SPSA Title Page - Palmdale School District · School Plan for Student Achievement (SPSA) Page 1 of 107 Summerwind Elementary School School Year: 2018-19 SPSA Title Page School ElementaryPlan

School Plan for Student Achievement (SPSA) Page 1 of 107 Summerwind 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 Summerwind Elementary School

Address 39360 Summerwind Drive Palmdale, CA 93551-4082

County-District-School (CDS) Code 19-64857-6108633

Principal Dr. Linda Brandts

District Name Palmdale Elementary School District

SPSA Revision Date October 11, 2018

Schoolsite Council (SSC) Approval Date October 23, 2018

Local Board Approval Date September 14 2017

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 ..............................................................................................................................................3

School Vision and Mission ................................................................................................................................5

School Profile ....................................................................................................................................................5

Stakeholder Involvement ..................................................................................................................................6

School and Student Performance Data ............................................................................................................7

Student Enrollment ....................................................................................................................................7

CAASPP Results .......................................................................................................................................9

English Language Proficiency Assessments for California (ELPAC) ......................................................25

Student Population ..................................................................................................................................26

Overall Performance ...............................................................................................................................27

Academic Performance ...........................................................................................................................28

Academic Engagement ...........................................................................................................................34

Conditions & Climate ...............................................................................................................................37

Goals, Strategies, & Proposed Expenditures ..................................................................................................39

Goal 1 ......................................................................................................................................................39

Goal 2 ......................................................................................................................................................47

Goal 3 ......................................................................................................................................................57

Goal 4 ......................................................................................................................................................64

Goal 5 ......................................................................................................................................................71

Goal 6 ......................................................................................................................................................76

Annual Review and Update ............................................................................................................................77

Goal 1 ......................................................................................................................................................77

Goal 2 ......................................................................................................................................................81

Goal 3 ......................................................................................................................................................86

Goal 4 ......................................................................................................................................................90

Goal 5 ......................................................................................................................................................93

Goal 6 ......................................................................................................................................................95

Budget Summary and Consolidation ..............................................................................................................96

Budget Summary ....................................................................................................................................96

Allocations by Funding Source ................................................................................................................96

Expenditures by Funding Source ............................................................................................................97

Expenditures by Budget Reference ........................................................................................................98

Expenditures by Budget Reference and Funding Source .......................................................................99

School Site Council Membership ..................................................................................................................100

Recommendations and Assurances .............................................................................................................101


Addendum .....................................................................................................................................................102

Instructions: Linked Table of Contents ..................................................................................................102

Appendix A: Plan Requirements for Schools Funded Through the ConApp .........................................105

Appendix B: Select State and Federal Programs ..................................................................................107


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 The mission of Summerwind Elementary School is in union with the the Palmdale School District Mission.We will provide each student with a rigorous and relevant academic education, a safe learning environment and the knowledge, skills and attitudes necessary for success in the 21st Century. School Vision Summerwind Elementary School will be recognized as an exemplary educational institution that is implementing the Common Core State Standards with a focus on visible evidence of student learning. Higher order thinking skills, close and analytic reading, communicating using precise academic language, structured collaborative conversations, evidence-based arguments and evidence-based writing are learning outcomes that students will practice to acquire the knowledge and skills necessary for success in the 21st Century.

School Profile School Description Summerwind Elementary School is located in the Antelope Valley in the city of Palmdale, California. Summerwind Elementary School is one of twenty-seven schools in the Palmdale School District and serves 755 students in grades Transitional Kindergarten through fifth grade. Summerwind Elementary School began in 1989 and was housed in portable classrooms until the current campus was built in 1995. Our school is supported by our wonderful Parent Teacher Association (PTA), our English Learner Advisory Committee ( ELAC), and our School Site Council (SSC). Community families represent a wide range of diverse backgrounds, occupations, family structures, and socio-economic levels. 81 percent of the students qualify for free and/or reduced meals. The student demographics at Summerwind Elementary : 9 % White/Not Hispanic 67% Hispanic or Latino 17 % African-American .03% American Indian/Alaskan Native 4% Asian 3% Two or more races Summerwind Elementary has 25 general education classes and 3 Special Day classes. Summerwind Elementary School is administered by a Principal and an Assistant Principal. Clerical support is provided by a secretary, and a bilingual typist clerk. In addition, Summerwind has a Learning Support Teacher, and two Resource Specialists. Support staff includes a LVN Health Assistant , a psychologist, a Language Speech Specialist, a part-time library clerk, Special Education instructional aides, Parent Community Liaison, Student Interventionist and three custodians. Summerwind Elementary School is aligned with a traditional school year calendar with 180 instructional school days. TK and Kindergarten classes complete 207 minutes per day and 1st through 5th grade classes attend for 303 minutes per day. The current 2018-19 calendar has five minimum days. District Policies are made by a five member, publicly elected Board of Trustees. Board Policies are administered by the District Superintendent and and Cabinet members through the school principals to the the teachers. The Board of Trustees meets on the first and third Tuesday of the month.The agenda is available at the District office at least forty-eight hours prior to the meeting. The meetings are open to the public, and everyone is encouraged to attend. Description of School Programs


Program Goal: To provide Math Instruction( including number sense, problem solving, algebra, and math facts) to all students so they can demonstrate growth toward proficiency in grade level mathematics by assessing and applying the rigorous state standards in California Common Core as measured by LPM and other multiple measures. For Math - Students are taught using the adopted Eureka Math in grades K-5. Program Goal: To provide English Language Arts instruction ( including reading, writing, spelling, handwriting, and vocabulary ) to ensure all students can demonstrate growth toward proficiency in grade level reading and writing by assessing the rigorous state standards in Common Core as measured by CCPM and other multiple measures. For Reading / Language Arts Students are taught using - K-5 Benchmark curriculum. Kindergarten is using Learning Dynamics for phonics and K-2 are teaching mastery guides for phonemic awareness and early literacy. Program Goal: To provide Science instruction to all students in order to ensure mastery of the California State Standards. For Science - Students are taught using the K-6 Harcourt California Edition Science 2007. 5th grade students participate in a hands on science extended learning opportunity program( 8 weeks) with the Director of the Planetarium that focuses on Next Generation Science Standards.. Program Goal: To provide English Language instruction so English Learners can demonstrate growth toward English Language proficiency as measured by AMAO 1 & 2 and demonstrate growth toward proficiency in grade level reading and writing by assessing the rigorous state standards in Common Core as measured by CCPM and other multiple measures. For English Language Development - ELD K-5 Benchmark Texts for English Language Development. All English learners participate in a daily 30 minute ELD instructional block. EL levels 1 & 2 access Imagine Learning during clinic and have access for home use. Program Goal: To provide Social Studies instruction to all students in order to ensure mastery of the Common Core State Standards. For Social Studies the students are taught using the k-5 Macmillan McGraw Hill 2007 Social Studies program. Program Goal: To foster a school environment that develops positive interaction between students, faculty and parents, is conducive to student success, and promotes the Summerwind Elementary School Code of Conduct, " We are in training for Greatness and Success, We are Safe, Respectful and Responsible and We are a Bully Free School." The focus on the cycle for positive actions is supported through daily morning greetings, behavior/expectation assemblies, implementation of PBIS, PTA family events, Coffee with the principal and volunteer recognition luncheons. Teachers participate weekly in their grade level PLCs and staff meetings. Summerwind embeds AVID strategies in their daily instruction in grades 3-5. Teachers meet weekly in their PLCs to lesson plan, grade/score assessments and organize clinic time. 30 minute ELD Block 30 minute clinic rotations with specific learning targets. After school extended learning opportunities. ELA, Science, or Math Family Nights Coffee with the Principal. TBIRDS Positive Behavior Program Peer Mediators Polish Up Patrol

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 Certificated, Classified, ELAC, AAPAC, Coffe with the Principal and SSC were all involved with the SPSA review and update during the months of September and October 2018.


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 1.2% 0.8% 0.40% 10 7 3

African American 17.8% 17.9% 16.53% 150 152 125

Asian 2.5% 2.1% 1.85% 21 18 14

Filipino 3.8% 3.2% 1.98% 32 27 15

Hispanic/Latino 64.7% 64.8% 67.46% 544 550 510

Pacific Islander % 0.1% 0.26% 1 2

White 9.2% 8.6% 8.60% 77 73 65

Multiple/No Response 0.8% % % 7

Total Enrollment 841 849 756

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Number of Students Grade

2015-16 2016-17 2017-18

Kindergarten 136 137

Grade 1 111 123

Grade 2 111 120

Grade3 111 118

Grade 4 131 116

Grade 5 127 139

Grade 6 122

Total Enrollment 849 753 Conclusions based on this data: 1. Student enrollment by group had the following changes over the past two years: declining groups American Indian

-.8%, African American -1.27%, Asian -.65%, Filipino -1.82%, white -.6%, multiple races .8% and an increase Hispanic/Latino +2.76%, Pacific Islander +.26%.

2. Enrollment changed due to 6th grade going to middle school.

3. Enrollment increased basing it off of K-5 numbers by 26 students.



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 209 208 173 24.9% 24.5% 22.9%

Fluent English Proficient (FEP) 62 59 38 7.4% 6.9% 5.0%

Reclassified Fluent English Proficient (RFEP) 21 25 22 9.1% 12.0% 10.6% Conclusions based on this data: 1. The number of EL enrollment has declined by 35 students or 1.6% from 2016/2017 to 2017/2018.

2. Fluent English Proficient declined by 21 students or 1.9% from 2016/2017 to 2017/2018.

3. Reclassified Fluent English Proficient declined by 3 students or 1.4% 2016/2017 to 2017/2018.



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 3 112 106 120 110 105 120 109 105 120 98.2 99.1 100

Grade 4 128 137 119 127 134 119 126 134 119 99.2 97.8 100

Grade 5 133 128 143 133 127 142 133 127 142 100 99.2 99.3

Grade 6 143 122 140 120 138 120 97.9 98.4

All Grades 516 493 382 510 486 381 506 486 381 98.8 98.6 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 2383.0

2376.0

2354.5

10 8.57 8.33 13 15.24 9.17 35 26.67 27.50 42 49.52 55.00

Grade 4 2397.5

2406.7

2416.4

9 11.94 10.92 17 14.18 19.33 17 17.91 19.33 56 55.97 50.42

Grade 5 2429.7

2417.4

2448.1

5 5.51 9.15 20 14.17 19.72 22 21.26 23.24 53 59.06 47.89

Grade 6 2485.1

2472.7

12 4.17 25 27.50 26 25.83 37 42.50

All Grades N/A N/A N/A 9 7.61 9.45 19 17.70 16.27 25 22.63 23.36 47 52.06 50.92

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 10 8.57 7.50 50 40.00 37.50 40 51.43 55.00

Grade 4 11 10.45 14.29 35 41.04 40.34 54 48.51 45.38

Grade 5 7 9.45 10.56 37 31.50 41.55 56 59.06 47.89

Grade 6 12 8.33 45 45.83 43 45.83

All Grades 10 9.26 10.76 41 39.51 39.90 49 51.23 49.34

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 9.52 7.50 41 45.71 30.83 48 44.76 61.67

Grade 4 7 11.94 10.92 43 35.07 43.70 50 52.99 45.38

Grade 5 9 11.81 13.48 39 33.86 43.97 52 54.33 42.55

Grade 6 21 10.00 40 43.33 39 46.67

All Grades 12 10.91 10.79 41 39.09 39.74 47 50.00 49.47


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 4 6.67 5.83 67 55.24 56.67 29 38.10 37.50

Grade 4 12 10.45 8.40 53 46.27 60.50 35 43.28 31.09

Grade 5 5 8.66 7.75 52 48.82 55.63 43 42.52 36.62

Grade 6 14 6.67 59 63.33 26 30.00

All Grades 9 8.23 7.35 58 53.09 57.48 33 38.68 35.17

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 9 7.62 8.33 53 53.33 42.50 38 39.05 49.17

Grade 4 8 8.21 13.45 44 50.75 43.70 48 41.04 42.86

Grade 5 14 9.45 11.97 50 33.07 45.77 36 57.48 42.25

Grade 6 16 10.83 58 59.17 26 30.00

All Grades 12 9.05 11.29 52 48.77 44.09 37 42.18 44.62 Conclusions based on this data: 1. Participation rate criteria met, 99.7%.

2. Mean scale score indicates that many students, an average of 74%, may require further development to demonstrate knowledge and skills.

3. Students demonstrated that they are stronger in Research/Inquiry and listening and need further development in 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 3 112 106 120 110 106 120 109 106 120 98.2 100 100

Grade 4 127 137 119 126 134 119 126 134 119 99.2 97.8 100

Grade 5 133 128 143 133 128 142 133 128 142 100 100 99.3

Grade 6 143 122 139 120 138 120 97.2 98.4

All Grades 515 493 382 508 488 381 506 488 381 98.6 99 99.7

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 2394.4

2378.4

2368.5

7 3.77 6.67 18 19.81 15.83 31 25.47 20.83 43 50.94 56.67

Grade 4 2401.8

2410.1

2413.4

5 4.48 6.72 11 14.93 14.29 29 33.58 26.05 56 47.01 52.94

Grade 5 2412.3

2414.5

2438.6

1 7.03 5.63 7 5.47 8.45 20 16.41 30.28 72 71.09 55.63

Grade 6 2477.2

2457.7

9 5.00 20 12.50 25 34.17 46 48.33


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 15 9.43 10.83 35 33.96 29.17 50 56.60 60.00

Grade 4 10 7.46 9.24 19 25.37 26.89 71 67.16 63.87

Grade 5 4 7.03 7.75 14 12.50 23.94 82 80.47 68.31

Grade 6 12 8.33 32 33.33 56 58.33

All Grades

10 7.99 9.19 25 25.82 26.51 65 66.19 64.30

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 10 10.38 10.00 41 36.79 35.00 49 52.83 55.00

Grade 4 6 8.96 11.76 29 32.09 31.93 65 58.96 56.30

Grade 5 2 6.25 7.75 25 26.56 30.28 74 67.19 61.97

Grade 6 8 5.00 41 34.17 51 60.83

All Grades 6 7.58 9.71 34 32.17 32.28 60 60.25 58.01


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 15 6.60 9.17 59 47.17 51.67 27 46.23 39.17

Grade 4 8 8.21 10.08 33 38.06 34.45 60 53.73 55.46

Grade 5 2 5.47 4.93 34 32.81 39.44 64 61.72 55.63

Grade 6 9 5.83 51 41.67 39 52.50

All Grades 8 6.56 7.87 44 39.55 41.73 48 53.89 50.39 Conclusions based on this data: 1. Participation rate criteria met with 99.7% .

2. Mean scale score indicates that many students, an average of 81%, may require further development to demonstrate knowledge and skills.

3. Students demonstrated that they are stronger in Communicating Reasoning, 49.6% met/nearly met or exceeded. Students 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 16 12 22 15 12 22 14 12 22 93.8 100 100

Grade 4 28 26 15 28 25 15 28 25 15 100 96.2 100

Grade 5 21 27 27 21 27 27 21 27 27 100 100 100

Grade 6 37 22 35 21 34 21 94.6 95.5

All Grades 102 87 64 99 85 64 97 85 64 97.1 97.7 100 * 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 2346.2

2361.1

2332.6

0 0.00 0.00 0 25.00 13.64 36 25.00 27.27 64 50.00 59.09

Grade 4 2365.1

2360.6

2372.6

0 4.00 6.67 7 12.00 13.33 29 12.00 13.33 64 72.00 66.67

Grade 5 2391.4

2387.7

2401.8

0 0.00 3.70 10 7.41 11.11 14 29.63 18.52 76 62.96 66.67

Grade 6 2434.1

2438.0

15 0.00 15 9.52 9 33.33 62 57.14


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 0 0.00 0.00 36 58.33 36.36 64 41.67 63.64

Grade 4 0 4.00 13.33 29 24.00 33.33 71 72.00 53.33

Grade 5 5 3.70 3.70 19 25.93 29.63 76 70.37 66.67

Grade 6 15 4.76 18 47.62 68 47.62

All Grades 6 3.53 4.69 24 35.29 32.81 70 61.18 62.50

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 0 0.00 0.00 43 41.67 31.82 57 58.33 68.18

Grade 4 0 0.00 6.67 39 32.00 20.00 61 68.00 73.33

Grade 5 0 7.41 3.85 19 22.22 42.31 81 70.37 53.85

Grade 6 18 0.00 21 42.86 62 57.14

All Grades 6 2.35 3.17 29 32.94 33.33 65 64.71 63.49




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 43 50.00 59.09 57 50.00 40.91

Grade 4 0 8.00 0.00 54 28.00 40.00 46 64.00 60.00

Grade 5 0 3.70 7.41 38 37.04 33.33 62 59.26 59.26

Grade 6 12 0.00 47 61.90 41 38.10

All Grades 4 3.53 3.13 46 42.35 43.75 49 54.12 53.13



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 7 0.00 0.00 29 50.00 40.91 64 50.00 59.09

Grade 4 0 0.00 6.67 43 56.00 26.67 57 44.00 66.67

Grade 5 5 0.00 7.41 52 29.63 33.33 43 70.37 59.26

Grade 6 18 0.00 38 61.90 44 38.10

All Grades 8 0.00 4.69 41 48.24 34.38 51 51.76 60.94 Conclusions based on this data: 1. Participation rate was met with 100%

2. In overall achievement, 74% of students need to improve in Language Arts.

3. Students demonstrated strength in listening skills with 46.88% at or above standards.



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 16 12 22 15 12 22 14 12 22 93.8 100 100

Grade 4 28 26 15 28 25 15 28 25 15 100 96.2 100

Grade 5 21 27 27 21 27 27 21 27 27 100 100 100

Grade 6 37 22 34 21 34 21 91.9 95.5


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 2338.7

2352.7

2342.9

0 0.00 0.00 0 25.00 13.64 29 8.33 22.73 71 66.67 63.64

Grade 4 2376.1

2360.0

2364.8

0 0.00 0.00 7 4.00 13.33 29 28.00 20.00 64 68.00 66.67

Grade 5 2376.1

2383.6

2401.9

0 0.00 0.00 5 7.41 3.70 10 7.41 7.41 86 85.19 88.89

Grade 6 2431.4

2426.5

9 0.00 12 0.00 12 38.10 68 61.90




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 0 8.33 0.00 21 25.00 36.36 79 66.67 63.64

Grade 4 0 0.00 0.00 14 20.00 33.33 86 80.00 66.67

Grade 5 0 0.00 0.00 5 11.11 11.11 95 88.89 88.89

Grade 6 6 0.00 21 38.10 74 61.90

All Grades 2 1.18 0.00 15 22.35 25.00 82 76.47 75.00




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 0 0.00 4.55 43 33.33 27.27 57 66.67 68.18

Grade 4 4 0.00 0.00 14 8.00 26.67 82 92.00 73.33

Grade 5 0 3.70 0.00 14 11.11 14.81 86 85.19 85.19

Grade 6 6 0.00 24 19.05 71 80.95

All Grades 3 1.18 1.56 22 15.29 21.88 75 83.53 76.56

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 0 0.00 0.00 43 50.00 63.64 57 50.00 36.36

Grade 4 4 0.00 6.67 25 24.00 13.33 71 76.00 80.00

Grade 5 5 0.00 0.00 29 22.22 25.93 67 77.78 74.07

Grade 6 9 0.00 35 38.10 56 61.90


2. In overall achievement, 91% of students need to improve in Mathematics.

3. Students demonstrated strength in Communicating Reasoning skills with 37.5% at or above standards.



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 76 73 80 76 72 80 76 72 80 100 98.6 100

Grade 4 80 89 81 79 88 81 78 88 81 98.8 98.9 100

Grade 5 90 75 98 90 74 97 90 74 97 100 98.7 99

Grade 6 78 82 77 81 77 81 98.7 98.8

All Grades 324 319 259 322 315 258 321 315 258 99.4 98.7 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 2380.5

2368.4

2352.5

7 6.94 8.75 16 12.50 8.75 36 29.17 23.75 42 51.39 58.75

Grade 4 2390.9

2409.0

2416.7

8 10.23 7.41 17 13.64 23.46 15 21.59 20.99 60 54.55 48.15

Grade 5 2429.2

2404.9

2454.2

2 1.35 7.22 22 12.16 24.74 23 21.62 23.71 52 64.86 44.33

Grade 6 2489.4

2472.7

8 3.70 26 28.40 34 23.46 32 44.44




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 8 6.94 6.25 51 38.89 37.50 41 54.17 56.25

Grade 4 8 9.09 11.11 38 46.59 45.68 54 44.32 43.21

Grade 5 4 5.41 10.31 40 31.08 46.39 56 63.51 43.30

Grade 6 8 7.41 51 41.98 42 50.62

All Grades 7 7.30 9.30 45 40.00 43.41 48 52.70 47.29


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

Grade 3 9 6.94 8.75 43 48.61 27.50 47 44.44 63.75

Grade 4 10 13.64 8.64 37 35.23 48.15 53 51.14 43.21

Grade 5 8 4.05 13.40 41 43.24 45.36 51 52.70 41.24

Grade 6 17 9.88 48 41.98 35 48.15

All Grades 11 8.89 10.47 42 41.90 40.70 47 49.21 48.84




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 4 4.17 7.50 70 52.78 52.50 26 43.06 40.00

Grade 4 9 9.09 6.17 54 48.86 66.67 37 42.05 27.16

Grade 5 4 5.41 5.15 54 54.05 60.82 41 40.54 34.02

Grade 6 12 6.17 65 64.20 23 29.63

All Grades 7 6.35 6.20 60 54.92 60.08 32 38.73 33.72



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 5 6.94 8.75 61 56.94 40.00 34 36.11 51.25

Grade 4 9 6.82 13.58 40 51.14 44.44 51 42.05 41.98

Grade 5 13 6.76 10.31 51 29.73 52.58 36 63.51 37.11

Grade 6 13 12.35 64 58.02 23 29.63

All Grades 10 8.25 10.85 54 49.21 46.12 36 42.54 43.02 Conclusions based on this data: 1. Participation rates met, 99.6%.


3. Students demonstrated strength in listening skills with 66% at or above standards.



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 76 73 80 76 73 80 76 73 80 100 100 100

Grade 4 79 89 81 78 88 81 78 88 81 98.7 98.9 100

Grade 5 90 75 98 90 75 97 90 75 97 100 100 99

Grade 6 78 82 77 81 77 81 98.7 98.8

All Grades 323 319 259 321 317 258 321 317 258 99.4 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



% 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 2392.8

2371.2

2366.7

4 2.74 6.25 20 13.70 16.25 33 30.14 20.00 43 53.42 57.50

Grade 4 2391.5

2414.5

2409.7

1 2.27 3.70 9 17.05 14.81 29 36.36 28.40 60 44.32 53.09

Grade 5 2410.6

2406.2

2440.2

0 2.67 4.12 6 2.67 11.34 20 18.67 34.02 74 76.00 50.52

Grade 6 2477.5

2454.2

8 4.94 17 11.11 30 33.33 45 50.62




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 11 4.11 12.50 38 34.25 25.00 51 61.64 62.50

Grade 4 4 6.82 6.17 21 27.27 27.16 76 65.91 66.67

Grade 5 1 2.67 7.22 16 10.67 26.80 83 86.67 65.98

Grade 6 12 7.41 32 29.63 56 62.96

All Grades 7 5.36 8.53 26 25.55 26.36 67 69.09 65.12




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 9 6.85 10.00 38 38.36 37.50 53 54.79 52.50

Grade 4 4 7.95 11.11 29 39.77 32.10 67 52.27 56.79

Grade 5 2 2.67 7.22 21 29.33 30.93 77 68.00 61.86

Grade 6 5 3.70 45 34.57 49 61.73

All Grades 5 5.36 9.30 33 35.65 33.33 62 58.99 57.36



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 13 4.11 10.00 62 46.58 47.50 25 49.32 42.50

Grade 4 5 6.82 6.17 29 39.77 35.80 65 53.41 58.02

Grade 5 1 2.67 4.12 34 30.67 44.33 64 66.67 51.55

Grade 6 10 4.94 51 40.74 39 54.32

All Grades 7 4.73 6.59 44 39.43 42.64 49 55.84 50.78 Conclusions based on this data: 1. Participation rate was met with 99.6%.

2. In overall achievement, 81% need to improve in mathematics.

3. Students demonstrated strength in communicating reasoning with 49% at or above standard.



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 6 * 22 5 * 22 5 * 22 83.3 100

Grade 4 24 23 20 24 21 20 23 21 20 100 91.3 100

Grade 5 30 29 32 30 28 32 30 28 32 100 96.6 100

Grade 6 31 27 31 27 31 27 100 100


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 * * 2266.5

* * 0.00 * * 0.00 * * 4.55 * * 95.45

Grade 4 2299.3

2307.3

2333.9

0 4.76 0.00 0 0.00 0.00 0 4.76 15.00 100 90.48 85.00

Grade 5 2336.3

2317.7

2343.5

0 0.00 0.00 3 0.00 3.13 3 0.00 6.25 93 100.0 90.63

Grade 6 2349.0

2366.5

0 3.70 3 0.00 10 7.41 87 88.89




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 * * 0.00 * * 4.55 * * 95.45

Grade 4 0 0.00 0.00 9 19.05 25.00 91 80.95 75.00

Grade 5 0 0.00 0.00 10 7.14 12.50 90 92.86 87.50

Grade 6 0 3.70 13 11.11 87 85.19

All Grades 0 1.20 0.00 11 16.87 13.51 89 81.93 86.49


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

Grade 3 * * 0.00 * * 4.55 * * 95.45

Grade 4 0 0.00 0.00 4 9.52 15.00 96 90.48 85.00

Grade 5 0 0.00 0.00 10 3.57 16.13 90 96.43 83.87

Grade 6 0 3.70 10 3.70 90 92.59

All Grades 0 1.20 0.00 10 8.43 12.33 90 90.36 87.67




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 * * 4.55 * * 27.27 * * 68.18

Grade 4 0 4.76 0.00 39 9.52 30.00 61 85.71 70.00

Grade 5 0 0.00 0.00 17 21.43 28.13 83 78.57 71.88

Grade 6 3 3.70 29 29.63 68 66.67

All Grades 1 3.61 1.35 29 24.10 28.38 70 72.29 70.27



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 * * 0.00 * * 9.09 * * 90.91

Grade 4 0 0.00 0.00 4 23.81 25.00 96 76.19 75.00

Grade 5 0 0.00 0.00 27 10.71 15.63 73 89.29 84.38

Grade 6 0 7.41 32 11.11 68 81.48



3. Students demonstrated strength in Listening with 30% at or above standards.



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 6 * 22 5 * 22 5 * 22 83.3 100

Grade 4 23 23 20 23 21 20 23 21 20 100 91.3 100

Grade 5 30 29 32 30 29 32 30 29 32 100 100 100

Grade 6 31 27 31 27 31 27 100 100


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 * * 2269.9

* * 0.00 * * 4.55 * * 0.00 * * 95.45

Grade 4 2307.3

2319.2

2310.9

0 0.00 5.00 0 4.76 0.00 4 9.52 0.00 96 85.71 95.00

Grade 5 2332.1

2335.1

2360.5

0 0.00 3.13 0 0.00 3.13 3 3.45 6.25 97 96.55 87.50

Grade 6 2365.0

2341.0

0 3.70 3 0.00 6 3.70 90 92.59




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 * * 0.00 * * 4.55 * * 95.45

Grade 4 0 0.00 5.00 4 4.76 0.00 96 95.24 95.00

Grade 5 0 0.00 3.13 3 0.00 6.25 97 100.0 90.63

Grade 6 0 3.70 10 3.70 90 92.59

All Grades 1 1.19 2.70 7 5.95 4.05 92 92.86 93.24




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 * * 4.55 * * 4.55 * * 90.91

Grade 4 0 0.00 5.00 4 14.29 0.00 96 85.71 95.00

Grade 5 0 0.00 3.13 13 6.90 15.63 87 93.10 81.25

Grade 6 0 3.70 6 3.70 94 92.59

All Grades 0 2.38 4.05 10 9.52 8.11 90 88.10 87.84



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 * * 4.55 * * 27.27 * * 68.18

Grade 4 0 0.00 5.00 9 14.29 15.00 91 85.71 80.00

Grade 5 0 0.00 3.13 10 17.24 6.25 90 82.76 90.63

Grade 6 0 3.70 26 3.70 74 92.59


2. In overall achievement, 95% of students need to improve in Mathematics.

3. Students demonstrated strength in Communicating Reasoning with 19% at or above standards.



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

756 This is the total number of students enrolled.

Socioeconomically Disadvantaged

83.7% 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

22.9% 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

3.4% 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 173 22.9%

Foster Youth 26 3.4%

Homeless 3 0.4%

Socioeconomically Disadvantaged 633 83.7%

Students with Disabilities 91 12.0%

Enrollment by Race/Ethnicity

Student Group Total Percentage

African American 125 16.5%

American Indian 3 0.4%

Asian 14 1.9%

Filipino 15 2.0%

Hispanic 510 67.5%

Two or More Races 22 2.9%

Pacific Islander 2 0.3%

White 65 8.6% 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. Suspension rates are in the orange area for 5 out of 7 student groups.

2. There are no student groups in orange or red.

3. English Language Arts and Mathematics both have 6 out 6 student groups in orange.



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

0 Orange

2 Yellow

3 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

59.9 points below standard

Increased 3 points

357 students

English Learners

Yellow


Increased 3.5 points

116 students

Foster Youth


Less than 11 Students - Data Not Displayed for Privacy

8 students

Homeless



2 students


Yellow



294 students

Students with Disabilities

Orange


Increased 8 points

74 students


2018 Fall Dashboard English Language Arts Performance by Race/Ethnicity

African American

Orange



57 students

American Indian



2 students

Asian



9 students

Filipino



10 students

Hispanic

Yellow



247 students

Two or More Races



4 students

Pacific Islander


0 Students

White




28 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

113 points below standard


74 students

Reclassified English Learners

23.5 points above standard


42 students

English Only


Maintained 1.6 points

236 students

Conclusions based on this data: 1. English Language Arts has declined by 6.8 points with the ranking of low.

2. English Language Arts by group has a decline in Socioeconomically Disadvantaged, Hispanic and White. English Learners, African Americans and Filipinos maintained their rate while Students with Disabilities increased their rates.

3. EL student reclassified rates has increased by 3.1 points and EL rates have increased by 5.6 points.



Academic Performance Mathematics


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Mathematics Equity Report

Red

0 Orange

2 Yellow

3 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 6 points

357 students

English Learners

Yellow



116 students

Foster Youth



8 students

Homeless



2 students


Yellow



294 students


Orange



74 students


2018 Fall Dashboard Mathematics Performance by Race/Ethnicity

African American

Orange



57 students

American Indian



2 students

Asian



9 students

Filipino



10 students

Hispanic

Yellow

78 points below standard


247 students

Two or More Races



4 students

Pacific Islander


0 Students

White



Maintained 0.1 points

28 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



74 students

Reclassified English Learners


Increased

24.7 points 42 students

English Only



236 students

Conclusions based on this data: 1. Mathematics has declined by 4.1 points with the ranking of low.

2. Mathematics by group has declined in rates with Hispanic, African American, and White. Students with Disabilities and Socioeconomically Disadvantaged has maintained whereas Filipino students rates have increased.

3. Mathematics rates for EL reclassified has increased by 18 points, but has declined for English Learners by 8.8 points.



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

167

Level 4 Well

Developed 28.7%

Level 3 Moderately Developed

33.5%

Level 2 Somewhat Developed

21.6%

Level 1 Beginning

Stage 16.2%

Conclusions based on this data: 1. English Learner progress status and change is yellow and has maintained rates.

2. English Learner progress for Chronic Absenteeism, suspension, English Learner Progress, English Language Arts, Mathematics have maintained rates.



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 3

Orange 4

Yellow 0

Green 0

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

15.7% chronically absent

Increased 2.3%

822 students

English Learners

Orange


Increased 2%

190 students

Foster Youth

Orange


Declined 1.5%

37 students

Homeless



Increased 15.6%

11 students


Red


Increased 3.1%

700 students


Red

23% chronically absent

Increased 3.5%

126 students


2018 Fall Dashboard Chronic Absenteeism by Race/Ethnicity

African American

Red


Increased 6.9%

139 students

American Indian



3 students

Asian


0% chronically absent

Maintained 0%

15 students

Filipino



Increased 6.3%

16 students

Hispanic

Orange


Increased 0.8%

550 students

Two or More Races



Declined 2.9%

23 students

Pacific Islander



3 students

White

Orange


Increased 4.4%

73 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

1 Orange

2 Yellow

3 Green

1 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

4.6% suspended at least once

Declined -1.5% 856 students

English Learners

Green



Foster Youth

Orange



Homeless



Declined -11% 16 students


Yellow




Orange




2018 Fall Dashboard Suspension Rate by Race/Ethnicity

African American

Yellow

9% suspended at least once


American Indian


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

Asian



Maintained 0% 15 students

Filipino




Hispanic

Yellow



Two or More Races



Increased 5.1% 23 students

Pacific Islander


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

White

Red


Increased 1.8% 76 students

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

2018 Fall Dashboard Suspension Rate by Year

2016 6% suspended at least once

2017 6% suspended at least once

2018 4.6% suspended at least once

Conclusions based on this data: 1. In 2017/2018, Suspension rates remain high with a 0% change from 2015/2016.

2. Foster youth and Socioeconomically disadvantaged student are in the lowest performance category or at risk.

3. English Learners, Socioeconomically disadvantaged, and Asian rates have maintained. Foster youth, homeless, Filipino, and Hispanic rates have increased. Students with disabilities, African Americans, and White rates have decreased.


Goals, Strategies, & Proposed Expenditures

Goal 1 Subject 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 test results for mathematics overall achievement in exceeds and met standards was used.

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

What were the findings from the analysis of this data? Overall student CAASPP scores in Math was 19 % with no increase of 2% from 15/16 in grades 3-5 for students meeting or exceeding standards, and did not meet the goal of 22%. 3rd grade decreased by 2.5% from 15/16 baseline and exceeded the school goal by .5%. 4th grade increased by 5% from 15/16 baseline, but did not meet the school goal by 1%. 5th grade increased by 6% from 15/16 baseline and did not meet the the school goal by 8%.

How will the school evaluate the progress of this goal? CFA, LPM, CAASPP, STAR 360 Teacher understanding of the shifts and SMPs will be evidenced by classroom observation, student work, analysis of diagnostic, formative and summative assessment data, and /or collaboration feedback. Teachers will analyze data to help drive instruction.


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.

Expected Annual Measurable Outcomes

Metric/Indicator Baseline Expected Outcome

CAASPP 15/16 Math CAASPP= 19% Met or Exceeded Standard

15/16 + 3%= 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

Amount 4,680

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

Budget Reference 1000-1999: Certificated Personnel Salaries

Description School leadership team will meet and collaborate to develop Summerwind's focus and create a learning goal. The leadership team will use formative assessment data,module assessments, exit tickets, LPMs and analyze the data discussing clinic and intervention strategies to support underperforming students.


Strategy/Activity 2 Site Professional Development

Aligned with district initiatives

Aligned with school focus


Task/Timeline

Co-facilitated by math facilitators Topics generated by student need Staff evaluation of effectiveness

Refine instructional strategies based on learning outcomes.

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


Amount 709

Source LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000


Description Fund substitute teachers to provide release time for teachers to attend PD during their contractual day or conduct learning walks, lesson studies, or intervention meetings to identify best practices and strategies to instruct the Eureka Math curriculum and support student learning.

Amount 1163



Description Fund substitute teachers to provide release time for teachers to attend PD during their contractual day or conduct learning walks, lesson studies, or intervention meetings to identify best practices and strategies to instruct the Eureka Math curriculum and support student learning.

Strategy/Activity 3 Personnel to support academic need Learning Support Teacher

Students to be Served by this Strategy/Activity


All Students Task/Timeline

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

* Support at-risk Students

Person(s) Responsible Teachers Site Administration


Amount 8,444

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


Description LST will work with teacher to support at -risk students in math.

Amount 500



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 RTI, analysis of data differentiated instruction and strategies, and progress monitoring. Attend regularly scheduled district professional development; meetings; and training.

Strategy/Activity 4 TK-8 Instructional Focus

Students to be Served by this Strategy/Activity All Students

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 2,560


Budget Reference 4000-4999: Books And Supplies

Description Technology will continue to be upgraded and replaced to support interventions for struggling students and increase engagement while learning 21st century skills. These may include audio enhancement systems, computers and/or laptops, Ipads, headphones, Chromebooks, Lightening to VGA adapters, Ipad document stands, video camera, tripod, speaker equipment, poster maker, printers, external DVD drives, chargers, batteries, cases and other technology.

Amount 1,474


Budget Reference 5000-5999: Services And Other Operating Expenditures

Description AVID Membership Dues to provide students in grades 3-5 with support in building the necessary skills to be competitive in the 21st century and college or career ready.

Amount 35



Description GATE field trip fees to support and direct student services.

Amount 1,002



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

Amount 400


Budget Reference 5700-5799: Transfers Of Direct Costs

Description Transportation for GATE students to participate in school competitions and field trips.

Amount 2,600



Description Staff members will attend conferences or training to to help them teach the new math curriculum for student success such as the Kindergarten Conference, CAG, and other conferences.

Amount 2,915




Description Purchase supplemental instructional materials, software, and technology to provide supplemental instruction including but not limited to Chromebooks, iPads, workbooks, or manipulatives to ensure student conceptual understanding of mathematics.

Amount 500



Description Printing services will be used to duplicate materials for instruction to support students in the classroom.

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


Amount 0

Description Administration will conduct regular walk-throughs and conduct formal and informal observations of the implementation of math standards both during math block and as integrated into the general curriculum. Evidence will be measured using the Common Core implementation continuum with a special emphasis in the Standards for Mathematical Practice (SMP's)

Strategy/Activity 6 Response to Intervention/Clinic Extended Learning Opportunities


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


* Tutoring time is in place before or after school and based on student need

Person(s) Responsible MTSS Team Administration Teachers LST


Amount 8,575



Description Substitute teachers will provide additional intervention and support for struggling students or students in the RTI process.

Amount 5,200



Description Teacher X time will be funded to allow teachers to provide additional ELA, Math, and other instruction to support learning, before or after school or on Saturday, for At-Risk students.

Amount 1,000



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

Amount 500



Description Assist the teachers in their printing needs and other related services to support MTSS.

Strategy/Activity 7 * Purchase Mathematics Instructional manipulatives such as Base-ten blocks, two-colored counters, fraction strips, beans, and geometric solids * Provide supplemental materials to support the Standards for Mathematical Practice. * Purchase materials and service for the copier/RISO to duplicate math instructional materials to implement the SMPs.



Task/Timeline * manipulatives will be used in the classroom to build understanding and clarify concepts * Instructional materials

Person(s) Responsible Administration Teachers LST


Amount 307



Description Purchase supplemental instructional materials, software, and technology to provide supplemental instruction including but not limited to Chromebooks, iPads, workbooks, or manipulatives to ensure student conceptual understanding of mathematics.

Amount 850



Description Purchase graph paper, paper, pencils , copy paper, printer ink or other materials to support math.

Amount 750



Description Materials for the copier to reproduce materials used to implement the standards for Mathematical practice.



Goal 2 Subject English Language Arts

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

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

What were the findings from the analysis of this data? Overall student CAASPP scores in ELA was 25.72 % which is an decrease of 2.28% of the baseline from 15/16 in grades 3-5 for students meeting or exceeding standards. 3rd grade decreased by 6% from 15/16 baseline and not meeting the school goal by 22.5%. 4th grade increased by 3.75% from 15/16 baseline and exceeded the school goal by .75%. 5th grade increased by 3.87% from 15/16 baseline and exceeded the the school goal by .87%.

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

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


Methods/practices that will be used to reach the goal



17/18 CAASPP ELA Test 15/16 ELA CAASPP = 28% 15/16 CAASPP score +3%= 31% 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

* Lesson Studies focused on planning lessons that promote close reading strategies, critical thinking activities, and DOK questioning. Lessons will identify the essential question and learning targets to gain required skills of Common Core State Standards.


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 Site Administration Teachers Departmental Chairs Grade Level Leaders LSTs


Amount 5,000




Description Provide substitutes to provide teachers with time to collaborate and unwrap common core standards, create common formative assessments, plan instruction, analyze assessment data, and discuss clinic and intervention strategies to support under performing students.

Amount 4,500



Description School leadership team will meet and collaborate to develop Summerwind's focus and create a learning goal. The leadership team will use formative assessment data,module assessments, exit tickets, LPMs and analyze the data discussing clinic and intervention strategies to support underperforming students.


Aligned with district initiatives and site needs assessment


Task/Timeline

Implement writing process and the use and calibration of rubrics Integrate Literacy across content areas

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


Amount 2000



Description Substitute teachers will be used to allow teachers to go on learning walks, provide collaboration time, attend student centered meetings or lesson studies to identify how we can better support underperforming students in ELA.

Strategy/Activity 3 Personnel to support academic need Learning Support Teacher ELA Teacher Facilitator



All students Task/Timeline

Attend targeted PD in Unit Content/CSS Standards Develop leadership skills Support vertical articulation

* Support At-Risk students

Person(s) Responsible Teachers Site Administration LST


Amount 8,444




Amount 411



Description GATE Site Leader to coordinate a differentiated instructional program to assure that all GATE students are challenged academically and socially. Ensure IGPs are updated and monitor student progress.

Amount 700



Description Transportation for GATE students to participate in School competitions and field trips that help to provide enriched learning opportunities tied to core curriculum.

Strategy/Activity 4 TK-8 Instructional Focus

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

TK-8 Teachers will continue to implement CSS utilizing the existing textbooks and the CSS units


All 7-8 Teachers will incorporate the literacy standards in their content area instruction

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


Amount 7,876



Description Instructional materials, library books, and other instructional aids purchased to support student achievement, including technology, such as hardware, software, apps, and web licenses and learning aids.

Amount 1,393



Description AVID Membership Dues to provide students in grades 3-5 with support in building the necessary skills to be competitive in the 21st century and college or career ready.

Amount 750



Description Field trip fees to support enriched learning opportunities connected to the Common Core State Standards.

Amount 1,261


Budget Reference 0001-0999: Unrestricted: Locally Defined

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 5,821



Description Purchase supplemental instructional materials, professional development materials, software, and technology to provide supplemental instruction including but not limited to Chromebooks, iPads, workbooks, writing curriculum or manipulatives to ensure student conceptual understanding of Language Arts.

Amount 1,200




Description Staff members will attend conferences such CAASA, CABE, etc. to gain strategies to help high risk students to close the achievement gap.

Strategy/Activity 5 Classroom Observation


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



Amount 0

Description Administration will conduct regular walk- throughs and conduct formal and informal observation of the implementation of ELA Standards both during ELA block and as integrated into general curriculum. Evidence will be measured using the Common Core Implementation Continuum.

Strategy/Activity 6 Response to Intervention/Clinic Extended Learning Opportunities


Task/Timeline

Clinic is in place and based on student need Teachers meet in PLCs weekly to discuss struggling students Extended Learning opportunities MTSS Team meets regularly Specific students in SST system are tracked and progress monitored

* Targeted instruction for low-performing students.

Person(s) Responsible MTSS Team Administration Teachers


Proposed Expenditures for this Strategy/Activity Amount 6,306



Description Teacher X time will be funded to allow teachers to provide additional ELA, Math, or other instruction to support learning, before or after school or on Saturday, for At-Risk students.

Amount 10,000




Amount 19,456




Strategy/Activity 7 Purchase teaching materials that supplement the student’s regular classroom instruction Allocate funds to repair and maintain copiers and RISO duplicating machines. ( Maintenance Agreements - Image 2000- RISO RZ220 ) Allocate funds to use the Reprograhics dept. to reproduce materials and resources needed to implement the Common Core instructional units ( Direct cost- Duplicating services)


Task/Timeline * Instructional materials and supplies will be used to support the implementation of the Common Core State Standards projects and interventions.

Person(s) Responsible Site Administration LST


Amount 7,272




Description Instructional supplies will be provided to supplement core instruction.and intervention programs.

Amount 2,250



Description Maintenance for duplicating machines so teachers can duplicate materials to implement the Common Core standards ( Graphic organizers, CCPM like questions etc. ) Teacher use only.

Amount 438



Description Assist the teachers in their printing needs and other related services to implement the CCSS instruction Units

Amount 4200



Description Library books will be used to support and supplement ELA instruction and Accelerated Reading. Books will be fiction, non-fiction, and electronic.

Strategy/Activity 8 Purchase- Tech Support/ Software


Task/Timeline * Teacher will set and monitor reading goals by layering skills practice into leveled reading materials * Analyze data

Person(s) Responsible Site Administration LST Teachers


Amount 6,500



Description Programs such as Renaissance Learning, Accelerated Reading, Enterprise Real Time, Star Reading, Discovery Education Streaming, Go Noodle, Escape Edu, Mystery Science


and other educational computer based software will help to provide students with skill based practice for targeted skills.

Amount 5,000



Description Programs such as Writing City, Renaissance Learning, Accelerated Reading, Enterprise Real Time, Star Reading, Discovery Education Streaming, Go Noodle, Escape Edu, Mystery Science and other educational computer based software will help to provide students with supplemental skill based practice for targeted skills.

Strategy/Activity 9 Fund opportunities for teachers to attend conference/workshops to develop best teaching practices. Purchase material to support the AVID strategies and Implementation AVID Membership / Dues


Task/Timeline Teachers will attend conferences/workshops to enhance their knowledge and improve their skills.

Person(s) Responsible Site Administration LST Teachers


Amount 1,700



Description PLC Conference OARS Conference CABE AVID CAG Kindergarten Conferece Other training or conference

Amount 150




Description Purchase materials to implement the AVID WICOR strategies

Amount 1340



Description AVID will allow teachers to teach strategies and skills to all students so they can have access to a rigorous college preparatory curriculum



Goal 3 Subject English Language Development

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 CAASSP

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

What were the findings from the analysis of this data? 3rd grade decreased in ELA by 6.97% and increased in math by 18.18% 4th grade increased in ELA by 4.55% and decreased in math by 4.55%

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


5th grade showed 0% growth in ELA and math. Data analysis demonstrates that English Language Learners continue to struggle to achieve proficiency in English and continue to struggle to achieve proficiency in English Language Arts and Mathematics.


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



CAASPP 15/16 CAASPP= 3% 15/16 CAASPP +3%= 6% 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 English Learners

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



Amount 500



Description Substitutes wil l be used to allow teachers release time to collaborate and plan for instruction using Benchmark Integrated ELD curriculum, focus on good first teaching instruction and plan intervention strategies to support English Learner students.

Amount 8,444







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


Amount 700



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


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


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 500



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.

Amount 8,444



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.

Strategy/Activity 4 Classroom Observation


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



Amount 0

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


Task/Timeline * Before school tutoring with a focused on reading , writing and vocabulary development. *meet regularly with ELAC parents to listen and educate on EL reclassification process. *Provide translation and instructional materials

Person(s) Responsible Site Administration EL Leader Teachers Program Liaison


Amount 1000



Description Increase reclassification rates, decrease the number of long-term English learners and EL parent involvement.

Strategy/Activity 6 Students to be Served by this Strategy/Activity English Learners

Task/Timeline * Teachers will use realia and technology during ELD instruction to initiate writing and develop vocabulary

Person(s) Responsible


Site Administration EL leader LST Teacher


Amount 5,120



Description High Interest low vocabulary books, art supplies and other types of realia.

Strategy/Activity 7 Extended Learning Opportunities


Task/Timeline TK-5 Teachers will continue to implement Common Core State Standards for ELD. Teachers will use integrated ELD in all areas to provide ELD instruction throughout the day.

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


Amount 0


Description Learning site licenses- Imagine Learning . Benchmark Integrated ELD curriculum.

Amount 500



Description Teacher X time will be funded to allow teachers to provide additional ELA, Math, or other instruction to support learning, before or after school or on Saturday, for At-Risk/EL students.

Strategy/Activity 8


Copier services and supplies to support ELD instruction Students to be Served by this Strategy/Activity Task/Timeline * Supplies for copier will be used to create flyer and letters for notification to EL parents

Person(s) Responsible Site Administration EL leader


Amount 500



Description Establish home- School communication for parents of English Learners via Class Dojo, School Messenger, REMIND and flyers home.



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 DataQuest

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

What were the findings from the analysis of this data? There is a need to provide additional support for under performing students with a particular emphasis on low-income students and foster youth. The goal to reduce rates by 2% was met with a decrease of 2.44%

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 LPMs, Summative Assessments, CFAs, and attendance and suspension data.


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.




Data Quest 2015/2016 DataQuest suspension rate 6%

Reduce suspensions by 2% for a total of = 4%


Strategy/Activity 1 Reduce Chronic absenteeism- Connect students and families to school site.

Students to be Served by this Strategy/Activity Foster Youth, Socioeconomically Disadvantaged, under performing students, and homeless

Task/Timeline Parent conference regarding attendance- quarterly/as needed Behavior assemblies- twice yearly/as needed PBIS team year 1 implementation Peer mediators- daily Attendance incentives- monthly Coffee with Principal- monthly PTA Family Nights- monthly Summerwind Student store- PTA function- quarterly School Based Mental Health Services - as needed ACT /SART and SARB Meetings- various times of year.

Person(s) Responsible *Site Administration *Student Interventionist * Teachers * School Psych *LST *El Leaders


Amount 500



Description Purchase toner for printers for reports, purchase office supplies as needed.

Amount 5,262




Description Teacher X hours to support Before and After School programs that may include Computer programs, Performing Arts, Art, Choir, Dance . These programs offer another way for students and families to connect to our site.

Amount 1,172



Description Specialty supplies to support PBIS, after school or lunch time program for Foster Youth and At-Risk such as backpacks, art supplies, notebooks, spirit wear, pencils, playground games and equipment etc. to provide foster youth with a sense of belonging and incentives to behave when they come to our school as well as provide structured games and activities.

Amount 5,500



Description Transportation and field trip fees to provide students with educational experiences outside of the classroom and school.

Amount 6,928



Description Art and science supplies and manipulatives to support VAPA and STEAM emphasis in increasing student engagement and providing enrichment.

Amount 2,000



Description Specialty supplies to support lunch time programs and PBIS for Foster Youth and At-Risk such as playground games and equipment to provide foster youth and students at-risk with a sense of belonging, incentives for good behavior and structure at recess time.


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 LST EL Leader


Amount 4,000



Description Extra duty to allow PLC collaboration to allow teachers to unwrap common core standards, create Common Formative Assessments and Scale Scoring charts, plan instruction, analyze assessment data, and discuss clinic and intervention strategies to support under performing students.


Aligned with district priorities


Task/Timeline *Implement writing process with the use of Thinking Maps or other graphic organizers and the use and calibration of rubrics

Integrate Literacy across content areas Topics generated by student need Staff evaluation of effectiveness Implement ELD Instructional Units (K-6) Integrate ELD across content areas

Person(s) Responsible Site Administration LST Teachers Grade level leaders


LST EL Leader


Amount 2,500



Description Extra Duty hours for Literacy Night, Patriot Night and other student functions to develop relationships between school and families as welcoming safe environment

Amount 10,000



Description Supplies such as art supplies, copy paper, toner to assist with production of the evening meetings/ presentations for families to attend.

Strategy/Activity 4 Student Incentives,assemblies and attendance programs.

Students to be Served by this Strategy/Activity Student identified as at risk for attendance and behavior

Task/Timeline * Create assembly and awards Schedule. * Conduct monthly attendance assemblies - Monthly rewards for perfect school attendance as verified by Infinite Campus Reports. * Purchase awards and/or certificates

Person(s) Responsible *Site Administration *Student Interventionist *Teachers


Amount 1,688



Description Purchase student incentives and awards for attendance, academics and good behavior.

Strategy/Activity 5 RTI meetings and collaborative meetings will be held to develop strategies and interventions to help identified students.



Foster Youth, Socioeconomically Disadvantaged, under performing students, and homeless Task/Timeline

Clinic is in place and based on student need Teachers meet in PLCs weekly to discuss struggling students RTI Team meets regularly Specific students in RtI system are tracked and progress monitored

* Peer mediators * positive support systems * check-in/check-out * Year 1 of PBIS implementation * Referrals to School Based Mental Health services

Person(s) Responsible RTI Team Site administration Student Interventionist


Amount 5,224



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

Amount 784


Budget Reference 2000-2999: Classified Personnel Salaries

Description Extra Duty Aide or instructional assistants time in order to provide select students with additional support access to CCSS.

Amount 7,431



Description Student Interventionist to provide PBIS services to students who need extra support for behaviors

Amount 914




Description Extra duty aide or instructional assistants time to provide additional supervision as needed in increasing safety at school- structured student play at recess to support positive social interactions/play.

Amount 3,000



Description Anti-bullying curriculum, art supplies for anti- bullying projects.

Amount 3,000



Description ASB Advisors and students will attend ASB conferences to be trained in the ASB process. ASB will be used to promote good behavior and attendance with activities and incentives.



Goal 5 Subject Planned Improvements in Student Performance Performance with Emphasis on Parent 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 Title 1 parent survey completion rate

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 Title 1 parent survey completion rate

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. The participation rate for 15/16 was 29% of student population. In 17/18, the participation rate was 12%. This is a decrease of 17%.

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 I Parent Survey Completion Rate

15/16 250 participants in Title I Survey

15/16 + 2%= 255


Strategy/Activity 1 Parent Education

*Parenting Partners, Coffee with the Principal and AAPAC


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 Teachers


Amount 1,854



Description Teacher X will provide instruction to parents for the Family Leadership and AAPAC Workshops after school.

Amount 1568




Description Purchase materials and items for the Parent Center to promote parent participation. Purchase light refreshment for parent meetings to promote attendance and provide a welcoming atmosphere (coffee, water , fruit, bagels,pastries, paper supplies and other items necessary for meeting).

Amount 327



Description Offering free child care during a meeting is a great way to remove an obstacle to attendance.

Amount 868

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


Description Purchase materials and items for the Parent Center to promote parent participation. Purchase light refreshment for parent meetings to promote attendance and provide a welcoming atmosphere. (coffee, water , fruit, bagels,pastries, paper supplies and other items necessary for meeting)

Amount 200



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

Amount 3,706


Budget Reference 5800: Professional/Consulting Services And Operating Expenditures

Description Family Leadership workshops will be held to help parents learn strategies and techniques for student success.

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


Amount 772



Description Extra hours for Parent/Community Liaison to work with parent advisory committees - ELAC, AAPAC, Folkloric, SSC, parent training, 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.

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

*School Messenger


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 0



Description School Messenger system is used to make automated phone calls to SW families informing them of events/activities at school. Messages are made in English and Spanish. At this point in time, this is a district covered expense.

Amount 500




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

Amount 0



Description Provide translation support for parents during conferences and meetings outside of regular work hours. At this point in time, this is a district covered expense.

Amount 993



Description Planners will be provided to students as an AVID strategy to support and increase the home school connection.

Strategy/Activity 4 Parent and Community Involvment


Task/Timeline

Provide access to all school related activities and events Provide a welcoming environment and create mutual trust Engage students and parents in after school activities such as Math Night, Science Night, Language Arts

Night, Fall Festival, Winter Program, or other after school event.

Person(s) Responsible Administrator Parent Liaison Teachers School Staff


Amount 1500



Description Teacher X will provide instruction and collaborate with parents in after school activities.



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 All teachers will demonstrate application of:



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.

Annual Measurable Outcomes

Metric/Indicator Expected Outcomes Actual Outcomes

15/16 CAASPP= 19% Met or exceeded standards

15/16 + 2%= 21% 17/18= 18.9% Met or exceeded standards

Strategies/Activities for Goal 1

Planned Actions/Services

Actual Actions/Services

Proposed Expenditures

Estimated Actual Expenditures

Professional Learning Communities

Grade Level Vertical &

Horizontal Articulation

Instructional Leadership Team, RTI Team AND Instructional Rounds Team

Teachers did not get paid extra duty for PLC collaboration.

Extra duty to allow PLC collaboration for teachers to unwrap common core standards, create Common Formative Assessments and Scale Scoring charts, plan instruction, analyze assessment data, and discuss clinic and intervention strategies to support underperforming students. 1000-1999: Certificated Personnel Salaries Title I Part A: Professional Development (10% minimum) 1,756

0

Site Professional Development

PLCs met with a consultant to plan units for mathematical practice. Strategies were shared to help deepen student

Fund substitute teachers to provide release time for teachers to attend PD during their contractual day or

Fund substitute teachers to provide release time for teachers to attend PD during their contractual day or







learning and bridge learning gaps. PLCs met to plan Benchmark units with LST to deepen student learning and bridge learning gaps.

conduct learning walks, lesson studies, or intervention meetings to identify best practices and strategies to instruct the Eureka Math curriculum and support student learning. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 1,858

conduct learning walks, lesson studies, or intervention meetings to identify best practices and strategies to instruct the Eureka Math curriculum and support student learning. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 3,614

Personnel to support academic need :Learning Support Teacher

Personnel to support academic need: Learning Support Teacher

LST will work with teacher to support at -risk students in math. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 8,376

LST will work with teacher to support at -risk students in math. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 8,376

TK-8 Instructional Focus TK-8 Instructional Focus Technology will continue to be upgraded and replaced to support interventions for struggling students and increase engagement while learning 21st century skills. These may include audio enhancement systems, computers and/or laptops, Ipads, headphones, Chromebooks, Lightening to VGA adapters, Ipad document stands, video camera, tripod, speaker equipment, poster maker, printers, external DVD drives, and other technology. 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 8,016

Technology was upgraded with memory cards, keyboards, mice, headphones, chargers, DVD players, cold laminator, chromebooks, Ipads. 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 8,016






Classroom Walkthroughs Classroom Walkthroughs Administration will conduct regular walk-throughs and conduct formal and informal observations of the implementation of math standards both during math block and as integrated into the general curriculum. Evidence will be measured using the Common Core implementation continuum with a special emphasis in the Standards for Mathematical Practice (SMP's) 0

Administration conducted regular walk-throughs and conducted formal and informal observations of the implementation of math standards both during math block and as integrated into the general curriculum. 0

Response to Intervention/Clinic Extended Learning Opportunities

Response to Intervention/Clinic Extended Learning Opportunities

Provide collaboration time for RTI team and teachers to create academic support plans for students who are not achieving at grade level 1000-1999: Certificated Personnel Salaries Title I Part A: Professional Development (10% minimum) 1,521

Provided collaboration time for RTI team and teachers to create academic support plans for students who were not achieving at grade level 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 1,521

* Purchase Mathematics Instructional manipulatives such as Base-ten blocks, two-colored counters, fraction strips, beans, and geometric solids * Provide supplemental materials to support the Standards for Mathematical Practice. * Purchase materials and service for the copier/RISO to duplicate math instructional materials to implement the SMPs.

* Purchase Mathematics Instructional manipulatives such as Base-ten blocks, two-colored counters, fraction strips, beans, and geometric solids * Provide supplemental materials to support the Standards for Mathematical Practice. * Purchase materials and service for the copier/RISO to duplicate math instructional materials to implement the SMPs.

Manipulatives or other math materials used to enhance and deepen mathematical understanding for all students. 4000-4999: Books And Supplies Title I Part A: Schoolwide Program 3010 (Total Allocation) 200

Manipulatives or other math materials used to enhance and deepen mathematical understanding for all students was purchased. 4000-4999: Books And Supplies Title I Part A: Schoolwide Program 3010 (Total Allocation) 200


Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. All teachers will demonstrate application of:



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.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Overall student CAASPP scores in math decreased by 1% in grades 3-5. Grade 3 declined by 1%, grade 4 increased by 2%, and grade 5 increased by 2% for students meeting or exceeding standards.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. Teachers preferred to collaborate during the school day and have substitutes in their classrooms.

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. We will have more Professional Development for teachers in math. We will provide more tutoring opportunities and intensive clinic groups focused on basic facts intervention. Interim CAASPP testing will be done in all grades to prepare students with the skills necessary to navigate the CAASPP testing platform. These changes can be found in the Planned Goal #1 section.



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



15/16 CAASPP= 28% Met or exceeded standards

15/16 + 2%= 30% 17/18= 25.72% Met or exceeded standards.






* Lesson Studies focued on the implementation of the Common Core State Standards.

* Lesson Studies focued on the implementation of the Common Core State Standards.

Extra duty to allow PLC collaboration to allow teachers to unwrap common core standards, create common formative assessments and scale scoring charts, plan instruction, analyze assessment data, and discuss clinic and intervention strategies to support under performing students. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 1,827

0

Substitute teachers will be used to allow teachers to go on learning walks, provide

Substitute teachers were used to allow teachers to have collaboration time and attend student






collaboration time, attend student centered meetings or lesson studies to identify how we can better support underperforming students in ELA. 1000-1999: Certificated Personnel Salaries Title I Part A: Professional Development (10% minimum) 800

centered meetings or lesson studies to identify how we can better support underperforming students in ELA. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 2,627

Learning Support Teacher ELA Teacher Facilitator

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 RTI, 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: Professional Development (10% minimum) 8,376

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 RTI, 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: Professional Development (10% minimum) 8,376

Technology will continue to be upgraded and replaced to support interventions for struggling students and increase engagement while using 21st century skills. These may include audio enhancement systems, Mac Computers and/or laptops, Ipads,

Technology will continue to be upgraded and replaced to support interventions for struggling students and increase engagement while using 21st century skills. Ipads, headphones, mice, batteries, charging cords, and cold laminator were






headphones, Lightning to VGA adapters, Video camera, tripod, speaker equipment, poster maker, printers, laminator, die cut machine. 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 6,000

purchased. 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 6,000

Administration will conduct regular walk- throughs and conduct formal and informal observation of the implementation of ELA Standards both during ELA block and as integrated into general curriculum. Evidence will be measured using the Common Core Implementation Continuum. 0

Administration conducted regular walk- throughs and conducted formal and informal observations of the implementation of ELA Standards both during ELA block and as integrated into general curriculum. Evidence was measured using the Common Core Implementation Continuum. 0

Extended Learning Opportunities


Teacher X time will be funded to allow teachers to provide additional ELA, Math, or other instruction to support learning, before or after school or on Saturday, for At-Risk students. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 6,306

Teacher X time funded to allow teachers to provide additional ELA, Math, or other instruction to support learning after school At-Risk students. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 6,306

Purchase teaching materials that supplement the student’s regular classroom instruction Allocate funds to repair and maintain copiers and

Purchase teaching materials that supplement the student’s regular classroom instruction Allocate funds to repair and maintain copiers and

Instructional supplies will be provided to supplement core instruction.and intervention programs. 4000-4999: Books And Supplies Title I Part A:

Instructional supplies will be provided to supplement core instruction.and intervention programs. 4000-4999: Books And Supplies Title I Part A:






RISO duplicating machines. ( Maintenance Agreements - Image 2000- RISO RZ220 ) Allocate funds to use the Reprograhics dept. to reproduce materials and resources needed to implement the Common Core instructional units ( Direct cost- Duplicating services)

RISO duplicating machines. ( Maintenance Agreements - Image 2000- RISO RZ220 ) Allocate funds to use the Reprograhics dept. to reproduce materials and resources needed to implement the Common Core instructional units ( Direct cost- Duplicating services)

Schoolwide Program 3010 (Total Allocation) 7,272

Schoolwide Program 3010 (Total Allocation) 7,272

Purchase- Tech Support/ Software

Purchase- Tech Support/ Software

Programs such as Renaissance Learning, Accelerated Reading, Enterprise Real Time, Star Reading, Discovery Education Streaming, Go Noodle and other educational computer based software to provide students with skill based practice and teachers with targeted skills students master or need additional instruction. 5000-5999: Services And Other Operating Expenditures Title I Part A: Schoolwide Program 3010 (Total Allocation) 6,500

Accelerated Reading was purchased to help students practice targeted skills. 5000-5999: Services And Other Operating Expenditures LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 7,868

Fund opportunities for teachers to attend conference/workshops to develop best teaching practices. Purchase material to support the AVID strategies and Implementation AVID Membership / Dues

Fund opportunities for teachers to attend conference/workshops to develop best teaching practices. Purchase material to support the AVID strategies and Implementation AVID Membership / Dues

PLC Conference OARS Conference CABE AVID CAG Kindergarten Conferece Other training or conference 5000-5999: Services And Other Operating Expenditures Title I Part A: Professional

Teachers attended the following conferences: AVID, CABE, Kindergarten Conference, CAG and other trainings. 5000-5999: Services And Other Operating Expenditures Title I Part A: Professional Development (10% minimum) 5,750






Development (10% minimum) 5,750

Analysis


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.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Overall student CASPP scores in English Language decreased by 2.69% in grades 3-5 from the baseline year.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. Teachers preferred to collaborate during the school day and have substitutes in their classrooms to work on Benchmark lessons. Software program, Accelerated Reader had an increased cost of 1,368.

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. Planned Goal #2 will have changes to put more focus on reading intervention. The school goal is to have students reading by 3rd grade and reading to understand in grades 4-5. We will hire additional Intervention Teachers to service students as well as provide additional after school tutoring. Interim CAASPP testing will be done in all grades to prepare students with the skills necessary to navigate the CAASPP testing platform.



The shifts in English Language Development and their instructional implications as evidenced by classroom instructional practice and vertical articulation

The integration of English Language Development standards/designated ELD, across all Content Areas, as evidenced by classroom instructional practice and vertical articulation

Specific instructional practice (based on factors that contribute to their long term EL status) that will enable students to move to full academic English proficiency

All EL students will: Demonstrate growth toward English Language Proficiency as measured by AMAO 1 and 2 Demonstrate growth toward proficiency in grade level reading, writing and mathematics by accessing and

applying the rigorous state standards in Common Core as measured by CCPM and other multiple measures.



15/16 CAASPP 15/16 CAASPP score + 2% 17/18 % Strategies/Activities for Goal 3





*Professional Learning Communities

Grade Level and Departmental

Vertical & Horizontal Articulation

Instructional Leadership Team, RTI Team, EL Coaches, LSTs and Instructional Rounds Team

*Professional Learning Communities



Instructional Leadership Team, RTI Team, EL Coaches, LSTs and Instructional Rounds Team

Extra duty to allow PLC collaboration to allow teachers unwrap ELD Standards, plan for instruction, focus on good first teaching instruction and plan intervention strategies to support English Learner students 1000-1999: Certificated Personnel Salaries Title I Part A: Professional Development (10% minimum) 1,217

0





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

One teacher and one administrator attended CABE. Attendees gain strategies for Closing the Achievement Gap to keep abreast of CCSS and best practices. strategies and






implementation. 1000-1999: Certificated Personnel Salaries Title I Part A: Professional Development (10% minimum) 5,000

implementation. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 5,000

Personnel to support academic need EL Leader Learning Support Teacher (LST)

Personnel to support academic need EL 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. 1000-1999: Certificated Personnel Salaries Title I Part A: Professional Development (10% minimum) 500

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. 1000-1999: Certificated Personnel Salaries Title I Part A: Professional Development (10% minimum) 500

Classroom Observation Classroom Observation 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. 0

Administration conducted 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. 0

Instructional Focus Instructional Focus Increase reclassification rates, decrease the number of long-term English learners and EL parent involvement. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 1000

Increase reclassification rates, decrease the number of long-term English learners and EL parent involvement. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 1000

Using realia stimulates the mind, and makes the vocabulary more

Using realia stimulates the mind, and makes the vocabulary more






memorable than a picture would. 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 2,120

memorable than a picture would. 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 2,120



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. 0

Implement Imagine Learning site licenses provided by the district. 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 0

Copier services and supplies to support ELD instruction

Copier services and supplies to support ELD instruction

Establish home- School communication for parents of English Learners 5000-5999: Services And Other Operating Expenditures LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 500

Established home- School communication for parents of English Learners 5000-5999: Services And Other Operating Expenditures LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 500

Analysis


The shifts in English Language Development and their instructional implications as evidenced by classroom instructional practice and vertical articulation

The integration of English Language Development standards/designated ELD, across all Content Areas, as evidenced by classroom instructional practice and vertical articulation

Specific instructional practice (based on factors that contribute to their long term EL status) that will enable students to move to full academic English proficiency

All EL students will: Demonstrate growth toward English Language Proficiency as measured by AMAO 1 and 2 Demonstrate growth toward proficiency in grade level reading, writing and mathematics by accessing and

applying the rigorous state standards in Common Core as measured by CCPM and other multiple measures.


Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. 3rd grade decreased in ELA by 6.97% and increased in math by 18.18% 4th grade increased in ELA by 4.55% and decreased in math by 4.55% 5th grade showed 0% growth in ELA and math. Data analysis demonstrates that English Language Learners continue to struggle to achieve proficiency in English and continue to struggle to achieve proficiency in English Language Arts and Mathematics.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. Teachers preferred to have release time during the school day were provided with a substitute rather than being paid extra duty.

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. Teachers will be provided with more professional development designed to increase ELD standards taught throughout the day which can be found in the Planned Goal 3.


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



15/16 CAASPP= suspension rate 6% 15/16 + 2%= 4% 17/18= 3.56% Strategies/Activities for Goal 4





Instructional Focus Instructional Focus Purchase and update technology to support Imagine Learning such as headsets and microphones, computers, etc. 4000-4999: Books And Supplies Title I Part A: Schoolwide Program 3010 (Total Allocation) 500

Purchased and updated technology to support Imagine Learning such as headsets and microphones, etc. 4000-4999: Books And Supplies Title I Part A: Schoolwide Program 3010 (Total Allocation) 500




Instructional Leadership Team, RTI

Team, EL Leaders and Instructional Rounds Team


Grade Level School

Leadership Team, RTI

Team, EL Leaders

Extra duty to allow PLC collaboration to allow teachers to unwrap common core standards, create Common Formative Assessments and Scale Scoring charts, plan instruction, analyze assessment data, and discuss clinic and intervention strategies to support underperforming students. 0001-0999: Unrestricted: Locally Defined LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 4,000

Substitutes were provided to allow for PLC collaboration to allow teachers to unwrap common core standards, create Common Formative Assessments and plan instruction, analyze assessment data, and discuss clinic and intervention strategies to support underperforming students. 0001-0999: Unrestricted: Locally Defined LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 4,000










Teacher X hours to Conduct weekly book study to support school community in better supporting the needs of struggling students. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 317

Teacher X hours to Conduct weekly book study to support school community in better supporting the needs of struggling students.

Student Incentives,assemblies and attendance programs.

School attendance is a simple, easily understood measure of student performance. Purchase awards, prizes, and incentives. 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 1,688

School attendance is a simple, easily understood measure of student performance. Purchase awards, prizes, and incentives. 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 1,688

*Technology Teacher Facilitator (TTF) * Purchase technology and supplies to support implementation of Common Core state Standards

* Provide technology support for teachers in order to provide technology skills to students who do not have access to technology at home. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 600

* Provide technology support for teachers in order to provide technology skills to students who do not have access to technology at home. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 600

Response to Intervention/Clinic Positive Behavior Inventions and supports

Substitute Teachers to provide release time to allow RTI meetings or other metings to develop interventions, and strategies to support specific students who are not successful in school. 1000-1999: Certificated Personnel

Substitute Teachers provided release time to allow RTI meetings or other metings 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 8,224

Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 8,224

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. There is a need to provide additional support for under performing students with a particular emphasis on low-income students and foster youth. The goal to reduce rates by 2% was met with a decrease of 2.44%

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Teachers were provided collaboration time and professional development to plan strategies for EL students.

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

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. Summerwind will continue to provide additional support to staff members by sending a team to get PBIS training which will help to reduce suspension rates as listed in Goal 4.


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



Title I Parent Survey Completion Rate- 15/16 250 or 29% participants in Title I Survey

15/16 + 2%= 255 or 31% In 17/18, the participation rate was 12%.






Parent Education *Parenting Partners, Coffee with the Principal and AAPAC * Conference/Workshop attendance for parents * Purchase light refreshments for parent meetings. * Provide Child Care for Parent meetings.

Supplies for parent meetings such as refreshments, paper goods, decorations, office supplies such as copy paper, toner for printer, etc. 4000-4999: Books And Supplies Title I Part A: Parental Involvement (1% minimum) 500

Supplies for parent meetings such as refreshments, paper goods, decorations, office supplies such as copy paper, toner for printer, etc. 4000-4999: Books And Supplies Title I Part A: Parental Involvement (1% minimum) 500

Parent Engagement and positive School Environment/Culture

Support parent access and communication

Extra hours for Parent/Community Liaison to work with parent advisory committees - ELAC, AAPAC, Folkloric, SSC, parent training, PTO, etc, to increase home/school communication, student attendance, etc. 0001-0999: Unrestricted: Locally Defined Title I Part A: Parental Involvement (1% minimum) 391

Extra hours for Parent/Community Liaison to work with parent advisory committees - ELAC, AAPAC, Folkloric, SSC, parent training, PTO, etc, to increase home/school communication, student attendance, etc. 0001-0999: Unrestricted: Locally Defined Title I Part A: Parental Involvement (1% minimum) 391

*School Messenger School Messenger system is used to make

School Messenger system is used to make






automated phone calls to SW families informing them of events/activities at school. Messages are made in English and Spanish. 5000-5999: Services And Other Operating Expenditures Title I Part A: Parental Involvement (1% minimum) 0

automated phone calls to SW families informing them of events/activities at school. Messages are made in English and Spanish. 5000-5999: Services And Other Operating Expenditures Title I Part A: Parental Involvement (1% minimum) 0

Parent and Community Involvment

Teacher X will provide instruction and collaborate with parents in after school activities. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 1500

Teacher X will provide instruction and collaborate with parents in after school activities. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 1,500

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. The overall participation rate was not met and fell short by 19%.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. The activities were effective with many after school opportunities for families such as monthly family nights, math and science night, Christmas performance, Folklorical and Dance Force groups, Cyberquest, Mathletes, and other activities.

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

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. We will continue to offer after school activities for students and families.


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 106,806

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA 246,531.00

Allocations by Funding Source startcollapse

Funding Source Amount Balance

LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000

139,725 0.00

Title I Part A: Schoolwide Program 3010 (Total Allocation) 95,058 1,200.00

Title I Part A: Parental Involvement (1% minimum) 1,068 0.00

Title I Part A: Professional Development (10% minimum) 10,680 -1,200.00


Expenditures by Funding Source startcollapse

Funding Source Amount

0.00


139,725.00

Title I Part A: Parental Involvement (1% minimum) 1,068.00

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

11,880.00

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

93,858.00


Expenditures by Budget Reference startcollapse

Budget Reference Amount

0001-0999: Unrestricted: Locally Defined 6,033.00

1000-1999: Certificated Personnel Salaries 122,818.00

2000-2999: Classified Personnel Salaries 9,956.00

4000-4999: Books And Supplies 67,288.00

5000-5999: Services And Other Operating Expenditures

29,692.00

5700-5799: Transfers Of Direct Costs 7,038.00

5800: Professional/Consulting Services And Operating Expenditures

3,706.00


Expenditures by Budget Reference and Funding Source startcollapse

Budget Reference Funding Source Amount

4000-4999: Books And Supplies 0.00

0001-0999: Unrestricted: Locally Defined


6,033.00

1000-1999: Certificated Personnel Salaries


63,587.00

2000-2999: Classified Personnel Salaries


8,258.00

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

45,462.00



9,785.00

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

6,600.00

4000-4999: Books And Supplies Title I Part A: Parental Involvement (1% minimum)

868.00


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

200.00



6,380.00



5,500.00



52,851.00

2000-2999: Classified Personnel Salaries


1,698.00

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

20,958.00



14,207.00

5700-5799: Transfers Of Direct Costs Title I Part A: Schoolwide Program 3010 (Total Allocation)

438.00

5800: Professional/Consulting Services And Operating Expenditures


3,706.00


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

0 Secondary Students startcollapse

Name of Members Role

Lori Nystrom X Classroom Teacher

Laurie Jones X Classroom Teacher

Rebecca Figueroa X Classroom Teacher

Marjorie Pace X Classroom Teacher

Lucia Espinoza X Other School Staff

Armida Gonzalez X Parent or Community Member

Marian Onwuka X Parent or Community Member

Tammie Williams X Parent or Community Member

Julio Amaya X Parent or Community Member

Linda Brandts X Principal

Lisa Valente 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 10/23/2018. Attested:

Principal, Dr. Linda Brandts on 10/23/2018

SSC Chairperson, Armida Gonzalez on 10/23/2018


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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