new edison high school · 2015. 5. 13. · fresno unified school district - single plan for student...

Fresno Unified School District - Single Plan for Student Achievement (SPSA) 2015-2016

Edison High Title I SWP– Dept. 0145 of 27

Edison High School

10621661031897

Principal’s Name: Lindsay Sanders

Principal’s Signature:

The Fresno Unified School District Board of Education approved this plan on: May 13, 2015



Table of Contents Section Topic Details

A. School Quality Review Process Data Analysis and identification of needs and goals from SQII

A.1 Academic Domain Academic and Course Performance and Growth/Graduation and Retention Rates

A.2 Social/Emotional Domain Absenteeism/Suspension/Expulsion Rates

A.3 Culture and Climate Domain Student/Parent Engagement/SPED Identification/ELL Re-designation Rates

B. Action Plan Action designed to meet the needs and accomplish the goals

B.1. Academic Domain Academic and Course Performance

B.2. Social/Emotional Domain Attendance/Suspensions/Expulsions

B.3. Culture and Climate Domain Goal 2 Engagement/Parent Involvement/EL Services

Budget and Governance Sections

C.1. Budget Allocations and planned expenditures

D.1. Centralized Services N/A

E.1. Assurances Consolidated Program Assurances

E.2. School Site Council Members list

E.3. Required Signatures Principal and SSC Chairperson

E.4. Addendum Site Parent Involvement Policy/Compact/SSC Bylaws

District Goals

The purpose of the four Fresno Unified School District Goals is to give the District direction to improve student outcomes. To

accomplish the four District Goals, it is expected that all students will be in school, on time and ready to learn every day.

1. All students will excel in reading, writing and math.

2. All students will engage in arts, activities and athletics.

3. All students will demonstrate the character and competencies for workplace success.

4. All students will stay in school on target to graduate.



A. School Quality Review

A.1. Academic Domain Academic Performance and Growth

- Assessments and Course Performance

Academic Completion & Retention

- Graduation and Retention Rates

Data:

1. The 2014-2015 Winter administration of the DRP showed that 45% of students were at or above the common core reading level, and 33% were significantly below grade level. (SQII Priority Indicators: 3785 & 3787)

2. 2014-2015 first semester final grades indicate that 46% of all students had at least one D or F. (ATLAS reports semester grades)

3. 2013-2014 CAHSEE results indicated that that 87% of students have a first time pass rate on the English portion of the CAHSEE and 89% of students have a first time pass the Math portion of the CAHSEE. (ATLAS Reports: Assessment CAHSEE)

Write a SMART Goal to address each data point: (One goal per point)

a. By May 2016, the spring administration of the DRP will show at least a 5% increase of students at or above the Common Core Reading Level, and a 5% decrease in the percent of students who were significantly below grade level.

b. By the end of semester 1 in the 2015-2016 school year, the percent of D’s and F’s for all students will decrease to 43%.

c. By March 2016, at least 87% of all sophomores will pass the ELA section of CAHSEE and 89% of all sophomores will pass the Math section of the CAHSEE. (goal will be reviewed and updated with the March 2015 test results)



A.2. Social/Emotional Domain Absenteeism

Suspension Rate

Expulsion Rate

Data:

1. 2014-2015 attendance rates indicate that 68% of students have satisfactory or excellent attendance.(ATLAS DATA Dashboard)

2. 2014-2015 suspension data indicates that 83% of students who have 2 or more suspensions have at least one D or F. (SQII Data: Social Emotional Suspension data:3709)


a. By the end of the 2015-2016 school year, student attendance rates of satisfactory attendance will increase by 2%

b. By the end of the 2015-2016 school year, the percent of students with one D or F and who are suspended 2 or more times will decrease by 3% to 80%



A.3. Culture and Climate Domain Student/Parent Engagement

Special Education

English Learners

Data:

1. 2013-2014 55% percent of students replied that there is a teacher or adult on campus who cares about them most of the time or all of the time. (REA School Climate Survey Report)

2. 2014-2015 first semester Goal 2 data indicates that 57.8% of all students were involved in arts, athletics and/or activities. (District Goal 2 Qtr 2 report)

3. 2013-2014 first semester final grades indicate that 68% of EL students and 73% of SPED students have at least one D or F.(ATLAS reports Semester grade report)


a. By the end of the 2015-2016 school year percent of students who feel that a teacher or some other adult on campus cares about them most of the time or all of the time will increase by 5% to 60%.

b. By the end of Qtr. 2 of the 2015-2016 school year the percent of students involved in arts, athletics and activities will increase by 5.2% to 63%

c. By the end of the first semester final grade reporting period of the 2015-2016 school year the percent of D’s and F’s for EL and SPED students will decrease by 10% for each subgroup.



B. Action Plan

B.1. Academic Domain Academic Assessments and Course Performance

Graduation and Retention Rates

1. Action (Corresponds to Data point 1, SMART Goal a. in the Academic Domain of the School Quality Review)

A comprehensive literacy initiative will be implemented at all grade levels to increase reading ability for both comprehension and retention of

content standards. Teachers will guide students though strategies to increase access of complex text through talk and tasks. An update of

technology and software will be included to aide students who are not at or above reading grade level, and to increase language acquisition. A

computer lab assistant will aid student development in computer literacy skills and competencies. An administrative assistant will help

organize ordering materials for students, organizing student celebrations, and coordinate travel events for students and teachers.

Progress Monitoring: (Include all interim monitoring evidence points) Owner/Timeline

DRP scores in fall and winter

CAHSEE pass rates for ELA

ELD re-designation rates

Principal, VP, ILT – Fall and Winter administration of the

DRP

Professional Learning Direct Services to Students Parent Involvement

Training for teachers in literacy

across curriculum where students

can be observed accessing

complex text, task and talk in all

content areas.

Training on DRP standard,

significance of reading level in

the classroom and differentiation

strategies for students according

to ability level

Staff collaboration and planning

for literacy in all subject areas in

accountable communities and

pull out days

Increased exposure to reading

and writing in all subject areas

Targeted services such as

tutoring or other pull out

programs for identified students

who are not at or above reading

level and struggling

academically.

Tutoring and pullout services for

students as necessary who are

not reading on grade level.

Update and refresh technology

and software to increase

technology literacy for all.

Parent communication to inform

parents of their students current

reading level

Parent communication

informing parents on how to

support student reading level.

Parent communication and

meetings including back to

school night and showcase to

provide parents with tools to

help their student increase

reading level

Monthly parent meetings. An

annual calendar listing parent



Outside resources and training as

necessary.

Technology literacy skills

training and collaboration for

teachers.

Professional learning on how

teachers can help parents gain

access to grades and other

reports via ATLAS and EduText

where Teachers will learn how to

teach parents how to access this

technology by providing log in

information.

Specify any additional services for EL students:

Dictionaries and increased

access to translated text as

appropriate to content.

Software and Hardware for

language acquisition

meetings will be distributed at

the beginning of the school year

and will be posted in school

messengers and on the school

website.

A minimum of four ELAC and

four SSC meetings will be

scheduled throughout the year.

A calendar of these meetings will

be distributed to parents and

posted in the office along with

the meeting agendas.

Parents will be invited to student

celebrations and programs

throughout the year including

celebrations for re-designation,

academic performance and

student of the month.

Parent University classes will be

offered through the on-going

parent education efforts

provided by the district office.

One parent night, showcase, will

be scheduled during the school

year focusing on engaging

learning across the curriculum.

These nights will encourage

parents and students to come

together to enjoy learning

activities at school. Parents will

be given strategies to support

student learning at home.



Costs: (Specify all costs related to this action by cost category and list split-funded items separately)

Cost Category Fund (Name/Number) Total Cost allocated for this Action

a. Personnel (Objects 1000/2000/3000)

B.1.1.a.1. Paraprof, Computer Lab Asst. LCFF/7090 $54,269

B.1.1.a.2 Assistant, School Program LCFF/7090 $52,381

B.1.1.a.3. Teacher Supplemental Contracts LCFF/7090 $23,018

B.1.1.a.4. Substitute Teachers LCFF/7090 $20,424

B.1.1.a.5. Teacher Supplemental Contracts for EL Students LCFF/7091 $2,877

b. Materials/Supplies (Object 4000)

B.1.1.b.1. Materials and Supplies for Students Title I/3010 $4,079

B.1.1.b.2. Materials and Supplies for students LCFF/7090 $88,093

B.1.1.b.3. Materials and Supplies for parents LCFF/7090 $1,000

B.1.1.b.4. Materials and Supplies for parents LCFF/7091 $14,665

B.1.1.b.5. Materials and Supplies for Technology LCFF/7090 $9,471

B.1.1.b.6. Materials and Supplies for Technology LCFF/7091 $30,000

B.1.1.b.7. Library Funds LCFF/7099 $10,000

c. Services and Operational Costs (Object 5000)

B.1.1.c.1. Vendor Contract for PD LCFF/7090 $10,000

B.1.1.c.2. Travel Expenses for Conference and Competitions LCFF/7090 $35,000

B.1.1.c.3. Maintenance & Improvement: Tech & Facilities LCFF/7090 $10,000

B.1.1.c.4. Food Services: Student Incentives LCFF/7090 $2,000

Total cost of Action B.1.1. (Sum the total cost of all items listed in this action) $114,269





2. Action (Corresponds to Data point 2, SMART Goal b. in the Academic Domain of the School Quality Review)

A comprehensive plan on how to increase student achievement through increased exposure to effective teaching strategies, strategic academic

support and effective academic environments that are aligned to the Common Core State Standards. An increased focus on the 8 mathematical

practices and mathematical literacy where teachers provide opportunities for students to struggle, persevere and access mathematical

knowledge through whole group instruction, cooperative learning and targeted small groups for students with D’s or F’s. A comprehensive

technology plan will be implemented that includes software such as SCHMOOP and CAHSEE Revolution that have courses to help increase

student access to content. A plan for increasing technology that includes a technology assistant who helps ensure students have adequate access

to technology needs. An administrative assistant will help administrators and teachers with ordering supplies and materials needed for

academic use. Library funds will be used to enhance literacy for all students.


Grade reports at quarter 1, fall semester and quarter

3.

ATLAS grade book indicating up to date grades and

status of student performance

A comprehensive technology plan and policy will be

implemented and observed.

Principal, VP, ILT – Classroom visits weekly, technology

plan monitored quarterly and grade reports at the end of

each progress report period.


Staff collaboration and training

in effective classroom strategies

and CFU’s and effective

classroom environments.

Professional learning on

Technology software and literacy

for use in the classroom.

Common Core professional

learning for ELA and Math.

Increased exposure to effective

teaching strategies in the

classroom including more types

of checks for understanding that

drive instruction and increased

effective use of cooperative

group structures.

Tutoring and pullout for

students who are at risk of

failing and meet another

specified data point such as but

Regular communication and

meetings for parents of students

who are struggling academically.

Increase awareness and

participation in EduText.



STEM teachers will continue to

participate in rigorous

professional development

trainings to enhance academic

offerings to students that

continue to increase course

offerings and integrate core

content and project based

learning.

Training in technology use to

enhance student achievement.

Training for teachers in SIOP

strategies

not limited to DRP level, Foster

youth or ELD

Increased use in technology


Pull out tutoring for students

who qualify per grade report




B.1.2.a.1. Teacher Supplemental Contracts LCFF/7090 See B.1.1.a.3

B.1.2.a.2. Substitute Teachers LCFF/7090 See B.1.1.a.4

B.1.2.a.3. Teacher Supplemental Contracts for EL Students LCFF/7091 See B.1.1.a.5

B.1.2.a.4. Assistant, School Program LCFF/7090 See B.1.1.a.2

B.1.2.a.5. Paraprof, Computer Lab Assistant LCFF/7090 See B.1.1.a.1


B.1.2.b.1. Materials and Supplies for students Title I/3010 See B.1.1.b.1

B.1.2.b.2. Materials and Supplies for students LCFF/7090 See B.1.1.b.2

B.1.2.b.3. Materials and Supplies for parents LCFF/7090 See B.1.1.b.3

B.1.2.b.4. Materials and Supplies for parents LCFF/7091 See B.1.1.b.4

B.1.2.b.5. Materials and Supplies for Technology LCFF/7090 See B.1.1.b.5



B.1.2.c.1. Vendor Contracts for PD LCFF/7090 See B.1.1.c.1

B.1.2.c.2. Travel Expenses for Conferences LCFF/7090 See B.1.1.c.2



B.1.2.c.3. Food Services: Student Incentives LCFF/7090 See B.1.1.c.4




3. Action (Corresponds to Data point 3, SMART Goal c. in the Academic Domain of the School Quality Review)

Implement a CAHSEE plan that utilizes CAHSEE revolution, and other resources that will increase student pass rates of the CAHSEE. The

plan will include mini lessons to be taught in both English and Geometry classes second semester, countdown announcements leading up to the

CAHSEE and informing students of resources, classroom visits and chats with all 10th graders, CAHSEE rally for 10th grade students, online

program use in both ELA and Math classes such as Revolution. Incentives for students who complete CAHSEE revolution as well as incentives

for day of testing for attendance and behavior. More intensive support will be provided for students who are identified as being in danger of not

passing the CAHSEE by data including grades in 9th grade ELA and Math to include pull out tutoring and specific CAHSEE class enrollment as

well as an afterschool computer lab available for Revolution completion.


CAHSEE results throughout the year as administered

in October, November, February and March

Classroom walk throughs

Completion of Revolution by students

Principal, VP, Counselor – ongoing through the year.


Regular communication of status

of programs and technological

support programs for both

CAHSEE and subject areas

Purchase an online program to

support an increase in CAHSEE

pass rates such as CAHSEE

Revolution or some other similar

program.

Increased use of technology in

the classroom

Pullout support programs for

students at risk of not passing

the CAHSEE targeting such

groups as SPED and EL

All students will take the

practice exam to identify their

potential and areas of focus.

Regular communication with

parents on CAHSEE status for

their student.



Training for teachers on the

online program and support staff

in all content areas

Staff training in other software

or other online programs such as

Shmoop, and various library

resources.

Collaboration and planning time

for AC’s to develop CAHSEE

lessons and strategies.





B.1.3.a.1. Classified Supplemental Contracts LCFF/7090 $4,708

B.1.3.a.2.

B.1.3.a.3.


B.1.3.b.1. Materials and Supplies for students Title I/3010 See B.1.1.b.1

B.1.3.b.2. Materials and Supplies for students LCFF/7090 See B.1.1.b.2




B.1.3.c.1. Food Services: Students Incentives LCFF/7090 See B.1.1.c.4

B.1.3.c.2.

B.1.3.c.3.




B.2. Social/Emotional Domain Attendance and Suspension and Expulsion Rates

1. Action (Corresponds to Data point 1, SMART Goal a. in the Social/Emotional Domain of the School Quality Review)

A comprehensive implementation of an attendance management program will be implemented to increase attendance rates and

decrease the number of habitually truant students. A Child Welfare and Attendance specialist will make home visits and work with

students to increase attendance rates. Teachers will receive updates on students who have chronic and moderate attendance rates as

well as updates on students and the services they are obtaining for increased attendance.


Principal Dash board

Daily and Monthly attendance reports

SQII 3115: percent of students habitually truant

Principal and Principal designee to oversee attendance

throughout the year


Teachers will receive ATLAS

training to explore attendance

and grade distribution data.

Teachers will have opportunities

to write attendance goals and

strategies to increase attendance

in their specific class.

Teachers will receive additional

support in taking accurate

attendance.

Professional learning for clerical

personnel to increase accurate

attendance taking and parent

notification.

Students will receive attendance

and academic counseling

services

More accurate attendance taking

structures will be put in place.

Parents will receive updates on

student attendance rates

Parent meetings for parents of

students who have chronic or

moderate attendance rate

An increase in the number of

parents on EduText

Parent information on

attendance services will be

provided at parent meetings

such as ELAC and coffee hour

meetings.




Home Liaisons and attendance

clerks will make contact with

parents of students who are not

at satisfactory attendance rate.




B.2.1.a.1. Specialist, Child Welfare and Attendance Title I/3010 $59,248

B.2.1.a.2. Classified Supplemental Contracts LCFF/7090 See B.1.3.a.1

B.2.1.a.3.


B.2.1.b.1. Materials and Supplies for Students Title I/3010 See B.1.1.b.1

B.2.1.b.2. Materials and Supplies for Students LCFF/7090 See B.1.1.b.2

B.2.1.b.3. Materials and Supplies for Parents LCFF/7090 See B.1.1.b.3



B.2.1.c.1. Home Visit Mileage Title I/3010 $1,359

B.2.1.c.2. Food Services: Student Incentives LCFF/7090 See B.1.1.b.4

B.2.1.c.3.




B.2. Social/Emotional Domain Attendance and Suspension and Expulsion Rates

2. Action (Corresponds to Data point 2, SMART Goal b.in the Social/Emotional Domain of the School Quality Review)

A Comprehensive behavior management program that builds character reduces suspension and increases academic performance.

Implementation of classroom strategies on lessons that decrease distractions for all learners, enhance campus safety for all students where

CA’s and administration are more visible and have clear routine and structures in place. Professional learning will also moderate negative

behaviors of students resulting in fewer suspensions and an increase of student performance. A Counseling resource assistant will provide

support for students who are failing and have a greater number of office referrals by making phone calls home and providing support for

students.


SEL Survey results

Monthly suspension results with grade distribution

Staff survey results will reflect higher levels of

classroom management training

Increase in Safe and Civil training for all staff

Principal, VP and Counselor – ongoing through the

year.


Ongoing pullout days to review

student data of suspensions and

grades

Safe and Civil Training for all

staff.

Professional learning for teachers

centered around the importance

and impact of building

relationships with students.

Pullout days, to collaborate and

support students in need.

Tutoring and supplies for

students who are struggling

both academically and

behaviorally.

Parent contact and resources

provided for parents of students

receiving services.

Face to Face parent meetings

with parents of identified

students.

Parent information provided at

ELAC and Coffee hour meetings

to address SPED and EL

services at school, and provide

additional information on how




parents can help support their

student at home.




B.2.2.a.1. Assistant, Resource Counseling Title I/3010 $47,955

B.2.2.a.2. Teacher Substitute Salaries LCFF/7090 See B.1.1.a.4









B.2.2.c.1. Vendor Contracts for PD LCFF/7090 See B.1.1.c.1

B.2.2.c.2. Local Home Visits TitleI/3010 $1,359

B.2.2.c.3.




B.3. Culture and Climate Domain Student/Parent Engagement/ Parent Involvement/ELL Re-

designation Rates/ Goal 2 Activities

1. Action (Corresponds to Data point 1, SMART Goal a. in the Culture and Climate Domain of the School Quality Review)

Implement comprehensive program to build community and relational capacity in all teachers and staff in order to promote student-teacher

relationships and student-to-student relationships. Teacher learning/support will be provided through the development of programs such as

CHAMPS, Capturing Kids Hearts and Restorative Justice training. Specific support for student learning/support will be provided through

Breaking Down the Walls or Rachel’s Challenge. In addition, the expansion of Link Crew and student peer counseling services will be

implemented. A resource counselor in both Hmong and Spanish will organize and run parent meetings. They will also offer support for

increased teacher communication in order to build relationships with students and their families. School personnel will increase visibility

around campus through use of mobile carts to help with supervision of the entire campus.


School culture and climate student survey

Rosters of students that participate in trainings

Participation of teachers in trainings

Decrease of incidents between students

Decrease of student referrals by teachers

Safe and Civil agendas and minutes monitoring data

Principal – Events through the year

Survey Coordinator – Survey outreach

Safe and Civil Team – monthly meetings

Campus Culture Director


Teachers and Staff, including

Campus Safety Assistants, SPED

aides and other clerical staff will

participate in training such as

Capturing Kids Hearts,

Pull out opportunities to

participate in the programs

Leadership opportunities to

become a peer mentor that

includes training

An annual calendar listing

activities and opportunities

surrounding social-emotional

involvement opportunities and

other services will be distributed



Restorative Practices and

CHAMPS

Time provided for 9th grade

teachers to get involved in 9th

grade orientation, and Link Crew

activities ongoing through the

year.

Campus Culture Director will

receive training and support for

implementation and oversight of

the various programs.

Teacher leaders to receive

Professional Development in

ongoing support of programs and

become trainer of trainers in

their ACs

Experience in planning and

participating in development of

these social emotional programs

at the beginning of the school

year and will be posted in school

messengers and on the school

website.

A minimum of four ELAC and

four SSC meetings will be

scheduled throughout the year.

A calendar of these meetings will

be distributed to parents and

posted to include updates of

upcoming activities and

feedback and debrief of prior

activities.

One parent night, showcase, will

be scheduled during the school

year focusing on engaging

learning across the curriculum.

These nights will encourage

parents and students to come

together to enjoy learning

activities at school. Parents will

be given strategies to support

student learning at home.


Specific recruitment of student

and adult facilitators that are

bilingual in order for EL

students to have equal access




B.3.1.a.1. Assistant Resource Counseling, Hmong Title I/3010 $24,361

B.3.1.a.2 Assistant Resource Counseling, Hmong LCFF/7091 $24,361

B.3.1.a.3. Assistant Resource Counseling, Spanish Title I/3010 $47,182









B.3.1.b.3. Materials and Supplies for Parents Title I/7091 See B.1.1.b.4

B.3.1.b.4. Maintenance and Repairs: Facilities & Tech LCFF/7090 See B.1.1.c.3


B.3.1.c.1. Local Mileage for Home Visitation LCFF/3010 See B.2.2.c.2

B.3.1.c.2. Vendor Contracts LCFF/7090 See B.1.1.c.1

B.3.1.c.3. Travel Expenses LCFF/7090 See B.1.1.c.2






2. Action (Corresponds to Data point 2, SMART Goal b. in the Culture and Climate Domain of the School Quality Review)

Implement a comprehensive program to increase the number of student participation in afterschool and extra-curricular activities such as

athletics, clubs, academic competitions, theater, music/band or other leadership and involvement opportunities. Transportation and funding to

be provided for academic competitions that require travel such as academic decathlon, Forensics tournaments, robotics and Science Olympiad.

Bus tokens will be provided for students who have difficulty with transportation in order for them to attend school events. An administrative

assistant will help organize and facilitate various student functions that will increase student involvement.


Rosters for Clubs and Athletics updated in ATLAS

After school Program sign in

Responses on student surveys

Principal, Campus Culture Director, Athletic Director and

After School Program Coordinator


Teachers will receive updates and

information regarding

opportunities for students to

participate in activities

Teachers will receive guidance on

how to sponsor clubs.

Awards and incentives to

encourage participation and

foster school spirit.

Assemblies in the arts and rallies

to foster school participation,

interest and connection to

school.

A purposeful implementation of

an outreach program targeting

9th graders to include, but not

limited to building out link crew.

Student incentives and rewards

that encourage student

participation in activities.

Increase awareness of the

importance of student

connections and engagement in

school activities at various

parent assemblies and meetings.




Multicultural component will be

included in assemblies and

rallies to involve students of

various cultures and languages




B.3.2.a.1. Assistant, School Program LCFF/7090 See B.1.1.a.2










B.3.2.c.3.






3. Action (Corresponds to Data point 3, SMART Goal c. in the Culture and Climate Domain of the School Quality Review)

Implement a comprehensive plan to support both SPED and EL student success in the following areas: academics, study skills, social emotional

growth and school participation. Students will have opportunity through increased technology and resources to increase re-designation rates

and academic language acquisition.


Grade distribution reports

Master Scheduling for appropriate placement

Re-designation rates

Participation in school activities

Principal, Head Counselor, ISGI, SPED Case Managers, EL

administrator – throughout the school year.


Professional learning for effective

classroom strategies to support

EL and SPED students.

Pull out days for collaboration

Supplies for student needs

Academic and social emotional

counseling

Academic tutoring during and

after school for SPED and EL

students with a D or F.

Newsletters and parent meetings

to inform parents of programs,

and services available to help

English Learners and Special Ed

Students, and to inform parents

of graduation and college

admission requirements.

Develop a support group for

parents of Special Ed students to

communicate information and

increase feedback and input as

well as foster community

involvement.


Home School Liaison to support

EL students

Increase student participation in

academic support clubs such as

upward bound, Academic



Decathlon, Forensics, and other

similar opportunities. Promote ELAC, SSC and other

parent groups to increase

involvement from these two

student subgroups.






B.3.3.a.3. EL Teacher Supplemental Contracts LCFF/7091 See B.1.1.a.5






B.3.3.b.5. Technology: software and hardware LCFF/7091 See B.1.1.b.6

B.3.3.b.6. Technology: software and hardware LCFF/7090 See B.1.1.b.5


B.3.3.c.1. CELDT Assessors LCFF/7091 $2,000






C.1. Budget – Allocations and Planned Expenditures

D.1. Centralized Services - No Centralized Services are utilized at this time. District Support Services:



E.1. Assurances

The School Site Council (SSC) develops and revises the Single Plan for Student Achievement (SPSA) and the corresponding

budget to be presented for approval to the Board of Education of the Fresno Unified School District annually.

The SSC, and all advisory committees, are formed in accordance with procedures established by federal or state law and

regulations, and with membership parity as mandated. The advisory committees provide input on the SPSA.

The principal is an active member of the SSC and participates in regularly scheduled meetings throughout the school year.

Classroom teachers, school staff, parents and students (secondary level only) are also participating members.

The school’s SSC, staff and parents participate in a needs assessment to help guide SPSA development.

The members of the SSC, the school’s English Learners’ Advisory Committee (ELAC) and members of other advisory school

committees received information and data detailing the needs of students during the SPSA development process and the

comprehensive needs assessment. Information for all significant subgroups includes the educationally disadvantaged

students, students with disabilities, gifted and talented students, English Learners, and migrant students.

School sites schedule SSC and ELAC meetings yearly to elect officers, designate representation for district meetings (DAC

and DELAC), and provide input for the SPSA. ELAC may vote to consolidate with the SSC every two years.

Opportunities for parents to participate in the development of the SPSA are provided by all schools, as described in the

Elementary and Secondary Education Act (federal law), California Education Code, and the policies and regulations of the

Fresno Unified School District Board of Education. The SPSA includes strategies to improve parent involvement and

examples of the Parent Involvement Policy and the Parent-School Compact.

Strategies to improve students’ achievement, meet measurable objectives, provide high quality professional development,

and support struggling students use scientifically-based research. The reforms provide opportunities for all students to

meet State Standards by implementing the Common Core, extending learning time, and supporting grade-level and school-

level student transitions.

The Single Plan for Student Achievement is reviewed and revised during the first semester of each school year, and re-

evaluated and re-written during the second semester for annual approval by the Board of Education.

Title I School Site:

This site operates as a Title I SWP school that does not consolidate its funds as part of operating a SWP

This site operates as a non-Title I school.



E.2. School Site Council

School Site Council List

Member Name

Prin

cip

al

Cla

ssro

om

Te

ach

er

Oth

er S

taff

Pa

re

nt/C

om

mu

nity

Me

mb

er

Se

co

nd

ary

Stu

de

nt

1. Principal - Lindsay Sanders X

2. Chairperson -

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Check the correct box below:

ELAC operated as a school advisory committee. ELAC voted to fold into the SSC - Date_____________.



E.3. Required Signatures

School Name:

Required signatures: Principal and School Site Council (SSC) Chairperson have reviewed all assurances and certify that

the SSC has operated in compliance and consulted with the English Learner Advisory Committee (ELAC), school staff,

and other advisory committees in the development of this plan and recommend that the Board of Education of Fresno

Unified School District approve this Single Plan for Student Achievement for 2014-2016.

Title Print Name Below Signature Below Date

Principal

Lindsay Sanders

SSC

Chairperson

E.4. Addendum – Attach Site Parent Involvement Policy/Compact/SSC Bylaws

new edison high school · 2015. 5. 13. · fresno unified school district - single plan for student...

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