the school plan for student achievement

The School Plan for Student Achievement 1 of 31 10/5/18

The School Plan for Student Achievement

School: San Pasqual High School

CDS Code: 37681063730058

District: Escondido Union High School District

Principal: Martin Casas

Revision Date: 5/22/2018 The School 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: Martin Casas

Position: Principal

Phone Number: 760.291.6002

Address: 3300 Bear Valley Pkwy. Escondido, CA 92025

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on .


Table of Contents

School Vision and Mission ......................................................................................................................................................3

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

Comprehensive Needs Assessment Components ..................................................................................................................5

Data Analysis .................................................................................................................................................................5

Surveys ..........................................................................................................................................................................5

Classroom Observations ................................................................................................................................................5

Analysis of Current Instructional Program ....................................................................................................................5

Description of Barriers and Related School Goals ..................................................................................................................7

School and Student Performance Data ..................................................................................................................................8

CAASPP Results (All Students) .......................................................................................................................................8

CELDT (Annual Assessment) Results ............................................................................................................................11

CELDT (All Assessment) Results ...................................................................................................................................12

Planned Improvements in Student Performance .................................................................................................................13

School Goal #1 .............................................................................................................................................................13

School Goal #2 .............................................................................................................................................................15

School Goal #3 .............................................................................................................................................................17

School Goal #4 .............................................................................................................................................................18

School Goal #5 .............................................................................................................................................................20

Centralized Services for Planned Improvements in Student Performance ..........................................................................21

Centralized Service Goal #1 .........................................................................................................................................21





Summary of Expenditures in this Plan ..................................................................................................................................26

Total Allocations and Expenditures by Funding Source ..............................................................................................26

Total Expenditures by Object Type ..............................................................................................................................27

Total Expenditures by Object Type and Funding Source .............................................................................................28

Total Expenditures by Goal .........................................................................................................................................29

School Site Council Membership ..........................................................................................................................................30

Recommendations and Assurances ......................................................................................................................................31


School Vision and Mission San Pasqual High School’s Vision and Mission Statements San Pasqual High School Vision Statement: UNITED . . . we are San Pasqual! San Pasqual High School Mission Statement: In an environment of collaboration and camaraderie San Pasqual HS will provide: Relevant, engaging instruction with High Expectations for ALL students Embedded support during the school day, as well as positive behavior models, academic interventions, and extra-curricular programs that promote success for students during and beyond their high school years. An appreciation of the connectivity of communities around the world and the significant impact of individual actions within these communities. San Pasqual High School Instructional Goal: San Pasqual High School will use PLC Time and other collaborative activities to focus on engaging students in the curriculum through thoughtful planning, a focus on inquiry, and active participation that fosters critical thinking and problem solving. Background Information: San Pasqual High School (SPHS), founded in 1972, is nestled in the San Pasqual Valley in the northern San Diego County city of Escondido, California. Escondido is a vibrant and diverse multicultural city committed to educating its youth. SPHS is one of three comprehensive high schools, one 9-12 STEM Academy, one alternative high school and an Adult Education/CTE program operated by the Escondido Union High School District (EUHSD) in grades 9-12. EUHSD enrolls over 9000 students in grades 9 – 12 and has served the community of Escondido since 1894. SPHS enrolls 2243 students and uses a school year calendar of two semesters with six classes per semester. Semester one is August through December and Semester Two is January through June. SPHS serves a diverse population that is 62% Hispanic/Latino; 27.5% White; 3.32% Asian; 1.8% African American; 2.7% Filipino, 0.3% Native American and 0.3% Pacific Islander students. 52.4% of SPHS students qualify as Socio-Economically Disadvantaged, 13.2% are English Learners and an additional 32% are Re-designated Fluent English Proficient ( R-FEP) students. 13% of the student population at SPHS participates in the AVID program which promotes college readiness for traditionally underserved student populations. For students who participate in all four years of AVID at San Pasqual in 2016-2017, 56% of the seniors are attending a four-year college, and 44% of the seniors are attending community college. San Pasqual involves parents, guardians, and community stakeholders in the work of improving student achievement and exiting Program Improvement through the School Site Council, English Learner Advisory Committee, Back to School Night, Parent Meetings, ELAC, Parent Club, Athletic and Band Booster Clubs, along with regular informative contact with the community. Strategies to Improve Student Achievement and Exit Program Improvement: San Pasqual is implementing the following strategies:

• A culture of High Expectations with support through training and implementation of Essential Elements of Instruction, Positive Behavior Intervention & Support, Professional Learning initiatives in English Language Arts & Math, as well as the use of Illuminate and other Educational Technology to support instruction

• A weekly schedule with Embedded Support time to facilitate re-teaching, critical thinking, analysis, non-fiction writing, problem solving, working to mastery of common core standards, and accelerated learning.

• Connecting Freshmen academically and socially through the Freshman Academy, Freshman Orientation, and Link Crew • A culture of collaboration, camaraderie, common curriculum and assessments developed through Professional Learning

Communities • A wide variety of extra-curricular programs, as well as educational and social interventions that assist persistence toward

graduation, develop resilience necessary to overcome obstacles, and promote the communication skills as well as an


appreciation of the connectivity of communities around the world and the significant impact of individual actions within these communities.

Student Learning Outcomes: (SLOs) After graduation from San Pasqual, students will enter post-secondary opportunities: Academically Engaged as measured by

Student Proficiency and Pass Rate on CAASP Student performance on CELDT D/F Rate A-G Course Completion Advanced Placement Equity and Access percentage

Behave Positively as measured by

Percent of Discipline Incidents relative to student population Percent of participating in after school academic and enrichment activities

College & Career Ready as measured by

A-G course completion percentage Advanced Placement Equity & Access percentage Student performance on CSU Early Assessment Program (EAP) Percentage of students completing a CTE course sequence Graduation Rate

SPSA School Goals: SPHS will create Academic Engagement by providing ALL students with relevant instruction and embedded support that meets their individual needs in English Language Arts SPHS will create Academic Engagement by providing ALL students with relevant instruction and embedded support that meets their individual needs in Mathematics SPHS will create Academic Engagement by providing ALL English Learners with relevant instruction and embedded support that develops their English language proficiency in Reading, Writing, Speaking, and Listening SPHS will offer a wide variety of extra-curricular programs, as well as educational and social interventions that assist persistence toward graduation, develop resilience necessary to overcome obstacles, and promote the communication skills and interconnectedness essential to Behaving Positively. SPHS will identify and provide ALL students with specific College & Career Readiness information, activities, courses, and course pathways that promote post-secondary opportunities and real world connectivity The following Expected Annual Measurable Outcomes will be used though out this document to evaluate both LCAP Goals and School Goals

SPHS will increase the Re-Designation Rate of English Learners (RFEP) by 2% LCAP SPHS will meet established AMAO targets for English Language Learners SPHS will increase the number of students qualifying for the State Seal of Biliteracy by 2%. Increase from 2017-2018 the percent of 9th grade students passing English courses by 2% Increase from 2017-2018 the percent of 11th grade students that meet or exceed standards as established for CAASP by

2% Increase from 2017-2018 the percent of 11th grade students that meet the EAP requirement determined by CAASP

results by 2%. Increase from 2017-2018 the percent of students taking and being successful (Course grade A-C) in AP courses by 1%. Increase from 2017-2018 the percent of students scoring 3 or higher on an A.P. exam by 1% Increase from 2017-2018 the percent of students meeting the a-g requirements by 1% Increase from 2017-2018 the percent of 9 -12 grade students passing courses (with a C or better) by 1%. Increase from 2017-2018 the percent of students taking and being successful (Course grade A-C) in A.P. courses each

semester by 1%.


Increase from 2017-2018 the percent of students enrolled in CTE courses by 1% Increase from 2017-2018 the percent of students qualifying as CTE completers by 1%

School Profile Comprehensive Needs Assessment Components

Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided.

Surveys This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s).

Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings.

Analysis of Current Instructional Program The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

• Not meeting performance goals • Meeting performance goals • Exceeding performance goals

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs. Standards, Assessment, and Accountability 1. Use of state and local assessments to modify instruction and improve student achievement (ESEA)

2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)

Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (ESEA)


4. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC)

5. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)

6. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)

7. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve)

(EPC)

Teaching and Learning 8. Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)

9. Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC)

10. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)

11. Availability of standards-based instructional materials appropriate to all student groups (ESEA)

12. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school

students, access to standards-aligned core courses (EPC)

Opportunity and Equal Educational Access 13. Services provided by the regular program that enable underperforming students to meet standards (ESEA)

14. Research-based educational practices to raise student achievement


Parental Involvement 15. Resources available from family, school, district, and community to assist under-achieving students (ESEA)

16. Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary

schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932)

Funding

17. Services provided by categorical funds that enable underperforming students to meet standards (ESEA)

18. Fiscal support (EPC)

Description of Barriers and Related School Goals


School and Student Performance Data

CAASPP Results (All Students)

English Language Arts/Literacy

Overall Participation for All Students

# 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 11 499 556 516 482 539 502 480 537 502 96.6 96.9 97.3

All Grades 499 556 516 482 539 502 480 537 502 96.6 96.9 97.3

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

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 11 2595.3 2608.2 2593.9 22 26.63 21.51 35 36.87 36.45 26 20.30 21.71 18 16.20 20.32

All Grades N/A N/A N/A 22 26.63 21.51 35 36.87 36.45 26 20.30 21.71 18 16.20 20.32

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 11 25 31.28 27.69 54 49.53 49.60 21 19.18 22.71

All Grades 25 31.28 27.69 54 49.53 49.60 21 19.18 22.71

Writing Producing clear and purposeful writing


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 11 34 39.29 34.46 47 42.64 42.23 20 18.06 23.31

All Grades 34 39.29 34.46 47 42.64 42.23 20 18.06 23.31

Listening Demonstrating effective communication skills


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 11 17 23.84 21.91 67 60.52 61.75 16 15.64 16.33

All Grades 17 23.84 21.91 67 60.52 61.75 16 15.64 16.33

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 11 32 36.31 34.26 55 46.93 48.21 12 16.76 17.53

All Grades 32 36.31 34.26 55 46.93 48.21 12 16.76 17.53


Conclusions based on this data:

1.



CAASPP Results (All Students)

Mathematics

Overall Participation for All Students

# 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 11 499 556 518 489 539 509 485 539 508 98 96.9 98.3

All Grades 499 556 518 489 539 509 485 539 508 98 96.9 98.3

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

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 11 2562.4 2570.0 2556.4 11 13.91 11.61 18 18.00 16.73 25 26.53 24.02 46 41.56 47.64

All Grades N/A N/A N/A 11 13.91 11.61 18 18.00 16.73 25 26.53 24.02 46 41.56 47.64

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 11 19 21.52 19.29 28 28.57 23.03 53 49.91 57.68

All Grades 19 21.52 19.29 28 28.57 23.03 53 49.91 57.68

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 11 14 14.84 14.96 49 46.94 42.13 36 38.22 42.91

All Grades 14 14.84 14.96 49 46.94 42.13 36 38.22 42.91

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 11 16 17.63 15.55 62 58.44 56.10 22 23.93 28.35

All Grades 16 17.63 15.55 62 58.44 56.10 22 23.93 28.35 Conclusions based on this data:

1.



CELDT (Annual Assessment) Results

Percent of Students by Proficiency Level on CELDT Annual Assessment

Advanced Early Advanced Intermediate Early Intermediate Beginning Grade

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

9 3 4 34 40 34 31 16 11 14 14

10 4 9 39 29 41 33 10 17 6 13

11 5 10 35 43 33 17 21 14 7 16

12 9 9 27 21 42 33 9 24 12 12

Total 5 7 35 35 37 28 14 15 9 14


1.



CELDT (All Assessment) Results

Percent of Students by Proficiency Level on CELDT All Assessments (Initial and Annual Combined)

Advanced Early Advanced Intermediate Early Intermediate Beginning Grade

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

9 3 3 30 32 31 25 13 10 22 30

10 6 8 35 26 37 31 9 17 14 18

11 6 10 31 42 29 17 19 15 15 15

12 8 9 26 21 36 32 8 24 23 15

Total 5 7 31 32 33 25 12 15 18 22


1.


Planned Improvements in Student Performance

School Goal #1

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 student performance 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:

SUBJECT:

LEA/LCAP GOAL:

LCAP Goal 1: Academic Achievement: Hold high expectations for and improve academic achievement so that all students graduate college and career ready from the Escondido Union High School District. --------

SCHOOL GOAL #1:

School Goal #3: SPHS will create Academic Engagement by providing ALL English Learners with relevant instruction and embedded support that develops the English Language Proficiency in Reading, Writing, Speaking, and Listening.--------

Data Used to Form this Goal:

Starting number of ELLs: Total number of ELLs was 261. Total number of ELLs Reclassified (not including students that dropped): 20% Goal met from previous year --------

Findings from the Analysis of this Data:

Findings pending--------

How the School will Evaluate the Progress of this Goal:

Meet established English Learner targets for 2018-19 Increase the Re-Designation Rate of English Learners (RFEP) by 2%. Increase the number of students qualifying for the State Seal of Biliteracy by 2%. Increase from 2017-2018 the percent of 11th grade students that meet or exceed standards as established for CAASP by 2% Increase from 2017-20178 the percent of 11th grade students that meet the EAP requirement determined by CAASP results by 2%. Increase from 2017-2018 the percent of students scoring 3 or higher on an A.P. exam by 2% Increase from 2017-2018 the percent of students meeting the a-g requirements by 1% Increase from 2017-2018 the percent of students taking and being successful (Course grade A-C) in A.P. courses each semester by 1%. Increase the percentage of students completing UC a-g classes. --------


Actions to be Taken to Reach This Goal Timeline Person(s)

Responsible Proposed Expenditure(s)

Description Type Funding Source Amount

SPHS will offer ELD 1 support classes for all ELD 1 students

2 Sections Title I 50,404

SPHS will offer ELD 2 support classes for ELD 2 students

1 Section Title I 25,023

SPHS will offer ELD 3 support classes for ELD 3 students

1 Section Title I 27,818

SPHS will use Bilingual Instructional Assistants in ELD, Sheltered instruction, and Learning Center courses

Two 3.5 BIA's Title III 30,370

Provide resources and support for 9th Grade English classes so that students get the support to remain A-G compliant and obtain the necessary skills to graduate college and career ready

2 Sections 9th Grade English Support

Title I 49,103

Provide resources and support for 9th Grade Math classes so that students get the support to remain A-G compliant and obtain the necessary skills to graduate college and career ready

2 Sections 9th Grade Math Support

Title I 30,954

Provide staff support in obtaining student data to make informed data driven decisions to assess key metrics and student success.

1 Section Illuminate TOSA

Title I 25,712

Provide additional language support for ELL's for College Prep Biology reducing Teacher/Student ratio

1 Section EL Colab Biology

Title III 25,023



School Goal #2


SUBJECT:

LEA/LCAP GOAL:

LCAP Goal 2: Effective instruction and lLeadership: EUHSD will provide a highly skilled, knowledgeable caring and committed staff that collaborates productively to support and impact instruction and learning. --------

SCHOOL GOAL #2:

School Goal #1: SPHS will create Academic Engagement by providing ALL students with relevant instruction and embedded support that meets their individual needs in English Language Arts. School Goal #2: SPHS will create Academic Engagement by providing ALL students with relevant instruction and embedded support that meets their individual needs in Mathematics. --------


Students reading at least two years below grade level need additional academic support to be successful in ninth grade ELA. These students are recommended by their middle school and are additionally assessed by completing an SRI reading assessment. Students with gaps in their mathematics education and recommended by their middle school need additional mathematics support. --------


Pending--------


Increase from 2017-18 the percent of students passing math and English courses by 2% Increase from 2017-2018 the percent of 11th grade students that meet or exceed standards as established for CAASP by 2%. Increase from 2017-2018 the percent of 11th grade students that meet the EAP requirement determined by CAASP results by 2%. --------




Provide resource and support for the effective implementation of engaging and high rigor ELA standards,

2 Sections Lit. TOSA Title I 51,424





curriculum and instruction.

Support all content areas with literacy and language development initiatives. Assist in RFEP monitoring. Lead professional development and support.

2 Sections EL TOSA Title I 50,225



School Goal #3


SUBJECT:

LEA/LCAP GOAL:

LCAP Goal 1: Academic Achievement: Hold high expectations for and improve academic achievement so that all students graduate college and career ready from the Escondido Union High school district. LCAP Goal #3: Support to Students: To prepare students to graduate high school college and career ready, provide systemic support services focusing on academic, career, and person/social development --------

SCHOOL GOAL #3:

School Goal#5: SPHS will identify and provide ALL students with specific College and Career Readiness information, activities, courses, and course pathways that promote post-secondary opportunities and real world connectivity.--------


Examining longitudinal student achievement data from a variety of sources shows that not all students are achieving at the levels necessary for college and career readiness. Achievement gaps remain, predominantly among our significant student populations. Data examined included: Key course completion rates, UC a-g completion rates, course grades. At risk students need to be identified in a timely fashion and provided with a support network that starts at the classroom level --------


Pending--------


Increase from 2017-18, the percent of 9th grade students passing English and math courses Increase from 2017-18, the percent of 11th grade students that meet or exceed standards on CAASPP --------






School Goal #4


SUBJECT:

LEA/LCAP GOAL:

LCAP Goal #4: EUHSD will continue to promote, foster, and develop parent connections through strong and effective communication and partnerships, as well as opportunities for shared input. --------

SCHOOL GOAL #4:

--------


--------


Pending--------


Increase in the number of parents attending parent/student informational meetings. --------




The school will provide the supplies necessary to support positive, informative parent meetings.

Parent workshops Title I Part A: Parent Involvement

3,824



School Goal #5


SUBJECT:

LEA/LCAP GOAL:

Goal #5: Safe and Respectful Environments: EUHSD will cultivate respectful, collaborative, safe and secure environments that support teaching and learning.--------

SCHOOL GOAL #5:

--------


Input from school surveys, student discipline data--------


--------


--------




Site based intervention within the school day to target students academic, attendance and discipline issues

Intervention Counselor (40%)

Title I 28,412


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 this section must be aligned with the Consolidated Application.

Centralized Service Goal #1

SUBJECT: Centralized Services for Planned Improvements in Student Performance in

SCHOOL GOAL #1:

--------




Instructional materials for academic support programs

Title I Part A: Allocation

21,716


Centralized Services for Planned Improvements in Student Performance



SCHOOL GOAL #2:

--------




Professional learning including: Contracts and conference attendance. (i.e. Dr. Luis Cruz, AVID Summer Institute) Release period for PLC lead

Title I Part A: Allocation

41,430





SCHOOL GOAL #3:

--------




Contract for Illuminate to support data analysis

Contract for Shmoop to support college readiness





SCHOOL GOAL #4:

--------




Contract for Parentlink to support regular communication and information exchange with families





SCHOOL GOAL #5:

--------




Camp Lead


Summary of Expenditures in this Plan

Total Allocations and Expenditures by Funding Source

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

Total Expenditures by Funding Source

Funding Source Total Expenditures Title I 339,075.00

Title I Part A: Parent Involvement 3,824.00

Title III 55,393.00



Total Expenditures by Object Type

Object Type Total Expenditures 28,412.00



Total Expenditures by Object Type and Funding Source

Object Type Funding Source Total Expenditures

Title I 310,663.00

Title I 28,412.00

Title I Part A: Parent Involvement 3,824.00

Title III 55,393.00



Total Expenditures by Goal

Goal Number Total Expenditures Goal 1 264,407.00

Goal 2 101,649.00

Goal 4 3,824.00

Goal 5 28,412.00


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:

Name of Members

Prin

cipa

l

Clas

sroo

m

Teac

her

Oth

er

Scho

ol S

taff

Pare

nt o

r Co

mm

unity

M

embe

r

Seco

ndar

y St

uden

ts

Martin Casas X

Kristy Jurgensen X

Erin Duran X

Andria Espinosa X

Keith Leighton X

Henry Madrid X X

Wendy Nalbandian X

Steven Laurence Lacuata X

Ana Gutierrez X

Ana Ortega X

Karen Charles X

Penelope Ramirez X

Michael Gonzalez (Alternate) X

Monica Ramirez Cruz (Alternate) X

Numbers of members of each category: 1 4 1 3 3 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 Expenditure(s)s to the district governing board for approval and assures the board of the following: 1. The SSC is correctly constituted and was formed in accordance with district governing board policy and state law. 2. 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. 3. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan (Check

those that apply): State Compensatory Education Advisory Committee

Signature

X English Learner Advisory Committee

Signature

Special Education Advisory Committee

Signature

Gifted and Talented Education Program Advisory Committee

Signature

District/School Liaison Team for schools in Program Improvement

Signature

Compensatory Education Advisory Committee

Signature

Departmental Advisory Committee (secondary)

Signature

Other committees established by the school or district (list):

Signature

4. 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.

5. 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.

6. This SPSA was adopted by the SSC at a public meeting on May 22, 2018. Attested: Martin Casas

Typed Name of School Principal Signature of School Principal Date

Andria Espinosa

Typed Name of SSC Chairperson Signature of SSC Chairperson Date

the school plan for student achievement

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