ElementaryPlan for Student Achievement (SPSA) Template€¦ · 5/7/2019 · Palmdale Learning...

School Plan for Student Achievement (SPSA) of 101 Palmdale Learning Plaza

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 Palmdale Learning Plaza

Address 38043 Division Street Palmdale, CA 93551-3427

County-District-School (CDS) Code 19 64857 6111546

Principal Michael McNelis

District Name Palmdale Elementary School District

SPSA Revision Date October, 2018

Schoolsite Council (SSC) Approval Date October 30, 2018

Local Board Approval Date December 4, 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 ................................................................................................................................4

School Profile ....................................................................................................................................................4

Stakeholder Involvement ..................................................................................................................................5

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

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

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

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

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

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

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

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

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

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

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

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

Goal 3 ......................................................................................................................................................54

Goal 4 ......................................................................................................................................................61

Goal 5 ......................................................................................................................................................68

Goal 6 ......................................................................................................................................................72

Annual Review and Update ............................................................................................................................73

Goal 1 ......................................................................................................................................................73

Goal 2 ......................................................................................................................................................77

Goal 3 ......................................................................................................................................................80

Goal 4 ......................................................................................................................................................84

Goal 5 ......................................................................................................................................................87

Goal 6 ......................................................................................................................................................89

Budget Summary and Consolidation ..............................................................................................................90

Budget Summary ....................................................................................................................................90

Allocations by Funding Source ................................................................................................................90

Expenditures by Funding Source ............................................................................................................91

Expenditures by Budget Reference ........................................................................................................92

Expenditures by Budget Reference and Funding Source .......................................................................93

School Site Council Membership ....................................................................................................................94

Recommendations and Assurances ...............................................................................................................95


Addendum .......................................................................................................................................................96

Instructions: Linked Table of Contents ....................................................................................................96

Appendix A: Plan Requirements for Schools Funded Through the ConApp ...........................................99

Appendix B: Select State and Federal Programs ..................................................................................101


School Vision and Mission Palmdale School District Mission The mission of the Palmdale School District is to implement our vision with actions and services targeted to students, parents, and staff so our students can live their lives to their full potential. Palmdale School District Vision Every Student Leaves Ready for Success in High School and Beyond: College, Career, and the Global World. School Mission The Mission of the Palmdale Learning Plaza is to challenge students to strive for excellence; to teach students to be resilient, confident, lifelong learners; to create rich, enjoyable, educational experiences for all students; and to facilitate the development of our students modeled upon the tenets of the International Baccalaureate Organization. We recognize the individuality of each child and implement practices in a safe, positive, and caring atmosphere to engage the whole child - physically, emotionally, and intellectually. We offer a rigorous academic program founded upon Common Core State Standards and practices to provide the best preparation for the challenges and complexities of the 21st century. We also teach our students to be globally-minded, ethical, and empathetic individuals to help establish a philosophy of life that will promote a "more just and peaceful world". As an International Baccalaureate School offering both the Primary Years Program and the Middle Years Program, it is our mission to create an inquiry-based and interdisciplinary program with an emphasis on character development, intellectual growth, compassion, global awareness, community/family partnerships, and a focus on the International Baccalaureate Learner Profile. The staff of the Palmdale Learning Plaza are reflective practitioners, passionate about their craft, and committed to their own personal and professional growth. The Palmdale Learning Plaza facility is clean, safe, aesthetically pleasing, and is a source of pride for students, staff, parents, and the community. School Vision Palmdale Learning Plaza is a world-class educational institution, committed to learning, and passionate about educating the whole child. Palmdale Learning Plaza offers a rigorous International Baccalaureate education to prepare all students for personal success and the global challenges of the 21st century.

School Profile School Description The Palmdale Learning Plaza (PLP) is a K-8 School of Choice. Attendance area covers the Western and Eastern Region of Palmdale School District and draws about 50 students from outside the Palmdale School District. PLP has 31 general education, K-8, and three Special Day Class (SDC) Deaf and Hard of Hearing (DHH) classes, pre-K to 6th. PLP is administered by a principal and an assistant principal. Including administration, the front office staff is comprised of a secretary, and a part time bilingual clerk, a full-time health clerk, and a full time parent community liaison. The Special Education Local Plan Area (SELPA) DHH program is housed on the PLP campus, employing one DHH program specialist who is also an audiologist, one DHH clerk, 4 DHH itinerant teachers, and three DHH classroom teachers. Additionally, PLP has a full-time learning support teacher (LST), a full-time TOSA serving as the IB Coordinator, a full-time speech and language pathologist (SLP), a .2 speech and language pathologist (SLP ), a full time school psychologist, half-time guidance counselor, a half-time library clerk, two resource specialists (RSP), a roaming music teacher for two periods daily, and three custodians. The Palmdale Learning Plaza functions with a traditional school year calendar. We have 180 instructional school days. . With the exception of the DHH pre-K, all students in K-5 attend school all day for a total of 339 minutes and 6--8 attend a school day of 338 minutes. Palmdale Learning Plaza has 869 students. Our student population reflects the diverse community of Palmdale: 74% are Hispanic, 9% White, 11% African American, 1% Asian, 1% Two or more races, <1% American Indian/Alaskan, <1% Native Hawaiian/Pacific Islander and rest are of other ethnicities. 20% of our students are EL, 18% RFEP, 12% GATE, 13% Students w/Disabilities, and 78% Socioeconomically Disadvantaged. PLP operates under a School Based Coordinated Plan with programs that include Special Education (DHH, RSP, Speech, APE), Title I, and ELL.


Palmdale Learning Plaza is an authorized International Baccalaureate (IB) World School with the Primary Years Program (PYP) and Middle Years Program (MYP). The IB PYP authorization covers grades K-5 and the IB MYP authorization covers grades 6-8. IB focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside, and of the heart as well as of the mind. We aim to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. PLP teachers have created a rich educational environment requiring academic excellence through continuous improvement, self-renewal through reflection, and creativity for students. Through concept-driven inquiry, every student in kindergarten through eighth grade is deeply engaged in the Program of Inquiry, a balanced program of concepts, knowledge, skills, attitudes and actions. Our program encourages students to become active, compassionate and lifelong learners as outlined in the IB Learner Profile and IB Attitudes. We hope to provide them with a global perspective and rigor in their studies, simultaneously challenging them to take socially responsible action as a result of their learning experiences. PLP students demonstrate their learning with tangible, relevant products including models, performances, portfolios, exhibits, and major projects. They gain an understanding of the value of teamwork through the completion of group projects. In the final year of the program, students complete the PYP Exhibition, a significant event in the life of our school and students. This special long term project and exhibit provides an opportunity for ourfifth grade students to synthesize and exhibit the essential elements of their PYP journey. In the MYP, students begin working on service/community projects with a culminating project in eighth grade. School Facilities: Palmdale Learning Plaza houses 36 classrooms, computer lab, science lab, library, media center, performing arts room, kitchen, cafeteria, and full gymnasium that, when combined with the cafeteria, opens into a theater. 32 of the 36 classrooms are utilized for general education and SDC classrooms. The four remaining classrooms are used by the RSP, LST and PE teachers. PLP has two smaller classrooms, about 1/5 the size of regular classrooms, which are utilized for SLP and DHH services. Additionally, we have a PTA office, a psychologist's office and an office for counseling services. Description of School Programs The International Baccalaureate Primary Years Program (PYP) is a globally minded curriculum designed for students aged 3 to 12. It focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It is a transdisciplinary program that is engaging, relevant, challenging, and significant for all learners. Topics are explored in the classrooms with a powerful emphasis on inquiry-based learning. The IB Primary Years Program addresses students’ academic, social and emotional well-being; encourages students to develop independence and to take responsibility for their own learning; supports students’ efforts to gain understanding of the world and to function comfortably within it; and helps students establish personal values as a foundation upon which international-mindedness will develop and flourish. PLP is home to the Regionalized Deaf and Hard of Hearing (DHH) and SDC Program. We have 3 DHH classes with translators and 9 Certified Sign Language Interpreters who interpret for mainstreamed DHH students. Our DHH Itinerant teachers provide services in 9 districts in the Antelope Valley. Our Audiologist/Program Specialist covers both programs as well as the Early Start Program and AVUHSD program The Learning Plaza offers ASB, Arabic Club, Yearbook, ASB, Interscholastic sports for our MYP (volleyball, basketball, soccer and track), s tutoring opportunities for K-8 in math and language arts, homework club, Footsteps 2 Brilliance Club, Science Olympiad, Mathletes and Cyberquest. We also host the LAITY Music and Arts program after school. PLP has a vibrant PTA, AAPAC and ELAC who are very active supporting our students and our community.

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 Palmdale Learning Plaza's Administration works collaboratively with all stakeholders and invites them to actively participate in the development, implementation and monitoring process of the SPSA. Monthly meetings are held with School Site Council, English Learner Advisory Council, African American Parent Advisory Council, our School Leadership Team. SSC receives advice from ELAC, AAPAC and SLT committees. SSC discusses the suggestions brought forth and updates the SPSA as necessary. .


School and Student Performance Data

Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup

Percent of Enrollment Number of Students Student Group

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

American Indian 1.1% 0.9% 0.62% 9 7 5

African American 11.7% 11.7% 11.58% 94 93 93

Asian 1.3% 0.9% 1.00% 10 7 8

Filipino 1.1% 1.3% 0.87% 9 10 7

Hispanic/Latino 73.1% 73.0% 74.47% 586 582 598

Pacific Islander 0.4% 0.3% 0.25% 3 2 2

White 10.9% 11.0% 9.59% 87 88 77

Multiple/No Response 0.5% % % 4

Total Enrollment 802 797 803

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Number of Students Grade

2015-16 2016-17 2017-18

Kindergarten 87 87

Grade 1 87 91

Grade 2 83 87

Grade3 89 86

Grade 4 93 95

Grade 5 93 96

Grade 6 94 91

Grade 7 85 85

Grade 8 86 85

Total Enrollment 797 803 Conclusions based on this data: 1. The largest student group at PLP is Hispanic at almost 75%. We are working toward increasing our parent

participation in ELAC and other advisory committees to continue to support student achievement. 2. The next largest student groups are African American and White with almost 12% and almost 10% respectively.

We also need to increase parent participation to support student needs and and improve academic achievement. It is necessary to find ways to educate all stakeholders about our program.

3. Our program maintains a waiting list and we tend to maintain enrollment of our students from K through 8th grades.



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 164 166 150 20.4% 20.8% 18.7%

Fluent English Proficient (FEP) 122 123 124 15.2% 15.4% 15.4%

Reclassified Fluent English Proficient (RFEP) 31 32 29 18.3% 19.5% 17.5% Conclusions based on this data: 1. The English Language Learner population at PLP has been fairly consistent with a slight decrease in 2017-2018 by

2%. It is critical that ELD instruction is provided daily and integrated across content areas to improve student achievement and close the achievement gap.

2. Teachers need to be consistent and well versed in using EL strategies and integration across all content areas.

3. Consistently monitor the progress of RFEP students to maintain success.



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 89 89 87 89 89 87 89 89 87 100 100 100

Grade 4 91 94 94 91 92 94 91 92 94 100 97.9 100

Grade 5 93 95 95 93 94 95 93 94 95 100 98.9 100

Grade 6 96 93 89 96 93 89 96 93 89 100 100 100

Grade 7 85 83 83 85 83 83 85 83 83 100 100 100

Grade 8 90 86 84 90 86 84 90 86 84 100 100 100

All Grades 544 540 532 544 537 532 544 537 532 100 99.4 100

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 2392.3

2390.5

2391.0

13 14.61 10.34 19 14.61 21.84 33 28.09 33.33 35 42.70 34.48

Grade 4 2429.7

2455.3

2457.9

5 20.65 24.47 27 21.74 21.28 27 26.09 19.15 40 31.52 35.11

Grade 5 2490.4

2455.8

2453.4

20 4.26 13.68 26 30.85 12.63 22 26.60 25.26 32 38.30 48.42

Grade 6 2522.7

2489.9

2512.8

13 3.23 10.11 39 24.73 39.33 25 37.63 24.72 24 34.41 25.84

Grade 7 2547.0

2561.0

2551.2

12 14.46 10.84 38 42.17 38.55 28 28.92 30.12 22 14.46 20.48

Grade 8 2588.4

2585.2

2583.0

14 18.60 16.67 47 43.02 41.67 29 26.74 29.76 10 11.63 11.90

All Grades N/A N/A N/A 13 12.48 14.47 33 29.24 28.76 27 29.05 26.88 27 29.24 29.89

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 16 19.10 10.34 40 33.71 50.57 44 47.19 39.08

Grade 4 9 20.65 29.79 49 55.43 41.49 42 23.91 28.72

Grade 5 18 5.32 13.68 43 52.13 45.26 39 42.55 41.05

Grade 6 14 3.23 16.85 48 60.22 46.07 39 36.56 37.08

Grade 7 15 25.30 19.28 53 53.01 51.81 32 21.69 28.92

Grade 8 30 24.42 30.95 50 55.81 47.62 20 19.77 21.43

All Grades 17 16.01 20.11 47 51.77 46.99 36 32.22 32.89


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 15 15.73 6.90 45 47.19 55.17 40 37.08 37.93

Grade 4 13 20.65 18.09 52 53.26 45.74 35 26.09 36.17

Grade 5 30 15.96 21.05 42 47.87 36.84 28 36.17 42.11

Grade 6 25 12.90 15.73 46 49.46 51.69 29 37.63 32.58

Grade 7 25 31.33 25.30 52 49.40 57.83 23 19.28 16.87

Grade 8 23 27.91 21.43 60 53.49 58.33 17 18.60 20.24

All Grades 22 20.48 18.05 49 50.09 50.56 29 29.42 31.39

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 10 8.99 16.09 70 66.29 72.41 19 24.72 11.49

Grade 4 7 14.13 24.47 67 63.04 60.64 26 22.83 14.89

Grade 5 16 5.32 12.63 65 69.15 53.68 19 25.53 33.68

Grade 6 21 12.90 14.61 67 62.37 67.42 13 24.73 17.98

Grade 7 8 10.84 8.43 76 71.08 74.70 15 18.07 16.87

Grade 8 18 20.93 23.81 71 73.26 66.67 11 5.81 9.52

All Grades 13 12.10 16.73 69 67.41 65.60 17 20.48 17.67

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 8 7.87 13.79 58 48.31 52.87 34 43.82 33.33

Grade 4 11 18.48 22.34 53 53.26 55.32 36 28.26 22.34

Grade 5 26 13.83 10.53 55 47.87 37.89 19 38.30 51.58

Grade 6 25 6.45 20.22 59 54.84 58.43 16 38.71 21.35

Grade 7 26 37.35 28.92 58 46.99 49.40 16 15.66 21.69

Grade 8 33 31.40 34.52 59 58.14 52.38 8 10.47 13.10

All Grades 22 18.81 21.43 57 51.58 50.94 22 29.61 27.63 Conclusions based on this data: 1. Almost 43% of our students overall met or exceeded standards, an increase of 2% from the previous year.

2. In comparison to other grade levels, Grade 5 is needing improvement with a percentage of 73% near or below standard, followed by grade 3 at 67%.

3. Demonstrating understanding of literacy and non-fictional texts has maintained a level of 32%. This is the area that needs improvement. Overall, the average in reading did not show any growth. Targeted interventions need to be implemented to meet the needs of students who have not met ELA CAASPP standards.



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 89 89 87 89 89 87 89 89 87 100 100 100

Grade 4 91 94 94 91 92 94 91 92 94 100 97.9 100

Grade 5 93 95 95 93 94 95 93 94 95 100 98.9 100

Grade 6 96 93 89 96 92 89 96 92 89 100 98.9 100

Grade 7 85 83 83 85 83 83 85 83 83 100 100 100

Grade 8 90 86 84 90 86 84 90 86 84 100 100 100

All Grades 544 540 532 544 536 532 544 536 532 100 99.3 100

Overall Achievement for All Students


% Standard Met

% Standard Nearly Met

% Standard Not Met Grade

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

Grade 3 2411.8

2413.9

2415.0

10 10.11 12.64 36 29.21 25.29 28 22.47 28.74 26 38.20 33.33

Grade 4 2423.5

2460.2

2457.4

1 9.78 11.70 21 32.61 23.40 36 30.43 36.17 42 27.17 28.72

Grade 5 2461.6

2447.4

2470.5

5 1.06 13.68 13 13.83 18.95 35 34.04 20.00 46 51.06 47.37

Grade 6 2496.8

2469.0

2485.8

10 6.52 7.87 25 9.78 22.47 22 35.87 25.84 43 47.83 43.82

Grade 7 2534.4

2551.1

2521.5

12 20.48 10.84 28 26.51 21.69 36 26.51 31.33 24 26.51 36.14

Grade 8 2577.0

2580.2

2568.7

24 24.42 26.19 27 23.26 17.86 24 27.91 26.19 24 24.42 29.76


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 22 25.84 24.42 44 29.21 34.88 34 44.94 40.70

Grade 4 5 22.83 20.21 30 31.52 35.11 65 45.65 44.68

Grade 5 11 4.26 21.05 30 24.47 21.05 59 71.28 57.89

Grade 6 17 11.96 13.48 38 29.35 33.71 46 58.70 52.81

Grade 7 24 34.94 16.87 35 33.73 39.76 41 31.33 43.37

Grade 8 33 29.07 28.57 37 43.02 28.57 30 27.91 42.86 All Grades

19 21.08 20.72 35 31.72 32.02 46 47.20 47.27


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 19.10 18.39 49 43.82 52.87 29 37.08 28.74

Grade 4 3 14.13 11.70 47 52.17 57.45 49 33.70 30.85

Grade 5 5 2.13 14.74 33 40.43 42.11 61 57.45 43.16

Grade 6 11 6.52 5.62 49 47.83 50.56 40 45.65 43.82

Grade 7 14 22.89 19.28 54 46.99 42.17 32 30.12 38.55

Grade 8 19 29.07 28.57 57 40.70 46.43 24 30.23 25.00

All Grades 12 15.30 16.17 48 45.34 48.68 40 39.37 35.15

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 25 19.10 19.77 53 42.70 54.65 22 38.20 25.58

Grade 4 4 19.57 14.89 53 44.57 51.06 43 35.87 34.04

Grade 5 5 2.13 15.79 46 51.06 41.05 48 46.81 43.16

Grade 6 11 7.61 12.36 59 38.04 39.33 29 54.35 48.31

Grade 7 20 25.30 15.66 61 54.22 60.24 19 20.48 24.10

Grade 8 20 29.07 30.95 60 55.81 54.76 20 15.12 14.29

All Grades 14 16.79 18.08 55 47.57 49.91 31 35.63 32.02 Conclusions based on this data: 1. Overall, approximately 36% of students met or exceeded standards in math, a growth of 2%. Grade 5 showed 28%

decrease in students near or below standard, and Grade 6 should a 24% decrease in students near or below standard.

2. More focus on Concepts and Procedures is need as 47% overall is below standard with little growth from 2016 - 2017. Targeted interventions should be implemented to meet the needs of students who have not met ELA CAASPP standards (67% overall).

3. Targeted interventions should be implemented to meet the needs of students who have not met Math CAASPP standards (64% overall).



CAASPP Results English Language Arts/Literacy (African American)

Overall Participation for Black or African American

# of Students Enrolled # of Students Tested # of Students with Scores

% of Enrolled Students Tested

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

Grade 3 13 11 11 13 11 11 13 11 11 100 100 100

Grade 4 7 12 12 7 12 12 7 12 12 100 100 100

Grade 5 14 * 12 14 * 12 14 * 12 100 100

Grade 6 9 14 * 9 14 * 9 14 * 100 100

Grade 7 13 * 14 13 * 14 13 * 14 100 100

Grade 8 19 13 * 19 13 * 19 13 * 100 100

All Grades 75 68 64 75 67 64 75 67 64 100 98.5 100 * The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for Black or African American Mean Scale Score % Standard

Exceeded % Standard Met % Standard Nearly

Met % Standard Not

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

Grade 3 2369.8

2378.8

2372.7

8 9.09 18.18 15 18.18 0.00 31 9.09 36.36 46 63.64 45.45

Grade 4 * 2447.2

2464.8

* 16.67 25.00 * 16.67 25.00 * 16.67 8.33 * 50.00 41.67

Grade 5 2521.5

* 2426.3

21 * 16.67 36 * 0.00 29 * 8.33 14 * 75.00

Grade 6 * 2492.8

* * 0.00 * * 35.71 * * 35.71 * * 28.57 *

Grade 7 2523.8

* 2561.0

0 * 14.29 38 * 35.71 31 * 35.71 31 * 14.29

Grade 8 2603.8

2574.1

* 16 23.08 * 53 23.08 * 26 38.46 * 5 15.38 *


Reading Demonstrating understanding of literary and non-fictional texts


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 15 18.18 18.18 23 27.27 45.45 62 54.55 36.36

Grade 4 * 16.67 33.33 * 58.33 33.33 * 25.00 33.33

Grade 5 14 * 16.67 57 * 33.33 29 * 50.00

Grade 6 * 7.14 * * 64.29 * * 28.57 *

Grade 7 0 * 21.43 38 * 50.00 62 * 28.57

Grade 8 32 15.38 * 58 61.54 * 11 23.08 *

All Grades 16 14.93 18.75 41 50.75 42.19 43 34.33 39.06


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 15 0.00 9.09 38 45.45 36.36 46 54.55 54.55

Grade 4 * 25.00 16.67 * 41.67 50.00 * 33.33 33.33

Grade 5 50 * 16.67 43 * 25.00 7 * 58.33

Grade 6 * 14.29 * * 50.00 * * 35.71 *

Grade 7 31 * 42.86 46 * 42.86 23 * 14.29

Grade 8 26 23.08 * 68 53.85 * 5 23.08 *

All Grades 25 16.42 20.31 52 46.27 39.06 23 37.31 40.63



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 15 0.00 0.00 54 90.91 72.73 31 9.09 27.27

Grade 4 * 25.00 25.00 * 41.67 58.33 * 33.33 16.67

Grade 5 36 * 16.67 57 * 25.00 7 * 58.33

Grade 6 * 7.14 * * 71.43 * * 21.43 *

Grade 7 8 * 7.14 69 * 78.57 23 * 14.29

Grade 8 32 15.38 * 58 76.92 * 11 7.69 *

All Grades 21 10.45 12.50 63 70.15 57.81 16 19.40 29.69



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 8 9.09 0.00 46 45.45 54.55 46 45.45 45.45

Grade 4 * 16.67 25.00 * 33.33 58.33 * 50.00 16.67

Grade 5 36 * 8.33 64 * 16.67 0 * 75.00

Grade 6 * 0.00 * * 57.14 * * 42.86 *

Grade 7 15 * 21.43 62 * 64.29 23 * 14.29

Grade 8 26 30.77 * 63 61.54 * 11 7.69 *

All Grades 20 17.91 15.63 59 44.78 48.44 21 37.31 35.94 Conclusions based on this data: 1. Targeted interventions should be implemented to meet the needs of African American students who have not met

ELA CAASPP standards. 2. Overall 38% of African Americans met or exceeded standards and increase of 2%.

3. Increase of 4% in above standard in producing clear and purposeful writing.



CAASPP Results Mathematics (African American)

Overall Participation for Black or African American



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

Grade 3 13 11 11 13 11 11 13 11 11 100 100 100

Grade 4 7 12 12 7 12 12 7 12 12 100 100 100

Grade 5 14 * 12 14 * 12 14 * 12 100 100

Grade 6 9 14 * 9 14 * 9 14 * 100 100

Grade 7 13 * 14 13 * 14 13 * 14 100 100

Grade 8 19 13 * 19 13 * 19 13 * 100 100


Overall Achievement for Black or African American


% Standard Met % Standard Nearly Met

% Standard Not Met

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

Grade 3 2402.7

2375.5

2402.1

15 9.09 9.09 31 9.09 27.27 15 27.27 18.18 38 54.55 45.45

Grade 4 * 2469.3

2432.7

* 16.67 8.33 * 25.00 16.67 * 33.33 25.00 * 25.00 50.00

Grade 5 2474.7

* 2454.3

0 * 8.33 21 * 16.67 36 * 8.33 43 * 66.67

Grade 6 * 2477.4

* * 0.00 * * 7.14 * * 50.00 * * 42.86 *

Grade 7 2499.7

* 2507.0

8 * 0.00 31 * 21.43 15 * 50.00 46 * 28.57

Grade 8 2555.8

2545.5

* 21 7.69 * 16 23.08 * 32 30.77 * 32 38.46 *




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 23 9.09 27.27 46 27.27 27.27 31 63.64 45.45

Grade 4 * 25.00 25.00 * 16.67 8.33 * 58.33 66.67

Grade 5 7 * 25.00 43 * 8.33 50 * 66.67

Grade 6 * 7.14 * * 42.86 * * 50.00 *

Grade 7 15 * 7.14 38 * 50.00 46 * 42.86

Grade 8 26 7.69 * 26 69.23 * 47 23.08 *

All Grades 16 11.94 17.19 33 37.31 25.00 51 50.75 57.81




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 23 9.09 18.18 31 36.36 36.36 46 54.55 45.45

Grade 4 * 16.67 0.00 * 50.00 50.00 * 33.33 50.00

Grade 5 7 * 8.33 36 * 41.67 57 * 50.00

Grade 6 * 0.00 * * 64.29 * * 35.71 *

Grade 7 23 * 14.29 31 * 35.71 46 * 50.00

Grade 8 16 7.69 * 53 46.15 * 32 46.15 *

All Grades 15 8.96 7.81 37 44.78 42.19 48 46.27 50.00



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 23 9.09 9.09 46 36.36 45.45 31 54.55 45.45

Grade 4 * 16.67 25.00 * 41.67 33.33 * 41.67 41.67

Grade 5 0 * 8.33 64 * 16.67 36 * 75.00

Grade 6 * 0.00 * * 35.71 * * 64.29 *

Grade 7 8 * 7.14 54 * 64.29 38 * 28.57

Grade 8 16 7.69 * 63 76.92 * 21 15.38 *

All Grades 9 5.97 10.94 56 49.25 43.75 35 44.78 45.31 Conclusions based on this data: 1. Targeted interventions should be implemented to meet the needs of African American students who have not met

Math CAASPP standards. 2. Overall 25% of African American students met or exceeded standards in 2017-2018 vs, 23% in 2016- 2017. It is

essential that this student population is not overlooked. 3. In all three areas, there was an increase of students not meeting standards, with Concepts and Procedures,

showed an increase of 7% not meeting standards.



CAASPP Results English Language Arts/Literacy (Hispanic or Latino)

Overall Participation for Hispanic or Latino



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

Grade 3 56 66 67 56 66 67 56 66 67 100 100 100

Grade 4 74 61 71 74 60 71 74 60 71 100 98.4 100

Grade 5 67 74 65 67 74 65 67 74 65 100 100 100

Grade 6 74 67 71 74 67 71 74 67 71 100 100 100

Grade 7 57 65 61 57 65 61 57 65 61 100 100 100

Grade 8 57 58 69 57 58 69 57 58 69 100 100 100


Overall Achievement for Hispanic or Latino Mean Scale Score % Standard


Met % Standard Not

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

Grade 3 2387.7

2385.8

2392.4

14 13.64 8.96 14 13.64 25.37 32 28.79 29.85 39 43.94 35.82

Grade 4 2432.2

2450.8

2452.0

7 20.00 23.94 27 21.67 18.31 27 23.33 22.54 39 35.00 35.21

Grade 5 2472.2

2456.9

2448.3

15 5.41 12.31 24 31.08 10.77 21 27.03 27.69 40 36.49 49.23

Grade 6 2516.8

2480.3

2506.8

11 0.00 8.45 36 20.90 38.03 28 40.30 28.17 24 38.81 25.35

Grade 7 2543.6

2556.1

2541.5

9 13.85 8.20 39 40.00 37.70 30 30.77 29.51 23 15.38 24.59

Grade 8 2574.9

2575.7

2584.2

11 13.79 17.39 44 44.83 39.13 33 29.31 33.33 12 12.07 10.14




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 16 18.18 8.96 34 33.33 50.75 50 48.48 40.30

Grade 4 9 20.00 25.35 50 55.00 45.07 41 25.00 29.58

Grade 5 16 5.41 12.31 37 52.70 46.15 46 41.89 41.54

Grade 6 12 0.00 15.49 50 58.21 47.89 38 41.79 36.62

Grade 7 16 21.54 14.75 56 53.85 52.46 28 24.62 32.79

Grade 8 26 20.69 30.43 49 56.90 47.83 25 22.41 21.74

All Grades 16 13.85 18.07 46 51.54 48.27 38 34.62 33.66



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

Grade 3 13 15.15 7.46 39 45.45 56.72 48 39.39 35.82

Grade 4 14 18.33 18.31 50 55.00 45.07 36 26.67 36.62

Grade 5 22 20.27 18.46 43 44.59 35.38 34 35.14 46.15

Grade 6 24 8.96 12.68 45 52.24 54.93 31 38.81 32.39

Grade 7 16 30.77 19.67 57 50.77 60.66 27 18.46 19.67

Grade 8 19 25.86 18.84 58 53.45 60.87 23 20.69 20.29

All Grades 18 19.74 15.84 48 50.00 52.23 33 30.26 31.93



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 7 7.58 20.90 73 65.15 68.66 20 27.27 10.45

Grade 4 8 13.33 22.54 65 61.67 63.38 27 25.00 14.08

Grade 5 9 5.41 13.85 66 68.92 50.77 25 25.68 35.38

Grade 6 18 10.45 12.68 68 62.69 69.01 15 26.87 18.31

Grade 7 7 7.69 8.20 81 73.85 73.77 12 18.46 18.03

Grade 8 14 17.24 24.64 74 75.86 68.12 12 6.90 7.25

All Grades 11 10.00 17.33 70 67.95 65.59 19 22.05 17.08



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 9 6.06 14.93 54 50.00 50.75 38 43.94 34.33

Grade 4 12 20.00 21.13 54 50.00 53.52 34 30.00 25.35

Grade 5 18 14.86 7.69 58 47.30 40.00 24 37.84 52.31

Grade 6 23 5.97 16.90 58 52.24 59.15 19 41.79 23.94

Grade 7 25 33.85 29.51 58 49.23 44.26 18 16.92 26.23

Grade 8 28 31.03 37.68 63 56.90 50.72 9 12.07 11.59

All Grades 19 18.21 21.29 57 50.77 50.00 24 31.03 28.71 Conclusions based on this data: 1. Targeted interventions should be implemented to meet the needs of Hispanic students, especially those who are

ELL, who have not met ELA CAASPP standards. 2. Overall there was a 3% growth with Hispanic students (41% vs. 38%) in met or exceeded standards.

3. Listening was the area that had students below standard decrease from 22% to 17%.



CAASPP Results Mathematics (Hispanic or Latino)

Overall Participation for Hispanic or Latino



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

Grade 3 56 66 67 56 66 67 56 66 67 100 100 100

Grade 4 74 61 71 74 60 71 74 60 71 100 98.4 100

Grade 5 67 74 65 67 74 65 67 74 65 100 100 100

Grade 6 74 67 71 74 67 71 74 67 71 100 100 100

Grade 7 57 65 61 57 65 61 57 65 61 100 100 100

Grade 8 57 58 69 57 58 69 57 58 69 100 100 100


Overall Achievement for Hispanic or Latino



% Standard Not Met

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

Grade 3 2406.2

2412.6

2413.2

11 7.58 11.94 32 33.33 23.88 29 18.18 31.34 29 40.91 32.84

Grade 4 2425.9

2455.3

2455.4

1 11.67 11.27 23 25.00 23.94 35 33.33 36.62 41 30.00 28.17

Grade 5 2451.7

2448.1

2459.5

4 1.35 12.31 10 13.51 16.92 34 33.78 18.46 51 51.35 52.31

Grade 6 2492.2

2456.0

2479.2

9 4.48 5.63 22 10.45 22.54 24 31.34 25.35 45 53.73 46.48

Grade 7 2529.8

2547.4

2518.5

9 18.46 11.48 25 26.15 21.31 46 27.69 27.87 21 27.69 39.34

Grade 8 2574.8

2571.4

2569.6

23 22.41 24.64 28 22.41 17.39 25 29.31 27.54 25 25.86 30.43




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 20 25.76 22.73 39 27.27 34.85 41 46.97 42.42

Grade 4 7 21.67 16.90 31 31.67 38.03 62 46.67 45.07

Grade 5 9 5.41 16.92 24 21.62 21.54 67 72.97 61.54

Grade 6 16 10.45 12.68 36 22.39 32.39 47 67.16 54.93

Grade 7 18 30.77 19.67 35 36.92 34.43 47 32.31 45.90

Grade 8 30 27.59 26.09 42 41.38 28.99 28 31.03 44.93

All Grades 16 19.74 19.11 34 29.74 31.76 50 50.51 49.13




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 21 19.70 17.91 48 40.91 53.73 30 39.39 28.36

Grade 4 4 15.00 9.86 46 48.33 59.15 50 36.67 30.99

Grade 5 4 2.70 13.85 25 40.54 36.92 70 56.76 49.23

Grade 6 8 5.97 4.23 50 41.79 50.70 42 52.24 45.07

Grade 7 12 21.54 16.39 53 47.69 44.26 35 30.77 39.34

Grade 8 16 24.14 28.99 61 43.10 46.38 23 32.76 24.64

All Grades 10 14.36 15.10 47 43.59 48.76 43 42.05 36.14



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 20 16.67 21.21 55 43.94 56.06 25 39.39 22.73

Grade 4 5 21.67 12.68 50 36.67 52.11 45 41.67 35.21

Grade 5 6 2.70 13.85 40 50.00 38.46 54 47.30 47.69

Grade 6 11 4.48 9.86 58 38.81 36.62 31 56.72 53.52

Grade 7 16 26.15 16.39 67 53.85 57.38 18 20.00 26.23

Grade 8 18 31.03 31.88 60 50.00 53.62 23 18.97 14.49

All Grades 12 16.41 17.62 55 45.64 48.88 34 37.95 33.50 Conclusions based on this data: 1. Targeted interventions should be implemented to meet the needs of Hispanic students, especially those who are

ELL, who have not met Math CAASPP standards. 2. Percentage in % Below Standard decreased in all areas.

3. Overall growth appears to be stagnant across the board in Math, with 49% below standard in concepts and procedures,



CAASPP Results English Language Arts/Literacy (Students with Disability)

Overall Participation for Students with Disability



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

Grade 3 10 * * 10 * * 10 * * 100

Grade 4 9 * * 9 * * 9 * * 100

Grade 5 11 12 * 11 11 * 11 11 * 100 91.7

Grade 6 13 11 12 13 11 12 13 11 12 100 100 100

Grade 7 13 12 * 13 12 * 13 12 * 100 100

Grade 8 7 13 11 7 13 11 7 13 11 100 100 100


Overall Achievement for Students with Disability Mean Scale Score % Standard


Met % Standard Not

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

Grade 3 * * * * * * * * * * * * * * *

Grade 4 * * * * * * * * * * * * * * *

Grade 5 2354.5

2362.5

* 0 0.00 * 0 0.00 * 9 9.09 * 91 90.91 *

Grade 6 2402.6

2386.4

2405.7

0 0.00 0.00 0 0.00 0.00 23 9.09 16.67 77 90.91 83.33

Grade 7 2469.2

2474.2

* 0 0.00 * 8 25.00 * 38 33.33 * 54 41.67 *

Grade 8 * 2464.2

2471.8

* 0.00 0.00 * 0.00 18.18 * 46.15 18.18 * 53.85 63.64




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

Grade 4 * * * * * * * * *

Grade 5 0 0.00 * 0 9.09 * 100 90.91 *

Grade 6 0 0.00 0.00 15 9.09 25.00 85 90.91 75.00

Grade 7 0 8.33 * 23 41.67 * 77 50.00 *

Grade 8 * 0.00 9.09 * 23.08 36.36 * 76.92 54.55

All Grades 0 1.67 11.11 21 20.00 24.07 79 78.33 64.81



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

Grade 3 * * * * * * * * *

Grade 4 * * * * * * * * *

Grade 5 0 0.00 * 9 9.09 * 91 90.91 *

Grade 6 0 0.00 0.00 15 9.09 8.33 85 90.91 91.67

Grade 7 8 8.33 * 38 33.33 * 54 58.33 *

Grade 8 * 0.00 0.00 * 38.46 18.18 * 61.54 81.82

All Grades 2 1.67 5.56 22 21.67 22.22 76 76.67 72.22



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

Grade 4 * * * * * * * * *

Grade 5 0 0.00 * 27 45.45 * 73 54.55 *

Grade 6 0 0.00 0.00 54 54.55 33.33 46 45.45 66.67

Grade 7 0 8.33 * 62 58.33 * 38 33.33 *

Grade 8 * 0.00 9.09 * 76.92 63.64 * 23.08 27.27

All Grades 2 1.67 7.41 41 53.33 38.89 57 45.00 53.70



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

Grade 4 * * * * * * * * *

Grade 5 0 0.00 * 36 18.18 * 64 81.82 *

Grade 6 0 0.00 0.00 38 9.09 50.00 62 90.91 50.00

Grade 7 0 8.33 * 54 50.00 * 46 41.67 *

Grade 8 * 0.00 18.18 * 53.85 36.36 * 46.15 45.45

All Grades 0 1.67 7.41 48 30.00 38.89 52 68.33 53.70 Conclusions based on this data: 1. Targeted interventions should be implemented to meet the needs of Students with Disabilities who have not met

ELA CAASPP standards. 2. Growth shown overall in the area of listening.of students achieving % above Standard 6%.

3. % below standard decreased by 14% from 16-17 to 17-18



CAASPP Results Mathematics (Students with Disability)

Overall Participation for Students with Disability



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

Grade 3 10 * * 10 * * 10 * * 100

Grade 4 9 * * 9 * * 9 * * 100

Grade 5 11 12 * 11 11 * 11 11 * 100 91.7

Grade 6 13 11 12 13 11 12 13 11 12 100 100 100

Grade 7 13 12 * 13 12 * 13 12 * 100 100

Grade 8 7 13 11 7 13 11 7 13 11 100 100 100


Overall Achievement for Students with Disability



% Standard Not Met

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

Grade 3 * * * * * * * * * * * * * * *

Grade 4 * * * * * * * * * * * * * * *

Grade 5 2373.1

2380.3

* 0 0.00 * 0 0.00 * 18 0.00 * 82 100.0 *

Grade 6 2392.8

2374.8

2384.4

0 0.00 0.00 8 0.00 0.00 8 0.00 16.67 85 100.0 83.33

Grade 7 2416.0

2459.3

* 0 0.00 * 0 8.33 * 23 16.67 * 77 75.00 *

Grade 8 * 2455.3

2444.4

* 0.00 9.09 * 0.00 0.00 * 30.77 0.00 * 69.23 90.91




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

Grade 4 * * * * * * * * *

Grade 5 0 0.00 * 0 0.00 * 100 100.0 *

Grade 6 0 0.00 0.00 15 0.00 8.33 85 100.0 91.67

Grade 7 0 0.00 * 0 25.00 * 100 75.00 *

Grade 8 * 7.69 9.09 * 15.38 0.00 * 76.92 90.91

All Grades 0 1.67 9.43 8 8.33 5.66 92 90.00 84.91




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

Grade 4 * * * * * * * * *

Grade 5 0 0.00 * 0 9.09 * 100 90.91 *

Grade 6 0 0.00 0.00 15 0.00 0.00 85 100.0 100.0

Grade 7 0 0.00 * 31 25.00 * 69 75.00 *

Grade 8 * 0.00 9.09 * 15.38 18.18 * 84.62 72.73

All Grades 2 0.00 5.56 16 11.67 14.81 83 88.33 79.63



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

Grade 4 * * * * * * * * *

Grade 5 0 0.00 * 18 9.09 * 82 90.91 *

Grade 6 0 0.00 0.00 31 27.27 8.33 69 72.73 91.67

Grade 7 0 8.33 * 31 41.67 * 69 50.00 *

Grade 8 * 0.00 9.09 * 46.15 36.36 * 53.85 54.55

All Grades 2 1.67 5.66 22 30.00 26.42 76 68.33 67.92 Conclusions based on this data: 1. Targeted interventions should be implemented to meet the needs of Students with Disabilities who have not met

Math CAASPP standards. 2. Some growth in Communicating Reasoning, but stagnant in other areas.

3. Students overall increased by 9% in meeting or exceeded standards.



English Language Proficiency Assessments for California (ELPAC)



Student Population This section provides information about the school’s student population.

2017-18 Student Population

Total Enrollment

803 This is the total number of students enrolled.

Socioeconomically Disadvantaged

78.1% This is the percent of students who are eligible for free or reduced priced meals; or have parents/guardians who did not receive a high school diploma.

English Learners

18.7% This is the percent of students who are learning to communicate effectively in English, typically requiring instruction in both the English Language and in their academic courses.

Foster Youth

0.9% This is the percent of students whose well-being is the responsibility of a court.

2017-18 Enrollment for All Students/Student Group

Student Group Total Percentage

English Learners 150 18.7%

Foster Youth 7 0.9%

Socioeconomically Disadvantaged 627 78.1%

Students with Disabilities 78 9.7%

Enrollment by Race/Ethnicity

Student Group Total Percentage

African American 93 11.6%

American Indian 5 0.6%

Asian 8 1.0%

Filipino 7 0.9%

Hispanic 598 74.5%

Two or More Races 13 1.6%

Pacific Islander 2 0.2%

White 77 9.6% Conclusions based on this data: 1.



Overall Performance

2018 Fall Dashboard Overall Performance for All Students

Academic Performance

English Language Arts

Orange

Mathematics

Orange

English Learner Progress

No Performance Color

Academic Engagement

Chronic Absenteeism

Orange

Conditions & Climate

Suspension Rate

Yellow

Conclusions based on this data: 1. Both Mathematics and English Language Arts are areas needing improvement. Reading comprehension was

added to our School Improvement Plan for 2018-2019. 2. While both areas ELA and Math are areas of improvement, it has been determined Math will increase as we focus

on reading comprehension through written expression. The crossover of comprehension and written expression will show gains in both academic areas.

3. High expectations for student behavior and achievement are set by a strong and dedicated staff. Capturing Kids' Hearts training is scheduled for the 2018-2019 school year.



Academic Performance English Language Arts

The performance levels are color-coded and range from lowest-to-highest performance in the following order: Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance

This section provides number of student groups in each color.

2018 Fall Dashboard English Language Arts Equity Report

Red

0 Orange

3 Yellow

3 Green

0 Blue

0 This section provides a view of Student Assessment Results and other aspects of this school’s performance, specifically how well students are meeting grade-level standards on the English Language Arts assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3–8 and grade 11.

2018 Fall Dashboard English Language Arts Performance for All Students/Student Group

All Students

Orange

18.7 points below standard

Maintained 1.5 points

520 students

English Learners

Orange



150 students

Foster Youth


Less than 11 Students - Data Not Displayed for Privacy

5 students

Homeless


0 Students


Yellow


Increased 7 points

412 students

Students with Disabilities

Orange


Increased 16.9 points

59 students


2018 Fall Dashboard English Language Arts Performance by Race/Ethnicity

African American

Orange


Declined -9.9 points

62 students

American Indian



5 students

Asian



6 students

Filipino



4 students

Hispanic

Yellow



394 students

Two or More Races



5 students

Pacific Islander



2 students

White

Yellow

5.2 points above standard

Maintained -1.5 points

42 students

This section provides a view of Student Assessment Results and other aspects of this school’s performance, specifically how well students are meeting grade-level standards on the English Language Arts assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3–8 and grade 11.

2018 Fall Dashboard English Language Arts Data Comparisons for English Learners

Current English Learner



60 students

Reclassified English Learners



90 students

English Only


Maintained 0 points

334 students

Conclusions based on this data: 1. Overall, students in grade 3-8, declined in performance. Additional time, support and resources needed.

2. While SWD fall into the red category and 109 points from level three, they maintained in the change category

3. EL students which are 114 points from level 3, did show a 4.4 point increase. EL strategies and integration beyond ELD dedicated time need to be implemented consistently.



Academic Performance Mathematics


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Mathematics Equity Report

Red

1 Orange

3 Yellow

1 Green

1 Blue

0 This section provides a view of Student Assessment Results and other aspects of this school’s performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3–8 and grade 11.

2018 Fall Dashboard Mathematics Performance for All Students/Student Group

All Students

Orange



520 students

English Learners

Yellow



150 students

Foster Youth



5 students

Homeless


0 Students


Orange



412 students


Red



59 students


2018 Fall Dashboard Mathematics Performance by Race/Ethnicity

African American

Orange



62 students

American Indian



5 students

Asian



6 students

Filipino



4 students

Hispanic

Orange



394 students

Two or More Races



5 students

Pacific Islander



2 students

White

Green



42 students

This section provides a view of Student Assessment Results and other aspects of this school’s performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3–8 and grade 11.

2018 Fall Dashboard Mathematics Data Comparisons for English Learners

Current English Learner



60 students

Reclassified English Learners



90 students

English Only



334 students

Conclusions based on this data: 1. Overall, students in grades 3-8 maintained in the orange category, with an average of 39.1 points below a level 3.

2. While the Reclassified EL's, EL only and EO's all increased or maintained they are still low to very low (EL's) in the number of points below, level 3.

3. SWD showed a 24 point increase from the previous year, but are 122 below level 3. Additional support and resources needed to increase performance.



Academic Performance English Learner Progress

This section provides a view of the percent of students performing at each level on the new English Language Proficiency Assessments for California (ELPAC) assessment. With the transition ELPAC, the 2018 Dashboard is unable to report a performance level (color) for this measure.

2018 Fall Dashboard English Language Proficiency Assessments for California Results

Number of Students

144

Level 4 Well

Developed 41%

Level 3 Moderately Developed

38.2%

Level 2 Somewhat Developed

16.7%

Level 1 Beginning

Stage 4.2%

Conclusions based on this data: 1. Suspension rate for EL's declined significantly by 1.2%.

2. English Language Arts and Math maintained and focus needs to be on implementation of strategies to work on bringing up points below level 3.



Academic Performance College/Career


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard College/Career Equity Report

Red Orange Yellow Green Blue This section provides information on the percentage of high school graduates who are placed in the "Prepared" level on the College/Career Indicator.

2018 Fall Dashboard College/Career for All Students/Student Group

All Students English Learners Foster Youth

Homeless Socioeconomically Disadvantaged Students with Disabilities

2018 Fall Dashboard College/Career by Race/Ethnicity

African American American Indian Asian Filipino

Hispanic Two or More Races Pacific Islander White This section provides a view of the percent of students per year that qualify as Not Prepared, Approaching Prepared, and Prepared.

2018 Fall Dashboard College/Career 3-Year Performance

Class of 2016 Prepared

Approaching Prepared Not Prepared





Conclusions based on this data: 1.



Academic Engagement Chronic Absenteeism


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Chronic Absenteeism Equity Report

Red 0

Orange 2

Yellow 4

Green 0

Blue 0

This section provides information about the percentage of students in kindergarten through grade 8 who are absent 10 percent or more of the instructional days they were enrolled.

2018 Fall Dashboard Chronic Absenteeism for All Students/Student Group

All Students

Orange

5.7% chronically absent

Increased 0.6%

820 students

English Learners

Yellow


Increased 1%

153 students

Foster Youth



8 students

Homeless



0 students


Yellow


Maintained 0.1%

651 students


Orange


Maintained 0.3%

87 students


2018 Fall Dashboard Chronic Absenteeism by Race/Ethnicity

African American

Orange


Increased 2.1%

96 students

American Indian



5 students

Asian



8 students

Filipino



7 students

Hispanic

Yellow


Increased 0.9%

612 students

Two or More Races


0% chronically absent

13 students

Pacific Islander



2 students

White

Yellow


Declined 0.7%

77 students

Conclusions based on this data: 1.



Academic Engagement Graduation Rate


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Graduation Rate Equity Report

Red Orange Yellow Green Blue This section provides information about students completing high school, which includes students who receive a standard high school diploma or complete their graduation requirements at an alternative school.

2018 Fall Dashboard Graduation Rate for All Students/Student Group

All Students English Learners Foster Youth

Homeless Socioeconomically Disadvantaged Students with Disabilities

2018 Fall Dashboard Graduation Rate by Race/Ethnicity

African American American Indian Asian Filipino

Hispanic Two or More Races Pacific Islander White This section provides a view of the percentage of students who received a high school diploma within four years of entering ninth grade or complete their graduation requirements at an alternative school.

2018 Fall Dashboard Graduation Rate by Year

2017 2018 Conclusions based on this data: 1.



Conditions & Climate Suspension Rate


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Suspension Rate Equity Report

Red

2 Orange

3 Yellow

1 Green

0 Blue

0 This section provides information about the percentage of students in kindergarten through grade 12 who have been suspended at least once in a given school year. Students who are suspended multiple times are only counted once.

2018 Fall Dashboard Suspension Rate for All Students/Student Group

All Students

Yellow

2.9% suspended at least once

Maintained 0.2% 828 students

English Learners

Red


Increased 2.6% 156 students

Foster Youth


Less than 11 Students - Data Not Displayed for Privacy 8 students

Homeless


0 Students


Yellow

3% suspended at least once



Orange




2018 Fall Dashboard Suspension Rate by Race/Ethnicity

African American

Red



American Indian



Asian



Filipino



Hispanic

Orange



Two or More Races


0% suspended at least once

14 students

Pacific Islander



White

Orange



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

2018 Fall Dashboard Suspension Rate by Year

2016 2.8% suspended at least once



Conclusions based on this data: 1. Overall, suspension rate declined 0.1%.. Best Behavior Expectations and

implementation of Bully Free Program and IB's Learner Profile and Attitudes contribute to high behavioral expectations for all students.

2. English Learners are in "Blue" (highest performance) band. AA, declined significantly in suspension rate (-1.9%) and SWD declined significantly (-2.2%)

3. All areas overall maintained,


Goals, Strategies, & Proposed Expenditures

Goal 1 Subject Planned improvements in Mathematics

Goal Statement All teachers will demonstrate application of:

The three shifts in Mathematics and the eight Standards for Mathematical Practice (SMPs) as evidenced by their classroom instructional practice.

The TK - 12 progressions of standards as evidenced by on grade level standards instruction with appropriate scaffolding in order to ensure access to grade level expectations.

All students will: Demonstrate growth toward proficiency in grade level mathematics by accessing and applying the

rigorous state standards in CSS as measured by multiple measures including state and local assessments.

SCHOOLS MAY ADD ADDITIONAL GOALS that support and align to the District/School Goals. Students and staff will demonstrate the application of the International Baccalaureate program as it relates to an inquiry-based, interdisciplinary focus of learning with an emphasis on compassion, global awareness, and the Learner Profile.

LCAP Goal The District will increase the percentage of students who met standard or above by 3% from the base year (15-16) as measured by multiple measures including state and local assessments.

Basis for this Goal CAASPP

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

What were the findings from the analysis of this data? There is a need to provide additional support for under-performing students in Mathematics.

How will the school evaluate the progress of this goal? CFA, LPM, CAASPP, STAR 360 CCPM data will be used to evaluate the effectiveness of our program

Strategy Methods/practices that will be used to reach the goal

Articulation and Collaboration around Research-Based Best Practices using Student Data to drive instructional decisions. Learning Walks PLC Planning Lesson Studies Vertical/Horizontal Articulation and Calibrations RtI Team Meetings Professional Development

Expected Annual Measurable Outcomes


Metric/Indicator Baseline Expected Outcome

CAASPP 15- 16 CAASP 34% 37% Planned Strategies/Activities startcollapse

Strategy/Activity 1 Professional Learning Communities

• Grade Level and Departmental • Vertical & Horizontal Articulation • Instructional Leadership Team, MTSS Team AND Instructional Rounds Team

IB Days with the Coordinator Leadership Team will meet monthly to look at data and discuss next steps for supporting teachers' strategies for struggling/under-performing students Consider purchasing looking at alternate software programs to increase student achievement

Students to be Served by this Strategy/Activity All Students

Task/Timeline

Research and share math best practice Examine student work Analyze assessment data Refine instructional strategies based on learning outcomes Examine baseline math assessment data Examine and define problems of practice Plan, implement and evaluate interventions based on student need

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

Proposed Expenditures for this Strategy/Activity

Amount 5,689

Source LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000

Budget Reference 1000-1999: Certificated Personnel Salaries

Description Substitute release time for teachers to meet for IB days with the coordinator, to plan lessons, develop common formative assessments, plan for exhibition, engage in vertical/horizontal articulation, including learning walks, to plan clinic, and to analyze data.


Amount 6,494

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


Description Leadership Team stipend to look at and analyze data and oversee PLC's

Amount 2,541


Budget Reference 5000-5999: Services And Other Operating Expenditures

Description Software programs to support teachers in their instruction including but not limited to Managebac and others

Strategy/Activity 2 Site Professional Development

Aligned with district initiatives

Provide instructional materials to support staff as they conduct PLC's Staff attendance at conferences to support students with organizational skills, critical thinking strategies, differentiated instruction, higher level thinking skills and CCSS standards.

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

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

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


Amount 3,500

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


Description Staff will participate in conferences to include registration, transportation, parking, lodging, and per diem meals to acquire knowledge , skills, and strategies for students. Conferences include but not limited to Solution Tree, Illuminate, IB

Amount 900




Description Extra hours for staff to participate in professional developments to acquire knowledge, skills, and strategies for students (includes subs)

Amount 2,451



Description Substitutes for teachers to attend professional development and/or plan lessons, develop common formative assessments, engage in vertical/horizontal articulation, analyze data and plan PUMA Time (clinic)

Strategy/Activity 3 Personnel to support academic need LST will provide direct instructional support to targeted students GATE Facilitator will provide differentiated instructional support to identified students IB Coordinator RtI Team will meet to analyze data to inform teachers of students needing additional instruction Leadership Team will analyze data monthly to discuss in PLC grade-level team meetings Provide in-house professional development or extended learning opportunities for staff that will provide strategies to increase student achievement Model Lessons


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

RtI is in place and based on student need Extended learning opportunities Teachers meet in PLC's weekly to discuss struggling students RtI team meets regularly Students in SST system are tracked and progress monitored.

Person(s) Responsible Teachers Site Administration IB Coordinator LST Bilingual Instructional Aides



Amount 11,836



Description LST to provide additional Math support to under-performing students, extra support for teachers, and professional development.

Amount 4,000



Description Extra hours for teachers to implement the components of the IB at the PYP and MYP levels.

Description .

Amount 15,910


Budget Reference 2000-2999: Classified Personnel Salaries

Description Bilingual instructional aides to support and help meet the needs of students

Strategy/Activity 4 TK-8 Instructional Focus Supplemental instructional materials Provide in-house professional development or extended learning opportunities for staff that will provide strategies to increase student achievement Provide headphones for students to support interim testing, LPM, CAASPP and other software programs


Timeline

TK-5 Teachers will implement CSS utilizing Eureka Math/ENY 6-8 teachers will implement CSS utilizing Big Ideas Math

K-5 teachers will implement CSS Benchmark and 6-8 StudySync


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


Amount 7,576


Budget Reference 4000-4999: Books And Supplies

Description Supplemental classroom materials to help increase math levels for students

Amount 5,500



Description Teacher/Student technology needed to provide students with 21st century skills such as IPADs,desktop computers, amplification systems, chromebooks, and headphones

Strategy/Activity 5 Classroom Walkthrough Provide constructive feedback to teachers of use of best teaching practices

Students to be Served by this Strategy/Activity All

Task/Timeline

Site leadership will conduct regular, formal and informal observations (walk-throughs) of Tier 1 math instruction

IB Coordinator will conduct very informal regular walk-throughs to assess IB strategies implementation LST will conduct regular very informal walk- throughs to assess RtI implementation Site teacher teams will conduct learning walks

Person(s) Responsible Site Administration LST IB Coordinator Teachers



Strategy/Activity 6 Response to Intervention/Clinic RtI team to meet monthly as a PLC to analyze student data from teacher PLC's and to streamline interventions Provide differentiated instruction to meet the needs of all learning styles


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

Teachers examine data regularly to inform instruction and RtI practices Extended learning opportunities will be provided to at-risk and under-performing students outside of regular school hours to increase academic achievement.

Person(s) Responsible MTSS Team Teachers K-8 LST Psychologist Speech RSP RtI team


Amount 7,000



Description Extra duty hours outside the school day for teachers to provide extended learning opportunities to increase academic achievement (tutoring)

Strategy/Activity 7 IB Consultant Visit

Students to be Served by this Strategy/Activity Task/Timeline Person(s) Responsible Site Administrators IB Coordinator All Staff


Proposed Expenditures for this Strategy/Activity Amount 1,334



Description Consultant fees for IB visit for PYP authorization



Goal 2 Subject ELA

Goal Statement All teachers will demonstrate application of: • The three shifts in English Language Arts/Content Literacy as evidenced by their classroom instructional practice. • The TK - 12 progressions of standards as evidenced by grade level standards instruction with appropriate scaffolding in order to ensure access to grade level expectations. • The foundational skills for reading by 3rd grade All students will: • Demonstrate growth toward proficiency in grade level reading and writing by accessing and applying the rigorous state standards as measured multiple measures including state and local assessments. • Read by 3rd grade SCHOOLS MAY ADD ADDITIONAL GOALS that support and align to the District/School Goals. Students and staff will demonstrate the application of the International Baccalaureate program as it relates to an inquiry-based, interdisciplinary focus of learning with an emphasis on compassion, global awareness, and the Learner Profile.

LCAP Goal The District will increase the percentage of students who met standard or above by 3% from the base year (15-16) as measured by multiple measures including state and local assessments.

Basis for this Goal CAASPP

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

What were the findings from the analysis of this data? Data suggests that students need to increase their level of ELA literacy with all students showing growth.

How will the school evaluate the progress of this goal? CFA, LPM, CAASPP, STAR 360 CCPM data will be used to evaluate progress toward goal.


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



CAASPP 15- 16 ELA CAASPP - 46% 49% Planned Strategies/Activities


startcollapse

Strategy/Activity 1 Professional Learning Communities • Grade Level and Departmental • Vertical & Horizontal Articulation • Instructional Leadership Team, MTSS Team Professional Learning Communities

Grade Level and Departmental Vertical & Horizontal Articulation Instructional Leadership Team, MTSS Team

IB Days with the Coordinator Leadership Team will meet monthly to look at data and discuss next steps for supporting teachers' strategies for struggling/under-performing students Consider purchasing looking at alternate software programs to increase student achievement Provide collaboration time through PLC's to analyze data and plan for interventions for students at risk Provide access to support materials to support students at risk


Task/Timeline

Implement CSS-aligned thematic units that include Performance-Based Assessments Research and share best practice Collect and examine student writing through lens of CSS-aligned rubrics Analyze assessment data Refine instructional strategies based on learning outcomes Examine and define problems of practice Plan, implement and evaluate interventions based on student need



Amount 3,779




Description Substitutes for teachers to attend professional development and/or plan lessons, develop CFA's, engage in vertical/horizontal articulation, analyze data and plan PUMA Time (clinic).

Amount 6,494




Amount 5,000



Description Software and related technologies to support the goal of IB implementation including but not limited to Managebac software.

Amount 4,730



Description Substitutes for teachers to meet for IB days with the coordinator, to plan lessons, develop common formative assessments, engage in vertical/horizontal articulation, including learning walks, to plan clinic, and to analyze data.

Amount 4,527



Description Software program/license to support the development of reading (Renaissance/Accelerated Reader)

Amount 2,275



Description IB subs and benefits for additional hours


Aligned with district initiatives and site needs assessment

Provide opportunities to attend conferences to support students with critical thinking, differentiated instruction, organizational and inquiry based skills



Task/Timeline

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

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


Amount 7,500



Description Support writing program with Step-Up to Writing kits and related software and to support the School Implementation Plan (SIP).

Amount 5,807



Description Staff will participate in conferences to include registration, transportation, parking, lodging, and per diem meals to acquire knowledge , skills, and strategies for students. Conferences include but not limited to, IB, Illuminate

Strategy/Activity 3 Personnel to support academic need LST will provide direct instructional support to targeted students GATE Facilitator will provide differentiated instructional support to identified students IB Coordinator RtI Team will meet to analyze data to inform teachers of students needing additional instruction Leadership Team will analyze data monthly to discuss in PLC grade-level team meetings Professional Development Model Lessons

Students to be Served by this Strategy/Activity All students

Task/Timeline

Attend targeted PD in Unit Content/CSS Standards


Develop leadership skills Support vertical articulation

Person(s) Responsible Teachers Site Administration LST GATE Coordinator IB Coordinator RtI Team Leadership Team


Amount 11,836



Description LST to provide additional Language Arts support to under-performing students, extra support for teachers, and professional development.

Amount 15,909



Description Bilingual instructional aides to support and help meet the needs of students

Strategy/Activity 4 TK-8 Instructional Focus Extended Learning opportunities will be offered before, after, and during school to increase student achievement Support Common Core Standard implementation, additional resources and materials are needed to better meet the needs of those students not meeting standards Parent training focusing on ELA and Math strategies to use with their children.


Task/Timeline

TK-8 Teachers will continue to implement CSS utilizing the existing textbooks and the CSS units All 7-8 Teachers will incorporate the literacy standards in their content area instruction

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



Amount 5,577



Description Supplemental classroom materials to help increase reading levels for students to include programs such as Scholastic Guided Reading Materials (holding)

Amount 500



Description Instructional materials (Arts Attack) to support ELA program

Amount 400



Description Teacher/Student technology needed to provide students with 21st century skills such as IPADs, desktop computers, amplification systems, chromebooks, and headphones

Strategy/Activity 5 Classroom Observation Provide constructive feedback to teachers of use of best teaching practices


Task/Timeline

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

IB Coordinator will conduct regular walk-throughs to assess IB strategies implementation LST will conduct regular walk- throughs to assess RtI implementation

Person(s) Responsible Site Administrators IB Coordinator LST Librarian Teachers



Strategy/Activity 6 Response to Intervention/Clinic Differentiated instruction and Clinic will be provided to select students based on data analysis and those not meeting proficiency targets

Students to be Served by this Strategy/Activity Targeted students performing below grade level

Task/Timeline

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

Teachers examine data regularly to inform instruction and RtI practices Extended learning opportunities will be provided to at-risk and under-performing students outside of regular school hours to increase academic achievement.

Person(s) Responsible MTSS Team Teachers TK-8 LST Psychologist Speech RSP RtI Team GATE Coordinator


Amount 6,333



Description Extra duty hours outside the school day for teachers to work with at-risk and under-performing students



Goal 3 Subject Planned improvements in English Language Development

Goal Statement All teachers will:

● Implement the instructional shifts required by the 2012 ELD Standards ● Implement Integrated English Language Development throughout the school day across all content areas. ● Provide instructional scaffolding and differentiation for English Learners in their classroom to enable them to

access core content. ● Hold the same high expectations for academic achievement that they do for all students. ● Participate in professional learning opportunities to increase their knowledge and expertise delivering effective

instruction to English Learners in order to increase their English proficiency and academic achievement. All EL students will:

● Demonstrate growth toward English language proficiency as measured by the English Language Proficiency Assessment of California (ELPAC).

● Demonstrate growth toward meeting standards as measure by the Smarter Balanced Assessment (SBA) in both English Language Arts and Mathematics.

SCHOOLS SHOULD ADD ADDITIONAL GOALS THAT SUPPORT AND ALIGN TO DISTRICT GOALS:

● Example: Increase the school’s reclassification rate, decrease the percentage of students identified as at risk of becoming a Long Term English Learner and those students identified already identified as being a Long Term English Learner.

Students and staff will demonstrate the application of the International Baccalaureate program as it relates to an inquiry-based, interdisciplinary focus of learning with an emphasis on compassion, global awareness, and the Learner Profile.

LCAP Goal The District will increase the percentage of English Learners who reclassify as Fluent English Proficient by 1% per year from the new base year of 2017-2018 with the goal of reaching a 20% reclassification rate per year. The District will increase the percentage of English Learners making annual progress on the ELPAC by 1% with the base year being determined from the 2017-2018ELPAC administration. The District will decrease the percentage of Long Term English Learners by 2% per year.

Basis for this Goal CAASPP, ELPAC

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

What were the findings from the analysis of this data? Data suggests that ELL students need to increase their level of proficiency with respect to ELA and Mathematics.

How will the school evaluate the progress of this goal? LPM, CFA, CAASPP, ELPAC, Imagine Learning Reclassification data as well as CCPM data will be used to evaluate progress.



Articulation and Collaboration around Research-Based Best Practices using Student Data to drive instructional decisions. Provide additional parent nights to offewr ways to improve English Language Develoment



CAASP 15-16 CAASP 5% 8% Planned Strategies/Activities startcollapse

Strategy/Activity 1 Professional Learning Communities

Grade Level and Departmental Vertical & Horizontal Articulation Instructional Leadership Team, MTSS Team, EL Coaches, LSTs and Instructional Rounds Team

IB Days with the Coordinator Leadership Team will meet monthly to look at data and discuss next steps for supporting teachers' strategies for struggling/under-performing students Consider purchasing looking at alternate software programs to increase student achievement for EL's Substitute teachers to release teachers to participate in professional development focusing on strategies for ELs

Students to be Served by this Strategy/Activity ELD Students

Task/Timeline

Implement CSS-aligned ELD thematic units Research and share best practice Collect and examine student writing through lens of CSS-aligned rubrics Analyze assessment data Refine instructional strategies based on learning outcomes Examine and define problems of practice Plan, implement and evaluate interventions based on student need

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



Amount 4,230



Description Substitute release time for teachers to meet for IB days with the coordinator, to plan lessons, develop common formative assessments, engage in vertical/horizontal articulation, including learning walks, to plan clinic, and to analyze data.

Amount 6,494




Amount 6,577



Description Additional instructional services to assess and address student with academic and social/emotional needs

Amount 400



Description Teacher/Student technology needed to provide students with 21st century skills such as IPADs,desktop computers, amplification systems, chromebooks, and headphones


Aligned with district initiatives

Standards based learning that fosters critical thinking and inquiry skills through trans-disciplinary units .


Task/Timeline

Implement Designated ELD Instructional Units (K-6) Integrate ELD across content areas

Write IB Units of Inquiry with interdisciplinary focus

Person(s) Responsible Site Administrator Teachers


Departmental Chairs Grade Level Leaders/LSTs EL Leaders IB Coordinator


Amount 4,485



Description Staff to participate in conferences to include registration, transportation, parking, lodging, and per diem meals to acquire knowledge, skills, and strategies for students. Conferences include but not limited to CABE, IB, Illuminate

Amount 6,100



Description Extra hours for staff to participate in professional developments to acquire knowledge, skills, and strategies for students (includes subs)

Amount 1,583



Description Additional hours to provide support to enhance and support the core program for students who require additional strategies or opportunities to master standards, including testing for ELPAC (includes subs).

Amount 15,909



Description Bilingual instructional aides support to help meet the needs of EL students

Strategy/Activity 3 Personnel to support academic need LST will provide direct instructional support to targeted students GATE Facilitator will provide differentiated instructional support to identified students IB Coordinator RtI Team will meet to analyze data to inform teachers of students needing additional instruction Leadership Team will analyze data monthly to discuss in PLC grade-level team meetings Professional Development


Model Lessons

Students to be Served by this Strategy/Activity EL Students

Task/Timeline

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

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


Amount 11,448



Description LST Teacher to provide additional ELD support to under-performing students, extra support for teachers, and professional development.

Amount 3,250



Description Extra hours for teachers to implement the components of the IB at the PYP and MYP levels

Amount 1,852



Description Extra duty hours to fund an EL coordinator

Amount 628



Description Extra hours for the bilingual typist clerk

Strategy/Activity 4


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

Site leadership will conduct regular, formal and informal observations (walk-throughs) of ELD instruction Observation of English Learners engaged in academic conversation across Content Areas

IB Coordinator will conduct regular walk-throughs to assess IB strategies implementation including ELD practices LST will conduct regular walk- throughs to assess RtI implementation with ELD strategies in place

Person(s) Responsible Site Administration IB Coordinator LST


Strategy/Activity 5 Response to Intervention/Clinic Imagine Learning RTI Team to meet at PLC time monthly to analyze student data from teacher PLCs and to streamline interventions


Task/Timeline Extended learning opportunities will be provided to at-risk and under-performing students outside of regular school hours to increase academic achievement.

Person(s) Responsible RTI team EL Leader


Amount 6,333



Description Extra duty hours outside the school day for teachers to work with at-risk and under-performing students.

Amount 8,600



Budget Reference 5800: Professional/Consulting Services And Operating Expenditures

Description Imagine Learning Licenses to be purchased to meet the needs of ELD level 1 and 2 students and students at risk

Strategy/Activity 6 Parent Involvement


Task/Timeline Extended learning opportunities provided to parents to educate them on various opportunities related to ELD

Person(s) Responsible Parents


Amount 4,500



Description Parents to attend workshops or conferences to receive updated learning practices related to ELD strategies and practices (CABE)



Goal 4 Subject Provide Equitable Learning Opportunities for All Subgroups

Goal Statement All Schools will: (increase/ decrease from base year (15-16) • Percentage of students attending 180 days of school by 2% • Percentage of students missing 18 days or more each school year (Chronic Absenteeism) by 2% • Percentage of district-wide suspension by 2% • Percentage of suspensions related to K-code violations by 2% • Percentage of suspension for African American males by 2% • Percentage of student positive engagement and school connectedness by 2% (measured by 5th and 7th grade data from California Healthy Kids Survey (CHKS) • Percentage of student perception of safety at school by 2% (measured by CHKS 5th and 7th grade). • Percentage of students socio-emotional learning and strength of body, mind and character by 2% (measured by CHKS 5th and 7th grade) • Maintain district-wide expulsion rate SCHOOLS MAY ADD ADDITIONAL GOALS that support this. Students and staff will demonstrate the application of the International Baccalaureate program as it relates to an inquiry-based, interdisciplinary focus of learning with an emphasis on compassion, global awareness, and the Learner Profile.

LCAP Goal The District will provide a Welcome, Safe and Healthy Learning Environment, focusing on all students not achieving due to either academic or behavioral issues.

Basis for this Goal Healthy Kids Survey and Data Quest

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

What were the findings from the analysis of this data? Data suggests that the school needs to provide extended learning opportunities for students to reach proficiency.

How will the school evaluate the progress of this goal? Healthy Kids Survey, Title I Parent Survey, LCAP Student Survey, Data quest/SIS - attendance, suspension LPM data as well as data from PLC developed CFAs will be used to evaluate progress toward this goal.


Provide multiple opportunities for identified students to have access to Core and Support Services and articulation/collaboration around research-based best practices while using student data to drive instructional decisions.




Dataquest 15-16 Suspension Rate 2.7% .7% Planned Strategies/Activities startcollapse

Strategy/Activity 1 Professional Learning Communities * Grade Level and Departmental * Vertical and Horizontal Articulation * Instructional Leadership Team, RTI Team, and Instructional Rounds Team IB Days with the Coordinator Leadership Team will meet monthly to look at data and discuss next steps for supporting teachers' strategies for struggling/under-performing students Consider purchasing looking at alternate software programs to increase student achievement


Task/Timeline

Research and share best practice Collect and examine student writing through lens of CCSS-aligned rubrics Analyze assessment data Refine instructional strategies based on learning outcomes Examine and define problems of practice Plan, implement and evaluate interventions based on student need



Amount 1,000



Description CADA conference




Task/Timeline Implement best practices with a focus on students at-risk.



Amount 2,058



Description GATE site lead to coordinate and monitor GATE activities

Amount 2,745



Description Extra duty to plan and organizing and tutoring for Mathletes, CyberQuest and Gate showcase

Amount 1,000



Description Supplies and materials for GATE activities

Amount 1,930



Description Field trips for GATE students

Strategy/Activity 3 IB related school-wide activities and expenses



Task/Timeline IB Branding Mother Tongue Books to meet the requirements of the IB program Conferences for Librarian Parent nights to review the IB program IB Consultant for PYP authorization

Person(s) Responsible Administration IB Coordinator Teachers LST


Amount 1,245



Description IB Sign for the front of the school to advertise our program (branding)

Amount 800



Description Purchase "Mother Tongue" books to meet requirements of IB

Amount 4,000



Description Consultant Fees associated with PYP authorization

Strategy/Activity 4 Membership Fees


Task/Timeline IB Membership Fees

Person(s) Responsible


IB Coordinator Proposed Expenditures for this Strategy/Activity

Amount 17,718



Description IB Membership Fees

Strategy/Activity 5 Implementation of Arts Attack Program PE supplies to support our K-5 program Music supplies Van Maintenance


Task/Timeline Materials, equipment, enrichment, maintenance

Person(s) Responsible Site Administration Gate Leader Teacher Leaders Music Teacher PE Teacher Staff


Amount 500



Description Arts Attack to for enrichment opportunities

Amount 2,000



Description PE equipment and support to help meet the needs of students with an emphasis on those at-risk (K-5)

Amount 1,000




Description Supplemental materials to support the music program

Amount 1,800



Description Van repairs, gas and maintenance

Amount 1,400



Description Extra hours for Library Aide

Amount 905



Description Supplies for NASCO sixth grade science

Strategy/Activity 6 Access to hands-on Science activities

Students to be Served by this Strategy/Activity All

Task/Timeline Purchase supplies related to Science curriculum

Person(s) Responsible Teachers NGSS lead


Amount 2,500



Description Materials to support the Science curriculum and new NGSS standards

Strategy/Activity 7 Increase attendance rate Decrease suspension rate



Task/Timeline Implement Capturing Kids' Hearts strategies

Person(s) Responsible Administration Teachers Classified staff


Amount 500



Description Rewards/incentives to increase attendance rate and decrease suspension rate

Amount 1,000



Description Promotion Certificates for "graduating" 8th grade students and other supplies as needed for the IB program



Goal 5 Subject Parent Involvement

Goal Statement All schools will: (increase from base year (15-16) Percentage of parent participation and engagement by 2% per year as measured by parent response on Title Parent

Survey o Parenting Partner Survey o California Healthy Kids Survey o Title I Parent Survey

Percentage of home/school communication by 2% per year as measured by parents response on

o Title I Parent Survey question, “effective home/school communication” o Parenting Partner Survey o California Healthy Kids Survey o Parent participation on Title I parent survey

Number of parents academic initiatives training and parent classes offered at the site by 2 as measured by

enrollment in parent workshops at the school level Number of community partnership meetings at the site to 5.

Increase # of foster youth and parent/caregiver engagement and training by 2. SCHOOLS MAY ADD ADDITIONAL GOALS that support and align to the District/School Goals. The Palmdale Learning Plaza will involve parents and the community in the application of the International Baccalaureate program as it relates to an inquiry-based, interdisciplinary focus of learning with an emphasis on compassion, global awareness, and the Learner Profile.

LCAP Goal The District will engage and support Parent, Family and Community Partnerships

Basis for this Goal Title 1 Survey, Healthy Kids, Volunteer log, Parent Academy Training, Parenting Partners

What data was used to form this goal? Healthy Kids and School Climate Survey Parent Surveys Meeting Attendance Volunteer Log Parenting Partner Training Parent Academy Training

What were the findings from the analysis of this data? Data suggests that parent involvement opportunities be provided to assist our community in meeting the needs of all students especially those that are ELs and at-risk youth.

How will the school evaluate the progress of this goal? Healthy Kids and School Climate Survey Parent Surveys Meeting Attendance Volunteer Log Parent Academy Completion Rate


Title 1 Survey, Healthy Kids, Volunteer log, Parent Academy Training, Parenting Partners

Surveys will be conducted to evaluate progress toward this goal as well as feedback from parent groups such as ELAC, SSC, and PTA.


Provide multiple opportunities for parent and community involvement.



Title 1 Parent Survey 15-16 131 participants in Title 1 survey

134 participants

Planned Strategies/Activities startcollapse

Strategy/Activity 1 Parent Education

Family Leadership


Task/Timeline

Form Parent Engagement Team Provide Training for Facilitators Provide parent educational/leadership training and activities

Person(s) Responsible Site Administration Parent Community Liaison


Amount 4,706


Budget Reference 5800: Professional/Consulting Services And Operating Expenditures

Description Contact with Family Leadership to build relationships between school and home

Amount 629




Description Extra hours for the Parent Community Liaison

Amount 1,063

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


Description Supplies for parent evenings to foster community celebration of student work, with an emphasis on the tenets of the International Baccalaureate

Amount 400



Description Child care available for Family Leadership or Pique meeting times

Strategy/Activity 2 Parent Engagement and positive School Environment/Culture Support parent access and communication

School Environment


Task/Timeline

Provide access to all school related activities and events Provide a welcoming environment and create mutual trust Provide ongoing communication and access in multiple languages to promote student academic

achievement

Person(s) Responsible School Staff Administration Counselor IB Coordinator Teacher Leaders Teachers


Amount 1,868



Description Planners for students to support home school communication

Amount 1,500




Description Supplies/Refreshment for Family Nights, ELAC,SSC,AAPAC

Amount 1,664



Description AAPAC coordinator (teacher) to plan and facilitate meetings and activities

Amount 379



Description Extra hours for child care for parent activities and meetings



Goal 6 Subject

Goal Statement

LCAP Goal

Basis for this Goal

What data was used to form this goal?

What were the findings from the analysis of this data?

How will the school evaluate the progress of this goal?



Metric/Indicator Baseline Expected Outcome startcollapse Planned Strategies/Activities startcollapse

Strategy/Activity 1 Students to be Served by this Strategy/Activity Task/Timeline Person(s) Responsible Proposed Expenditures for this Strategy/Activity


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 1 Students and staff will demonstrate the application of the International Baccalaureate program as it relates to an inquiry-based, interdisciplinary focus of learning with an emphasis on compassion, global awareness, and the Learner Profile.

Annual Measurable Outcomes

Metric/Indicator Expected Outcomes Actual Outcomes

15 - 16 CAASPP 35% 37% 34.14% Strategies/Activities for Goal 1

Planned Actions/Services

Actual Actions/Services

Proposed Expenditures

Estimated Actual Expenditures

IB Days with the Coordinator Leadership Team will meet monthly to look at data and discuss next steps for supporting teachers' strategies for struggling/under-performing students Consider purchasing looking at alternate software programs to increase student achievement Substitute teachers to release teachers to participate in Professional Development, focusing on strategies for ELs and under-performing students.

Each grade level met with the IB coordinator to work on IB Units of Study Leadership Team met monthly and looked at data and discussed and planned ways to assist staff with strategies to increase student achievement

Substitute release time for teachers to meet for IB days with the coordinator, to plan lessons, develop common formative assessments, plan for exhibition, engage in vertical/horizontal articulation, including learning walks, to plan clinic, and to analyze data. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 6,750

Substitute release time for teachers to meet for IB days with the coordinator, to plan lessons, developed common formative assessments, planned for exhibition, engaged in vertical/horizontal articulation, planned clinic, and analyzed data. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 5,048

Provide instructional materials to support staff as they conduct PLC's Staff attendance at conferences to support students with organizational skills, critical thinking strategies,

Staff attended conferences to support students with organizational skills, critical thinking strategies, differentiated instruction, higher level thinking skills and CCSS standards

Staff will participate in conferences to include registration, transportation, parking, lodging, and per diem meals to acquire knowledge , skills, and strategies for students.

Staff participated in conferences that included registration, transportation, parking, lodging, and per diem meals to acquire knowledge , skills, and strategies for students.






differentiated instruction, higher level thinking skills and CCSS standards.

Conferences include but not limited to Solution Tree, IB, Illuminate, and CABE 5000-5999: Services And Other Operating Expenditures Title I Part A: Professional Development (10% minimum) 7,653

Conferences were for training in IB strategies 5000-5999: Services And Other Operating Expenditures Title I Part A: Professional Development (10% minimum) 7,803

LST will provide direct instructional support to targeted students GATE Facilitator will provide differentiated instructional support to identified students IB Coordinator RtI Team will meet to analyze data to inform teachers of students needing additional instruction Leadership Team will analyze data monthly to discuss in PLC grade-level team meetings Provide in-house professional development or extended learning opportunities for staff that will provide strategies to increase student achievement Model Lessons

LST provided direct instructional support to targeted students Leadership team met monthly to analyze data, address grade-level concerns, and prepare information to share with grade-level teams

LST to provide additional Math support to under-performing students, extra support for teachers, and professional development. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 11,447

LST provided support to under-performing students, extra support for teachers, and professional development 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 11,447

Leadership Team will analyze data monthly to discuss in PLC grade-level team meetings 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 21,152

Leadership team met monthly to analyze data, address grade-level concerns, and prepare information to share with grade-level teams 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 22,629

Supplemental instructional materials Provide in-house professional development or extended learning opportunities for staff that will provide strategies to

Provided Headphones for students to support LPM, CAASPP testing, and use of other software programs. Supplemental instructional materials

Provide headphones for students to support interim testing, LPM, CAASPP and other software programs 4000-4999: Books And Supplies Title I Part A: Schoolwide Program

Provided Headphones for students to support LPM, CAASPP testing, and use of other software programs. 4000-4999: Books And Supplies Title I Part A: Schoolwide Program






increase student achievement Provide headphones for students to support interim testing, LPM, CAASPP and other software programs

3010 (Total Allocation) 1,500

3010 (Total Allocation) 1,500

Purchase of IPads and IPad covers for students to be able to develop technological expertise and for utilization as a supplemental tool 4000-4999: Books And Supplies Title I Part A: Schoolwide Program 3010 (Total Allocation) 3,547

Purchased IPads and IPad covers for students to be able to develop technological expertise and for utilization as a supplemental tool 4000-4999: Books And Supplies Title I Part A: Schoolwide Program 3010 (Total Allocation) 3,547

Provide constructive feedback to teachers of use of best teaching practices

Site Admin/LST are working with ICLE to build administrator capacity around the Collaborative Instructional Review Process (CIR) as well as rigor and relevance None Specified

RtI team to meet monthly as a PLC to analyze student data from teacher PLC's and to streamline interventions Provide differentiated instruction to meet the needs of all learning styles

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. All new staff and current staff participate, as needed, in IB conferences and professional development to maintain and implement strategies to meet the requirements of the International Baccalaureate Program.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Common practices within the school and grade level are becoming common place so that as students move from grade to grade or teacher to teacher, the strategies and common language for the IB program become relevant and are practiced by all.


Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. Substitute release time came in a bit less as some teachers did not require a sub and chose to work during their prep time. Slight increase for Leadership Team that was necessary to meet the needs of the Leadership team.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. Continue the goal as the same to ensure fidelity of the IB program with an increase the number of Parent Nights for IB.


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 2 Students and staff will demonstrate the application of the International Baccalaureate program as it relates to an inquiry-based, interdisciplinary focus of learning with an emphasis on compassion, global awareness, and the Learner Profile.



15 -16% CAASPP 43% 45% 41.72% Strategies/Activities for Goal 2





IB Days with the Coordinator Leadership Team will meet monthly to look at data and discuss next steps for supporting teachers' strategies for struggling/under-performing students Consider purchasing and/or looking at alternate software programs to increase student achievement Provide collaboration time through PLC's to analyze data and plan for interventions for students at risk Provide access to support materials for students at risk

IB Days with the Coordinator

Substitute release time for teachers to meet for IB days with the coordinator, to plan lessons, develop common formative assessments, engage in vertical/horizontal articulation, including learning walks, to plan clinic, and to analyze data. 1000-1999: Certificated Personnel Salaries Title I Part A: Professional Development (10% minimum) 2,250

Substitute release time for teachers to meet for IB days with the coordinator, to plan lessons, develop common formative assessments, engage in vertical/horizontal articulation, including learning walks, to plan clinic, and to analyze data. 1000-1999: Certificated Personnel Salaries Title I Part A: Professional Development (10% minimum) 0



Staff will participate in conferences to include registration, transportation, parking, lodging, and per diem meals to acquire knowledge , skills, and

Staff will participate in conferences to include registration, transportation, parking, lodging, and per diem meals to acquire knowledge , skills, and






strategies for students. Conferences include but not limited to Solution Tree, IB, Illuminate, and CABE 5000-5999: Services And Other Operating Expenditures Title I Part A: Professional Development (10% minimum) 1,300

strategies for students. Conferences include but not limited to Solution Tree, IB, Illuminate, and CABE 5000-5999: Services And Other Operating Expenditures Title I Part A: Professional Development (10% minimum) 0

LST will provide direct instructional support to targeted students GATE Facilitator will provide differentiated instructional support to identified students IB Coordinator RtI Team will meet to analyze data to inform teachers of students needing additional instruction Leadership Team will analyze data monthly to discuss in PLC grade-level team meetings Professional Development Model Lessons

LST will provide direct instructional support to targeted students

LST to provide additional Language Arts support to under-performing students, extra support for teachers, and professional development. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 11,447

LST to provide additional Language Arts support to under-performing students, extra support for teachers, and professional development. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 11,447

Extended Learning opportunities will be offered before, after, and during school to increase student achievement Support Common Core Standard implementation, additional resources and materials are needed to better meet the needs of those students not meeting standards






Parent training focusing on ELA and Math strategies to use with their children.

Provide constructive feedback to teachers of use of best teaching practices

Differentiated instruction and Clinic will be provided to select students based on data analysis and those not meeting proficiency targets

Extra duty hours outside the school day for teachers to work with at-risk and under-performing students 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 4,165

Extra duty hours outside the school day for teachers to work with at-risk and under-performing students 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 0

Parent Involvement

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. Implementation of above items duplicated from goal one

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. See goal 1

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. Proposed expenditures, except LST expense are at 0 as they were covered in goal 1

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. Continue the goal as the same to ensure fidelity of the IB program with an increase the number of Parent Nights for IB.


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 3 Planned Improvements in Student Performance ELD



15-16 CAASPP 5% 7% 1.67% Strategies/Activities for Goal 3





IB Days with the Coordinator Leadership Team will meet monthly to look at data and discuss next steps for supporting teachers' strategies for struggling/under-performing students Consider purchasing looking at alternate software programs to increase student achievement for EL's Substitute teachers to release teachers to participate in professional development focusing on strategies for ELs

Substitute teachers to release teachers to participate in professional development focusing on strategies for ELs


Substitute release time for teachers to meet for IB days with the coordinator, to plan lessons, develop common formative assessments, engage in vertical/horizontal articulation, including learning walks, to plan clinic, and to analyze data. 1000-1999: Certificated Personnel Salaries Title I Part A: Parental Involvement (1% minimum) 0

Standards based learning that fosters critical thinking and inquiry skills through trans-disciplinary units .

Staff to participate in conferences to include registration, transportation, parking, lodging, and per diem meals to acquire knowledge, skills, and strategies for students. Conferences include but not limited to Solution Tree, IB,






and Illuminate 5000-5999: Services And Other Operating Expenditures Title I Part A: Professional Development (10% minimum) 1,500

LST will provide direct instructional support to targeted students GATE Facilitator will provide differentiated instructional support to identified students IB Coordinator RtI Team will meet to analyze data to inform teachers of students needing additional instruction Leadership Team will analyze data monthly to discuss in PLC grade-level team meetings Professional Development Model Lessons

LST Teacher to provide additional ELD support to under-performing students, extra support for teachers, and professional development. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 11,448

LST Teacher to provide additional ELD support to under-performing students, extra support for teachers, and professional development. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 11,448

Response to Intervention/Clinic Imagine Learning RTI Team to meet at PLC time monthly to analyze student data from teacher PLCs and to streamline interventions

Yearly Imagine Learning licenses for students identified as EL. This is a yearly amount for a multi-year contract.

Extra duty hours outside the school day for teachers to work with at-risk and under-performing students. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 4,165

Extra duty hours outside the school day for teachers to work with at-risk and under-performing students. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 0

Imagine Learning 5000-5999: Services And Other Operating Expenditures LCFF Supplemental/Concentration Site Allocation for

Yearly payment for Imagine Learning to help meet the needs of EL students. Multi-year contract 5000-5999: Services And Other






Targeted Students 9000 6,000

Operating Expenditures LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 5,998

Parent Involvement Parents to attend CABE conference

Parents to attend workshops or conferences to receive updated learning practices related to ELD strategies and practices (CABE) 5000-5999: Services And Other Operating Expenditures Title I Part A: Parental Involvement (1% minimum) 1,000

P 5000-5999: Services And Other Operating Expenditures Title I Part A: Professional Development (10% minimum) 0

Parents to attend workshops or conferences to receive updated learning practices related to ELD strategies and practices (CABE) 5000-5999: Services And Other Operating Expenditures LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 2,019

Parents attended workshops or conferences to receive updated learning practices related to ELD strategies and practices (CABE) 5000-5999: Services And Other Operating Expenditures LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 1,853

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. Each year our PCL and one or more parents, along with our EL coordinator make every effort to attend the CABE conference which focuses on EL strategies and educational practices.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. By attending this conference it provides an understanding to parents who attend of the learning practices used to help meet the needs of EL students.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. Money used for at risk students is used out of LCAP funding.


Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. Continue to maintain this practice so that the school and parents continue to build that school/parent /student relationships. In addition, the plan is to offer more parent meetings to offer ways for them to help their child improve in the area of English Language Development.


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



15-16 Dataquest school-wide suspension rate 2.7%

Decrease suspension by 2% for a total of .7%

3%

Strategies/Activities for Goal 4





Professional Learning Communities * Grade Level and Departmental * Vertical and Horizontal Articulation * Instructional Leadership Team, RTI Team, and Instructional Rounds Team IB Days with the Coordinator Leadership Team will meet monthly to look at data and discuss next steps for supporting teachers' strategies for struggling/under-performing students Consider purchasing and/or looking at alternate software programs to increase student achievement

Professional Learning Communities * Grade Level and Departmental * Vertical and Horizontal Articulation * Instructional Leadership Team, RTI Team, and Instructional Rounds Team


Substitute release time for teachers to meet for IB days with the coordinator, to plan lessons, develop common formative assessments, engage in vertical/horizontal articulation, including learning walks, to plan clinic, and to analyze data. 1000-1999: Certificated Personnel Salaries Title I Part A: Professional Development (10% minimum) 0

Staff development Staff to participate in conferences to include registration, transportation, parking, lodging, and per diem

Staff to participate in conferences to include registration, transportation, parking, lodging, and per diem






meals to acquire knowledge, skills, and strategies for students. Conferences include but not limited to Solution Tree, IB, Illuminate, and CABE 5000-5999: Services And Other Operating Expenditures Title I Part A: Professional Development (10% minimum) 2,250

meals to acquire knowledge, skills, and strategies for students. Conferences include but not limited to Solution Tree, IB, Illuminate, and CABE 5000-5999: Services And Other Operating Expenditures Title I Part A: Schoolwide Program 3010 (Total Allocation) 0

Response to Intervention/Clinic RTI Team to meet after or during PLC time monthly to analyze student data from teacher PLCs and to streamline interventions Extra duty hours outside of school to work with at risk and under performing students

Extra duty hours outside of school to work with at risk and under performing students

Extra duty hours outside the school day for teachers to work with at-risk and under-performing students 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 15,775

Teachers tutored students before and after school to help increase student achievement. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 15,152

Membership Fees Membership fees for the International Baccalaureate Program

IB Membership Fees 5000-5999: Services And Other Operating Expenditures LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 18,500

IB Membership Fees 5000-5999: Services And Other Operating Expenditures LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 17,918

LST will provide direct instructional support to targeted students GATE Facilitator will provide differentiated instructional support to identified students IB Coordinator

GATE Facilitator will provide differentiated instructional support to identified students.

GATE Coordinator extra hours to support the program. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 2,446

GATE Coordinator extra hours to test students, hold meetings with parents and work with teachers to complete associated paperwork 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for






RtI Team will meet to analyze data to inform teachers of students needing additional instruction Leadership Team will analyze data monthly to discuss in PLC grade-level team meetings Professional Development Model Lessons

Targeted Students 9000 1102

Parent Involvement

Supplies Provide refreshments and such for various events Materials to support academic programs

Supplies to reward student achievements

School Counselor to support student achievement by providing bracelets that signify achievement 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 186

School counselor provided achievement bracelets to support 6-8 grade students. 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 186

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. Programs are reviewed regularly to ensure that all students have equal and equitable access to all programs/curriculum.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Teachers participate in before and after school programs (tutoring and enrichment) to help increase student achievement and offer challenge.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. Substitute release time and conference attendance covered in goal one

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. Continue to provide additional opportunities to hepl meet the needs of all at risk students, students who need challenge. Would like to offer more before and after school programs that include the arts.


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 5 The Palmdale Learning Plaza will involve parents and the community in activities/skills that can help support them in working with their children.



15-16 Title 1 Parent Survey Completion 131 parents

134 Parents 112

Strategies/Activities for Goal 5





Parenting Partners Parenting Partners provided with opportunities for learning (computers and literacy)

Contract with Parenting Partners to provide parent involvement classes 5800: Professional/Consulting Services And Operating Expenditures LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 2,500

Parents provided with learning opportunities 5800: Professional/Consulting Services And Operating Expenditures LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 2,500

School Environment

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. Parents are provided with various skills that will help them work with their children and allow them to better their own skills

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. This has been a well received program we provide for parents.

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


Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. Continue with current program, however would like to offer a more variety of training and parent nights.


Goal 6


Metric/Indicator Expected Outcomes Actual Outcomes startcollapse Strategies/Activities for Goal 5





startcollapse Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal.

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

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

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA.


Budget Summary and Consolidation

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

Description Amount

Total Funds Provided to the School Through the Consolidated Application 106,295

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA 294,097.00

Allocations by Funding Source startcollapse

Funding Source Amount Balance

LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000

187,802 0.00

Title I Part A: Schoolwide Program 3010 (Total Allocation) 94,602 0.00

Title I Part A: Parental Involvement (1% minimum) 1,063 0.00

Title I Part A: Professional Development (10% minimum) 10,630 0.00


Expenditures by Funding Source startcollapse

Funding Source Amount


187,802.00

Title I Part A: Parental Involvement (1% minimum) 1,063.00

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

10,630.00

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

94,602.00


Expenditures by Budget Reference startcollapse

Budget Reference Amount

1000-1999: Certificated Personnel Salaries 115,474.00

2000-2999: Classified Personnel Salaries 51,164.00

4000-4999: Books And Supplies 48,666.00

5000-5999: Services And Other Operating Expenditures

65,487.00

5800: Professional/Consulting Services And Operating Expenditures

13,306.00


Expenditures by Budget Reference and Funding Source startcollapse

Budget Reference Funding Source Amount

1000-1999: Certificated Personnel Salaries


51,467.00

2000-2999: Classified Personnel Salaries


51,164.00

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

26,005.00



45,860.00

5800: Professional/Consulting Services And Operating Expenditures


13,306.00

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

1,063.00



7,130.00



3,500.00



56,877.00

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

21,598.00



16,127.00


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

3 Parent or Community Members

0 Secondary Students startcollapse

Name of Members Role

Michael McNelis X Principal

Hana Imoisili X Classroom Teacher

Virginia Covarrubias X Classroom Teacher

Jonathan Frias X Other School Staff

Lilian Estrada Rivera (Parent) X Parent or Community Member

Winter Clark (Parent) X Parent or Community Member

Melevea Taumoepeau (Parent) X Parent or Community Member

Jayna Nastally 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 English Learner Advisory Committee

The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. This SPSA was adopted by the SSC at a public meeting on 10/30/18. Attested:

Principal, Michael McNelis on 10/30/18

SSC Chairperson, Lilian Rivera Estrada on 10/30/18


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

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