide Areas 1. Self Esteem 2. Discipline Techniques

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STAFF DEVELOPMENT ANNUAL EVALUATION

At the end of each school year the school based staff developmentplan will be reviewed using the following evaluation.

A. Was staff development consistent with the SPSA plan? Yes No

If no, in which specific areas was staff development not consistent with the plan?

A. Was the staff development budget expended consistent with the school plan? Yes No

If no, in which specific areas was it not consistent?

A. Were staff development days useful to you as an educator? Yes No

If yes, which specific days or topics were useful?

If no, which specific days or topics were not useful?

A. Do you agree with the staff development priority list in the school plan? Yes No

If no, please list specific changes you feel are needed.

A. What areas or topics do you feel are needed for staff development in the upcoming year?

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LANGUAGE ARTS

Statement of Purpose:

The school based program will utilize SPSA funds to enhance the instruction of the language arts in grades K-8, while following the state standards in language arts.

The California state standards recommend the following:

1. Integrating instruction in the language arts2. Establishing a literature based program3. Using core literary works for study4. Establishing recreational and motivational reading programs5. Teaching the process of writing6. Developing student’s oral language skills7. Using technology when possible in instruction8. Serving students with special needs

Approaches

1. Students will be provided with daily language arts instruction.

2. The classroom teacher will provide activities to remediate weaknesses of students identified by STAR testing program.

3. Literature will be used as one method of teaching the language arts skills.

A. SPSA funds will be used for core literature class book sets, motivational awards for reading, appropriate field trips, and career guest speakers when possible.

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4. Teachers will promote oral language skills through modeling student reports, role playing, prepared units.

A. Students will receive instruction in the writing process, and whenever possible writing will be integrated with the reading of literature.

Annual Evaluation

The language arts component of the SPSA plan will be evaluated annually using teacher observation and test data to address the following questions.

1. Are you familiar with the SPSA – language arts plan?

Yes No

2. Do your observations indicate a weakness in our language arts program? Yes No

3. Do Caaspp scores indicate any weaknesses in our language arts program? Yes No

If yes, which weaknesses are indicated?

A. Was the budget expended consistently with the SIP plan? Yes No

If no, which areas were not consistent?

A. Do you feel it is necessary to change the language arts plan? Yes No

If yes, please list changes you feel are necessary.

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MATHEMATICS

Statement of Purpose:

The school based program will use SPSA funds to enhance the instruction of mathematics in the K-8 classrooms while adhering to the state standards for mathematics.

The California state standards recommend the following:

1. Emphasis in these five major areas for all grades - problem solving, calculator, technology, computational skills, estimation and mental computation, computers in math education.2. K-3 math should emphasize the following – problem solving, use of concrete materials, classification, computation skills, place value, estimation, measurement, identify geometric shapes, identify patterns, use a rectangular grid, interpret graphs, predict outcomes.

A. 3-6 math should emphasize the following – higher level thinking skills, problem solving, number and operation understanding, measurement and geometry, use of concrete materials, graphing, data analysis, interpretation, esti- mation, use of coordinate plane, identify patterns, classification, basic algebra.

A. 6-8 math should emphasize the following – higher level thinking, independent thinking, problem solving, use of concrete materials, use of calculators and computers, pre algebra, algebra and geometry.

Approaches

1. Students will receive math instruction on a daily basis.

A. SPSA funds will be used to purchase math manipulatives for use in the classrooms by students and teachers.

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3. The use of calculators is encouraged in grades 6-8.

4. Computer software for use in math instruction will be purchased with SPSA funds.

A. Problem solving methods will be displayed in each class- room and pantomime in student instruction.

Annual Evaluation

The mathematics component of the SPSA plan will be evaluated annually using teacher observation and test data to address the following questions.

1. Are you familiar with the SPSA – Mathematics plan? Yes No

2. Do your observations indicate a weakness in our mathematics program? Yes No

If yes, what weaknesses are indicated?

3. Do Caaspp scores indicate a weakness in our mathematics program? Yes No

A. Was the budget expended consistent with the SIP plan? Yes No

If no, in which areas was it inconsistent?

5. Do you feel any areas of the SPSA – Mathematics plan need to be changed? Yes No

If yes, please list the changes you feel are needed.

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HISTORY – SOCIAL SCIENCE

Statement of Purpose:

The school based program will use SPSA funds to enhance the instruction of history and the social sciences in the K-8 classrooms while adhering to the state standards in history/social science.The California state standards recommend the following:1. Students’ historical knowledge and cultural understanding will increase. A. Historical literacy – time and chronology, cause and effect, reasons for continuity and change, political implications, importance of religion – philosophy other major beliefs on history. B. Ethical Literacy – sanctity of life, ethical issues, ethics and human rights is universal. C. Cultural Literacy – understanding given cultures (geography, economy, social structures, architecture, religion, arts), mythology, multicultural. D. Geographic Literacy – geography skills, awareness of place, human movement, world regions, environmental interaction. E. Economical Literacy – economic problems, economic systems, international economic system. F. Sociopolitical Literacy – social/political relation- ships, society and law, political systems.2. Students’ understanding of democracy will increase. A. National Identity – U.S. society as pluralistic, creed of equality and freedom, immigrant experience, nation of immigrants. B. Constitutional Heritage – Basic democracy principals. C. Civil Rights/Values – citizen in democracy, individual responsibility.

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3. Students’ History and Social Science skills will increase. A. Participation Skills – personal, group, citizen. B. Critical Thinking Skills – Define and clarify problems, judge information, solve problems, draw conclusions. C. Basic Study/Skills – acquire information, locate infor- mation, retrieve information, analyze information, read and interpret maps, globes, diagrams, understand special languages for history, use media, organize and express ideas.

4. Grade level subject areas: K – learning and working together now and in the past. 1 – social skills, responsibilities, geography of the world of the child, cultural diversity. 2 – people who make a difference, supply needs, parents and ancestors, people from other cultures. 3 – continuity and change, local history, nations history. 4 – California history, physical, Beginnings to present. 5 – U.S. History and Geography to Beginnings to Westward Expansion. 6 – Ancient World to AD 500 7 – AD 500 to 1789 World History 8 – U.S. History 1783 – 1914

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Approaches

1. Students in grades K-2 will receive social science instruction at least three times per week. Students in grades3-8 will receive history instruction on a daily basis.

A. SPSA funds will be used to purchase visual aides such asmaps, globes, videos, filmstrips, teacher inservice, andcomputer software.

3. Teachers will be encouraged to incorporate hands on teaching techniques and projects in the study of history.

A. Historical literature will be used to enhance the study of history in the classroom through classroom reading, oral reading or individual assignments.

Annual Evaluation

The History/Social Science component of the SPSA plan will be evaluated annually using teacher observation and test data to address the following questions:

1. Are you familiar with the SPSA – History/Social Science? Yes No

A. Do your observations indicate a weakness in our History/ Social Science program? Yes NoIf yes, what weaknesses are indicated?

A. Do Caaspp scores indicate a weakness in our History/ Social Science program? Yes NoIf yes, what weaknesses are indicated?

A. Was the budget expended consistent with the SPSA plan? Yes No

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A. Do you feel any areas of the SPSA – History/Social Science plan need revision? Yes No If yes, please indicate the changes you feel are needed.

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VISUAL AND PERFORMING ARTS

Statement of Purpose:

The school based program will use SPSA funds to enhance the instruction of the arts in the K-8 classrooms within the confines and limitations of the school itself, recognizing that much of what the state standards recommend is simply not possible at this small, rural school.The California state standards recommend the following:1. Four commonalities among the disciplines are identified - dance, drama/theatre, music, visual arts.2. The arts are important in the education of all students.3. Dance should include the following: A. Aesthetic Perception – body awareness, self image, motor efficiency, space, time, force. B. Creative Expression – improvisation, abstraction, choreography, form, self-evaluation, performance.4. Drama/Theatre should include the following: A. Aesthetic Perception – sensory and emotional awareness rhythm and movement, pantomime, oral communication. B. Creative Expression – pantomime, oral communication, improvisation, playmaking, playwriting, formal acting, directing, managing. C. Drama/Theatre Heritage – literature history, culture.5. Music should include the following: A. Aesthetic Perception – sound, musical elements, notation symbols. B. Creative Expression - singing, playing, moving,

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6. Visual Arts should include the following: A. Aesthetic Perception - recognize design elements, see underlying structures, discriminate visual characteristics recognize variety in visual and tactile characteristics, categorize visual and tactile, respond aesthetically to visual and tactile, analyze aesthetic perceptions. B. Creative Expression - use artistic s–ills, apply design elements, express three dimensional qualities, create in print-graphic arts-craft-photographic media, use environmental design, career opportunities. C. Visual Arts Heritage - cultural theme–, analyze creative process, the role of the artist, function of visual arts in a community and world.7. Competent teachers of the arts should be hired, adequate facilities and equipment should be provided.

APPROACHES

1. Students will receive instruction in music (singing, note reading) on a biweekly basis, along with the formation of a voluntary choir.

2. Students will perform in the annual Christmas program.

3. Students will receive instruction in visual art on a biweekly basis.

4. SPSA funds will be used to purchase music sheets, equipment, art supplies.

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ANNUAL EVALUATION

The Visual and Performing Arts component of the SPSA plan will be evaluated annually using teacher observation and test data to address the following questions:

1. Are you familiar with the SPSA - Visual/Performing Arts plan? Yes No

2. Do your observations indicate a weakness in the Visual/Performing Arts program? Yes NoIf yes, what weaknesses are indicated?

3. Do Caaspp scores indicate a weakness in our Visual/Performing Arts program? Yes NoIf yes, what weaknesses are indicated?

4. Was the budget expended consistent with the Visual/Performing Arts plan? Yes NoIf no, in which area was it not consistent?

5. Do you feel any areas of the SPSA - Visual/Performing Arts plan need to be changed? Yes NoIf yes, please list the changes you fell are necessary.

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SCIENCE

Statement of Purpose:

The school based program will use SPSA funds to enhance the instruction of science in the K-8 classrooms while adhering to the state standards for science as closely as possible.

The California state standards recommend the following:

1. That themes are the big ideas of science and six major themes are developed in the framework - energy, evolution, patterns of change, scale and structure, stability, systems and interactions.

2. Science includes the traditional content areas of physical science, earth science, and life science.

3. Science should help students increase their knowledge of the natural world and to understand its connection to our technologically advanced society.

4. Students should be provided with experimental problem-solving experiences where the result has direct meaning for them.

5. Students should be doing science, not merely reading about it.

6. Teachers and students should be provided with adequate resources.

7. Themes should be used to integrate concepts and facts at all levels.

8. Themes should be used to integrate the main subfields of scientific disciplines.

9. Themes should direct the design of classroom activities.

10. Direct experience is vital to learning in science.

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Approaches

1. Students will receive science instruction on a daily basis.

2. SPSA funds will be used to purchase needed science equipment, computer software, and for inservice for science teachers.

3. Teachers will use direct experience in the teaching of science whenever possible.

4. Teachers will review the state science framework.

Annual Evaluation

The Science component of the SPSA plan will be evaluated annually using teacher observation and test data to address the following questions:

1. Are you familiar with the SPSA - Science plan? Yes No

2. Do your observations indicate a weakness in our science program? Yes NoIf yes, what weaknesses are indicated?

3. Do Caaspp scores indicate a weakness in our science program? Yes NoIf yes, what weaknesses are indicated?

4. Was the budget expended consistent with the SPSA plan? Yes NoIf no, in which areas was it not consistent?

5. Do you feel any areas of the SPSA - Science plan nEed revision? Yes NoIf yes, please list the changes you feel are needed.

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PHYSICAL EDUCATION

State of Purpose:

The school based program will use SPSA funds to enhance the instruction of science in the K-8 classrooms while adhering to the state standards for physical education as closely possible.

The California state standards recommend the following:

1. Students in Kindergarten learn basic locomotor movements, ball skills, using playground space, rhythm, sharing, safety, moving safely, body awareness, working with small apparatus.2. Students in grades 1-2 learn marching, skipping, running, kicking skills, jumping, increasing heart rare, balance, accuracy in ball handling, tumbling, building muscles, parachutes and hoops.3. Students in grades 3-4 learn moving through space, distance in ball handling, tumbling, simple games, intro to first aide, fitness, balance, dodging and moving, floor exercises, intermediate games, team play, relaxation, fitness.4. Students in grades 5-6 learn movement forces on the body, basketball, tumbling, training the heart, fitness, manipulating objects, movement of projectiles, relays, basic CPR, complex equipment use, personal fitness.5. Students in grades 7-8 learn fitness activities for life, conditioning the heart, team sports, benefits of fitness in other activities.

Approaches

1. Students will receive physical education on a daily basis.

2. Categorical funds will be used to purchase needed P.E. equipment, and P.E. inservice for teachers in this field.

3. Teachers will seek to promote the benefits of personal fitness.

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Annual Evaluation

The Physical Education component of the SPSA plan will be evaluated annually using teacher observation and test data to address the following questions:

1. Are you familiar with the SPSA - P.E. plan? Ye– No

2. Do your observations indicate a weakness in our P.E. program? Yes NoIf Yes, what weaknesses are indicated?

3. Do state Fitness Test scores indicate a weakness in our P.E. program? Yes NoIf yes, what weaknesses are indicated?

4. Was the budget expended consistent with the SPSA plan? Yes NoIf no, in which areas was it not consistent?

5. Do you feel any areas of the SPSA - Physical Education plan need revision? Yes NoIf yes, please list the changes you feel are needed.

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English Learner – English Acquisition

Statement of Purpose

The district goal, according to the district board adopted policy, is to develop in students needing to learn English, proficiency in English and in the district’s core curriculum as rapidly as possible, in accordance with the California State Education Code and state standards.

The implementation of the district English Learner program will contain the following:1. A process for identifying English Learners.2. Annual testing of English Learners with the CELDT.3. Parents will have the opportunity for the instruction of the EL children in either

English Only classes, English Mainstream classes, or primary language instruction.4. Established redesignation criteria for ELs.5. Annual parent notification of EL progress and class assignment.6. Opportunities for parental waivers into English Only instruction.7. Annual evaluation of the EL program.8. Communication with and involvement of EL parents.

The implementation of the district EL program will follow adopted administrative regulations.

Available EL Funding Sources

The district will utilize General Fund, LCFF funding and other categorical funds to enhance the English Learner program. Budgets for these programs are listed in the front of this plan.

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SUPPLEMENTARY INSTRUCTION AND AUXILIARY SERVICES

GENERAL SUMMARY

The teaching staff at Magnolia School view all students as one large group. We strive to provide all students with equal opportunities. It is this staff's conviction that this better serves the needs of all students involved.

When students' special needs arise, we try to accommodate them with the resources available to us. The district can access resources from the Imperial County Selpa. All students with special needs will be served either by the resources available at Magnolia Union Elementary School District or through other Selpa districts. In some cases the district may have to transport students to other district to receive services not offered here.

Gifted and Talented StudentsThe small school size allows us to address the needs of students that would be identified

as GATE. If, for example, a student excels in math, we are able to place them in a more challenging level.

Educationally Disadvantaged StudentsSmall school size allows for easy tracking of Educationally Disadvantaged Students.

Parent volunteers and a part time aide facilitate instruction in the classrooms by enabling one on one assistance.

Individuals With Exceptional NeedsThe District employs one certified special education teacher that provides RSP services.

Severely physically/mentally challenged students are served by the Imperial County SELPA. Speech Therapy is provided on site by the ICOE.

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PROGRAM EVALUATION

At the end of each school year the SPSA program and the Categorical programs will be evaluated by the staff and school site council. A copy of the evaluation form follows.

MAGNOLIA UNION SCHOOL DISTRICT

SPSA ANNUAL EVALUATION

Your input is vital to the ongoing success of our school improvement program. Please take a moment to fill this evaluation form. Please be candid. If a question is not relevant to your area please give your opinion or leave it blank.

1. Has the school met the objectives for the current year as outlined in the SPSA plan? Yes NoIf no, what objectives remain to be addressed?2. Has student achievement for those students participating in the SPSA funding been satisfactory? Yes NoIf no, what specific areas and/or grade levels show weaknesses? (ie- language arts, math, history, science, P.E.)3. What instruments were used in making the above assessment? Caaspp scores, teacher judgment.4. Is the school learning environment safe and orderly? Yes NoIf no, what specific areas need to be addressed?(ie - student discipline, classroom discipline, playground supervision)5. Is the SPSA program meeting the criteria for effectiveness as established by the school board? Yes NoIf no, what criteria needs to be addressed?6. Were SPSA and categorical expenditures for the current year consistent with the budgets established for each of those programs? Yes NoIf no, what specific expenditures were not consistent?

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7. Are the participating students receiving the school's core curriculum? Yes NoIf no, which student populations are not receiving the core curriculum?8. Are changes in the SPSA plan or its areas of emphasis necessary for the upcoming year? Yes NoIf yes, what specific items should be changed?9. Please add any comments on the operation of the SPSA and categorical programs, including any areas or items which may have not been covered by this evaluation.

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