ElementaryPlan for Student Achievement (SPSA) Template · 2018. 11. 28. · School Plan for Student...

School Plan for Student Achievement (SPSA) of 62 Romoland Elementary School

School Year: 2018-19

SPSA Title Page

School Plan for Student Achievement (SPSA) Template The School Plan for Student Achievement (SPSA) is meant to consolidate all school-level planning efforts into one plan for programs funded through the consolidated application (ConApp), pursuant to the California Education Code (EC) Section 64001 and the Elementary and Secondary Education Act as amended by the Every Student Succeeds Act (ESSA). The purpose of the SPSA is to increase the overall effectiveness of the school program by crafting a strategic plan that maximizes the resources available to the school while minimizing duplication of effort with the ultimate goal of increasing student achievement. The School Site Council (SSC) is required to develop and annually review the SPSA, establish an annual budget, and make modifications in the plan to reflect changing needs and priorities, as applicable, pursuant to EC 52853(b) and 52855. California’s ESSA State Plan significantly shifts the state’s approach to the utilization of federal resources in support of underserved student groups. The SPSA provides schools with the opportunity to document their approach to maximizing the impact of federal investments in support of underserved students. The implementation of ESSA in California presents an opportunity for schools to innovate with their federally-funded programs and align them with the priority goals of the school and the LEA that are being realized under the state’s Local Control Funding Formula (LCFF). LCFF provides schools and LEAs flexibility to design programs and provide services that meet the needs of students in order to achieve readiness for college, career, and lifelong learning. The SPSA planning process supports continuous cycles of action, reflection, and improvement. School Name Romoland Elementary School

Address 25890 Antelope Road Romoland, CA 92585

County-District-School (CDS) Code 33672310000000

Principal MIchelle Echiverri

District Name Romoland Elementary School District

SPSA Revision Date 9/24/2018

Schoolsite Council (SSC) Approval Date 9/24/2018

Local Board Approval Date November 13, 2018

In the pages that follow, please describe the school’s plan for making the best use of federal ESEA resources in alignment with other federal, state, and local programs.


Table of Contents

SPSA Title Page ...............................................................................................................................................1

Table of Contents ..............................................................................................................................................2

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

School Profile ....................................................................................................................................................3

Stakeholder Involvement ..................................................................................................................................4

School and Student Performance Data ............................................................................................................5

Student Enrollment ....................................................................................................................................5

CAASPP Results .......................................................................................................................................8

Equity Report ..........................................................................................................................................12

Detailed Report .......................................................................................................................................20

Student Group Report .............................................................................................................................22

Goals, Strategies, & Proposed Expenditures ..................................................................................................24

Goal 1 ......................................................................................................................................................24

Goal 2 ......................................................................................................................................................34

Goal 3 ......................................................................................................................................................38

Goal 4 ......................................................................................................................................................43

Goal 5 ......................................................................................................................................................46

Budget Summary and Consolidation ..............................................................................................................51

Budget Summary ....................................................................................................................................51

Allocations by Funding Source ................................................................................................................51

Expenditures by Funding Source ............................................................................................................52

Expenditures by Budget Reference ........................................................................................................53

Expenditures by Budget Reference and Funding Source .......................................................................54

School Site Council Membership ....................................................................................................................55

Recommendations and Assurances ...............................................................................................................56

Addendum .......................................................................................................................................................57

Instructions: Linked Table of Contents ....................................................................................................57

Appendix A: Plan Requirements for Schools Funded Through the ConApp ...........................................60

Appendix B: Select State and Federal Programs ....................................................................................62


School Vision and Mission Mission Statement: To ignite a love of learning. Vision: Our mission of “Igniting a Love of Learning” is at the center of all that we do. We firmly believe that establishing and nurturing relationships and a partnership with our students, parents, and the community will provide the greatest educational experiences and opportunities for our students. We are fully implementing the California Common Core State Standards. These are powerful standards that will prepare students for college and/or career readiness! Our amazing staff are equipped and prepared to bring powerful learning opportunities to our students every day! In addition, to best prepare students for the college or career, we find great value in teaching our students the "7 Habits of HIghly Effective People." We recognize that these habits empower and equip our students with necessary and essential life skills that will help them to reach their fullest potential. Regular school attendance is necessary and crucial to ensure students’ receive the required tools, strategies, and training to excel. Attending school every day will enable students to think and reason critically, engage in problem solving, work collaboratively, write proficiently, utilize technology appropriately, communicate effectively and positively contribute to our very complex and ever-changing world! We foster and cultivate a Growth Mindset, the work of world renowned psychologist Carol Dweck, here at Romoland Elementary School. We understand that ALL students’ talents and abilities can be developed through effort, teaching, and persistence. We embrace mistakes and failure as opportunities to learn and improve abilities. We believe in the power of “YET.” For example, “I don’t understand this yet.” “I don’t like this yet.” “I’m not good at this yet.” We encourage and invite all to help us develop and empower students with a Growth Mindset and the power of "yet." We are committed to helping each child succeed academically, socially, and emotionally. We have structured our classrooms and school systems to allow students to continually learn and grow. As a school, we have broken down stereotypes and obstacles to ensure all students are supported and challenged. Nothing will stop us from the relentless pursuit of learning and leading in the 21st century. As Dr. Amy Fast so accurately states, “Leaving school ‘college and career ready’ is crucial. But leaving school with the deep belief that you matter is what changes the world.” Each of our students matter and will change the world!

School Profile Classes: Romoland Elementary School is a K-5 public school with enrollment of 494 as of September 14, 2018. There are 18 general education classrooms, 2 S.A.I. (specialized academic instruction) classrooms/Learning Centers (K-2 and 3-5) 4 classrooms for students with moderate to severe autism, and 2 Classrooms for students with moderate to severe intellectual disabilities. The general education classes include: one transitional kindergarten, three kindergarten, two 1st grade, one first/second grade combo, three 2nd grade, three 3rd grade, three 4th grade and three 5th grade classrooms. Our school is composed primarily of Hispanic students at 91.2% followed by White students at 8.8%. Staff: 1 100% of our teachers are designated as NCLB compliant. Support staff includes: one full-time assistant principal, one full-time school counselor, one part-time physical education teacher, one part-time music teacher and one part-time school psychologist. There are also 2 bilingual instructional aides, 4 special education instructional aides, 2 physical education instructional aides, 3 noon duty supervisors, 2 full-time custodians, and 5 food service employees. Curriculum: District approved texts and district created units of study support instruction of the C.C.S.S. Support programs for at-risk students include I-ready for reading and math (K-5), Voyager Passport (K-5) and Think Central (K-5). NG Connect and Academic Vocabulary Toolkits address the needs of our E.L.L. students. S.A.I. and speech services are provided for students with special needs per their IEP's. Professional Development & Training is offered to both staff and parents throughout the year. Staff: CCSS, Wonders, I-ready, Google Classroom Suite, PLC, Core Six, Strategic Teacher and Tools for Thoughtful Assessment, CELDT prep and training, SBAC, Blended Learning/Ed.Tech., Designated and Integrated ELD, SST training, Think Central, Illuminate, Newsela, Growth Mindset, Leader in Me, N.C.U.S.T. and professional readings. Parents:


E.L.A.C., Coffee with the Principal, S.S.C., P.I.Q.E., C.B.E.T., and family math, literacy, and astronomy nights. Our school works closely with the district to ensure our plan includes: research-based strategies, policies and practices to ensure the greatest likelihood of all students making progress and reaching national, state, and district goals.

Stakeholder Involvement How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update? Involvement Process for the SPSA and Annual Review and Update Throughout the 2017-18 school year, site administration met with members of the school's leadership team and school site council, on a monthly basis, to review data and better understand the various needs of all students. In addition, a special to analyze each Title 1 and Title III expenditure and measure it's value and impact through data was held on April 26, 2018. Members of the leadership team and school site council participated with administration in this SPSA review process. Based on the findings from this meeting in addition to the data and proposed needs of the leadership team expenditures were revised, eliminated or added to create the proposed SPSA for 2018-19. This proposed SPSA was then presented at the district DELAC meeting on May 15, 2018, for review and initial approval. Over the summer as additional data became available via CAASPP scores and most recent diagnostic results, the site leadership team met again to review and revise the proposed SPSA. At this time, stakeholders have been involved in allocating Title 1 and Title III monies in a fiscally responsible manner to best meet the needs of all students.


School and Student Performance Data

Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup

Percent of Enrollment Number of Student Student Group

2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

American Indian 0.4% 0.6% 0.46% 2 3 2

African American 0.4% 0.4% 0.46% 2 2 2

Asian 0.6% 0.4% 0.70% 3 2 3

Filipino 0.0% 0.0% 0% 0 0 0

Hispanic/Latino 91.9% 91.0% 90.95% 430 425 392

Pacific Islander 0.0% 0.2% 0% 0 1 0

White 6.4% 7.3% 7.42% 30 34 32

Multiple/No Response 0.2% 0.0% 0% 1 0 0

Total Enrollment 468 467 431

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Number of Students Grade

2015-16 2016-17 2017-18

Kindergarten 90 86 74

Grade 1 70 77 59

Grade 2 77 71 76

Grade3 77 78 72

Grade 4 75 76 76

Grade 5 79 79 74

Grade 6 0 0

Grade 7 0 0

Grade 8 0 0

Grade 9 0 0

Grade 10 0 0

Grade 11 0 0

Grade 12 0 0

Total Enrollment 468 467 431 Conclusions based on this data: 1. At 91%, the majority of our student population is Hispanic, with White making up the next nearly 8%.


2. These two student populations benefit greatly from integrated and designated language development; which is a priority at our site.

3. In addition, a focus on great attendance is also messaged in order to ensure students every opportunity for learning and growth.



Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment

Number of Students Percent of Students Student Group

2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

English Learners 266 246 198 56.8% 52.7% 46%

Fluent English Proficient 58 69 85 12.4% 14.8% 19.7%

Reclassified Fluent English Proficient 46 59 84 15.2% 22.2% 19.9% Conclusions based on this data: 1. Each year we've been able to reclassify a greater number of English language learners. This is a reflection of our

individual goal setting conferences and focus on integrated and designated ELD instruction. 2. Our grade level EL program development days have strategically focused on individual EL's at each grade level.

The data supports that this intentional planning time is having a positive impact on our EL's language acquisition and growth.



CAASPP Results English Language Arts/Literacy (All Students)

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Students Tested Grade

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

Grade 3 77 78 77 76 78 77 76 78 77 98.7 100 100

Grade 4 86 77 77 82 77 77 82 77 77 95.3 100 100

Grade 5 83 80 72 81 76 72 81 76 72 97.6 95 100

All Grades 246 235 226 239 231 226 239 231 226 97.2 98.3 100

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded

% Standard Met

% Standard Nearly Met

% Standard Not Met Grade

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

Grade 3 2401.2

2436.6

2425.7

14 30.77 20.78 17 19.23 32.47 41 32.05 25.97 28 17.95 20.78

Grade 4 2406.6

2439.5

2475.8

12 12.99 23.38 15 24.68 32.47 20 24.68 18.18 54 37.66 25.97

Grade 5 2467.1

2447.2

2483.8

10 9.21 12.50 28 27.63 40.28 22 10.53 18.06 40 52.63 29.17

All Grades N/A N/A N/A 12 17.75 19.03 20 23.81 34.96 27 22.51 20.80 41 35.93 25.22

Reading Demonstrating understanding of literary and non-fictional texts % Above Standard % At or Near Standard % Below Standard

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

Grade 3 14 26.92 16.88 51 48.72 51.95 34 24.36 31.17

Grade 4 13 22.08 27.27 33 45.45 48.05 54 32.47 24.68

Grade 5 12 10.53 22.22 44 38.16 48.61 43 51.32 29.17

All Grades 13 19.91 22.12 43 44.16 49.56 44 35.93 28.32

Writing Producing clear and purposeful writing

% Above Standard % At or Near Standard % Below Standard Grade Level

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 9 32.05 24.68 54 46.15 46.75 37 21.79 28.57

Grade 4 12 9.09 22.08 30 58.44 50.65 57 32.47 27.27

Grade 5 20 18.42 20.83 42 38.16 50.00 38 43.42 29.17

All Grades 14 19.91 22.57 42 47.62 49.12 44 32.47 28.32


Listening Demonstrating effective communication skills


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 13 23.08 19.48 68 62.82 67.53 18 14.10 12.99

Grade 4 9 6.49 29.87 66 61.04 55.84 26 32.47 14.29

Grade 5 7 9.21 11.11 63 57.89 62.50 30 32.89 26.39

All Grades 10 12.99 20.35 66 60.61 61.95 25 26.41 17.70

Research/Inquiry Investigating, analyzing, and presenting information


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 24 32.05 25.97 49 52.56 51.95 28 15.38 22.08

Grade 4 11 24.68 35.06 55 51.95 40.26 34 23.38 24.68

Grade 5 23 17.11 26.39 48 36.84 48.61 28 46.05 25.00

All Grades 19 24.68 29.20 51 47.19 46.90 30 28.14 23.89 Conclusions based on this data: 1. There is a great need, especially in 4th and 5th grades, for students to read at grade level.

2. Students' ability to decode and read fluently affect their ability to comprehend, produce writing, communicate effectively, and conduct research.

3. Prioritize a comprehensive school-wide literacy focus; which specifically targets and develops students' ability to read fluently and at grade level.



CAASPP Results Mathematics (All Students)

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Students Tested Grade

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

Grade 3 77 78 77 76 78 77 76 78 77 98.7 100 100

Grade 4 86 77 77 82 77 77 82 77 77 95.3 100 100

Grade 5 83 81 72 81 78 72 81 78 72 97.6 96.3 100

All Grades 246 236 226 239 233 226 239 233 226 97.2 98.7 100

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded

% Standard Met

% Standard Nearly Met

% Standard Not Met Grade

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

Grade 3 2417.3

2457.3

2461.5

11 24.36 29.87 36 38.46 38.96 26 24.36 18.18 28 12.82 12.99

Grade 4 2422.2

2456.0

2473.3

5 6.49 20.78 12 29.87 22.08 39 36.36 33.77 44 27.27 23.38

Grade 5 2447.2

2444.7

2464.4

11 7.69 8.33 4 14.10 9.72 27 19.23 41.67 58 58.97 40.28

All Grades N/A N/A N/A 9 12.88 19.91 17 27.47 23.89 31 26.61 30.97 44 33.05 25.22

Concepts & Procedures Applying mathematical concepts and procedures


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 26 50.00 54.55 39 34.62 28.57 34 15.38 16.88

Grade 4 11 19.48 36.36 29 36.36 28.57 60 44.16 35.06

Grade 5 12 12.82 11.11 21 21.79 34.72 67 65.38 54.17 All Grades

16 27.47 34.51 30 30.90 30.53 54 41.63 34.96

Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 21 25.64 22.08 47 56.41 55.84 32 17.95 22.08

Grade 4 7 14.29 22.08 34 50.65 44.16 59 35.06 33.77

Grade 5 6 7.69 2.78 31 30.77 54.17 63 61.54 43.06

All Grades 11 15.88 15.93 37 45.92 51.33 51 38.20 32.74


Communicating Reasoning Demonstrating ability to support mathematical conclusions


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 17 24.36 38.96 58 65.38 50.65 25 10.26 10.39

Grade 4 10 15.58 24.68 38 46.75 45.45 52 37.66 29.87

Grade 5 10 7.69 9.72 33 34.62 47.22 57 57.69 43.06

All Grades 12 15.88 24.78 43 48.93 47.79 45 35.19 27.43 Conclusions based on this data: 1. The greatest number of students are "below standard" in 4th and 5th grades.

2. Students' ability to read greatly impacts their ability to solve math problems and explain their reasoning; both orally and in writing.

3. A more intentional focus on the 4 C's (communication, collaboration, creative thinking, critical thinking) in math is needed.



Equity Report The Equity Report shows the performance levels for all students on the state indicators. It also shows the total number of student groups that received a performance level for each indicator and how many of those student groups are in the two lowest performance levels (Red/Orange). The total number of student groups may vary due to the number of grade levels included within each indicator.

Fall 2017 Equity Report

State Indicators All Students Performance Total Student Groups Student Groups in

Red/Orange

Chronic Absenteeism N/A N/A N/A

Suspension Rate (K-12) 6 1

English Learner Progress (1-12) 1 0

College/Career (9-12) N/A N/A N/A

English Language Arts (3-8) 3 0

Mathematics (3-8) 3 0 An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. With a continued focus on social emotional learning, we've maintained a very low suspension rate over multiple

years. We must continue to build relationships with all students, be aware of any special needs our students may have (social, emotional, mental, health, academic, etc) and be proactive in addressing these needs as well as ensuring these students have adult mentors to consistently check-in and out with.

2. We need a comprehensive school-wide focus on literacy.

3. Our mathematics instruction must focus on the 4 C's (communication, collaboration, critical thinking and creativity).



Status and Change Report Suspension Rate

The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 Suspension Rate Status and Change Report

State Indicators Student Performance

Number of Students Status Change

Suspension Rate 540 Very Low 0.2%

Maintained +0.2%

This report shows the performance levels for a single state indicator, Suspension Rate, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 Suspension Rate Report

Student Group Student Performance


All Students 540 Very Low 0.2%

Maintained +0.2%

English Learners 271 Very Low 0%

Maintained 0%

Foster Youth 21 Very Low 0%

Maintained 0%

Homeless 41 Medium 2.4%

Increased Significantly +2.4%

Socioeconomically Disadvantaged 504 Very Low 0.2%

Maintained +0.2%

Students with Disabilities 61 Very Low 0%

Maintained 0%

African American 7 *

*

American Indian 3 *

*

Asian 6 *

*

Hispanic 475 Very Low 0.2%

Maintained +0.2%

Pacific Islander 3 *

*

White 41 Very Low 0%

Maintained 0%

An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. Our focus on social emotional learning and development via PBIS, The Leader in Me/& 7 Habits, and Restorative

Practices is helping us to maintain a very low suspension rate. 2. We must know each of our students who are homeless or in foster and ensure their needs are being met.


3. Utilize school counselor to meet regularly with students in vulnerable or special population groups to best meet their needs.



Status and Change Report English Learner Progress

This report shows the performance levels for a single state indicator, English Learner Progress Indicator, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 English Learner Progress Status and Change Report



English Learner 246 High 80.5%

Increased +5.2%

This report shows the performance levels for English Learners on all state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 English Learner Progress Report

State Indicators Students Performance Status Change

Chronic Absenteeism N/A N/A N/A

Suspension Rate (K-12) Very Low

0% Maintained

0%

English Learner Progress (1-12) High

80.5% Increased

+5.2%

College/Career (9-12) N/A N/A

English Language Arts (3-8) Low

32.3 points below level 3 Increased

+14.1 points

Mathematics (3-8) Low

32.5 points below level 3

Increased Significantly

+25 points

An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. The increases in english learner performance in both ELA and math indicate our systems are targeted and that we

are closing the achievement gap. 2. We must continue to prioritize literacy, especially language development, across the school.

3. A deeper focus on developing the 4 C's (communication, collaboration, critical thinking, and creativity) is needed across all content areas.



Status and Change Report English Language Arts (ELA)


Fall 2017 English Language Arts Status and Change Report



English Language Arts (3-8) 213 Low

28.2 distance from level 3

Increased +14.4 points

This report shows the performance levels for a single state indicator, English Language Arts Assessment, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 English Language Arts Report



All Students 213 Low



English Learners 144 Low 32.3 points below level 3


Foster Youth 1 *

*

Homeless 15 Low 60 points below level 3

Declined -13 points

Socioeconomically Disadvantaged 200 Low 31.9 points below level 3

Increased +13 points

Students with Disabilities 31 Very Low 90.5 points below level 3


+23.8 points


*

Asian 2 *

*

Hispanic 194 Low 27.2 points below level 3


+15.6 points

White 16 Low 42.5 points below level 3


Additional ELA Assessment Data for English Learners (EL) The English learner student group definition for this indicator includes students who are currently English learners and students who were reclassified within the past four years. Data for both the English Learners and reclassified students are provided below for informational purposes. In addition, data for English Only students are provided for easy comparison.


Fall 2017 EL Additional Assessment Data

State Indicators Number of Students Status Change

EL - Reclassified Only 81 High 21.5 points above level 3


EL - English Learner Only 63 Very Low 101.5 points below level 3

Declined -5.8 points

English Only 67 Low 21.1 points below level 3


ELA California Alternate Assessment (CAA) Data The California Alternate Assessments (CAAs) are administered to eligible students with the most significant cognitive disabilities. The 2017 CAA results for English language arts (ELA) [OR mathematics] are displayed below for informational purposes only. These results will be included in future calculations for the Academic Indicator. The graphs below display the percent of students who achieved Levels 1, 2, and 3.

Fall 2017 ELA California Alternate Assessment (CAA) Assessment Data

State Indicators Number of Students Level 1 Level 2 Level 3

English Language Arts (3-8) 0 An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. For the past two years we have made significant growth in both ELA and math.

2. The majority of our student population is socio-economically disadvantaged. Continue to foster the beliefs that all students can achieve at high levels.

3. A large percentage of our student population are english learners. Continue to engage in individual goal setting conferences with them to help them understand where they are in their acquisition of english, the purpose of the ELPAC, and the power and benefits of being bilingual. Continue to ensure first best instruction with a focus on the 4 C's (communication, collaboration, critical thinking, and creating) in all content areas.



Status and Change Report Mathematics (Math)


Fall 2017 Mathematics Status and Change Report



Mathematics (3-8) 213 Low



+23.2 points

This report shows the performance levels for a single state indicator, Math Assessment, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 Mathematics Report



All Students 213 Low



+23.2 points

English Learners 144 Low 32.5 points below level 3


+25 points

Foster Youth 1 *

*

Homeless 15 Low 44 points below level 3


Socioeconomically Disadvantaged 200 Low 33.3 points below level 3


+21.1 points

Students with Disabilities 31 Low 91 points below level 3


+36.8 points


*

Asian 2 *

*

Hispanic 194 Low 26.5 points below level 3


+28.6 points

White 16 Low 63.5 points below level 3

Declined Significantly -26.6 points

Additional Math Assessment Data for English Learners


The English learner student group definition for this indicator includes students who are currently English learners and students who were reclassified within the past four years. Data for both the English Learners and reclassified students are provided below for informational purposes. In addition, data for English Only students are provided for easy comparison.

Fall 2017 Math Additional Assessment Data for English Learners

State Indicators Number of Students Status Change

EL - Reclassified Only 81 High 8.9 points above level 3


+31.8 points

EL - English Learner Only 63 Low 85.7 points below level 3

Maintained -0.7 points

English Only 67 Medium 24.8 points below level 3


+17.2 points

Math California Alternate Assessment (CAA) Data The California Alternate Assessments (CAAs) are administered to eligible students with the most significant cognitive disabilities. The 2017 CAA results for English language arts (ELA) [OR mathematics] are displayed below for informational purposes only. These results will be included in future calculations for the Academic Indicator. The graphs below display the percent of students who achieved Levels 1, 2, and 3.

Fall 2017 Math California Alternate Assessment (CAA) Assessment Data

State Indicators Number of Students Level 1 Level 2 Level 3

Mathematics (3-8) 0 An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. Over the past two years we've had significant growth. However, we must continue to ensure that each and every

student is making, at minimum, a year's worth of growth. We will do this through individual goal setting. 2. The majority of our students are socioeconomically disadvantaged. Continue to foster a culture that believes all

students can and will achieve at high levels. 3. Continue to provide targeted and intentional planning time to teachers in order for them to collaborate and plan

most effective instruction in order to best meet our English learners needs.



Detailed Report Academic Performance

English Learner Progress Indicator (Grades K-12)

Student Group 2016 2017

English Learners 75.3% 80.5%

The percent of English Learners who made progress towards English proficiency.

College/Career Indicator

Student Group Prepared Approaching Prepared Not Prepared

Class of 2016

For the Fall 2017 Dashboard, the College/Career Indicator (CCI) is reported as Status only. Because it only contains one-year of data, both Change and a performance level (color) will not be calculated or reported. For more information about the CCI, please visit the California Department of Education Web resource page at http://www.cde.ca.gov/ta/ac/cm/.

Academic Indicators (Grades 3-8)

Indicator 2016 2017

English Language Arts 42.7 distance from level 3 28.2 distance from level 3

Mathematics 52.6 distance from level 3 29.5 distance from level 3

Assessment Performance Results for Grade 11

Indicator 2016 2017

English Language Arts

Mathematics An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. The data indicates we are closing the achievement gap.

2. Continue to dig deeper into our systems we have established. Work collaborative, utilizing data, to determine next steps.

3. Continue to help staff understand and implement a culture of learning; as opposed to teaching.

http://www.cde.ca.gov/ta/ac/cm/



Detailed Report School Conditions and Climate

Suspension

Indicator 2016 2017

Suspension 0% (0) 0.2% (1) Conclusions based on this data: 1.



Student Group Report This report shows the performance levels for all students and for each student group on the state indicators.

Student Group Performance for State Indicator

Student Group Chronic Absenteeism

Suspension Rate

English Learner

Progress Graduation

Rate English

Language Arts Mathematics College/ Career

All Students

English Learners

Foster Youth

Homeless

Socioeconomically Disadvantaged

Students with Disabilities

African American

American Indian

Asian

Filipino

Hispanic

Pacific Islander

Two or More Races

White An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. Ensure we know which students are homeless and develop relationships with them to ensure we know and are meeting their needs.


2. Utilize school counselor to run groups or work individually with our homeless/foster youth students.

3. Utilize peer and adult mentors to build layers of supports for our most vulnerable students.


Goals, Strategies, & Proposed Expenditures

Goal 1 Subject English Language Arts

Goal Statement By June 2019, utilizing the end of year iReady diagnostic, each student will make, at minimum, an equivalence of one year’s worth of growth, or be proficient, as defined by the grade-level band ELA i-Ready growth targets.

LCAP Goal Provide a rigorous and enriched academic foundation to meet the demands of college and career readiness.

Basis for this Goal Historical i-Ready data.

Expected Annual Measurable Outcomes

Metric/Indicator Baseline Expected Outcome

iReady Diagnostic Growth Measures and scale score points (individual student scale score points).

iReady Diagnostic #1 Fall 2018: the goal is one year's worth of growth or maintain proficiency.

One year's worth of growth, as measured in scale score points, from iReady Diagnostic #1 to Diagnostic #3 Spring 2019.

CAASPP Planned Strategies/Activities startcollapse

Strategy/Activity 1 STRATEGY: During the 2018-2019 school year, Romoland Elementary School will implement the California Common Core Standards in English Language Arts, the District’s Units of Study in English Language Arts, Wonders curriculum, the I-ready Intervention program, and provide high quality first best instruction to meet the needs of all students. Teachers will utilize their PLC time to analyze student work and data, create CFA's to guide instruction, and plan for measurable learning outcomes.

Students to be Served by this Strategy/Activity All students

Timeline 2018-19

Person(s) Responsible All staff


Proposed Expenditures for this Strategy/Activity

Amount 0

Source None Specified

Budget Reference None Specified

Description Deep Implementation of CCSS via multiple resources.

Strategy/Activity 2 Implement the California Common Core Standards in English Language Arts for 2018-2019.

Students to be Served by this Strategy/Activity All

Timeline 2018-19

Person(s) Responsible Principal Assistant Principal Teachers Instructional Coaches


Amount 0



Description * Provide high quality first best instruction to meet the needs of all students. * Provide additional instructional materials, resources, and Professional Development (including to but not limited to teacher release time and/or time cards) to support implementation. * Administrators conduct timely walk-throughs and provide formative feedback to teachers.

Amount 0



Strategy/Activity 3 Implement the District’s Units of Study in English Language Arts during the 2018-2019 school year. Utilize P.L.C. to discuss assessments in order to plan backwards for first best instruction. Grade levels will also utilize P.L.C. time to conduct learning walks in order to better vertically align instruction.

Students to be Served by this Strategy/Activity


All Timeline 2018-19



Amount 0



Description * Provide high quality first best instruction to meet the needs of all students. * Provide additional instructional materials, resources, and Professional Development (including but not limited to, teacher release time and/or time cards) to support implementation. * Administrators conduct timely walk-throughs and provide formative feedback to teachers.

Amount 0



Strategy/Activity 4 TLIM Day 2: Aligning Academics Training


Timeline Training to be provided on Friday, August 3, 2018. Implementation of Student Leadership Notebooks to occur throughout the 2018-19 school year.

Person(s) Responsible Administration Teachers Students


Amount 4500.00


Source Title I

Budget Reference 1000-1999: Certificated Personnel Salaries

Description TLIM Year 2 Training on Aligning Academics to the 7 Habits and Goal Setting.

Strategy/Activity 5 Utilize and further develop a comprehensive MTSS system during the 2018-2019 school year .


Timeline 2018-19

Person(s) Responsible Principal Assistant Principal SST Coordinator SST Members Teachers


Amount 0


Budget Reference 4000-4999: Books And Supplies

Description * Develop regular systems through PLC to examine student progress and achievement data. * Ensure the SST system is robust and provides a system of intervention based on student needs. * Provide substitutes for classroom teachers in order to support SST meetings.

Strategy/Activity 6 Professional Learning Opportunities and/or materials.


Timeline 2018-19

Person(s) Responsible All Staff



Amount 2500

Source Title I

Budget Reference 5800: Professional/Consulting Services And Operating Expenditures

Description Continue to provide professional learning and/or materials to support all staff and students in all subject areas.

Strategy/Activity 7 PLC Full Day Workshop provided on Aug. 7, 2018, by PLC coach/expert Michael Bayewitz.


Timeline 2018-19

Person(s) Responsible Administrators Teachers


Amount 6500.00

Source Title I


Description Full day PLC workshop to continue to build capacity and understanding of PLC. Many resources, protocols, and best practices were provided at this training.

Strategy/Activity 8 10 PLC Coaching Sessions, to occur monthly throughout the school year, with Michael Bayewitz from Solution Tree.

Students to be Served by this Strategy/Activity All students

Timeline 2018-19

Person(s) Responsible Administrators Teachers


Amount 4995.00

Source Title I



Description 10 Coaching Workshops, via webinars, with a PLC coach/expert to implement best practices and protocols during PLC in order to better maximize this time and ultimately have a positive effect on student learning.

Strategy/Activity 9 Provide the necessary supplemental materials/supplies to staff and students to implement all instructional programs (copies of phonics readers, instructional materials, etc)


Timeline 2018-19

Person(s) Responsible Principal Asst. Principal Secretary Teachers


Amount 15970.1

Source Title I


Description To provide the necessary materials and resources to support learning.

Amount 0

Source District Funded


Description Additional Resources determined by each Units of Study Grade Level Team

Strategy/Activity 10 To enrich learning and provide relevant experiences for all students, connected directly to grade level standards, transportation and entrance fees for each grade level will be provided for one or two educational field trip.


Timeline 2018-19

Person(s) Responsible Teachers


Proposed Expenditures for this Strategy/Activity Amount 6000.00

Source Title I

Budget Reference 5000-5999: Services And Other Operating Expenditures

Description Educational Learning Opportunities tied to grade level standards.

Amount 0

Source District Funded


Description LCAP funds have designated $10 per student for educational field trips.

Strategy/Activity 11 Literacy Plan Development


Timeline 2018-19

Person(s) Responsible Administration Teachers


Amount 11200.00

Source Title I

Budget Reference 5000-5999: Services And Other Operating Expenditures

Description A site literacy committee will work with a literacy expert/coach, for 4 school days during the 2018-19 school year (8/30/18, 10/22-10/23, 2018 and 2/26/19), in order to develop a school-wide and comprehensive literacy plan.

Strategy/Activity 12 To provide students with headphones to be utilized daily for a range of tasks. This is a second order to replenish headphones we ordered two years ago.


Timeline 2018-19

Person(s) Responsible


Teachers Proposed Expenditures for this Strategy/Activity

Amount 1074.75

Source Title I


Description Headphones to support blended and personalized learning. Replenish our supply.

Strategy/Activity 13 Provide engaging reading focus for 2nd grade students through the use of "How Dogs Help Kids Read and Succeed."


Timeline 2018-19

Person(s) Responsible Teachers (2nd grade and Learning Center Classrooms)


Amount 2000.00

Source Title I


Description 2nd Grade Literacy Project

Strategy/Activity 14 Family Involvement through "special events" (literacy, math, astronomy) nights at the school.


Timeline 2017-18

Person(s) Responsible Staff


Amount 0

Source Title I



Description Literacy

Amount 0

Source Title I


Description Astronomy

Amount 0

Source Title I


Description 7 Habits Family Night

Strategy/Activity 15 Site license for Walk-Abouts in order to enrich science instruction by providing access to a databank of science topics through the use of multi-media and physical movement.

Students to be Served by this Strategy/Activity Grades TK-2

Timeline 2018-19



Amount 999.00

Source Title I


Description 1 year site license for Walk-Abouts.

Strategy/Activity 16 Provide student planners to students in grades 3-5 to assist them in developing organizational skills.

Students to be Served by this Strategy/Activity Students in grades 3, 4, and 5.

Timeline 2018-19



Proposed Expenditures for this Strategy/Activity Amount 693.32

Source Title I


Description Student planners/agendas



Goal 2 Subject Mathematics

Goal Statement By June 2019, utilizing the end of year iReady diagnostic, each student will make at minimum an equivalence of one year’s worth of growth, or be proficient, as defined by the grade-level Math i-Ready growth targets.


Basis for this Goal Historical i-Ready Data



iReady Diagnostic Growth Measures and scale score points (individual student scale score points).

iReady Diagnostic #1: the goal is one year's worth of growth or maintain proficiency.

One year's worth of growth, as measured in scale score points, from iReady Diagnostic #1 to Diagnostic #3.

Planned Strategies/Activities startcollapse

Strategy/Activity 1 Implement the California Common Core Standards in Mathematics


Timeline 2018-19



Proposed Expenditures for this Strategy/Activity Amount 0



Description * Provide high quality first best instruction to meet the needs of all students. * Provide additional instructional materials, resources, and Professional Development (including to but not limited to teacher release time and/or time cards) to support implementation. * Administrators conduct timely walk-throughs and provide formative feedback to teachers.

Strategy/Activity 2 Implement the District’s Units of Study in Mathematics


Timeline 2018-19



Amount 0



Description * Provide high quality first best instruction to meet the needs of all students. * Provide additional instructional materials, resources, and Professional Development (including but not limited to, teacher release time and/or time cards) to support implementation. * Administrators conduct timely walk-throughs and provide formative feedback to teachers.

Amount 0




Description Administrators and staff (by self-choice) participate in T.E.E.M. (teaching english learners early mathematics) grant initiative overseen by RCOE. Instructional rounds, accountable talk, and math journals are core components of this 3 year initiative.

Amount 0



Description Purchase books and manipulatives to support implementation of the units of study.

Strategy/Activity 3 Administer math assessments to monitor student achievement during the 2018-2019 school year (CFA's, interim, final assessments, culminating tasks, iready diagnostics).


Timeline 2018-19



Amount 0



Description * Adhere to established dates three times a year, district wide, to administer the iready Math Assessment. * Ensure Teachers review student data and plan interventions based on CAASPP, iready and formative assessments. * Provide additional instructional materials, resources, and Professional Development (including but not limited to, teacher release time and/or time cards) to support implementation.

Strategy/Activity 4 Utilize iReady, small group instruction, and personalized learning to provide a Response to Intervention System during the 2018-2019 school year.


Timeline


2018-19 Person(s) Responsible Principal Assistant Principal SST Coordinator SST Members Teachers


Amount 0



Description * Develop regular periods to examine student progress and achievement data. * Ensure the SST system is robust and provides a system of intervention based on student needs. * Provide substitutes for classroom teachers in order to support SST meetings.



Goal 3 Subject English Learners

Goal Statement By June 2019, each English learner will make one year’s worth of growth in their language development as measured by their performance/proficiency band determined by ELPAC results.


Basis for this Goal To ensure EL student is making adequate yearly growth in their english language development.



ELPAC Scores 2017-18 ELPAC Scores compared to 2018-19 Scores

One year's worth of growth as measured by proficiency bands.


Strategy/Activity 1 STRATEGY: Provide daily structured time for English Language Development and fully implement the Wonders ELD program. Cluster students by ELPAC proficiency levels (SEI & ELM), provide high quality first best instruction to meet the linguistic needs of all students during designated and integrated English Language Development.

Students to be Served by this Strategy/Activity EL students

Timeline 2018-19

Person(s) Responsible Principal Assistant Principal ELD Coordinator Teachers



Amount 0



Description Provide daily structured time for English Language Development and fully implement the Wonders ELD program. Cluster students by ELPAC proficiency levels (SEI & ELM), provide high quality first best instruction to meet the linguistic needs of all students during designated and integrated English Language Development.

Strategy/Activity 2 Administer ELPAC Test to all EL's in TK-5 / July 2018 – June 2019


Timeline 2018-19

Person(s) Responsible Principal Assistant Principal EL Coordinators Teachers


Amount 0



Description * Ensure all identified EL students take the ELPAC * Ensure examiners are calibrated and obtain the appropriate training for ELPAC examination. * Provide release time, time cards, and/or substitutes for certificated and classified staff to support completion of ELPAC Testing.

Strategy/Activity 3 Implement integrated and designated ELD daily.

Students to be Served by this Strategy/Activity EL's

Timeline 2018-19

Person(s) Responsible Principal


Assistant Principal ELD Coordinator Teachers


Amount 0



Description * Provide additional instructional materials, resources, and Professional Development (including but not limited to, teacher release time and/or time cards) to support implementation. * Administrators conduct timely walk-throughs and provide formative feedback to teachers. * Pilot Renaissance Learning English in a Flash.

Strategy/Activity 4 Implement Latino Family Literacy Project throughout the year at each ELAC meeting.

Students to be Served by this Strategy/Activity EL Students and Families

Timeline 2018-19

Person(s) Responsible Principal ELAC


Amount 720.00

Source Title III


Description Provide training for parents/guardians utilizing resources and materials from Latino Family Literacy Project

Strategy/Activity 5 English Language Liaison / July 2018 – June 2019



Timeline 2018-19

Person(s) Responsible Principal Assistant Principal ELD Liason Staff (trained)


Amount 0



Description * Principal will select English Language Liaison to monitor and support the implementation of the District EL Reclassification System (EL Master Plan) for English Learners and School Plan for Student Achievement. * Ensure fiscal resources are allocated to support the stipend and/or time cards for program coordination.

Strategy/Activity 6 Partner with MSJC to provide ESL classes. Provide space at HVES campus for instruction, 3x/week, from 8:30-11:30, for at least 25 parents.

Students to be Served by this Strategy/Activity EL Families

Timeline 2018-19

Person(s) Responsible Parents


Amount 0



Description ESL Classes for community

Strategy/Activity 7 Purchase additional bilingual books to increase choice in our school library and support our high number of EL students and families.

Students to be Served by this Strategy/Activity EL Students


Timeline 2018-19

Person(s) Responsible Principal Assistant Principal EL Liason Secretary Media Clerk


Amount 0



Description Open PO to Follett Library Resources (no more new books are needed for 2018-19).

Strategy/Activity 8 EL program development time for certificated staff.

Students to be Served by this Strategy/Activity EL Students

Timeline 2018-19



Amount 15000.00

Source Title III


Description 3 Planning Days 6 hrs for 20 Teachers



Goal 4 Subject Attendance

Goal Statement By June 2019, Romoland Elementary School will decrease the chronic absenteeism attendance rate of students by a minimum of 3%; from 10% to 7%.

LCAP Goal Provide safe and engaging learning environments that support the culturally diverse social, emotional, and physical development for all students.

Basis for this Goal Historical Chronic Absenteeism Data



Chronic Absenteeism Data Data from chronic absenteeism rate from 2017-18

Decrease in our chronic absenteeism rate of at least 3%; from 10% to 7%.


Strategy/Activity 1 STRATEGY: Monitor monthly attendance rates via use of district wide program "Attention 2 Attendance," follow through with SART/SARB process, provide monthly incentives/awards for perfect attendance, and implement systems, primarily positive messaging, to detour tardies and chronic absenteeism.


Timeline 2018-19

Person(s) Responsible Principal Assistant Principal Attendance Clerk Counselor Staff



Amount 0



Description Monitor monthly attendance rates via use of district wide program "Attention 2 Attendance," follow through with SART/SARB process, provide monthly incentives/awards for perfect attendance, and implement systems, primarily positive messaging, to detour tardies and chronic absenteeism. Provide an array of positive incentives to both inform and celebrate great attendance.

Strategy/Activity 2 Implement Attendance Improvement Plan / August 2018 – June 2019


Timeline 2018-19

Person(s) Responsible Principal Assistant Principal Attendance Clerk Counselor Staff


Amount 0



Description * Creating Attendance Awards * Posting Attendance Rates * Conferencing with parents about attendance * Monthly Class Attendance Awards/Incentives * Targeted Case Management * Active SART/SARB letters and meetings (managed via "A2A") * ADA Recovery via Saturday School

Amount 0



Description Teachers to provide instruction for Saturday STEAM workshops.


Amount 0



Description Supplies for Saturday School.

Amount 150.00

Source Title I


Description Assistant Principal to attend Chronic Absenteeism Workshop offered by RCOE.

Strategy/Activity 3 Saturday School S.T.E.A.M. Coordinator & Staff (4 teachers, 1 facilitator, 1 custodian, 1 food service employee)

Students to be Served by this Strategy/Activity All; but a target group of truant or chronically absent students

Timeline 2018-19

Person(s) Responsible Principal Assistant Principal Attendance Clerk Sat. School Teacher Coordinator


Amount 2400.00

Source Title I


Description Planning and implementing Saturday School S.T.E.A.M. sessions (2 total) for enrichment and recovery of ADA.

Amount 300

Source Title I


Description Instructional materials and supplies for S.T.E.A.M.



Goal 5 Subject Safe and Engaging Learning Environments

Goal Statement By June 2019, Romoland Elementary School will maintain a low suspension rate, of less than 2% annually, by focusing on full implementation of T.L.I.M., P.B.I.S., restorative justice practices, utilization of M.T.S.S., and implementation of a comprehensive counseling program.

LCAP Goal Provide safe and engaging learning environments that support the culturally diverse social, emotional, and physical development for all students.

Basis for this Goal Historical Suspension data from past three years.



Historical Suspension Data 2017-18 Suspension Data 2018-19 Suspension Data will remain under 2%.


Strategy/Activity 1 STRATEGY: Implement Positive Behavior Intervention Systems school wide.


Timeline 2018-19

Person(s) Responsible Principal Assistant Principal Counselor All staff


Amount 0




Description Teach school-wide expectations, expectations by location and the 16 social skills.

Amount 99.83

Source Title I


Description To help TLK and Kinder students learn how to walk appropriately in a line they will use a classroom walking guide/rope with handles.

Strategy/Activity 2 Counselor to Implement Guidance Lessons monthly utilizing "Second Step" curriculum.


Timeline 2018-19

Person(s) Responsible School Counselor


Amount 0

Source Title I


Description Utilize results from CHKS and TLIM (MRA) to teach essential SEL skills to students.

Strategy/Activity 3 Implement Watch D.O.G.S. program.


Timeline 2018-19

Person(s) Responsible Principal Assistant Principal Teachers


Father Figures Students


Amount 0



Description To increase parent involvement, specifically Father involvement, and promote a safe school environment we will utilize the Watch D.O.G.S. (Dads of Great Students) program. Monitor number of "fathers" participating in program and track time spent in classrooms and on the playground.

Strategy/Activity 4 Provide access to physical education equipment which can be utilized at recess and lunch by students, and also checked out by teachers for class activities.


Timeline 2018-19

Person(s) Responsible AP Noon Duty Supervisors Other staff


Amount 2500.

Source Title I


Description To increase physical activity and play options for students to develop gross motor skills.

Strategy/Activity 5 To increase the capacity to communicate during a disaster the site will purchase 25 watt mega-phones with a built in siren option.


Timeline 2018-19

Person(s) Responsible Staff



Amount 0



Description To increase safety and communication options at the school site. No additional mega phones are needed this year.

Strategy/Activity 6 Bully Awareness Month


Timeline 2018-19

Person(s) Responsible Counselor


Amount 0



Description Special events to teach the students about the many aspects of bullying will be generated and carried out by staff and students.

Amount 177.00

Source Title I


Description 4X8 Anti-Bully vinyl poster to display near the entrance of the school during October which is Bully Awareness month.

Strategy/Activity 7 7 Habits Community Night


Timeline 2018-19

Person(s) Responsible All Staff



Amount 500.00

Source Title I


Description These supplies will teach the 7 habits of highly effective people.

Strategy/Activity 8 Chronic Absenteeism Conference

Students to be Served by this Strategy/Activity Timeline Person(s) Responsible Proposed Expenditures for this Strategy/Activity




Budget Summary and Consolidation

The Budget Summary is required for schools funded through the ConApp. The Consolidation of Funds is required for a school receiving funds allocated through the ConApp and consolidating those funds as part of a schoolwide program. Budget Summary

Description Amount

Total Funds Provided to the School Through the Consolidated Application 78279.00

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA 78279.00

Allocations by Funding Source startcollapse

Funding Source Amount Balance

Title I 62559.00 0.00

Title III 15720.00 0.00


Expenditures by Funding Source startcollapse

Funding Source Amount

District Funded 0.00

None Specified 0.00

Title I 62,559.00

Title III 15,720.00


Expenditures by Budget Reference startcollapse

Budget Reference Amount

1000-1999: Certificated Personnel Salaries 21,900.00

4000-4999: Books And Supplies 25,034.00

5000-5999: Services And Other Operating Expenditures

17,200.00

5800: Professional/Consulting Services And Operating Expenditures

14,145.00

None Specified 0.00


Expenditures by Budget Reference and Funding Source startcollapse

Budget Reference Funding Source Amount

4000-4999: Books And Supplies District Funded 0.00

None Specified District Funded 0.00

1000-1999: Certificated Personnel Salaries

None Specified 0.00

4000-4999: Books And Supplies None Specified 0.00

None Specified None Specified 0.00


Title I 6,900.00

4000-4999: Books And Supplies Title I 24,314.00

5000-5999: Services And Other Operating Expenditures

Title I 17,200.00

5800: Professional/Consulting Services And Operating Expenditures

Title I 14,145.00


Title III 15,000.00

4000-4999: Books And Supplies Title III 720.00


School Site Council Membership California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows: 1 School Principal 3 Classroom Teachers

1 Other School Staff

5 Parent or Community Members startcollapse

Name of Members Role

Lorenza Godoy X Parent or Community Member

Rangel, Monica X Parent or Community Member

Cannon, Deborah X Classroom Teacher

Drabik, Anna X Classroom Teacher

Echiverri, Michelle X Principal

Valencia, Esperanza X Other School Staff

Bibiana Becerra X Parent or Community Member

Liz Llamas X Parent or Community Member

Shelia Jackson X Classroom Teacher At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.


Recommendations and Assurances The School Site Council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following: The SSC is correctly constituted and was formed in accordance with district governing board policy and state law. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the School Plan for Student Achievement (SPSA) requiring board approval. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan:

Signature Committee or Advisory Group Name

X State Compensatory Education Advisory Committee

X English Learner Advisory Committee

The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. This SPSA was adopted by the SSC at a public meeting on Sept. 24, 2018. Attested:

Principal, MIchelle Echiverri on 9/24/18

SSC Chairperson, Monica Rangel on 9/24/18


Addendum For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of Contents

Stakeholder Involvement


Planned Strategies/Activities

Annual Review and Update

Budget Summary and Consolidation

Appendix A: Plan Requirements for Schools Funded Through the ConApp

Appendix B: Select State and Federal Programs For additional questions or technical assistance related to completion of the SPSA template, please contact the Local Educational Agency, or the CDE’s Title I Policy and Program Guidance Office at [email protected]. Stakeholder Involvement Meaningful involvement of parents, students, and other stakeholders is critical to the development of the SPSA and the budget process. As such, the SPSA should be shared with, and schools should request input from, school site-level advisory groups, as applicable (e.g., English Learner Advisory Councils, student advisory groups, etc.). Describe the process used to involve advisory committees, parents, students, school faculty and staff, and the community in the development of the SPSA and the annual review and update. Goals, Strategies, & Proposed Expenditures In this section a school provides a description of the annual goals to be achieved by the school. This section also includes descriptions of the specific planned strategies/activities a school will take to meet the identified goals, and a description of the expenditures required to implement the specific strategies and activities. Goal State the goal. A goal is a broad statement that describes the desired result to which all strategies/activities are directed. A goal answers the question: What is the school seeking to achieve? A school may number the goals using the “Goal #” for ease of reference. Basis for this Goal Describe the basis for establishing the goal. The goal should be based upon an analysis of verifiable state data, including state indicator data from the California School Dashboard (Dashboard) and data from the School Accountability Report Card, and may include any data voluntarily developed by districts to measure pupil achievement. Expected Annual Measurable Outcomes Identify the metric(s) and/or state indicator(s) that the school will use as a means of evaluating progress toward accomplishing the goal. A school may identify metrics for specific student groups. Include in the baseline column the most recent data associated with the metric or indicator available at the time of adoption of the SPSA. The most recent data associated with a metric or indicator includes data reported in the annual update of the SPSA. In the subsequent Expected Outcome column, identify the progress the school intends to be make in the coming year. Planned Strategies/Activities Describe the strategies and activities being provided to meet the described goal. Strategies and activities that are implemented to achieve the identified goal may be grouped together. A school may number the strategy/activity using the “Strategy/Activity #” for ease of reference.


A school receiving funds allocated through the ConApp is required to describe in their strategies and activities how they will address specific state and federal requirements. A list of these requirements may be found in Appendix A: Plan Requirements for Schools Funded Through the ConApp. At a minimum a school receiving funds allocated through the ConApp must address these requirements; however, a school may describe additional strategies/activities as well. Students to be Served by this Strategy/Activity Indicate in this box which students will benefit from the strategies/activities by indicating “All Students” or listing one or more specific student group(s) to be served. Proposed Expenditures for this Strategy/Activity For each strategy/activity, list and describe the proposed expenditures for the school year to implement these strategies/activities, including where those expenditures can be found in the school’s budget. The school should reference all fund sources for each proposed expenditure and should provide budget references as an object code or an object code description. Proposed expenditures that are included more than once in a SPSA should be indicated as a duplicated expenditure and include a reference to the goal and strategy/activity where the expenditure first appears in the SPSA. Annual Review and Update The planned goals, expected outcomes, planned strategies/activities, and proposed expenditures must be copied verbatim from the previous year’s approved SPSA. Minor typographical errors may be corrected. Annual Measurable Outcomes For each goal in the prior year, provide the metric/indicators, the expected outcomes, and the actual outcomes; review the actual outcomes as compared to the expected outcomes identified in the prior year for the goal. Strategies/Activities Identify the planned strategies/activities and the proposed expenditures to implement these strategies/activities toward achieving the described goal, then identify the actual strategies/activities implemented to meet the described goal and the estimated actual expenditures to implement the strategies/activities. As applicable, identify any changes to the student groups served. Analysis Using actual outcome data, including state indicator data from the Dashboard, analyze whether the planned strategies/activities were effective in achieving the goal. Respond to the prompts as instructed.

• Describe the overall implementation of the strategies/activities to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process.

• Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school.

• Explain any material differences between Proposed Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.

• Describe any changes that will be made to the goal, expected annual measureable outcomes, metrics/indicators, or strategies/activities to achieve this goal as a result of this analysis and analysis of the data provided in the Dashboard, as applicable. Identify where those changes can be found in the SPSA.


Budget Summary and Consolidation In this section a school provides a brief summary of the funding allocated to the school through the ConApp and/or other funding sources as well as the total amount of funds for proposed expenditures described in the SPSA. The Budget Summary is required for schools funded through the ConApp. The Consolidation of Funds is required for a school receiving funds allocated through the ConApp and consolidating those funds as part of a schoolwide program. Budget Summary A school receiving funds allocated through the ConApp should complete the Budget Summary as follows:

• Total Funds Provided to the School Through the Consolidated Application: This amount is the total amount of funding provided to the school through the ConApp for the school year. The school year means the fiscal year for which a SPSA is adopted or updated.

• Total Funds Budgeted for Strategies to Meet the Goals in the SPSA: This amount is the total of the proposed expenditures from all sources of funds associated with the strategies/activities reflected in the SPSA. To the extent strategies/activities and/or proposed expenditures are listed in the SPSA under more than one goal, the expenditures should be counted only once.

A school may include additional information or more detail. Consolidation of Funds A school receiving funds allocated through the ConApp and consolidating those funds as part of a schoolwide program is required to include a list of state and local programs and other federal programs that the school will consolidate in the schoolwide program. A list of commonly consolidated state and federal programs is provided in Appendix B: Select State and Federal Programs. List the federal funding source(s) and the amount(s) being consolidated in the schoolwide program, then list the state and/or local funding source(s) and the amount(s). Adjust the table as needed.


Appendix A: Plan Requirements for Schools Funded Through the ConApp

Basic Plan Requirements A school receiving funds allocated through the ConApp is required to develop a SPSA. The content of a SPSA must be aligned with school goals for improving student achievement. School goals must be based upon an analysis of verifiable state data and may include any data voluntarily developed by districts to measure student achievement. The SSC is required to develop the SPSA, which must address each of the following, as applicable:

1. A description of curricula, instructional strategies and materials responsive to the individual needs and learning styles of each student (described in the Strategies/Activities).

2. A description of instructional and auxiliary services to meet the special needs of non-English-speaking or limited-English-speaking students, including instruction in a language these students understand; educationally disadvantaged students; gifted and talented students; and students with exceptional needs (described in the Strategies/Activities).

3. A description of a staff development program for teachers, other school personnel, paraprofessionals, and volunteers, including those participating in special programs (described in the Strategies/Activities).

4. An identification of the schools’ means of evaluating progress toward accomplishing its goals (described in the Expected Annual Measurable Outcomes) and an ongoing evaluation of the educational program of the school (described in the Annual Review and Update).

5. A description of how funds provided to the school through the ConApp will be used to improve the academic performance of all pupils to the level of state performance goals (described in the Proposed Expenditures for Strategies/Activities).

6. The proposed expenditures of funds available to the school through the programs described in EC Section 52851. For purposes of this subdivision, proposed expenditures of funds available to the school must include, but not be limited to, salaries and staff benefits for persons providing services for those programs (described in the Proposed Expenditures for Strategies/Activities).

7. The proposed expenditure of funds available to the school through the federal Improving America’s Schools Act of 1994 and its amendments. If the school operates a state-approved schoolwide program in a manner consistent with the expenditure of funds available to the school pursuant to EC Section 52851, employees of the schoolwide program may be deemed funded by a single cost objective.

8. A description of how state and federal law governing programs identified in EC Section 64000 will be implemented, as applicable (described in the Strategies/Activities).

9. A description of any other activities and objectives as established by the SSC (described in the Strategies/Activities). The SPSA, including proposed expenditures of funds allocated to the school through the ConApp, must be reviewed annually and updated by the SSC. Authority cited: EC sections 64001(f)-(g) and 52853(a)(1)-(7).


Schoolwide Program Requirements A school receiving funds allocated through the ConApp and operating a schoolwide program (SWP) must describe how the school will carry out each of the following components:

1. A description of the strategies that the school will be implementing to address school needs, including a description of how such strategies will

a. provide opportunities for all students, including socioeconomically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and English learners, to meet the challenging state academic standards.

b. use effective methods and instructional strategies based on scientifically based research that i. strengthen the core academic program in the school; ii. provide an enriched and accelerated curriculum; iii. increase the amount and quality of learning time; iv. include strategies for meeting the educational needs of historically underserved populations; v. help provide an enriched and accelerated curriculum; and vi. are consistent with, and are designed to implement, state and local improvement plans, if any.

c. address the needs of all students in the school, but particularly the needs of those at risk of not meeting the challenging state academic standards, through activities which may include the following:

i. strategies to improve students’ skills outside the academic subject areas; ii. preparation for and awareness of opportunities for postsecondary education and the workforce; iii. implementation of a schoolwide tiered model to prevent and address problem behavior; iv. professional development and other activities for teachers, paraprofessionals, and other school

personnel to improve instruction and use of data; and v. strategies for assisting preschool children in the transition from early childhood education programs

to local elementary school programs.

2. A description of how the school will determine if school needs have been met (described in the Expected Annual Measurable Outcomes and the Annual Review and Update).

3. A description of how the school will ensure instruction by highly qualified teachers and provide ongoing professional development, including

a. strategies to attract highly qualified teachers; b. providing high-quality and ongoing professional development that is aligned with the state's academic

standards for teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff, to enable all students in the school to meet the state's academic standards;

c. the devotion of sufficient resources to effectively carry out professional development activities; and d. the inclusion of teachers in professional development activities regarding the use of academic assessments

to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program.

4. A description of how the school will ensure parental involvement in the planning, review, and improvement of the schoolwide program plan (described in Stakeholder Involvement and/or Strategies/Activities).

5. A description of the activities the school will include to ensure that students who experience difficulty attaining proficient or advanced levels of academic achievement standards will be provided with effective, timely additional support, including measures to

a. Ensure that those students' difficulties are identified on a timely basis; and b. Provide sufficient information on which to base effective assistance to those students.

6. For an elementary school, a description of how the school will assist preschool students in the successful transition from early childhood programs to the school.

7. A description of how the school will use resources to carry out these components (described in the Proposed Expenditures for Strategies/Activities).

Authority Cited: Title 34 of the Code of Federal Regulations (34 CFR) sections 200.27(a)(3)(i)-(iii) and 200.28 and section 1114(b)(7)(A)(i)-(iii) and 1118(b) of the ESEA.


Appendix B: Select State and Federal Programs Federal Programs Title I, Part A: School Allocation Title I, Part A: School Parent and Family Engagement Allocation Title I, Part A: Targeted Support and Improvement Allocation Title I, Part C: Education of Migratory Children Title II, Part A: Supporting Effective Instruction Title III, Part A: Language Instruction for English Learners and Immigrate Youth Title IV Part A: Student Support and Academic Enrichment Grants Title IV Part B: 21st Century Community Learning Centers Title V, Part B: Rural Education Initiative Title VI, Part A: Indian, Native Hawaiian, and Alaska Native Education State or Local Programs After School Education and Safety Program American Indian Education Child Development Programs Economic Impact Aid/State Compensatory Education (carryover funds) Economic Impact Aid/Limited English Proficient (carryover funds) California Foster Youth Services California Partnership Academies California Tobacco-Use Prevention Education Program

ROMOLAND ELEMENTARY SCHOOL ROMOLAND SCHOOL DISTRICT 25890 Antelope Road, Menifee, CA 92585 951-928-2910 951-928-2918 Michelle Echiverri, Principal Lauryn Wild, Assistant Principal

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School-Parent Compact

The school distributes to parents and family members of Title I, Romoland Elementary School students, a school-parent compact (Compact). This Compact, which has been jointly developed with parents, outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. This Compact describes specific ways the school and families will partner to help children achieve the state’s high academic standards. This Compact addresses the following legally required items, as well as other items suggested by parents and family members of Title I, Romoland Elementary School students:

The school’s responsibility to provide high-quality curriculum and instruction (ESSA Section 1116[d][1]).

The ways parents and family members will be responsible for supporting their children’s learning (ESSA Section 1116[d][1]).

The importance of ongoing communication between parents and family members, and teachers through, at a minimum, annual parent-teacher conferences; frequent reports on student progress; access to staff; opportunities for parents and family members to volunteer and participate in their child’s class; and opportunities to observe classroom activities (ESSA Section 1116[d][2]).

Parent-teacher conferences in elementary schools, at least annually, during which the Compact shall be discussed as it relates to the individual child’s achievement (ESSA Section 1116 [d][2][A]).

Frequent reports to parents and family members on their children’s progress (ESSA Section 1116[d][2][B]).

Reasonable access to staff, opportunities for parents and family members to volunteer and participate in their child’s class, and observation of classroom activities (ESSA Section 1116[d][2][C]).

How does the school address this?

Provide high quality teaching that builds literacy, mathematical skills, and prepares your child for lifelong learning.

Teach challenging material so your child will continually learn to the best of their ability.

Encourage families to become active in their children’s education. Regularly communicate with you regarding your child’s progress. Be aware of the individual needs of your child. Provide a safe, positive, and healthy learning environment. Teach all the necessary concepts to your child before regular homework is

assigned. Provide positive disciplinary support.

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The school engages Title I, Romoland Elementary School students, parents and family members to improve the achievement of their children in meaningful interactions with the school. This Compact supports a partnership among staff, parents and family members, and the community to improve student academic achievement. To help reach these goals, the school has established the following practices:

The school provides Title I, Romoland Elementary School students, parents, and family members with assistance in understanding the state’s academic content standards, assessments, and how to monitor and improve the achievement of their children (ESSA Section 1116[e][1]) in which ways?

A variety of informational events and workshops offered throughout the year (Back to school night, progress reports, report cards, conferencing, literacy, math and science family nights) monthly Coffee with the Principal and ELAC meetings.

Access to a full-time counselor. Access to information and resources via a parent center.

The school provides Title I, Romoland Elementary School students, parents, and family members with materials and training to help them improve the achievement of their children (ESSA Section 1116[e][2]) in which ways?

Timely assessment feedback. Reports on student progress. Opportunities for conferencing. A variety of workshops and informational meetings. Materials, resources, and supplies needed for learning.

With the assistance of Title I, Romoland Elementary School students, parents, and family members, the school educates staff members in the value of parent and family member contributions, and how to work with parents and family members as equal partners (ESSA Section 1116[e][3]) in which ways?

On-going professional learning opportunities. Family-Community events throughout the year. Focus on teacher-parent/guardian collaboration.

The school coordinates and integrates the Title I, Romoland Elementary School parental involvement program with other programs, and conducts other activities, such as resource centers, to encourage and support parents and family members in more fully participating in the education of their children (ESSA Section 1116[e][4]) in which ways?

A variety of informational events and workshops offered throughout the year (Back to school night, progress reports, report cards, conferencing,

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literacy, math and science family nights) monthly Coffee with the Principal and ELAC meetings.

Access to a full-time counselor. Access to information and resources via a parent center. Partnerships with community based resources.

The school distributes information related to school and parent programs, meetings, and other activities to Title I, Romoland Elementary School students, parents, and family members in a format and language that the parents and family members can understand (ESSA Section 1116[e][5]) in which ways?

All information is available in English and/or Spanish. Translation is available upon request. Multiple opportunities to receive information are available (in person, via

the phone, through social media, or on paper).

The school provides support for parent and family member involvement activities requested by Title I, Romoland Elementary School students, parents, and family members (ESSA Section 1116[e][14]) in which ways?

Options are available to volunteer or visit the site. On-going communication options are available. A variety of informational events and workshops offered throughout the

year (back to school night, progress reports, report cards, conferencing, literacy, math and science family nights) monthly Coffee with the Principal and ELAC meetings.

The school provides opportunities for the participation of all Title I, Romoland Elementary School students, parents, and family members, including those with limited English proficiency, disabilities, and migratory students; and that the information and school reports are provided in a format and language that parents and family members can understand (ESSA Section 1116[f]) in which ways?

All information is available in English and/or Spanish. Translation is available upon request. Multiple opportunities to receive information are available (in person, via

the phone, through social media, or on paper).

This Compact was adopted by the Romoland Elementary School Site Council on September 24, 2018 and will be in effect for the period of the 2018-19 school year and the 2019-2020 school year.

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The school will distribute the Compact to all parents and family members of students participating in the Title I, Romoland Elementary School program on, or before: October 15, 2018.

A. Michelle Echiverri

Signature of Authorized Official

September 28, 2018

Date

California Department of Education July 2018

ROMOLAND ELEMENTARY SCHOOL ROMOLAND SCHOOL DISTRICT 25890 Antelope Road, Menifee, CA 92585 951-928-2910 951-928-2918 Michelle Echiverri, Principal Lauryn Wild, Assistant Principal

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Title I, Romoland Elementary School-Level Parent and Family

Engagement Policy This policy describes the means for carrying out designated Title I, Romoland parent and family engagement requirements pursuant to ESSA Section 1116(c).

Each school served under this part shall jointly develop with, and distribute to, parents and family members of participating children a written parent and family engagement policy, agreed on by such parents, that shall describe the means for carrying out the requirements of subsections (c) through (f). How are parents notified of the policy in an understandable and uniform format and, to the extent practicable, provided in a language the parents can understand? How is the policy made available to the local community? How and when is the policy updated periodically to meet the changing needs of parents and the school (ESSA Section 1116[b][1])?

The parents of Title 1 students will be given a copy of the Parental Involvement Policy in the Parent Handbook.

Copies of the Parental Involvement Policy will be available in the front office.

The Parental Involvement Policy will be posted on the school’s website.

To involve parents in the Title I, Romoland programs, the following practices have been established:

The Parental Involvement Policy will be reviewed annually at the Title 1 Parent Meeting to ensure that joint development occurs.

The Parental Involvement Policy will be reviewed annually by the English Language Advisory Committee (ELAC) for input recommendations.

A needs assessment survey will be sent to the parents/guardians of all students at the close of the school year.

The School Site Council (SSC) will review and revise the Parental Involvement Policy annually.

The school convenes an annual meeting to inform parents about Title I, Romoland requirements and about the right of parents to be involved in the Title I, Romoland program (ESSA Section 1116[c][1]). Add details about the annual meetings in the box below:

That their child’s school participates in a Title 1 School-wide program. Requirements of a Title 1 School-wide program. Their rights to be involved in the Title 1 program and how they may

exercise those rights.

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Tips and information that will assist them in working with their children at home.

The school offers a flexible number of meetings for Title I, Romoland, such as meetings in the morning or evening (ESSA Section 1116[c][2]). Add details about the meetings in the box below:

Parents/Guardians will be surveyed on convenient meeting times based on a survey included in the first day packets.

The meetings will be offered at different times and days and available via Facebook Live.

Day care may be provided for the meetings when meetings occur after regular school hours.

All information will be in English and Spanish.

The school involves parents of Title I, Romoland students in an organized, ongoing, and timely way, in the planning, review, and improvement of the school’s Title I, Romoland programs and the Title I, Romoland parent involvement policy (ESSA Section 1116[c][3]). How does the school involve parents?

Parents will be given information about the Title 1 program at the annual Title 1 Parent meeting as well as at ELAC.

The school provides parents of Title I, Romoland students with timely information about Title I, Romoland programs (ESSA Section 1116[c)(4][A]). How does the school provide the information?

At the annual Title 1 parent meeting. A Title 1 informational sheet will be given out annually.

The school provides parents of Title I, Romoland students with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet (ESSA Section 1116[c][4][B]). How does the school provide the information?

All of this information is shared at our annual Back to School Night In addition, all school personnel are available via email, phone/voicemail,

and/or in person to discuss, clarify, or answer any questions. Progress reports are provided to parents/guardians three times a year. Parent/Guardian-Teacher conferences are held annually after Trimester 1. Report cards are provided three times a year.

If requested by parents of Title I, Romoland students, the school provides opportunities for regular meetings that allow the parents to participate in decisions relating to the education of their children (ESSA Section 1116[c][4][C]). How does the school provide the opportunities?

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Appointments can be made to meet with the school administrators to discuss parental concerns and work on solving issues.

Parents/Guardians will be referred to the district office if concerns are not resolved at the site level.

The school engages Title I, Romoland parents in meaningful interactions with the school. The Compact supports a partnership among staff, parents, and the community to improve student academic achievement. To help reach these goals, the school has established the following practices:

The school provides Title I, Romoland parents with assistance in understanding the state’s academic content standards, assessments, and how to monitor and improve the achievement of their children (ESSA Section 1116[e][1]).

The State’s academic content standards The State and local academic assessments, including alternate

assessments The requirements of Title 1 How to monitor their child’s progress How to work with educators Participation in DAC and DELAC Offering various parent workshops Offering education opportunities (Latino Family Literacy Project, English

classes, etc)

The school provides Title I, Romoland parents with materials and training to help them work with their children to improve their children's achievement (ESSA Section 1116[e][2]).

Computer, internet, and email training Parent/Guardian and Family workshops (literacy, math, science, 7 habits,

homework, health/exercise, visual and performing arts, etc)

With the assistance of Title I, Romoland parents, the school educates staff members in the value of parent contributions, and in how to work with parents as equal partners (ESSA Section 1116[e][3]).

Staff development Back to School Night Community Meetings/English Language Advisory Council Meetings Parent-Teacher Conferences School Site Council Meetings Opportunities for Parents/Guardians to become ASB volunteers Response to Intervention Meetings Individualized Education Plan meetings 504 meetings

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Maintaining easy access to important information in the front office.

The school coordinates and integrates the Title I, Romoland parental involvement program with other programs, and conducts other activities, such as parent resource centers, to encourage and support parents in more fully participating in the education of their children (ESSA Section 1116[e][4]).

Monthly school newsletter Access to school calendars Parent/Guardian workshops Auto-dialer/phone blasts Flyers sent home with students or via Peachjar (email) School website School social media sites (Facebook, Twitter)

The school distributes Information related to school and parent programs, meetings, and other activities to Title I, Romoland parents in a format and language that the parents understand (ESSA Section 1116[e][5]).

Information translated into Spanish

The school provides support for parental involvement activities requested by Title I, Romoland parents (ESSA Section 1116[e][14]).

Handicap accessibility in all buildings School Site Council Meetings Local Control Accountability Plan meetings and committees English Language Advisory Committee District English Language Advisory Committee

The school provides opportunities for the participation of all Title I, Romoland parents, including parents with limited English proficiency, parents with disabilities, and parents of migratory students. Information and school reports are provided in a format and language that parents understand (ESSA Section 1116[f]).

Please attach the School-Parent Compact to this document.

This policy was adopted by the Romoland Elementary School Site Council on Septmeber 24, 2018 and will be in effect for the period of the 2018-19 school year and the 2019-2020 school year.

The school will distribute the policy to all parents of students participating in the Title I, Romoland program on, or before: October 15, 2018.

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A. Michelle Echiverri

Signature of Authorized Official

September 28, 2018

Date

California Department of Education July 2018

Romoland School District: Romoland Elementary School 2017-18 SPSA Annual Program Evaluation

Each site principal will work with site stakeholder groups (SSC, ELAC, Parent/Guardian groups, Staff) March-May, 2018 to evaluate the school program as defined in the SPSA. Site Title I, Title III, and LCAP expenditures for 2017-18 will be analyzed per the format noted in this evaluation tool. The School Site Council of each site will consider the program evaluation results and prepare & approve draft 2018-19 SPSA goals and an expenditure plan, which will be due to be presented at the DAC/DELAC meeting on May 15, 2018.

Title I

SPSA Plan Goal #

Categorical Action/Expenditure

Impact (Academic Achievement Data)

Positive Impact on Student Achievement? Yes or No. Explain.

Will the Action/Expenditure continue for next year, or will it be modified or replaced? Explain.

1 ELA

RAZ Kids accounts for students in grades 1 and 2/$3000

EXAMPLE

iReady Reading Diagnostic 2 Student Scores: Grade 1—59% at/above grade level Grade 2—74% at/above grade level

EXAMPLE

Yes, since the iReady Diagnostic 1 in fall, 2017: Grade 1 has had an increase from 20% to 59% at/above grade level; Grade 2 has had an increase from 33% to 74% at/above grade level

EXAMPLE

It has been successful and will be continued. Additionally, it will be expanded into Grade 3 due to low iReady Diagnostic 1 and 2 scores.

EXAMPLE

1 -5 To provide training/access to implement the Leader in Me (coaching and access to www.theleaderinmeonline.org for all staff). Annual Fee- $7500.

RES Referral Data

While we are unable to isolate the impact of The Leader in Me, historical comparison data provides evidence that it is having a positive effect on all LCAP goals.

At this time, we agree that the data provides evidence of TLIM having a positive impact.

https://drive.google.com/drive/folders/1483v0DpMYkl4XuYcfhe5Z37IjsLhchkC

1-3 Provide the necessary supplemental materials/supplies to staff and students to implement all instructional programs (copies of phonics readers, and instructional materials, to support instruction and communication, etc) Office Depot: 9000.00 (5,000

Open PO’s to various companies to provide materials and support instruction.

Yes. These are basic materials/services that are necessary to support the instructional program and student achievement.

Monies will be allocated as follows: Office Depot: Southwest: Student Planners:

teachers/4,000 Office) Southwest Supplies: 6000.00 Student Planners: 625.69 Total: 15,625.69

1-3 To enrich learning and provide relevant experiences for all students, connected directly to grade level standards, transportation and entrance fees for each grade level, up to $3,000, will be provided for up to two educational field trips.

18,000.00

Field trips do have a positive impact as it provides students with a deeper and enriching context for learning. Students are able to broaden their academic experiences and they are able to apply their skills in a new environment. For example, our 4th graders participated in an educational experience at Knott’s Berry Farm where they were able to learn about California History by learning about missions, the Westward movement, the gold rush and making candles. This learning experience also provided several experiences in one trip.

Yes. Money will be allocated again next year for field trips. Last year we had an increase in our title 1 funds so more money was allocated to this expenditure. This year, we will again start with a base allocation of 1,000 per grade level for field trips. If additional title 1 monies are received, this allotment may increase.

1-3 Family Involvement through "special events" (literacy, math, astronomy, read across america month) nights at the school.

400.00

At this point in the school year, we’ve had 1 of the 3 events (math night). Limited use of facilities and weather contributed to the cancellation of the other two nights.

These events do have a positive impact on building relationships between home and school while supporting instruction.

Yes. Money will continue to be allocated again for family involvement for special events (literacy, math, astronomy, read across America, etc.).

5 Provide access to physical education equipment which can be utilized at recess and lunch by students, and also checked out by teachers for class activities.

2,000.00

RES Referral Data

It is necessary to provide continuous resources for equipment to be utilized at recess. This will be an ongoing expenditure as equipment wears out and must be replaced.

Yes. Money will continue to be allocated for PE equipment to be utilized for lunch and recess activities.

1-5 Pay for TLIM 4 day training Aug. 1- 4 (certificated and classified salaries). 20,000.00

Pay for TLIM 1 day training Aug. 3 (certificated and classified salaries).

Yes. However, this amount will decrease because we’ll be paying for 1 day of training rather than 4. We anticipate the cost to be approximately $5,000.00.

https://drive.google.com/drive/folders/1483v0DpMYkl4XuYcfhe5Z37IjsLhchkC

1-5 CUE Conference: SITL, admin and 3 staff members Increase knowledge and experience with utilizing instructional technology to best support pedagogy. 9,000.00

Once again, there is a correlation between the increase in academic achievement and continued professional development in edtech. Best practices and new technologies are shared via PLC and Admin PD.

Yes. We anticipate that we will continue to spend dollars on the CUE conference in order to further our instructional program for blended learning and school-wide systems.

1-3 Each grade level to receive $3,000.00 each to use towards grade level specific resources to support learning in all subject areas. 18,000.00

Grade levels were able to purchase instructional supplies to support teaching and learning of CCSS.

This allocation was not planned, but when we received an increase in our title I funds, our leadership team discussed the best ways to allocate these additional funds and chose this. Funding for this expenditure next year depends on money. The resources purchased this year do not necessarily need to be purchased every year (manipulatives, kits, subscriptions, etc).

1, 3 2nd Grade Literacy Project: How Dogs Help Kids Read 2,000.00

The literacy data from i-Ready Diagnostic #1 to Diagnostic #3 increased by 44 scale score points which is equivalent to 1.5 years growth.

We are in year 2 of a 3 year commitment of utilizing the “How Dogs Help Kids Read” and continue to see positive academic growth in ELA.

2018-19 will fulfill year 3 of our 3 year commitment.

1, 3 Raz Kids (1st grade license) 500.00

The literacy data from i-Ready Diagnostic #1 to Diagnostic #3 increased by 60 scale score points which is equivalent to 2 years growth.

We believe access to this program offered additional informational reading materials to students.

The team agrees that these assemblies are a great use of money and will continue next year.

4, 5 Assemblies (Bullying, Red Ribbon Week and Testing): Bully

All students, except those who were absent, were able to participate in these assemblies.

The students were engaged in the assemblies and these assemblies were chosen very strategically to

The team agrees that our student action teams will take over videos, contests and other

Awareness assembly to support implementation of PBIS and Olweus and take place during October which is Bully Awareness month ($995), BMX assembly to kick-off Red Ribbon Week (995) and Say Yes to Success assembly to prepare 3rd-5th grade students for CAASPP testing to occur in April (1195)). 3185.00

support district initiatives of: Bully awareness, Red Ribbon Week, and Testing. SInce this is the second year of the same assemblies for students, we will do something different next year.

incentives to support this initiatives.

1-3 Materials and resources for library makerspace. 677.41 (201.00)

Our makerspace has been consistently utilized all year. Every classroom visits makerspace every other week for 30 minutes. Students and staff really enjoy this time.

All students have had the opportunity to use and visit the maker space in order to utilize the resources and materials. These experience, which include art, legos, and digital tools such as OSMO and coding technology has allowed students to demonstrate learning in new ways.

No. The library budget will be able to absorb costs for Makerspace materials and new additions.

1-3, 4 Two S.T.E.A.M. Saturday school sessions. ($2400-planning and teaching, $300-supplies) 2700.00

We had 101 students attend Saturday school and participate in Steam Camp for the 2017-2018 school year. This allowed for 101 unexcused absences to be made up.

This fulfills multiple purposes. Students have access to rich science instruction. In addition, students are able to make up truancies.

Yes. This is an allocation that is very beneficial and will continue next year. $2700.00

Title III

SPSA Plan Goal #

Categorical Action/Expenditure

Impact (Academic Achievement Data)

Positive Impact on Student Achievement? Yes or No. Explain.

Will the Action/Expenditure continue for next year, or will it be modified or replaced? Explain.

3 Up to 5 full day grade level EL Program Development ays for dELD and iELD, per grade level.

$21,976.00

The data and staff report that full planning days have tremendously supported them in achieving academic gains and our high reclassification rates.

Yes. Grade levels will have up to 3 EL Program Development Days.

3 Provide additional in-school intervention to identified LTEL students, utilizing an engaging and vocabulary rich reading program program. 26 Wednesdays, 5 hours each.

$11,440.00

Yes. This targeted instruction has definitely had a positive impact on our redesignation rates. 21 of our 29 LTEL’s were able to reclassify.

We would like to continue to focus on an intervention for LTEL students, but it will depend on our available funding, and our numbers of LTEL students. Most likely, this overall model will be adjusted.

3 Latino Family Literacy Project $2000.00

RES provided resources to parents and targeted support at our ELAC meetings on Sept. 22, Oct. 20 and Dec. 8. We provided 50 books to parents/guardians to take home, and during all 3 ELAC meetings we took time at the end to model how to use these resources at home with students.

Yes. We provided LFLP training and materials to parents during our monthly ELAC meetings.

The remainder of the materials are in storage (due to construction), so we will assess how much additional materials to purchase. 1,000.00

3 Purchase additional bilingual books as well as culturally proficient books to increase choice in our school library and support our high number of EL students and families as well as encourage diversity.

We were able to add an additional 228 spanish books to our library.

Yes.

ElementaryPlan for Student Achievement (SPSA) Template · 2018. 11. 28. · School Plan for Student...

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Transcript of ElementaryPlan for Student Achievement (SPSA) Template · 2018. 11. 28. · School Plan for Student...