single plan for student achievement 2016-17 · 2017. 2. 15. · the single plan for student...

Single Plan for Student Achievement 2016-17

Vanden High School

Vanden High School Site Council Vanden High School 2951 Markeley Lane Fairfield, CA 94533

December 14th 2016

The Single Plan for Student Achievement

School: Vanden High School

District: Travis Unified School District

County-District School (CDS) Code: 4838801

Principal: William Sarty

Date of this revision: December 6th 2016

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA.

For additional information on school programs and how you may become involved locally, please contact the following person:

Contact Person: William Sarty

Position: Principal

Telephone Number: 707-437-7333

Address: 2951 Markeley Lane

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on January 10, 2017.

Guide to the Single Plan for Student Achievement iii California Department of Education, February 2014

Table of Contents Form A: Planned Improvements in Student Achievement ...................................................... 5 Form B: Centralized Services for Planned Improvements in Student Performance.............. 22 Form C: Programs Included in This Plan ................................................................................ 24 Form D: School Site Council Membership ............................................................................. 28 Form E: Recommendations and Assurances .......................................................................... 29 Form G: Single Plan for Student Achievement Annual Evaluation ........................................ 30

1

6.8%15.5%

43.9%

33.8%

0%10%20%30%40%50%60%70%80%90%

100%

11th

Vanden Smarter Balanced ELA

Standard Not Met Standard Nearly Met Standard Met Standard Exceeded

26.2%

33.0%

27.8%

13.1%

0%10%20%30%40%50%60%70%80%90%

100%

11th

Vanden Smarter Balanced Math

Standard Not Met Standard Nearly Met Standard Met Standard Exceeded

5

Form A: Planned Improvements in Student Performance Definitions: ELA = English language arts; ELD = English language development; LCAP = Local Control Accountability Plan; LCFF = Local Control Funding Formula, or unrestricted general fund dollars; PLC = Professional Learning Community, collaborative teacher work teams; RtI2 = Response to Instruction and Intervention student academic support system; SGF = Supplemental Grant Funds The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: LCAP Goal #1 (LEA Goal): Narrow the achievement gap while improving academic achievement for all students. Provide students with equitable access to rigorous, standards-based core curriculum. SCHOOL GOAL:

1. Provide guaranteed and viable curriculum for all students. 2. We will continue to work to reduce and eliminate the achievement gap between subgroups. 3. Increase ELA, CAASP Testing, EAP, and Department Benchmarks and Final Exams. 4. Develop and implement intervention programs for struggling students and credit recovery programs for failing students. 5. Improve student achievement on standardized tests including EAP and new testing by the state. 6. Improved attendance by students; improved administration of accommodations.

What data did you use to form this goal?

• Smarter Balanced assessments in ELA and Math

• EAP ELA and Math Status • Grade 10 Science Test Proficiency • CELDT data (measure of English learner

proficiency in English) • Course grades from Algebra 1 by the end

of 9th grade. • UC A-G College Entrance Requirement

Completion

What were the findings from the analysis of this data? • EL students making progress but 5.9

percent decreased by one level. • The CAASPP data reflects that students

scored above state standards in ELA. Students are making significant

gains in mathematics over the previous school year.

How will the school evaluate the progress of this goal? Progress will be evaluated based on student assessment data. Formative data to determine which students are on track to meet yearly reading and ELA progress will come from course grades and the Smarter Balanced Interim Assessment Blocks with progress benchmarks analyzed three times each year. The progress of English learners will be measured annually using the CELDT.

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Math data will come from teacher-developed benchmark assessments and Smarter Balanced Interim Assessment blocks, and will be analyzed two times each year. Where can a budget plan of the proposed expenditures for this goal be found? The budget for this goal, including accounting information, is shown in detail in the district’s LCAP and our school budget. Summary financial information is shown in each row of the table of actions below.

STRATEGIES: 1) Provide professional development experiences to enhance the knowledge and skills of instructional staff and time to develop the essential components of a guaranteed and viable curriculum where all students have the time and opportunity to learn essential skills. 2) Implement an academic Response to Instruction and Intervention System (RtI2 ) to improve academic performance. 3) Develop systems to ensure all students graduate prepared for college and career.

Action/Date Person(s) Responsible Task (Date) Cost and Funding Source (Itemize for Each Source)

1.1.01 Implement PLCs for teachers of secondary English, math, and science.

Principal, PLC facilitators 1. Implement pacing guides for ELA and math (Fall, 2016 and Spring, 2017)

2. Administer common assessments, including Smarter Balanced Interim Assessment Blocks. (As shown on pacing guides, 2016-17)

3. Provide teachers with actionable student performance data through PLC work and use data to group students for instruction and to adjust instruction to improve results. (Each PLC meeting, 2016-17)

LCAP Supplemental – Resource 0002 $28,516

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PLC

Members (Leader in

bold) Number of

times to meet When to

meet Deliverable(s) Sub days

English 9

Tomlinson, Russo,

Korynta, Tyndall, Negin

5 (9/21, 11/9, 2/8, 3/1,

4/12) during school

day

Lit Circles; update Scope and Sequence 25

English 10

Tyndall, Yu, Benoit, Tomlinson

5 (10/4, 11/30, 2/15, 3/15, 4/12)

during school day

Lit Circles; update Scope and Sequence 20

English 11

Porter, Russo, Benoit

4 (11/3, 1/26, 3/3, 4/27)

during school day

Essential assignments- plan, create,

rubrics. 12

English 12

Wren, Ruggiero, Donnelly

6 meetings (2 hours each) After school

Update Scope and Sequence X

English AP/Honors

Vertical team

Souza, Wren, Lundy, Negin,

Tomlinson 3 meetings (2 hours each) After school

Vertically aligned

standards X

Algebra

Hernandez, Lew,

Phong, Kane,

McIntire, Ede, Long

6 meetings (2 hours each) After school

Common Final Exam/ Analyze SB Areas and

adjust curriculum if

needed x

8

Geometry

Vaiuso, Phong,

Carrasco, Centeno, Nowag

3 days (11/16, 1/25, 2/22)

during school day



needed 15

Algebra 2

Centeno, Carrasco, Ede, Lew,

Kane 3 days (12/7,

2/8, 3/22) during school

day



needed 21

Science

Lewis, Green,

D'Andrea, Huynh, Brekke,

Sepulvida, Miller, Lundy, Howell

3 (6 hours each) Saturdays

Scope and Sequence aligned to

NGSS X

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1.1.03/ .04 / .05 Revise ELA and Math pacing guides K-12 to align with California’s new ELA and Mathematics standards, including integrated ELD. Continue work on the use of data and the development of common pacing guides, instructional schedules, key assignments, and assessments. Provide clerical support for data entry where needed.

Principal, PLC Facilitators, Teachers

Pacing guides and assessments will be refined by May, 2017 History - Hale, Hahn, Miller, Terry, Vinet, Sussman 2x (12/14, 3/29) during school day Government - Marianno, Ruggiero, Sussman 2x (1/18, 3/1) during school day


1.1.11 Provide teachers with training in ELA core instructional materials and intervention programs

Principals, teachers Teacher representatives planned and attended summer training June, 2016; with implementation with students in August, 2016.

LCAP Supplemental - Resource 0002 $1,383.66

1.1.12 Provide training in Kagan Cooperative Learning

Principal, teachers Kagan Cooperative Learning Days 1 & 2 1 participant Kagan Cooperative Learning Days 3, 4, & 5 2 participants

LCAP Supplemental – Resource 0002 $513 LCAP Supplemental – Resource 0002 $1,026

1.1.13 Send high school teachers to summer Advanced Placement training

Principal, teachers Advanced Placement Summer Institute – July 11-14, 2016 12 participants

Title II – Resource 4035 $10,709

1.2.12 Increase learning time and improve services to students

Principal, teachers Fall 2016 – Spring 2017 3 sections, 0.60 FTE 0.40 (2 sections) $35,606

LCAP Supplemental – Resource 0002

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performing below expected levels in math by providing math lab classes

0.20 (1 sections) $18,420

1.2.13 Increase and improve services to English learners by providing 2 sections (0.40 FTE) of designated ELD classes (minimum of 220 minutes per week) at Vanden to improve student mastery of ELD and ELA standards. Provide laptop computers to support student learning.

PLC Lead Teachers, Teachers

Fall 2016 – Spring 2017 Advanced ESL 0.20 FTE EL support class 0.20 FTE


1.2.14 Increase learning time through the Vanden Tutoring Center, which will operate four days a week (M-Th) before school and after 6th and 7th periods to provide a flexible schedule to help students with math, ELD, and other core subjects.

Administrators, teachers Opened tutoring to students as of September 1st, 2016. Average of 25 students a day (Monday through Thursday) Teachers available in all core subjects to provide tutoring. Peer tutoring available.


1.2.15 Increase teacher time with individual students and small groups by maintaining low class sizes in English 1, Algebra 1, and support classes to improve student learning and success

Human Resources Director, Educational Services support staff, teachers

English 1: 24-29 students per classroom Algebra 1: 15-30 students per classroom

Approximately $180,000 for 2.0 FTE

1.3.01 Increase the graduation rate

Administrators, Participating teachers

Summer 2017 students will attend summer school to achieve credit recovery.

General Fund Resource 0000 $34,528

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and improve student academic performance by providing high school summer school for ELD and credit recovery. 1.3.02 Increase the graduation rate and improve student academic performance by providing online learning courses for high school credit recovery.

Educational Services Staff, Counselors

Fall 2016 - Spring 2017 - Summer Session 2017 Vanden will offer Cyber High.

General Fund Resource 0000 $15,335

1.3.03 Improve CTE programs by aligning pathways to the California CTE Model Curriculum Standards so that all pathways meet the 10 CTE program requirements, which will enable pupils to attain employment upon graduation from high school and to transition to postsecondary education programs that lead to a career. Improve the quality of CTE programs by using CTEIG funds to purchase equipment for programs that are aligned to standards

Administrators, Counselors, Educational Services support staff

Spring 2017 - Fall 2017 CTE Teachers, Counselors, administrators continue to help build CTE programs and curriculum to help all students access courses.

LCAP Supplemental – Resource 0002 $2,303 CTEIG Career Technical Education Incentive Grant Resource 6367 $86,012 Expensed to date

1.3.04 Expand student CTE options by offering new Biotechnology I, Video Production, and Medical Science II CTE courses. Increase internship

Administrators, Director of HR, Participating teachers

2016-2017 Contracted with SCOE to provide a 0.50 FTE Work Based Learning Specialist to increase work-based learning experiences.

CTEIG Career Technical Education Incentive Grant Resource 6367 $50,000

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opportunities and improve their quality through collaboration with SCOE to provide a 0.50 FTE Internship Coordinator to develop internship opportunities and to place and monitor student interns.

1.3.05 Improve access to UC a-g courses, credit recovery, STEM, music, arts, and CTE by providing Vanden students with the opportunity to take 7 classes

Administrators, Counselors Fall 2016 - Spring 2017 Administrators and counselors continue to build the master schedule to reflect the needs and wants of students wanting a 7 period day.

For 3 Teachers to instruct 6 periods per day: $55,200

1.3.06 Increase enrollment in our most rigorous course offerings by reducing enrollment barriers and providing increased support for students.

AP Teachers Counselors

Increase AP enrollment - Provide a mandatory AP Parent/student night in the spring of 2017 semester to educate and attract more students to AP courses. Vanden HS has open enrollment - as a result, administrators and counselors hold this night to educate students and parents about the structure and requirements of an AP course to help ensure student success.

N/A

1.3.07 Expand and improve the guidance curriculum offered to secondary students by providing Naviance for college and career planning in high schools to help align student interests and strengths to post-secondary goals in order to improve student outcomes. Plan visits to colleges and

Administrators, Counselors, Student Services staff and Educational Services staff

2016-2017 Provide Naviance to students for college and career planning.

$15,145.35

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other post-secondary education options. Ensure all secondary students are familiar with University of California and California State University admission requirements. 1.3.08 Increase and improve opportunities for high school students to earn college credit from Solano Community College through articulation agreements and the dual enrollment program

Counselors Classes to be determined Fall of 2017 Bus transportation through College Readiness Block Grant

LCAP Goal #2: (LEA GOAL): Provide positive, nurturing school environments enriched by experiences in the arts, music, STEM (science, technology, engineering, and mathematics) where students feel safe, welcome, and connected to the school community. Extend learning beyond the school day. SCHOOL GOAL:

7. Improved attendance by students; improved administration of accommodations, create and manage a complete and functioning safety plan. What data did you use to form this goal?

1. Attendance data 2. Suspension data 3. California Healthy Kids Survey

What were the findings from the analysis of this data? The chronic absentee rate rises near the end of high school. 9.3% of 11th grade students and 10.5% of 12th grade students are chronically absent. This can impact graduation rates.

How will the school evaluate the progress of this goal? Data will be collected as part of LCAP progress monitoring on a districtwide and school site basis. Where can a budget plan of the proposed expenditures for this goal be found? The budget for this goal, including accounting information, is shown in detail in the district’s LCAP and our school budget. Summary financial

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information is shown in each row of the table of actions below.

STRATEGIES: 1) Enhance the knowledge and skills of instructional staff related to PBIS, classroom management, and managing the behavior of challenging students. 2) Implement a behavioral Response to Instruction and Intervention System (RtI2) to improve socio-emotional wellness and to maintain calm classrooms focused on learning. 3) Provide enrichment and hands-on learning in the arts, music, and STEM (science, technology, engineering, and mathematics) to improve academic achievement and enhance socio-emotional wellness.

Action/Date Person(s) Responsible Task (Date) Cost and Funding Source (Itemize for Each Source)

2.1.02 Provide Kagan Win-Win Discipline training during the summer for high school teachers.

Kagan and classroom management trainers (district teachers)

Kagan training took place August 8-9, 2016. Kagan Win-Win Discipline 3 participants


2.2.06 Develop plans for initial stages of PBIS implementation.

Principal, Assistant Principals, Counselors, Teachers, Social Workers

Working with Counselors and School Social Workers, develop a plan to implement PBIS.

N/A

2.2.07 Select and implement a cyberbullying program.

Assistant Principals Select and implement a Cyberbullying program. N/A

2.2.08 Increase and improve Tier II PBIS services, including individual counseling, support groups, and work with families by providing 2.0 FTE School Social Workers plus Social Worker Interns.

Counselors, Special Ed staff.

Hire 1.0 FTE School Social Worker to improve school safety. $50,194 DoDEA Project Connect Resource 5813

2.2.09 Special Education staff / Salary based on placement on

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Increase and improve services to students needing Tier III behavior support by providing three Behavior Teams (a Behavior Intervention Specialist teamed with a Behavior Assistant) to support both Special Education students and students in the general program.

Military Family Life Counselor / Social Worker

Form behavior teams for Tier III behavior support. Meet with students on an as-needed basis.

salary schedule.

2.2.11 Use enhanced SART/SST/SARB processes to address attendance, academic performance, and behavioral issues. Implement an annual progress and performance review process for students attending under special agreements.

Student Services Department, Counselors, Principal, Teachers

Provide students with positive and timely support to help ensure all students succeed. Use SARB/SST/SART to help students have a better educational experience by communicating and problem solving students’ needs and concerns.

N/A

2.2.13 Implement Student2Student program to provide students with strong connections to school, to each other, and to the community.

Counselors Two counselors coordinate Student2Student (S2S). This program allows new students including military-connected to connect to the school, the staff, and other students. The goal is to increase new student involvement in school activities.

DoDEA Project Connect Resource 5813 $19,093

LCAP GOAL #3 (LEA GOAL): Provide basic services and manage resources responsibly. SCHOOL GOAL:

8. Ensure all students, teachers and classrooms are equipped to offer students full educational opportunities inside the classroom and out. 9. Provide students necessary curriculum, materials (books) and technology tools needed for student success.

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What data did you use to form this goal? Williams Act and other legal requirements, class size regulations, instructional materials needs, data from FIT facilities condition instrument, information about technology needs.

What were the findings from the analysis of this data? We are compliant with Williams Act requirements and will maintain that status. There are areas where the condition of our facilities can be improved. Although we made great strides last year in improving technology available to students, we have more needs in this area.

How will the school evaluate the progress of this goal? Data will be collected as part of LCAP progress monitoring on a districtwide and school site basis. Where can a budget plan of the proposed expenditures for this goal be found? The budget for this goal, including accounting information, is shown in detail in the district’s LCAP and our school budget. Summary financial information is shown in each row of the table of actions below.

STRATEGIES: 1) Ensure all teachers are appropriately credentialed (Williams Act).2) Provide all students with instructional materials as required (Williams Act).3) Provide facilities that are safe and well maintained. Provide equipment and technology that supports learning.

Action/Date Person(s) Responsible Task/Date Cost and Funding Source (Itemize for Each Source)

3.1.01 Students receive instruction from teachers who are appropriately assigned and fully credentialed in the subject area and for the students they are teaching (Williams Act).

Director of Human Resources, Principal

Hiring of highly qualified teachers who are properly credentialed for areas of instruction.

N/A

3.2.01 Students have required instructional materials (Williams Act).

Educational Services staff, Principal

Adoption of California Collections, a standards-aligned ELA program by Houghton Mifflin Harcourt was completed in Spring, 2016.

Lottery Instructional Materials Resource 6300 $224,991

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3.2.02 Implement new ELA materials K-12. Support student mastery of ELA/ELD standards, acquisition of academic English, and development of reading comprehension and critical thinking skills by providing high interest supplemental issue-based informational texts.

Principal, teachers, Educational Services staff

Teachers attended professional development for California Collections in June, 2016. Teachers meeting in PLC Area 3 Writing Project - 2 teachers attend AP Training

No expensed items for CA Collections training this fiscal year 01-0002-0-1490-2140-1115-321 Approx $596.00 District level funds for Area 3 writing. AP Training - Title II – Resource 4035 $10,709

3.3.04 Continue to upgrade technology through hardware and software purchases. Create a standard basic technology configuration for classrooms.

Director of IT, Principal EPSON BRIGHTLINK 575wi INTERACTIVE PROJECTOR, Cengage Learning Software, Turntin

Resource 1100 $9,135

LCAP GOAL #4 (LEA GOAL): Involve parents as active partners in their child’s education. SCHOOL GOAL:

10. Improve communication regarding school events; involve parents in decision-making processes and provide information regarding school programs.

What data did you use to form this goal? At this time, there is no formal data to measure parental involvement in a comprehensive way, so the data was collected from information collected through advisory groups, SARB meetings, and administrator conversations.

What were the findings from the analysis of this data? We found that we have many parents involved at school, but conversations with advisory groups have pointed out a need to increase our parental education programs.

How will the school evaluate the progress of this goal? Data will be collected as part of LCAP progress monitoring on a districtwide and school site basis.

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Where can a budget plan of the proposed expenditures for this goal be found? The budget for this goal, including accounting information, is shown in detail in the district’s LCAP and our school budget. Summary financial information is shown in each row of the table of actions below.

STRATEGIES: 1) Involve parents in making decisions.2) Involve parents at school. 3) Provide parent education programs.

Action/Date Person(s) Responsible Task/Date Cost and Funding Source (Itemize for Each Source)

4.1.01 Continue to involve the Superintendent’s Parent Advisory Group, the Foster Parent SPAG subcommittee, and the District English Learner Advisory Committee (DELAC) in LCAP development, data analysis, and revision.

Principals, participating teachers

Vanden parents participant and attend SPAG meetings. N/A

4.1.02 Meet with Foster Parents to plan how the district can better meet the needs of foster children and to share information about resources

Director of Student Services

Vanden HS Foster parents s invited to attend SSC, Leadership and all related meetings during Fall 2016 -Spring 2017

N/A

4.1.04 Continue to involve School Site Councils in the analysis of data and the development of school plans, including the SPSA.

Principals, participating teachers

Meeting dates for 2016-2017: September 26 December 13 January 10 February 14 March 14 April 11

N/A

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May 9 4.1.05 Continue to involve parents of children with exceptional needs in the Solano County Special Education Local Plan (SELPA) Community Advisory Committee (CAC).

Principals, Special Education staff

District nominates parents to attend the SELPA Community Advisory Committees.

N/A

4.2.02 Provide translators as needed for IEPs, SSTs, and other family-school communication.

Administrators, Case Managers

Fall 2016 - Spring 2017, provide translators as needed. Either district level cost or special education funding.

4.2.03 Provide outreach to parents of unduplicated students and other families where enhanced communication is needed (personal phone calls, personal invitations to participate in meetings, home visits).

All Staff Fall 2016 - Spring 2017 Communicate with families using School Messenger and other forms of communication (i.e. flyers, newsletters, website, phone messages, email).

Spent at District Level LCAP Supplemental – Resource 0002

4.3.01 Provide Parent Project training in the district and continue to refer parents to other regional Parent Project classes.

School resource officer Fall 2016 - Spring 2017

N/A to site – District level expense

4.3.06 Use IEP meetings to inform parents about opportunities to participate at school and about upcoming parent education programs.

Administrators, case managers

Fall 2016 - Spring 2017 SPED teachers offer Parent Project meeting dates. Parents Rights forms distributed/revisited Peer Tutoring / Student 2 Student group

N/A

4.3.07 Develop a system that allows

Website managers Fall 2016 - Spring 2017

N/A

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parents easy access to online learning resources

Form B: Centralized Services for Planned Improvements in Student Performance The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each categorical program in Form B must be aligned with the Consolidated Application. School Goal 11: Improve academic achievement for English Learners through centralized services provided by Educational Services.

Actions to be Taken to Reach This Goal1 Consider all appropriate dimensions (e.g., Teaching

and Learning, Staffing, and Professional Development)

Start Date2

Completion Date Proposed Expenditures Estimated

Cost Funding

Source (itemize for each source)

1. Provide high quality language instruction based on scientifically-based research. 2. Ensure that EL students make adequate yearly progress by providing supplemental instructional materials to address EL students’ needs. 3. District English Learner Coordinator will provide appropriate services to support English Learner students. 4. Provide professional development that will facilitate learning and improve EL student English proficiency. 5. Provide trainings for parents, translation services,

July 1, 2016 through June 30, 2017

1. Supplementary technology support for EL students 2. Supplemental instructional materials 3. Portion of coordinator’s salary from Title III 4. Professional development for Edge and technology support.

$8,000.00 $3,200.00 $11,418.15

Title III: LEP and Immigrant (for all actions)

1 See Appendix A: Chart of Legal Specifics for the Single Plan for Student Achievement for content required by each program or funding source supporting

this goal. 2 List the date an action will be taken, or will begin, and the date it will be completed.

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and activities at school sites. 5. Materials for trainings, costs for translation

$2,500.00 $2,500.00

Note: Centralized services may include the following direct services:

• Research-based instructional strategies, curriculum development, school climate, and data disaggregation for instructional staff

• District-wide staff providing specific services to schools, e.g., English Language Development Coordinator, Teachers on

Special Assignment, Instructional Coaches

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Form C: Programs Included in this Plan Check the box for each state and federal program in which the school participates. Enter the amounts allocated for each program in which the school participates and, if applicable, check the box indicating that the program’s funds are being consolidated as part of operating a schoolwide program (SWP). The plan must describe the activities to be conducted at the school for each of the state and federal programs in which the school participates. The totals on these pages should match the cost estimates in Form A and the school’s allocation from the ConApp. Note: For many of the funding sources listed below, school districts may be exercising Categorical Program Provisions options (flexibility) with information available at http://www.cde.ca.gov/fg/ac/co/documents/sbx34budgetflex.doc. Of the four following options, please select the one that describes this school site: (N/A: this is not a Title I school)

This site operates as a targeted assistance school (TAS), not as a schoolwide program (SWP).

This site operates a SWP but does not consolidate its funds as part of

operating a SWP.

This site operates a SWP and consolidates only applicable federal funds as part of operating a SWP.

This site operates a SWP and consolidates all applicable funds as part of operating a SWP.

State Programs Allocation Consolidated

in the SWP

Local Control Funding Formula (LCFF) – Base Grant Purpose: To provide flexibility in the use of state and local funds by LEAs and schools

$

LCFF – Supplemental Grant Purpose: To provide a supplemental grant equal to 20 percent of the adjusted LCFF base grant for targeted disadvantaged students

$

LCFF – Concentration Grant Purpose: To provide an additional concentration grant equal to 50 percent of the adjusted LCFF base grant for targeted students exceeding 55 percent of an LEA’s enrollment

$

California School Age Families Education (Carryover only) Purpose: Assist expectant and parenting students to succeed in school

$

http://www.cde.ca.gov/fg/ac/co/documents/sbx34budgetflex.doc

23

Economic Impact Aid/State Compensatory Education (EIA-SCE) (Carryover only) Purpose: Help educationally disadvantaged students succeed in the regular program

$

Economic Impact Aid/Limited English Proficient (EIA-LEP) (Carryover only) Purpose: Develop fluency in English and academic proficiency of English learners

$

Peer Assistance and Review (Carryover only) Purpose: Assist teachers through coaching and mentoring $

Professional Development Block Grant (Carryover only) Purpose: Attract, train, and retain classroom personnel to improve student performance in core curriculum areas

$

Pupil Retention Block Grant (Carryover only) Purpose: Prevent students from dropping out of school $

Quality Education Investment Act (QEIA) Purpose: Funds are available for use in performing various specified measures to improve academic instruction and pupil academic achievement

$

School and Library Improvement Program Block Grant (Carryover only) Purpose: Improve library and other school programs

$

School Safety and Violence Prevention Act (Carryover only) Purpose: Increase school safety

$

Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students $

List and Describe Other State or Local Funds CTEIG $289,987.00

Total amount of state categorical funds allocated to this school $289,987.00

Federal Programs Allocation Consolidated in the SWP

Title I, Part A: Allocation Purpose: To improve basic programs operated by local educational agencies (LEAs)

$

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Title I, Part A: Parental Involvement (if applicable under Section 1118[a][3][c] of the Elementary and Secondary Education Act) Purpose: Ensure that parents have information they need to make well-informed choices for their children, more effectively share responsibility with their children’s schools, and help schools develop effective and successful academic programs (this is a reservation from the total Title I, Part A allocation).

$

For Program Improvement Schools only: Title I, Part A Program Improvement (PI) Professional Development (10 percent minimum reservation from the Title I, Part A reservation for schools in PI Year 1 and 2)

$

Title II, Part A: Improving Teacher Quality Purpose: Improve and increase the number of highly qualified teachers and principals

$

Title III, Part A: Language Instruction for Limited-English-Proficient (LEP) Students Purpose: Supplement language instruction to help LEP students attain English proficiency and meet academic performance standards

$

Title III funds may not be

consolidated as part of a SWP3

Title VI, Part B: Rural Education Achievement Program Purpose: Provide flexibility in the use of ESEA funds to eligible LEAs

$

For School Improvement Schools only: School Improvement Grant (SIG) Purpose: to address the needs of schools in improvement, corrective action, and restructuring to improve student achievement

$

Other federal funds (list and describe) $



Total amount of federal categorical funds allocated to this school $

3 Title III funds are not a school level allocation even if allocated by the district to a school site. The LEA is

responsible for fiscal reporting and monitoring and cannot delegate their authority to a site at which the program is being implemented. If Title III funds are spent at a school site, they must be used for the purposes of Title III and only for those students the LEA has identified for services. For more information please contact the Language Policy and Leadership Office at 916-319-0845.

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Total amount of state and federal categorical funds allocated to this school $

Note: Other Title I-supported activities that are not shown on this page may be included in the SPSA Action Plan.

26

Form D: School Site Council Membership **Fill in each member and their role on your SSC.** 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.4 The current make-up of the SSC is as follows:

Names of Members

Prin

cipa

l

Cla

ssro

om

Teac

her

Oth

er S

choo

l St

aff

Pare

nt o

r C

omm

unity

M

embe

r

Seco

ndar

y St

uden

t

William Sarty x

Marleen Hurst x

Christina Baird x

Shauna Carr x

Marlina Edmonds x

Mary Centeno x

Doug green x

Michael Howell x

Lisa Leone x

Samara Jefferson x

Siena Kutz x

Sarah Vedella x

Numbers of members in each category 1 4 1 3 3

4 EC Section 52852

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Form G: Single Plan for Student Achievement Annual Evaluation Pursuant to California Education Code Section 64001(g), the School Site Council (SSC) must evaluate at least annually the effectiveness of planned activities. In the cycle of continuous improvement of student performance, evaluation of the results of goals will provide data to inform and guide subsequent plans. Annual evaluation by the SSC and local educational agency (LEA) is a critical part of the continuous cycle of improvement for a school. Furthermore, it is an integral component of the Compensatory Education (CE) Federal Program Monitoring (FPM) review process for Single Plan for Student Achievements (SPSAs). During an FPM review, the SSC and LEA must be able to provide evidence of the evaluation process to determine if the needs of students are being met by the strategies described in the SPSA. The SPSA annual evaluation may be a summary description of the school’s progress toward implementation of the strategies and actions in the SPSA. The report may also include a data analysis of the school’s progress towards its student achievement goals based on local, state, or national assessment data. During the evaluation process, it is important for the SSC and LEA to exercise caution about jumping to conclusions about the effectiveness or non-effectiveness of specific activities and programs without examining the underlying causes. The SSC and LEA should consider all relevant factors when evaluating the plan, such as the degree of implementation, student enrollment changes, and health and safety issues.

SPSA ANNUAL EVALUATION: 2014-15 Plan Plan Priorities

• Identify the top priorities of the current SPSA. (No more than 2–3.) 1. PLC 2. Technology 3. At risk freshman class/support

• Identify the major expenditures supporting these priorities. 1. Training / Subs for PLC work 2. Technology costs

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Plan Implementation

• Identify strategies in the current SPSA that were fully implemented as described in the plan.

1. Tutoring Center 2. Creation of CTE courses

• Identify strategies in the current SPSA that were not fully implemented as

described in the plan or were not implemented within the specified timelines.

o What specific actions related to those strategies were eliminated or modified during the year?

o Identify barriers to full or timely implementation of the strategies identified

above.

o What actions were undertaken to mitigate those barriers or adjust the plan to overcome them?

o What impact did the lack of full or timely implementation of these

strategies have on student outcomes? What data did you use to come to this conclusion?

One strategy that was not fully implemented/successful was the Freshman support and intervention class. Although we did create a plan to get all at risk freshman a mentor teacher for their freshman year, the lack of teachers available did not allow this plan to go into action. Vanden HS currently has 22 teachers on 120% contracts. We attempted/will attempt to address this problem by hiring skilled and competent teachers to help build a master schedule that will allow us to give all at risk freshman a "mentor teacher" to help them build strong relationships, study skills and time management skills. Another strategy not fully completed is the finalization of new technology in all classrooms. We currently have a time table for completion for all of Vanden HS to have new short throw projection units installed by the end of the 16-17 school year.

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Strategies and Activities

• Identify those strategies or activities that were particularly effective in improving student achievement. What evidence do you have of the direct or indirect impact of the strategies or activities on student achievement?

Effective strategy Evidence of effectiveness PLC Department Work Aligned curriculum/benchmark assess/ common

assessments Technology update/upgrades All buildings upgraded/ being upgraded with

short throw projection units/smart boards

• Identify those strategies or activities that were ineffective or minimally effective in improving student achievement.

o Based on an analysis of the impact of the strategies/activities, what

appears to be the reason they were ineffective in improving student achievement?

Lack of timely implementation

Limited or ineffective professional development to support

implementation

Lack of effective follow-up or coaching to support implementation

Not implemented with fidelity

Not appropriately matched to student needs/student population

Other________________________________________________

o Based on the analysis of this practice, would you recommend:

Eliminating it from next year’s plan Continuing it with the following

modifications:______________________________

Ineffective strategy Reason this was ineffective Recommendation for 2016-17 Help for incoming 9th grade at risk students

Teacher shortage - 22 teachers on 120% contracts

Hire highly qualified teachers to give schedule flexibility to add needed classes for incoming 9th class.

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Involvement/Governance

• How was the SSC involved in development of the plan? Our SSC was involved by reviewing CAASPP, EAP, ELA, Benchmark assessments, final exams, semester grades, and data to help guide decision making.

• How were advisory committees involved in providing advice to the SSC?

The SSC received periodic reports. Department Chairs and Leadership Teams reviewed data with input from staff members to help with the decision making process.

• How was the plan monitored during the school year?

The SSC received periodic reports. Department Chairs and Leadership Teams reviewed data with input from staff members to help decision making process.

• What changes are needed to ensure involvement of all stakeholders and adequate monitoring of planned activities and outcomes? We plan to merge the monitoring of the SPSA with the monitoring of the LCAP and to produce data reports throughout the year to monitor implementation of both plans. We plan to review the monitoring data with SSC, Leadership, Department Chars and all other needed stakeholders.

Outcomes

• Identify any goals in the current SPSA that were met. These goals were met: • Tutoring Center - continue to build opportunities for students to access tutoring before and

after school in all subject matter. • Growth of PLC 's outside of Math and English - continue to support and build the opportunities

for teachers to collaborate to help build a viable and relevant curriculum.

• Identify any goals in the current SPSA that were not met, or were only partially met.

o List any strategies related to this goal that were identified above as “not

fully implemented” or “ineffective” or “minimally” effective.

Goals not met. Strategies that were ineffective or not implemented.

Completion of technology in all classrooms Support class for at risk freshman

• Based on this information, what might be some recommendations for future steps to meet this goal? Based on this information, we recommend 1) the creation of a more relevant and supportive curriculum and class scheduling choices for incoming freshman. 2) Survey of all teachers and their technology needs to help support the classroom learning environment. Follow through on installation of technology in all classrooms.

single plan for student achievement 2016-17 · 2017. 2. 15. · the single plan for student...

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