School Plan for Student Achievement (SPSA) Template · 2020. 2. 10. · School Plan for Student...

School Plan for Student Achievement (SPSA) of 66 Del Rey Woods Elementary School

School Year: 2019-20

SPSA Title Page

School Plan for Student Achievement (SPSA) Template

Instructions and requirements for completing the SPSA template may be found in the SPSA Template Instructions.

School Name

Del Rey Woods Elementary School

County-District-School (CDS) Code

27660926026181

Schoolsite Council (SSC) Approval Date

2019

Local Board Approval Date

Purpose and Description

Briefly describe the purpose of this plan (Select from Schoolwide Program, Comprehensive Support and Improvement, Targeted Support and Improvement, or Additional Targeted Support and Improvement) X Schoolwide Program

Briefly describe the school’s plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs.

The School Plan for Student Achievement (SPSA) emobdies Del Rey Woods Elementary School's continuous cycle of improvement on student performance. The School Site Council (SSC) develops, reviews, and updates the plan annually. This involves a comprehensive review of student data and the development of strategies or action plan in order to achieve the school goals.


Table of Contents

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

Purpose and Description ............................................................................................................................... 1

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

Comprehensive Needs Assessment Components ......................................................................................... 3

Data Analysis ......................................................................................................................................... 3

Surveys .................................................................................................................................................. 3

Classroom Observations ........................................................................................................................ 3

Analysis of Current Instructional Program .............................................................................................. 4

Stakeholder Involvement ............................................................................................................................... 8

School and Student Performance Data .......................................................................................................... 9

Student Enrollment ................................................................................................................................ 9

CAASPP Results ................................................................................................................................. 11

ELPAC Results .................................................................................................................................... 15

Student Population ............................................................................................................................... 18

Overall Performance ............................................................................................................................ 19

Academic Performance ........................................................................................................................ 20

Academic Engagement ........................................................................................................................ 25

Conditions & Climate............................................................................................................................ 27

Goals, Strategies, & Proposed Expenditures ............................................................................................... 29

Goal 1 .................................................................................................................................................. 29

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

Goal 3 .................................................................................................................................................. 55

Budget Summary ......................................................................................................................................... 64

Budget Summary ................................................................................................................................. 64

Other Federal, State, and Local Funds ................................................................................................ 64

School Site Council Membership ................................................................................................................. 65

Recommendations and Assurances ............................................................................................................ 66


Comprehensive Needs Assessment Components

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

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

Youth Truth Survey (YTS) - The DRW and MPUSD partners with the Yourth Truth organization to annually conduct a survey in the fall to gather student and staff feedback for school improvement. The results of the survey are reported, discussed and analyzed with all stakeholders to enhance teaching and learning. Summary of the Fall 2018 Youth Truth Student Survey (Grades 3 - 5) *3-Point Scale (Yes, Sometimes/Somewhat, No) *Engagement 87.0% *Academic Rigor & Expectations 63.2% *Instructional Methods 68.8% *Relationships 80.2% *Culture 43.3% In the spring data are collected again to find students' feedback on selected questions (that are part of Goal #3) from the YTS questionnaire. Spring 2019 Results on selected questions: *On Academic Rigor and Expectations: Met The percent of students agreeing to the question "Does what you learn in class help you outside of school?" - 69% (up from 44%) *On Culture: Met The percent of students agreeing to the question "Does your class stay busy and not waste time?" - 38% (up from 31%) The percent of students agreeing to the question "Do students behave well in your class?" - 22% (up from 21%)

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

There are multiple opportunities to conduct classroom observations throughout the year. *The principal conducts both informal and formal observations on a regular basis (3-5 days/week) throughout the year. *The academic coach observes classroom instruction 2-3 days/week alone or with the principal or ILT member(s) and at least once with a district ELD and ELA TOSA. *ILT members engage in a learning walk/instructional rounds at least twice a year. *PLC teams conduct learning walk/instructional rounds with the academic coach/principal at least once a year. Summary of Findings: *Guided reading, a component of balanced literacy instruction, is implemented throughout the school. Students are taught in small groups with a maximum of 6 students per group. Authentic and


appropriate texts (e.g. Benchmark Advanced, Literacy Footprints, and Lee & Low) are utilized to provide reading lessons at students' instructional level. *Instructional assistants provide small group instructions in their assigned classrooms. *Students go to literacy or numeracy centers during independent time while teachers work with a small group of students. *AmeriCorps Tutors provide daily a 30-minute one-on-one intervention session with selected students using SIPPS. *Service learners from CSUMB and other volunteers (e.g., Monterey County Reads) work with the classroom teachers to give students additional supports. *Small group instructions in math are also utitlized to differentiate instruction. *Learning targets are communicated either in writing or verbally to the students. A few students are able to articulate with details what they are learning in the classrooms. Some students are able to communicate a few details about what they are working on in class. *The majority of the tasks observed in the beginning of the school year are at DOK (Depth of Knowledge) Level 1 with some on DOK 2 and a few DOK 3. *Students access individual learning pathways through the i-Ready online instruction.

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

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

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs.

Standards, Assessment, and Accountability Use of state and local assessments to modify instruction and improve student achievement (ESEA)

i-Ready Diagnostic Reading and Math *Given 3x/year - Fall, Winter, Spring CA Assessment on Student Performance and Progress (CAASPP) *Smarter Balanced Assessment ELA and Math (SBA) *CA Science Test (CAST) *English Language Proficiency Assessments for California (ELPAC)


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

The MPUSD Multi-tiered Systems of Support (MTSS) Cycle of Improvement is composed of: *PLC *ILT (Instructional Leadership Teams) *MALT (Monterey Assessment Leadership Team) *Principal PLCs *MTSS District Data Team *MTSS Cabinet Data Review Through MTSS Cycle of Improvement, PLC, Tier 2 teams, and ILT will: *Collect data *Examine effectiveness *Develop and refine action steps for student, class, grade level, or school level system

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

All members of Del Rey Woods Elementary School satisfy the requirements for highly qualified staff with two Special Ed teachers working as an intern with assigned support providers while they complete their credentials. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC)

All teachers receive site and/or district professional development on curriculum, instruction and assessment throughout the year. In addition new teachers receive training during New Teacher Orientation in July/August. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)

Staff development is aligned to CA Content Standards, data on student achievement, and professioal needs.

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

Ongoing instructional assistance and support are provided through cognitive coaching with the academic coach and principal. Various Teachers on Special Assignment (TOSA) are consulted and utilized to assist the principal, academic coach and teachers. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC)

All teachers meet with their Professional Learning Communities (PLC) every week on Wednesdays after school. During this meeting the staff collaborates around the four essential components of PLC - 1. Standards: What is it we want our students to know and be able to do? 2. Assessments: How will we know if each student has learned it? 3. Intervention: How will we respond when some students do not learn it? 4. Enrichment - How will we respond when students already know it?


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

The curriculum and instructional materials are board approved and aligned to the CA Content Standards.

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

The daily schedule reflects adherence to the recommended instructional minutes for ELA and mathematics.

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

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

All students receive appropriate standards-based instructional materials.

Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC)

SBE-adopted and standards-aligned instructional materials are utilized in the classrooms.

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

Teachers analyze student achievement data to adjust instructional practices and meet the needs of the students. Tier II and III interventions are provided during the school day. Tier II Intervention Team meets regularly at least twice a month to review student referrals and data, to monitor implementation of intervention, and evaluate student progress. ILT meets at least twice a month in additional to quarterly district meetings. Small group instructions are provided to differentiate instruction for math and ELA. Instructional assistants, CSUMB service learners, and volunteers are utilized to create more opportunities for small group instructions. AmeriCorps Tutors also provide one-on-one instruction to underperforming students.


Evidence-based educational practices to raise student achievement

Below are a few of the researched-based educational strategies employed to raise student achievement: *Gradual Release of Responsibility (GRR) Model *Differentiated instruction through small group and/or one-on-one instruction *Use formative assessments to adjust instruction *Communicate learning targets *AVID strategies (e.g., note-taking, marking the text, Socratic seminars) *Balanced Literacy Approach *ELD instruction *Conceptual Understanding of mathematics *Number Talks *Learn by doing and experiencing science through the 5E model - Engage, Explore, Explain, Elaborate, and Evaluate with STEMscopes *Implementation of PBIS and Second Step curriculum to engage students with social-emotional learning (SEL).

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

*Abriendo Puertas (Opening Doors) *Parenting Partners *After School Academy (ASA) *Saturday Academy *After School/summer Reading and Math Academy *Community Liaison *Family Services/Mental Health Specialist *Monterey County Reads provides one-on-one reading assistance to participating K-3 classrooms

Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932)

Members of the School Site Council (composed of principal, certificated teachers, classified staff, and parents) work together to develop, review, and evaluate school improvement programs and school budgets. SSC meets at least 5 times throughout the school year.


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

Below are some of the strategies/activities listed on the school plan: Ongoing Professional Development for staff Coaching cycle with academic coach Small group instruction Systematic monitoring of K-5 reading & math achievement through i-Ready Diagnostic tool Progress monitoring through Fountas and Pinnell Tier 2 and 3 intervention Playworks Library Visual and Performing Arts classes Fiscal support (EPC)

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

School Site Council meets at least 5 times during the year to develop, review and evaluate student data (e.g., CAASPP, YTS, F & P, i-Ready), strategies, and actions being implemented to meet the school goals. The council also reviews expenditures on Title 1 and LCAP funding. Advisory groups such as ELAC & ILT are consulted in the development of SPSA. Together with the principal and academic coach, staff reviews student achievement data at multiple professional development, articulation, and PLC meetings throughout the year. The staff analyzes math and reading results as measured in Smarter Balanced Assessments and i-Ready Diagnostics. The staff reviews Youth Truth Survey results.


School and Student Performance Data

Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup

Student Group Percent of Enrollment Number of Students

2016-17 2017-18 2018-19 2016-17 2017-18 2018-19

American Indian 0.2% 0.22% % 1 1

African American 1.5% 2.23% 1.69% 7 10 7

Asian 0.8% 1.12% 0.73% 4 5 3

Filipino 1.1% 1.12% 0.97% 5 5 4

Hispanic/Latino 87.6% 85.49% 84.99% 415 383 351

Pacific Islander 1.1% 0.89% 1.45% 5 4 6

White 5.1% 5.36% 6.54% 24 24 27

Multiple/No Response % % %

Total Enrollment 474 448 413

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Grade Number of Students

2016-17 2017-18 2018-19

Kindergarten 87 79 87

Grade 1 74 69 56

Grade 2 62 76 59

Grade3 97 64 68

Grade 4 69 91 60

Grade 5 85 69 83

Total Enrollment 474 448 413

Conclusions based on this data:

1. Overall enrollment is on a decline.

2. There is an increasing trend of enrollment for White subgroup.



Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment

Student Group Number of Students Percent of Students

2016-17 2017-18 2018-19 2016-17 2017-18 2018-19

English Learners 330 276 268 69.6% 61.6% 64.9%

Fluent English Proficient (FEP) 47 68 47 9.9% 15.2% 11.4%

Reclassified Fluent English Proficient (RFEP) 47 64 17 14.5% 19.4% 6.2%


1. More than 30 students in grades 3 - 5 were reclassified between February and June 2019 which may not have been captured in this report.



CAASPP Results English Language Arts/Literacy (All Students)

Overall Participation for All Students

Grade Level

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

% of Enrolled Students Tested

16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 3 93 67 70 91 67 66 91 67 66 97.8 100 94.3

Grade 4 68 90 56 68 89 56 68 89 56 100 98.9 100

Grade 5 84 73 83 80 71 82 80 71 82 95.2 97.3 98.8

All Grades 245 230 209 239 227 204 239 227 204 97.6 98.7 97.6

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

Overall Achievement for All Students

Grade Level

Mean Scale Score % Standard Exceeded

% Standard Met % Standard Nearly Met

% Standard Not Met

16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 3 2419.8

2399.4

2404.1

27.47 14.93 13.64 20.88 19.40 19.70 21.98 37.31 34.85 29.67 28.36 31.82

Grade 4 2466.6

2448.3

2453.8

23.53 21.35 16.07 22.06 20.22 30.36 25.00 21.35 26.79 29.41 37.08 26.79

Grade 5 2505.7

2512.5

2500.7

28.75 21.13 20.73 22.50 39.44 36.59 21.25 19.72 15.85 27.50 19.72 26.83

All Grades N/A N/A N/A 26.78 19.38 17.16 21.76 25.99 29.41 22.59 25.55 25.00 28.87 29.07 28.43

Reading Demonstrating understanding of literary and non-fictional texts

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

16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 3 20.88 12.12 13.64 35.16 43.94 42.42 43.96 43.94 43.94

Grade 4 17.65 14.61 17.86 48.53 51.69 53.57 33.82 33.71 28.57

Grade 5 25.00 14.08 14.63 46.25 61.97 56.10 28.75 23.94 29.27

All Grades 21.34 13.72 15.20 42.68 52.65 50.98 35.98 33.63 33.82

Writing Producing clear and purposeful writing


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 3 27.47 12.12 6.15 47.25 50.00 63.08 25.27 37.88 30.77

Grade 4 30.88 17.98 17.86 44.12 48.31 53.57 25.00 33.71 28.57

Grade 5 33.75 32.39 24.39 40.00 53.52 52.44 26.25 14.08 23.17

All Grades 30.54 20.80 16.75 43.93 50.44 56.16 25.52 28.76 27.09


Listening Demonstrating effective communication skills


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 3 18.68 8.96 15.15 62.64 71.64 63.64 18.68 19.40 21.21

Grade 4 16.18 16.85 14.29 67.65 62.92 69.64 16.18 20.22 16.07

Grade 5 25.00 16.90 14.63 52.50 64.79 67.07 22.50 18.31 18.29

All Grades 20.08 14.54 14.71 60.67 66.08 66.67 19.25 19.38 18.63

Research/Inquiry Investigating, analyzing, and presenting information


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 3 34.07 22.73 13.64 38.46 53.03 53.03 27.47 24.24 33.33

Grade 4 23.53 25.84 14.29 60.29 47.19 60.71 16.18 26.97 25.00

Grade 5 36.71 33.80 32.93 36.71 50.70 43.90 26.58 15.49 23.17

All Grades 31.93 27.43 21.57 44.12 50.00 51.47 23.95 22.57 26.96


1. Research/Inquiry is an area of relative strength with over 25% of the Grades 3 - 5 performing above standard compared to the other three domains with 20% or less of students performing above standard.

2. Less than 50% of the Grades 3 - 5 students overall are meeting or exceeding the standards in the English Language Arts.

3. 5th grade students made significant gains in overall ELA achievement, increasing proficiency from 51.25% to 60.57%. The students performed better on Research/Inquiry and Writing domains with over 30% of the students achieving above standard for these two domains compared to 20% of students achieving above standards for Reading and Listening domains.



CAASPP Results Mathematics (All Students)

Overall Participation for All Students

Grade Level

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

% of Enrolled Students Tested

16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 3 93 67 70 92 67 68 91 67 68 98.9 100 97.1

Grade 4 68 90 56 68 89 56 68 89 56 100 98.9 100

Grade 5 84 73 83 82 72 83 82 72 83 97.6 98.6 100

All Grades 245 230 209 242 228 207 241 228 207 98.8 99.1 99

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

Overall Achievement for All Students

Grade Level

Mean Scale Score % Standard Exceeded

% Standard Met % Standard Nearly Met

% Standard Not Met

16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 3 2449.2

2413.9

2419.0

23.08 7.46 11.76 35.16 37.31 33.82 24.18 26.87 23.53 17.58 28.36 30.88

Grade 4 2485.3

2473.9

2474.4

17.65 16.85 14.29 38.24 28.09 37.50 29.41 33.71 32.14 14.71 21.35 16.07

Grade 5 2528.1

2537.2

2513.4

30.49 37.50 27.71 18.29 20.83 20.48 28.05 22.22 21.69 23.17 19.44 30.12

All Grades N/A N/A N/A 24.07 20.61 18.84 30.29 28.51 29.47 26.97 28.07 25.12 18.67 22.81 26.57

Concepts & Procedures Applying mathematical concepts and procedures


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 3 49.45 29.85 27.94 30.77 34.33 35.29 19.78 35.82 36.76

Grade 4 36.76 33.71 28.57 38.24 32.58 44.64 25.00 33.71 26.79

Grade 5 39.02 45.83 42.17 36.59 27.78 25.30 24.39 26.39 32.53

All Grades 42.32 36.40 33.82 34.85 31.58 33.82 22.82 32.02 32.37

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


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 3 27.47 11.94 20.59 46.15 53.73 50.00 26.37 34.33 29.41

Grade 4 20.59 16.85 21.43 52.94 47.19 60.71 26.47 35.96 17.86

Grade 5 24.39 25.00 20.48 43.90 52.78 48.19 31.71 22.22 31.33

All Grades 24.48 17.98 20.77 47.30 50.88 52.17 28.22 31.14 27.05


Communicating Reasoning Demonstrating ability to support mathematical conclusions


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 3 35.16 16.42 20.59 47.25 61.19 50.00 17.58 22.39 29.41

Grade 4 25.00 22.47 19.64 57.35 51.69 64.29 17.65 25.84 16.07

Grade 5 20.73 27.78 25.30 50.00 50.00 43.37 29.27 22.22 31.33

All Grades 27.39 22.37 22.22 51.04 53.95 51.21 21.58 23.68 26.57


1. There is an overall drop in the percent of students meeting state content standards in 2017-18 by about 5 points.

2. The 2015-16 cohort continues to increase proficiency over the three-year span (15-16 at 55%, 16-17 at 55.89%, 17-18 at 58.33%).

3. Students in Grades 3 -5 overall performed better on Concepts and Procedures with over 35% of them at above standard.



ELPAC Results

ELPAC Summative Assessment Data Number of Students and Mean Scale Scores for All Students

Grade Level

Overall Oral Language Written Language Number of

Students Tested

17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

Grade K 1450.4 1475.4 1458.4 1481.7 1431.7 1460.5 55 63

Grade 1 1520.6 1478.3 1553.4 1484.1 1487.4 1471.8 50 40

Grade 2 1516.7 1528.7 1517.8 1522.3 1515.0 1534.6 53 44

Grade 3 1486.5 1471.7 1474.2 1466.9 1498.5 1476.0 31 26

Grade 4 1504.7 1538.9 1491.9 1527.2 1517.1 1550.3 38 27

Grade 5 1527.1 1536.0 1508.8 1519.8 1544.8 1551.6 27 36

All Grades 254 236

Overall Language Percentage of Students at Each Performance Level for All Students

Grade Level

Level 4 Level 3 Level 2 Level 1 Total Number of Students

17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

K 54.55 39.68 25.45 33.33 * 25.40 * 1.59 55 63

1 78.00 10.00 * 62.50 * 25.00 * 2.50 50 40

2 69.81 43.18 24.53 43.18 * 13.64 * 0.00 53 44

3 * 3.85 45.16 50.00 * 30.77 * 15.38 31 26

4 * 44.44 63.16 44.44 * 11.11 * 0.00 38 27

5 40.74 38.89 44.44 27.78 * 19.44 * 13.89 27 36

All Grades 48.03 31.78 33.46 42.37 12.99 21.19 5.51 4.66 254 236

Oral Language Percentage of Students at Each Performance Level for All Students

Grade Level


17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

K 60.00 46.03 32.73 28.57 * 22.22 * 3.17 55 63

1 86.00 30.00 * 57.50 12.50 0.00 50 40

2 84.91 52.27 * 40.91 * 6.82 0.00 53 44

3 * 7.69 41.94 57.69 * 23.08 * 11.54 31 26

4 31.58 59.26 44.74 33.33 * 7.41 * 0.00 38 27

5 51.85 44.44 44.44 38.89 8.33 * 8.33 27 36

All Grades 60.24 41.53 28.35 41.10 8.27 13.98 * 3.39 254 236


Written Language Percentage of Students at Each Performance Level for All Students

Grade Level


17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

K 36.36 31.75 * 23.81 45.45 36.51 * 7.94 55 63

1 62.00 7.50 28.00 35.00 * 52.50 * 5.00 50 40

2 56.60 25.00 24.53 61.36 * 4.55 * 9.09 53 44

3 * 3.85 * 15.38 51.61 57.69 * 23.08 31 26

4 * 22.22 57.89 48.15 * 29.63 * 0.00 38 27

5 40.74 22.22 * 25.00 * 38.89 * 13.89 27 36

All Grades 37.40 20.76 29.53 34.75 24.80 35.17 8.27 9.32 254 236

Listening Domain Percentage of Students by Domain Performance Level for All Students

Grade Level

Well Developed Somewhat/Moderately Beginning Total Number of Students

17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

K 85.45 38.10 * 61.90 * 0.00 55 63

1 86.00 82.50 * 17.50 0.00 50 40

2 73.58 65.91 26.42 34.09 0.00 53 44

3 * 3.85 74.19 69.23 * 26.92 31 26

4 * 44.44 63.16 48.15 * 7.41 38 27

5 48.15 8.33 48.15 77.78 * 13.89 27 36

All Grades 61.81 43.22 34.25 50.85 * 5.93 254 236

Speaking Domain Percentage of Students by Domain Performance Level for All Students

Grade Level


17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

K 43.64 46.03 52.73 47.62 * 6.35 55 63

1 88.00 7.50 * 90.00 2.50 50 40

2 83.02 34.09 * 65.91 0.00 53 44

3 * 46.15 54.84 46.15 * 7.69 31 26

4 42.11 59.26 55.26 40.74 * 0.00 38 27

5 59.26 75.00 * 16.67 * 8.33 27 36

All Grades 60.24 43.22 35.83 52.54 * 4.24 254 236


Reading Domain Percentage of Students by Domain Performance Level for All Students

Grade Level


17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

K 41.82 17.46 56.36 80.95 * 1.59 55 63

1 76.00 30.00 * 65.00 * 5.00 50 40

2 62.26 22.73 22.64 70.45 * 6.82 53 44

3 * 3.85 54.84 61.54 41.94 34.62 31 26

4 * 14.81 76.32 81.48 * 3.70 38 27

5 * 22.22 51.85 63.89 * 13.89 27 36

All Grades 40.55 19.49 43.70 71.61 15.75 8.90 254 236

Writing Domain Percentage of Students by Domain Performance Level for All Students

Grade Level


17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

K 34.55 46.03 50.91 30.16 * 23.81 55 63

1 52.00 10.00 46.00 87.50 * 2.50 50 40

2 50.94 43.18 45.28 54.55 * 2.27 53 44

3 * 7.69 70.97 80.77 * 11.54 31 26

4 39.47 40.74 57.89 59.26 * 0.00 38 27

5 66.67 27.78 * 66.67 * 5.56 27 36

All Grades 43.70 31.78 50.00 58.90 6.30 9.32 254 236


1. The number of English Learners in 5th grade are much lower than all other grades.

2. Over 60% of the students in Grade K-5 scored at level 4 in Oral Language component.



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

2018-19 Student Population

Total Enrollment

413

This is the total number of students enrolled.

Socioeconomically Disadvantaged

92.0

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

64.9

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

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

2018-19 Enrollment for All Students/Student Group

Student Group Total Percentage

English Learners 268 64.9

Homeless 48 11.6

Socioeconomically Disadvantaged 380 92.0

Students with Disabilities 43 10.4

Enrollment by Race/Ethnicity

Student Group Total Percentage

African American 7 1.7

Asian 3 0.7

Filipino 4 1.0

Hispanic 351 85.0

Two or More Races 15 3.6

Pacific Islander 6 1.5

White 27 6.5


1. Over 90% of the students enrolled are socioeconomically disadvantaged.

2. Special Ed enrollment is a little over 10%.



Overall Performance

2019 Fall Dashboard Overall Performance for All Students

Academic Performance

English Language Arts

Orange

Mathematics

Yellow

Academic Engagement

Chronic Absenteeism

Green

Conditions & Climate

Suspension Rate

Blue


1. The Equity Report on this page for various state indicators - suspension rate, English Learner Progress, ELA and Mathematics, is detailed in succeeding pages 11 - 19.



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.

2019 Fall Dashboard English Language Arts Equity Report

Red

0

Orange

3

Yellow

1

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.

2019 Fall Dashboard English Language Arts Performance for All Students/Student Group

All Students

Orange

15.1 points below standard

Maintained ++1.5 points

202

English Learners

Orange



156

Foster Youth

Homeless

Yellow


Increased ++8.6 points

30


Orange



190

Students with Disabilities

No Performance Color


Increased Significantly

++17.7 points 29


2019 Fall Dashboard English Language Arts Performance by Race/Ethnicity

African American


Less than 11 Students - Data Not Displayed for Privacy

3

American Indian

Asian



2

Filipino



4

Hispanic

Orange



176

Two or More Races



3

Pacific Islander



2

White



12

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.

2019 Fall Dashboard English Language Arts Data Comparisons for English Learners

Current English Learner


Increased ++8 points

74

Reclassified English Learners

34.1 points above standard

Declined Significantly -18.1 points

82

English Only



46


1. There is a significant decline in performance for the Special Education subgroup which may have contributed to the All students overall lower score.

2. With English Learners & SED subgroups accounting for the majority of students in this report, it is important to continue to monitor the subgroups' progress throughout the year through data cycle meetings.



Academic Performance Mathematics


Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance


2019 Fall Dashboard Mathematics Equity Report

Red

0

Orange

0

Yellow

3

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.

2019 Fall Dashboard Mathematics Performance for All Students/Student Group

All Students

Yellow


Declined -7.3 points

201

English Learners

Yellow



156

Foster Youth

Homeless

Green



30


Yellow


Declined -10 points

189





28


2019 Fall Dashboard Mathematics Performance by Race/Ethnicity

African American



3

American Indian

Asian



2

Filipino



4

Hispanic

Yellow



175

Two or More Races



3

Pacific Islander



2

White



12

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.

2019 Fall Dashboard Mathematics Data Comparisons for English Learners

Current English Learner



74

Reclassified English Learners

28.3 points above standard

Declined Significantly -21.1 points

82

English Only

14 points below standard


45


1. Performance for various significant subgroups (Hispanic, SED, & EL) declined with SED group decreasing by more than 10 points.

2. RFEP students performed better than English only subgroup with an increase of close to 7 points compared to a decrease of 42 points for latter group.



Academic Performance English Learner Progress

This section provides a view of the percentage of current EL students making progress towards English language proficiency or maintaining the highest level.

2019 Fall Dashboard English Learner Progress Indicator

English Learner Progress


48.8 making progress towards English language proficiency

Number of EL Students: 168

Performance Level: Medium

This section provides a view of the percentage of current EL students who progressed at least one ELPI level, maintained ELPI level 4, maintained lower ELPI levels (i.e, levels 1, 2L, 2H, 3L, or 3H), or decreased at least one ELPI Level.

2019 Fall Dashboard Student English Language Acquisition Results

Decreased One ELPI Level

47

Maintained ELPI Level 1, 2L, 2H, 3L, or 3H

39

Maintained ELPI Level 4

21

Progressed At Least One ELPI Level

61


1. Over 75% of the students scored at level 4 or 3 in ELPAC.

2. Less than 10% of students are at beginning stage.



Academic Engagement Chronic Absenteeism


Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance


2019 Fall Dashboard Chronic Absenteeism Equity Report

Red

0

Orange

2

Yellow

1

Green

2

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.

2019 Fall Dashboard Chronic Absenteeism for All Students/Student Group

All Students

Green

7.7

Declined -1.4

428

English Learners

Green

6.9

Declined -0.5

274

Foster Youth



2

Homeless

Orange

15.3

Increased +2.1

59


Green

8.2

Declined -1

390


Orange

18.8

Increased +6

48


2019 Fall Dashboard Chronic Absenteeism by Race/Ethnicity

African American



7

American Indian



0

Asian



3

Filipino



4

Hispanic

Yellow

7.4

Maintained -0.3

364

Two or More Races


13.3

Increased +0.8

15

Pacific Islander



6

White


6.9

Declined -13.1

29


1. An increased in chronic absenteeism is observed for the following subgroups - White, English Learners and Socioeconomically Disavantaged students which contributed to the overall increase in absenteeism for All Students.

2. Although homeless subgroup maintained its absenteeism rate, the rate of chronic absenteeism remained at a rate over 10%.



Conditions & Climate Suspension Rate


Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance


2019 Fall Dashboard Suspension Rate Equity Report

Red

0

Orange

0

Yellow

1

Green

0

Blue

5

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.

2019 Fall Dashboard Suspension Rate for All Students/Student Group

All Students

Blue

0.5

Declined Significantly -1

437

English Learners

Blue

0

Maintained 0

279

Foster Youth


Less than 11 Students - Data Not Displayed for Privacy 2

Homeless

Blue

0

Declined -1.6

60


Blue

0.5

Declined -0.8

396


Yellow

3.9

Declined -3.4

51


2019 Fall Dashboard Suspension Rate by Race/Ethnicity

African American



American Indian

Asian



Filipino



Hispanic

Blue

0.5

Declined -0.5

372

Two or More Races


0

Declined -6.3

15

Pacific Islander



White

Blue

0

Declined -3.2

30

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

2019 Fall Dashboard Suspension Rate by Year

2017

2018

1.5

2019

0.5


1. Suspension rate remained at a rate lower than 2%

2. Suspension rate for various subgroups (students with Disabilities and ELs) decreased.


Goals, Strategies, & Proposed Expenditures Complete a copy of the following table for each of the school’s goals. Duplicate the table as needed.

Goal Subject English Language Arts (ELA)

LEA/LCAP Goal Goal: By May 30, 2020, the average percent of Grades 1 - 5 students on or above level in Reading as measured in i-Ready assessment will increase by at least 24 or more points from the current diagnostic result of 21% to 45% on standard view and from 6% to 30% on end of year view.

Goal 1 Goal: By May 30, 2020, the average percent of Grades 1 - 5 students on or above level in Reading as measured in i-Ready assessment will increase by at least 24 or more points from the current diagnostic result of 21% to 45% on standard view and from 6% to 30% on end of year view.

Identified Need

State Data ELA Smarter Balanced Data *The 2018-19 average proficiency for Grades 3 - 5 is at 44%. Student Cohort Analysis: *The 2018-19 5th grade cohort increased its proficiency from the previous score of 41.5% in 2017-18 to 58%. *The 2018-19 4th grade cohort increased its proficiency from their previous score of 35.3% in 2017-18 to 42%. Grade Level Analysis in a three-year span (2016-2019): *Average proficiency in 3rd grade is at 38%. There is a pattern of declining scores at the 3rd grade level in the 3-year span. *Average proficiency in 4th grade is at 42%. No pattern of increase or decrease in the 3-year span. *Average proficiency in 5th grade is at 57%. No pattern of increase or decrease in the 3-year span. *There is a pattern of increasing average proficiency as students go higher into the grade level (i.e., 38% - 3rd, 42% - 4th, & 57% - 5th) 2018-19 District Data in Reading 1. Fountas & Pinnell Running Record (1st year implementation)


Spring results K 22.20% 1st 16.90% 2nd 21.40% 3rd 38.50% 4th 34% 5th 23.10% Gr K-5 Average Proficiency = 26.02% Gr 1-5 Average Proficiency = 26.78% Gr 3-5 Average Proficiency = 31.87% 2. i-Ready Diagnostics Spring Results: Standard View K 70.0% 1st 51.0% 2nd 61.0% 3rd 59.0% 4th 32.0% 5th 34.0% Gr K-5 Average Proficiency = 51.0% Gr 1-5 Average Proficiency = 47.4% Gr 3-5 Average Proficiency = 41.7% Spring Results: EOY View K 28.00% 1st 28.00% 2nd 41.00%


3rd 22.00% 4th 16% 5th 18.00% Gr K-5 Average Proficiency = 25.5% Gr 1-5 Average Proficiency = 25% Gr 3-5 Average Proficiency = 18.67% Analysis of 2018-19 Goal: By May 30, 2019, the average percent of Grades 1 - 5 students on or above level in Reading as measured in i-Ready assessment will increase by at least 20 points from the current diagnostic result (18.2%) to 38.2%. Goal Met: Spring Result Grades 1 - 5 meeting or exceeding in reading Standard View: Grades 1 - 5 @ 47.4% (Goal met); up from 18.2% EOY View: Grades 1 - 5 @ 25%; up from 4.8% Sub goal: By June 2019 the average percentage of 3rd grade students meeting or exceeding ELA achievement standards will be at 42% or higher as measured in Smarter Balanced Assessment (increase from 35.3%). Sub goal not met: SBA result Grade 3 @ 32% which is below goal of 42%. Identified Need:

• Disaggregated data through i-Ready and Running Records showed students have difficulty in comprehension (K-5), phonics (K-2), and vocabulary (K-5).

• With students entering into the next grade level with low reading proficiency (at an average below 30%), there is a continued urgency to identify Tier 1 highly effective instructional practices and monitor their implementation.

• Provide staff continued support on effective implementation of balanced literacy approaches.

• Academic Coach will involve all teachers and/or grade level teams in coaching cycles. • Review, evaluate, and monitor Designated ELD instruction. • Regularly monitor progress of English Learners and Socio-economically Disadvantaged

(SED) students. • Identify students who are 2-3 grade levels behind early in the school year through Tier 2

team meeting. • Conduct data dive regularly (at least once a month) at PLC • Develop grade level pacing guide for the teaching and learning of the writing standards. • Develop scope and sequence for phonics instruction in K-2. • Increase opportunities for students to show their writing skills informally and formally. • Engage students in data chats to motivate them and set their learning goals


• Increase usage of i-Ready individual learning pathways through online instruction. • Monitor students' progress on passing i-Ready lessons (passing 70% of the lessons) • Train paraprofessionals (instructional aides) with effective instructional methods related to

phonics and vocabulary. • Provide professional development in implementing AVID strategies.

Annual Measurable Outcomes

Metric/Indicator Baseline/Actual Outcome Expected Outcome

i-Ready Assessment Fall 2019-20 Results Standard View Diagnostic Assessment On or above level proficiency: Grade 1: 9% Grade 2: 20% Grade 3: 45% Grade 4: 18% Grade 5: 16% Grade 1 - 5 Ave: 21.6% Fall 2019-20 Results End of Year (EOY) View Diagnostic Assessment On or above level proficiency: Grade 1: 3% Grade 2: 9% Grade 3: 12% Grade 4: 3% Grade 5: 5% Grade 1 - 5 Ave: 6.4%

45% or higher for Grades 1 - 5 (Average) in standard view (Increase by at least 24 points) 30% or higher for Grades 1 - 5 (Average) in EOY (Increase by at least 24 points)

Fountas & Pinnell Running Record

Gr 3-5 Fall Average Proficiency =

% or higher for Grade 3 - 5 (Average)

Complete a copy of the Strategy/Activity table for each of the school’s strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

startcollapse

Strategy/Activity 1 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups)

All Students

Strategy/Activity

1. Teachers, Instructional aides, and administrator will continue to receive on-going training and professional development on Tier 1 effective teaching practices (e.g., Balanced literacy approaches) and coaching cycle.


Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

2940 Title I 1000-1999: Certificated Personnel Salaries Salary - Guest teachers D & D #1

680.09 Title I 3000-3999: Employee Benefits Benefits - Guest teachers for D & D #1

500 Title I 4000-4999: Books And Supplies Cost of professional books for book study and coaching cycle

865.20 Title I 1000-1999: Certificated Personnel Salaries EWR for certificated staff for coaching cycle

200.14 Title I 3000-3999: Employee Benefits Benefits - Cost of coaching cycle EWR

700 Flexible Funding 4000-4999: Books And Supplies Staff meeting supplies (e.g. Breakfast/snacks) and materials during staff meeting/professional development

140 Flexible Funding 1000-1999: Certificated Personnel Salaries Salary - guest teacher to plan & observe class to prepare for long term assignment

32.39 Flexible Funding 3000-3999: Employee Benefits Benefits - guest teacher to plan & observe class to prepare for long term assignment

10,000 Title I 5800: Professional/Consulting Services And Operating Expenditures Cost of Professional Development (e.g., registration, travel accomodations, etc.)


All Students


Strategy/Activity

2. Provide small group instruction by lowering student to adult ratio through instructional aides, P.E. teacher, co-operating teachers/residents, AmeriCorps tutors, service learners, and Monterey County Reads volunteers. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

35545.04 Title I 2000-2999: Classified Personnel Salaries Salary - 3 Instructional assistants

3360 Title I 1000-1999: Certificated Personnel Salaries Salary - P.E. Guest Teacher to provide roving P.E. instruction

22762.98 Title I 3000-3999: Employee Benefits Benefits - 3 Instructional Assts

3360 Donations 1000-1999: Certificated Personnel Salaries Salary - P.E. Guest Teacher to provide roving P.E. instruction

777.24 Donations 3000-3999: Employee Benefits Benefits - P.E.Guest Teacher

None Specified None Specified AmeriCorps Tutors - no additional cost to the site

777.24 Title I 3000-3999: Employee Benefits Benefits - P.E.Guest Teacher

1164 Saturday Academy 2000-2999: Classified Personnel Salaries Salary Instructional Aide - EWR (not to exceed 80 hours) for additional support in the classroom as needed

142.38 Saturday Academy 3000-3999: Employee Benefits Benefits IA - EWR (not to exceed 80 hours) for additional support in the classroom as needed

None Specified None Specified


Service learners, Monterey County Reads volunteers placed in classrooms - no cost


All students

Strategy/Activity

3. Systematic monitoring of K-5 reading achievement through i-Ready Diagnostic tool, Fountas and Pinnell Running Records, & Kinder ELA progress monitoring Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

840 Title I 1000-1999: Certificated Personnel Salaries Cost of guest teachers to release K teachers for progress monitoring

194.31 Title I 3000-3999: Employee Benefits Benefits - Guest Teacher progress monitoring

District Funded 1000-1999: Certificated Personnel Salaries Cost of guest teachers to release K-5 teachers for F & P running records (2x/year - trimesters 1 & 2)

2940 Flexible Funding 1000-1999: Certificated Personnel Salaries Cost of guest teacher to release K-5 teachers for F & P running records (trimester 3)

680.09 Flexible Funding 3000-3999: Employee Benefits Benefits - guest teachers for F & P (trimester 3)

177.20 Title I 2000-2999: Classified Personnel Salaries Salary (EWR) - classified staff to provide support in TK/K one-on-one progress monitoring

56.63 Title I 3000-3999: Employee Benefits Benefits - Classififed Staff for progress monitoring



Data Cycle during PLC & ILT meetings - no additional cost


Tier II and Tier III students (i.e., identified through i-Ready/ F & P results & teacher referrals for Social-emotional learning & academic interventions) Strategy/Activity

4. Conduct Tier II and III intervention meetings to improve services for not yet proficient students


Amount(s) Source(s)

840 Title I 1000-1999: Certificated Personnel Salaries Cost of guest teacher for Tier 2 or Tier 3 meetings

194.31 Title I 3000-3999: Employee Benefits Benefits - Guest Teacher for Tier 2 or Tier 3 meetings

865.20 Title I 1000-1999: Certificated Personnel Salaries EWR for SST co-leaders

200.14 Title I 3000-3999: Employee Benefits Benefits - SST Co-leads

400.96 Flexible Funding 2000-2999: Classified Personnel Salaries Salary - additional translation services during conferences

49.04 Flexible Funding 3000-3999: Employee Benefits Benefits - additional support for translation

560 Flexible Funding 1000-1999: Certificated Personnel Salaries Cost of guest teacher for marathon IEP meetings (4 subs)

129.54 Flexible Funding 3000-3999: Employee Benefits Benefits - guest teacher for marathon IEP meetings (4 subs)


420 Flexible Funding 1000-1999: Certificated Personnel Salaries Cost of guest teacher for marathon Tier 2 or 3 meetings (3 subs)

97.16 Flexible Funding 3000-3999: Employee Benefits Benefits - guest teacher for marathon Tier 2 or 3 meetings (3 subs)


All Students

Strategy/Activity

5. Provide technology support to students and staff during and after the school day


Amount(s) Source(s)

10560.33 Flexible Funding 2000-2999: Classified Personnel Salaries Salary - Computer Lab Asst.

5744.09 Flexible Funding 3000-3999: Employee Benefits Benefits - Computer Lab Asst

150 Title I 4000-4999: Books And Supplies Cost of additional earphones & other tech support supplies

1000 Flexible Funding 4000-4999: Books And Supplies Cost of toner & other supplies

600 Title I 5800: Professional/Consulting Services And Operating Expenditures Cost of Learning A-Z/RAZ Kids licenses

1500 Flexible Funding 4000-4999: Books And Supplies Cost of printers & accessories

1000 Flexible Funding 5000-5999: Services And Other Operating Expenditures


Copier Contract


All Students (with concentration on 4th & 5th grade)

Strategy/Activity

6. Implement AVID strategies.


Amount(s) Source(s)

917.16 Title I 4000-4999: Books And Supplies Cost of AVID supplies/materials

669.47 Title I 4000-4999: Books And Supplies Cost of Grades 1-5 student planners

840 Title I 1000-1999: Certificated Personnel Salaries Salary - Guest teachers for AVID PD & workshops (2 roving subs - 3 days)

194.31 Title I 3000-3999: Employee Benefits Benefits - Guest teachers for AVID PD/workshops

519.12 Flexible Funding 1000-1999: Certificated Personnel Salaries Salary - EWR (not to exceed 12 hours total) - AVID core team members to review progress of implementation

120.08 Flexible Funding 3000-3999: Employee Benefits Benefits - EWR (not to exceed 12 hours total) - AVID core team members to review progress of implementation


All Students

Strategy/Activity


7. Ensure all students are provided classroom supplies and materials (including independent leveled books, anchor charts) to support K-5 instruction for Balanced Literacy & STEAM. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

6929.56 Title I 2000-2999: Classified Personnel Salaries Salary - Library Assistant

4619.78 Flexible Funding 2000-2999: Classified Personnel Salaries Salary - Library Asst

4026.22 Title I 3000-3999: Employee Benefits Benefits - Library Assistant

2684.44 Flexible Funding 3000-3999: Employee Benefits Benefits - Library Assistant

2600 Title I 4000-4999: Books And Supplies Supplementary Reading Materials (leveled books) & other classroom materials to support Balanced Literacy Approach

480.62 Flexible Funding 4000-4999: Books And Supplies Supplementary ELA and math classroom materials & supplies to support Balanced Literacy and Numeracy (e.g., anchor charts, magnetic letters, journals, etc).

5151.91 Flexible Funding 4000-4999: Books And Supplies Cost of classroom instructional materials TK-5

1031.03 Saturday Academy 4000-4999: Books And Supplies New teacher additional support on classroom supplies and materials

717.33 Flexible Funding 5000-5999: Services And Other Operating Expenditures Operating supplies/services (e.g. shredding services, postage)

Strategy/Activity 8 Students to be Served by this Strategy/Activity


(Identify either All Students or one or more specific student groups)

All students

Strategy/Activity

8. ILT & staff will conduct instructional rounds to gather data on the Problem of Practice, implementation of instructional practices and to further understand best teaching practices school-wide. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

840 Title I 1000-1999: Certificated Personnel Salaries Cost of guest teachers - 2 additional ILT members conducting instructional rounds (IR), reflecting, and planning next steps (3 days)

840 Title I 1000-1999: Certificated Personnel Salaries Cost of roving guest teachers to release two K-5 teachers (not ILT) to conduct instructional rounds with Principal and academic coach (3 days)

194.31 Title I 3000-3999: Employee Benefits Benefits - Guest teachers for 2 ILT teachers for IR (3 days)

194.31 Title I 3000-3999: Employee Benefits Benefits - Guest teachers for 2 non-ILT teachers for IR (3 days)


All students

Strategy/Activity

9. Increase instructional leadership capacity of staff by providing PD for Instructional Leadership Team (ILT) members and utilizing ILT members to facilitate staff PD related to school culture, curriculum, instruction, and assessment and examining master schedule Proposed Expenditures for this Strategy/Activity


List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

2000 Title I 1000-1999: Certificated Personnel Salaries Salary - ILT stipend (1 teacher)

462.64 Title I 3000-3999: Employee Benefits Benefits - ILT (1 teacher)

865.20 Title I 1000-1999: Certificated Personnel Salaries Salary - EWR for Kinder lead teacher (who is a non-stipend ILT member) to attend ILT site meetings after work hours

200.14 Title I 3000-3999: Employee Benefits Benefits - Kinder ILT to attend site meeting after work hours

District Funded None Specified Salary & Benefits - 4 ILT members

None Specified None Specified ILT regularly meets 2x/month + quarterly meetings district-wide (no additional cost)

840 Saturday Academy 1000-1999: Certificated Personnel Salaries Cost of guest teachers to release ILT for Professional Development

194.31 Saturday Academy 3000-3999: Employee Benefits Benefits - guest teachers to release ILT for Professional Development


All students

Strategy/Activity

10. Provide opportunities for parent education, involvement and collaboration to support learning at home and in school. Proposed Expenditures for this Strategy/Activity



Amount(s) Source(s)

9869.09 Title I 2000-2999: Classified Personnel Salaries Salary - Bilingual Community Liaison

5367.89 Title I 3000-3999: Employee Benefits Benefits - Bilingual Community Liaison

865.20 Title I Part A: Parent Involvement 1000-1999: Certificated Personnel Salaries Parent Outreach/Parent Education

694.69 Title I Part A: Parent Involvement 2000-2999: Classified Personnel Salaries Parent Outreach/Parent Education

200.14 Title I Part A: Parent Involvement 3000-3999: Employee Benefits Certificated Benefits - Parent Outreach/Parent Education

84.97 Title I Part A: Parent Involvement 3000-3999: Employee Benefits Classified Benefits - Parent Outreach/Parent Education

250 Flexible Funding 4000-4999: Books And Supplies Parent outreach - supplies (e.g., food) for parent meetings


All students

Strategy/Activity

11. Provide staff timely and appropriate feedback on teaching and learning practices from classroom observations through goal setting, teacher conferences, and coaching cycle. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

840 Title I 1000-1999: Certificated Personnel Salaries


Salary - Guest teacher for goal setting & feedback cycle throughout the year

194.31 Title I 3000-3999: Employee Benefits Benefits - Guest teacher for goal setting & feedback cycle throughout the year

None Specified None Specified Various teachers released for coaching cycle - see cost of P.E. teacher to release classroom teacher; no additional cost - see strategy 2 above


English Learners

Strategy/Activity

12. Provide staff professional development on Designated ELD instructional practices & monitor progress of ELs Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

None Specified None Specified Academic Coach and ELD TOSA work with teams during PLC - no additional cost

980 Title I 1000-1999: Certificated Personnel Salaries Salary - Guest teachers to release grades 3 - 5 classroom teachers to unpack Designated ELD instruction (7 teachers)

226.70 Title I 3000-3999: Employee Benefits Benefits - Guest Teachers to unpack Designated ELD instruction


All students

Strategy/Activity


13. Provide visual and performing arts (VAPA) enrichment classes for TK-5 students that are aligned with content standards Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

6000 Title I 5800: Professional/Consulting Services And Operating Expenditures Cost - After School Theater Arts

250 Flexible Funding 5000-5999: Services And Other Operating Expenditures Cost - additional Dance Around the World assembly

District Funded None Specified VAPA other guest artists - In class visual arts, music, Science & Arts, drama, dance, mindfulness


English Learners & RFEP students

Strategy/Activity

14. Provide extended learning opportunity in reading to RFEP and English Learners who are below grade level reading expectation as measured in Fountas and Pinnell and/or i-Ready. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

1730.40 Title I 1000-1999: Certificated Personnel Salaries EWR for teachers - After school and/or Summer School Reading Intervention

400.28 Title I 3000-3999: Employee Benefits Benefits - Certificated Teachers for after school reading intervention


865.20 Saturday Academy 1000-1999: Certificated Personnel Salaries EWR for teachers - After school and/or Summer School Reading Intervention (not to exceed 20 hours)

200.14 Saturday Academy 3000-3999: Employee Benefits Benefits - Certificated Teachers for after school reading intervention (not to exceed 20 hours)


RFEP students

Strategy/Activity

15. Monitor RFEP student achievement to ensure they are continually making progress and meeting grade level expectations. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

560 Title I 1000-1999: Certificated Personnel Salaries Salary - Guest Teachers to release teachers for Language Review Team meetings (2 teachers, 2 days)

129.54 Title I 3000-3999: Employee Benefits Benefits - Guest Teachers for LRT meetings

None Specified None Specified Tier 2 Team meets twice a month to monitor students' progress - No additional cost

None Specified None Specified PLC Data Cycle once a month to monitor students' progress - No additional cost

432.60 Saturday Academy 1000-1999: Certificated Personnel Salaries Salary - EWR (not to exceed 10 hours - after work hours) for Language Review Team members to review student data and plan next steps


100.07 Saturday Academy 3000-3999: Employee Benefits Benefits - EWR (not to exceed 10 hours - after work hours) for Language Review Team members to review student data and plan next steps

Annual Review SPSA Year Reviewed: 2018-19

Respond to the following prompts relative to this goal. If the school is in the first year of implementing the goal, an analysis is not required and this section may be deleted.

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

Professional development in Balanced Literacy will increase teachers' capacity to deepen understanding of various components such as interactive read aloud, shared reading, guided reading, independent reading. Professional development on i-Ready provided all teachers an understanding of a new diagnostic tool to systematically monitor students' progress in reading and use individual instructional pathway recommendations to support differentiated instruction. Small group instruction through the use of instructional assistants during guided reading period will support implementation of differentiated instruction for all students. Providing instructional assistants professional development will increase classified staff's capacity to use effective reading strategies in their small group instruction. Extended learning opportunity for English learners & RFEP students will provide additional supports to students who are not yet proficient in English. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

No discrepancy in budgeted expenditures to implement strategies.

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.

While the primary goal based on i-Ready results was achieved for the 2018-19, the sub goal based on 3rd grade Smarter Balanced Assessment (SBA) results was not met. Instead of using the summative results of SBA in checking students' progress, a new sub goal based on Fountas and Pinnell ( F & P) running records will be utilized. This formative assessment gives three intervals to check students' progress in reading which allow for more timely feedback than an end of the year summative assessment.



Goal Subject Mathematics

LEA/LCAP Goal Goal: By May 30, 2020, the average percent of Grades 1 - 5 students on or above level in mathematics as measured in i-Ready assessment will increase by at least 30 or more points from the current diagnostic result of 12% to 45% on standard view and from 2% to 35% on End of Year (EOY) view.

Goal 2 Goal: By May 30, 2020, the average percent of Grades 1 - 5 students on or above level in mathematics as measured in i-Ready assessment will increase by at least 30 or more points from the current diagnostic result of 12% to 42% on standard view and from 2% to 35% on End of Year (EOY) view.

Identified Need

Analysis of 2018-19 Goal: By May 30, 2019, the average percent of Grades 1 - 5 students on or above level in mathematics as measured in i-Ready assessment will increase by at least 20 points from the current diagnostic result of 15.4% to 35.4% (standard view). Goal Met: Spring Result Grades 1 - 5 meeting or exceeding in math Standard View: Grades 1 - 5 @ 67% (Goal met); up from 15.4% Sub goal: By June 2019, the average percentage of 5th grade students meeting or exceeding math content standards will be at 58% or higher as measured in Smarter Balanced Assessment. Sub goal not met: SBA result Grade 5 @ 48% which is below the goal of 58%. 2018-19 District Data in Mathematics Spring i-Ready Results Standard View Diagnostic Assessment results On or above level proficiency: Grade 1: 68%; up from 4% Grade 2: 67%; up from 12% Grade 3: 59%; up from 18%


Grade 4: 72%; up from 13% Grade 5: 69%; up from 30% Average Grade 1 - 5: 67%; up from 15.4% 2019 - 20 Fall i-Ready Diagnostic Results Standard View Diagnostic Assessment results On or above level proficiency: Grade 1: 3% Grade 2: 9% Grade 3: 13% Grade 4: 17% Grade 5: 16% Average Grade 1 - 5: 12% Fall i-Ready Diagnostic Results End of Year View Diagnostic Assessment results On or above level proficiency: Grade 1: 0% Grade 2: 2% Grade 3: 2% Grade 4: 2% Grade 5: 5% Average Grade 1 - 5: 2.2% Identified need:

• Increase students' capacity to read and understand word problems (i.e., this correlates with goal #1)

• Continue to examine Tier 1 researched-based instructional practices in mathematics • Provide continued support to teachers through professional development • Increase differentiated learning opportunity through small group instruction • Monitor student progress in i-Ready usage and passing rate of individualized lesson


• Increase opportunities for coaching cycle with teachers



i-Ready Diagnostic Assessment results: Standard View On or above level proficiency: Grade 1: 3% Grade 2: 9% Grade 3: 13% Grade 4: 17% Grade 5: 16% Average Grade 1 - 5: 11.6% End of Year View On or above level proficiency: Grade 1: 0% Grade 2: 2% Grade 3: 2% Grade 4: 2% Grade 5: 5% Average Grade 1 - 5: 2.2%

Average Grade 1 - 5 prociency: 42% or higher (Standard View ) Average Grade 1 - 5 prociency: 32% or higher (End of Year View )


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All students

Strategy/Activity

1. Teachers will continue to implement standards-based teaching with an emphasis on the Standards of Mathematical Practices (SMP). Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

5000 Title I 5000-5999: Services And Other Operating Expenditures


Cost of professional development (e.g., registration & travel expenses)

None Specified None Specified Coaching Cycles with Academic Coach - no additional cost


All students

Strategy/Activity

2. Provide differentiated support using web-based learning and small group instruction.


Amount(s) Source(s)

None Specified None Specified Use of i-Ready Math Individual pathways; no additional cost

None Specified None Specified Utilize Instructional Aides and P.E. teacher to maximize opportunities for small group instruction (See expenditures with goal 1, strategy 2, no additional cost)


English Learners, RFEP & SED students

Strategy/Activity

3. Provide extended support/intervention for students who are below grade level expectations.


Amount(s) Source(s)

1730.40 Title I


1000-1999: Certificated Personnel Salaries EWR - After school and/or Summer School math intervention (40 hours)

400.28 Title I 3000-3999: Employee Benefits Benefits - After school and/or Summer School math intervention (40 hours)


All students

Strategy/Activity

4. Staff and administration will receive on-going training on effective STEM (e.g.,Cognitively Guided Instruction) instructions through professional development and coaching cycle. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

None Specified None Specified Professional development (registration & travel expenses) No additional cost; See strategy #1 above

None Specified None Specified Provide a series of 5 math PD on site through the ILT - no additional cost

2940 Flexible Funding 1000-1999: Certificated Personnel Salaries Salary - Guest teachers Data & Differentiation #2

680.09 Flexible Funding 3000-3999: Employee Benefits Benefits - Guest teachers Data & Differentiation #2

None Specified None Specified Provide a series of 5 STEM PD on site through the ILT - no additional cost



All students

Strategy/Activity

5. Provide opportunities for parent education, involvement and collaboration to support learning at home and in school. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

None Specified None Specified Operating Supplies for meetings

None Specified None Specified No additional cost - See goal 1, strategy 10


All Students

Strategy/Activity

6. Systematic monitoring of K-5 math achievement through i-Ready Diagnostic tool & other formative assessments Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

None Specified None Specified Salary (no additional cost, see strategy #3 above) - Guest teachers Data & Differentiation #3



Benefits (no additional cost, see strategy #3 above) - Guest teachers Data & Differentiation #3

None Specified None Specified Tier 2/Tier 3 progress monitoring - no additional cost

None Specified None Specified Data Cycle during PLC & ILT meetings - no additional cost


All Students

Strategy/Activity

7. Provide supplemental instructional materials and operating supplies.


Amount(s) Source(s)

None Specified None Specified No additional cost for supplemetal materials for instruction (e.g., journals, whiteboards, markers, post-its); see goal 1 strategy 7

Flexible Funding 4000-4999: Books And Supplies No additional cost for classroom supplies; see goal 1 strategy 7

465.27 Saturday Academy 4000-4999: Books And Supplies Classroom supplies


All students

Strategy/Activity

8. Provide staff timely and appropriate feedback on teaching and learning practices from formal and informal observations through goal setting, teacher evaluation conferences, and coaching cycle.



Amount(s) Source(s)

None Specified None Specified No additional cost - See Goal 1, strategy 11




Analysis of 2018-19 Goal Met: By May 30, 2019, the average percent of Grades 1 - 5 students on or above level in mathematics as measured in i-Ready assessment will increase by at least 20 points from the current diagnostic result of 15.4% to 35.4% (standard view). Spring Result Grades 1 - 5 meeting or exceeding in math Standard View: Grades 1 - 5 @ 67% (Goal met); up from 15.4% Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

No major differences to report

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.

Math performance overall continues to be stronger for K-5 students as evidence in formative assessment such as i-Ready. Because the proficiency in Smarter Balanced continues to be a rate lower than 75%, identified needs as outline above are priorities and are identified in each of the strategies.



Goal Subject MPUSD Quality School Index

LEA/LCAP Goal By May 2020, the percent average daily attendance (ADA) for all students will be at 95% or higher.

Goal 3 By May 2020, the percent average daily attendance (ADA) for all students will be at 95% or higher.

Identified Need

Analysis of 2018-19 Goal After taking the Youth Truth Survey in the fall 2018, the students were surveyed again in April/May 2019 to check progress on selected questionnaire. Below is the result. *On Academic Rigor and Expectations: Goal of 50% or higher is met The percent of students agreeing to the question "Does what you learn in class help you outside of school?" - 69% (up from 44%) *On Culture: Goal of 35% or higher for 1st question is met; Goal of 25% or higher for 2nd question is not met although there was a slight increase. The percent of students agreeing to the question "Does your class stay busy and not waste time?" - 38% (up from 31%) The percent of students agreeing to the question "Do students behave well in your class?" - 22% (up from 21%); but not at 25% as stated in the goal. 2018-19 Attendance Analysis Average Daily Attendance (ADA) for 11 months = 95.8% with Month 11 dipping at its lowest with 93.97% attendance. 2019-20 Average Daily Attendance (ADA) Month #1 = 96.86 (This is lower than 2018 - 19 month #1 which is at 97.5%) Identified need for 2019-20:

• Reinvent staff adjunct duties to reflect committees and/clubs that support a variety of student learning experiences and involvement


• Provide student leadership opportunities through student council and Playworks Junior Coach program

• Increase awareness on college and career readiness • Recognize student achievement through Student of the Month assemblies & schoolwide

bulletin display • Celebrate student accomplishments through #ShowUp (class perfect attendance), Cafeteria

Lunch Champions, & Perfect Attendance (individual students) • Conduct monthly school-wide assemblies to increase school spirit (e.g., Magnificent

Monday assembly) • Utilize outdoor picnic areas during lunch • Increase awareness on trauma informed practices • Continue to implement Second Step social-emotional learning program • Provide professional development on Tier 1 PBIS classroom strategies • Increase understanding and awareness on racial equity • Monitor student attendance • Provide fun and engaging student activities on the last week of school (to curtail low

attendance rate on the last month of school) • Increase home school connection



Average Daily Attendance (ADA)

ADA 2018 - 2019 = 95.8% ADA 2018-19 on month 1 = 97.5% ADA 2018-19 on month 11 = 93.97% ADA August 2019 = 96.86

ADA 2019- 2020 = 95% or higher


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All students

Strategy/Activity

1. Implement Second Step program schoolwide



Amount(s) Source(s)

None Specified None Specified No additional cost


All students

Strategy/Activity

2. Continue to implement PBIS


Amount(s) Source(s)

District Funded 1000-1999: Certificated Personnel Salaries PBIS Lead teacher


All students

Strategy/Activity

3. Review school climate data (e.g., attendance, Tier fidelity index scores, suspension, & YTS)


Amount(s) Source(s)



All students

Strategy/Activity


4. Teachers, Liaison, & Principal teach DRW school-wide behavioral expectations throughout the year. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)



All students

Strategy/Activity

5. Utillize Family Services/Mental Health Specialist, Billingual Community Liaison, and supervisory assistants to provide additional support to students and their families. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

District Funded 1000-1999: Certificated Personnel Salaries Family Services/ Mental Health Specialist

768.13 Flexible Funding 2000-2999: Classified Personnel Salaries Salary - Additional Supervisory Asst

District Funded 2000-2999: Classified Personnel Salaries Bilingual Community Liaison (4 hours/day)

290.73 Flexible Funding 3000-3999: Employee Benefits Benefits - Additional Supervisory Asst

145.30 Flexible Funding 2000-2999: Classified Personnel Salaries Salary - EWR supervisory assistants to meet with Liaison and Principal to go over positive


school culture and strategies for supervision (3 - 4 times/year; not to exceed 10 hours)

46.43 Flexible Funding 3000-3999: Employee Benefits Benefits - EWR supervisory assistants to meet with Liaison and Principal to go over positive school culture and strategies for supervision (3 - 4 times/year; not to exceed 10 hours)


All students

Strategy/Activity

6. Recognize and/or celebrate student achievement and efforts through assemblies and special awards/incentives Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

500 Flexible Funding 5000-5999: Services And Other Operating Expenditures PBIS incentives/prizes/supplies

250 Flexible Funding 4000-4999: Books And Supplies Cost of Cafeteria Lunch Champions Awards/Incentives & supplies

250 Flexible Funding 4000-4999: Books And Supplies Cost of #ShowUp Class Attendance & Individual Student Perfect Attendance Incentives

500 Flexible Funding 4000-4999: Books And Supplies Cost of Student of the Month Awards (certificates, printing cost, banner, etc.) and other recognition of student achievement or efforts through Schoolwide Monthly assemblies


All students


Strategy/Activity

7. Continue to implement Playworks


Amount(s) Source(s)

1257.44 Flexible Funding 4000-4999: Books And Supplies Cost playground equipments, tools, and supplies for Playworks implementation

378.92 Flexible Funding 2000-2999: Classified Personnel Salaries EWR for supervisory assistants to assist with Playworks implementation

121.08 Flexible Funding 3000-3999: Employee Benefits Benefits - Supervisory assistants to assist with Playworks implementation

64.92 Title I 4000-4999: Books And Supplies Cost playground equipments, tools, supplies for Playworks implementation

2400 Donations 4000-4999: Books And Supplies Storage shed for equipments/supplies


All students

Strategy/Activity

8. Provide opportunities for outdoor education (e.g., STEM, VAPA, Social-emotional learning) to enrich students' learning experiences so they can connect school with real life. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

1750 Flexible Funding 5700-5799: Transfers Of Direct Costs


Cost of admission and transportation for K-5 field trips

500 Donations 5700-5799: Transfers Of Direct Costs Cost of admission to reserve 5th grade science camp for 2020-21

1500 Title I 5000-5999: Services And Other Operating Expenditures 5th grade Science Camp field trip - contribution to the cost

500 Donations 4000-4999: Books And Supplies Gardening supplies

6000 Donations 5000-5999: Services And Other Operating Expenditures 5th Grade Science Camp field trip


Grades 3 - 5 students

Strategy/Activity

9. Celebrate CAASPP effort (e.g. rally & recognition)


Amount(s) Source(s)

1000 Flexible Funding 4000-4999: Books And Supplies Cost of Incentives - CAASPP Rally


Tier 2, Tier 3 and Special Ed students

Strategy/Activity

10. Hold "Start the Year Right" meeting with Tier 2 and Tier 3 teams at the beginning of the school year to set up Tier 2 and Tier 3 students for success. Proposed Expenditures for this Strategy/Activity



Amount(s) Source(s)

140 Title I 1000-1999: Certificated Personnel Salaries Salary - guest teacher for "Start the Year Right"

32.39 Title I 3000-3999: Employee Benefits Benefits - guest teacher


English Learners, RFEP, Chronically Absent/tardy student

Strategy/Activity

Monitor student attendance and hold conferences with students and families.


Amount(s) Source(s)

None Specified None Specified Bilingual Community Liaison - no additional cost

None Specified None Specified Attendance clerk - no cost to site

None Specified None Specified Tier 2 and Tier 3 Teams - no additional cost





After taking the Youth Truth Survey in the fall 2018, the students were surveyed again in April/May 2019 to check progress on selected questionnaire. Below is the result. *On Academic Rigor and Expectations: Goal of 50% or higher is met The percent of students agreeing to the question "Does what you learn in class help you outside of school?" - 69% (up from 44%) *On Culture: Goal of 35% or higher for 1st question is met; Goal of 25% or higher for 2nd question is not met although there was a slight increase. The percent of students agreeing to the question "Does your class stay busy and not waste time?" - 38% (up from 31%) The percent of students agreeing to the question "Do students behave well in your class?" - 22% (up from 21%); but not at 25% as stated in the goal. The YTS allowed for our students to give objective feedback regarding their school experiences. The online results and the conversation that followed in person with students allowed for better understanding of their experiences. The school also made adjustment on the location of grades 3 - 5 lunch recess periods to accommodate their requests to access new playground structures at the primary grade playground. The students felt heard immediately after this was put into place. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

Funds for Playworks equipments need to be spent immediately to maximize access to these materials early in the year. 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.

With attendance rate for 2018-19 dipping below 96% and with month 1 attendance rate for 2019-20 already lower than month 1 of 2018-19, goal 3 this year is to maintain or increase attendance rate at 95% or higher. To achieve these goals, identified needs were outlined above and reflected on various strategies.


Budget Summary Complete the table below. Schools may include additional information. Adjust the table as needed. The Budget Summary is required for schools funded through the ConApp, and/or that receive funds from the LEA for Comprehensive Support and Improvement (CSI).

Budget Summary

Description Amount

Total Funds Provided to the School Through the Consolidated Application $

Total Federal Funds Provided to the School from the LEA for CSI $

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA $211,130.24

Other Federal, State, and Local Funds List the additional Federal programs that the school is including in the schoolwide program. Adjust the table as needed. If the school is not operating a Title I schoolwide program this section is not applicable and may be deleted.

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Federal Programs Allocation ($)

Title I $138,688.00

Title I Part A: Parent Involvement $1,845.00

Subtotal of additional federal funds included for this school: $140,533.00 List the State and local programs that the school is including in the schoolwide program. Duplicate the table as needed.

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State or Local Programs Allocation ($)

Donations $13,537.24

Flexible Funding $51,625.00

Saturday Academy $5,435.00

Subtotal of state or local funds included for this school: $70,597.24 Total of federal, state, and/or local funds for this school: $211,130.24


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

1 School Principal

3 Classroom Teachers

1 Other School Staff

5 Parent or Community Members

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Name of Members Role

Lynn Ebora X Principal

Heidi Ficarra X Classroom Teacher

Kelly Garcia X Classroom Teacher

Kristin Vernon X Classroom Teacher

Diana Lara X Other School Staff

Tara Alomari X Parent or Community Member

Andre Cook X Parent or Community Member

Yvonne Leavitt X Parent or Community Member

Rafael Rio Lopez X Parent or Community Member

Fatima Santiago X Parent or Community Member

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 . Attested:

Principal, Lynn Ebora on

SSC Chairperson, Andre Cook on

School Plan for Student Achievement (SPSA) Template · 2020. 2. 10. · School Plan for Student...

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