School Plan for Student Achievement (SPSA) Template€¦ · (SPSA) Template Instructions and...

School Plan for Student Achievement (SPSA) of 82 Ben Lomond 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

Ben Lomond Elementary School

County-District-School (CDS) Code

19-64436-6012447

Schoolsite Council (SSC) Approval Date

October 9, 2019

Local Board Approval Date

November 4, 2019

Purpose and Description

Purpose: The purpose of the school-wide plan (SWP) is to raise student achievement for all students, particularly for students who are not meeting academic standards. The SWP creates engagement that fosters innovative, positive environments within and outside of the classroom to connect students to school and learning. In order to meet our student achievement goals, we have implemented all ten school-wide plan components. These include a comprehensive needs assessment; reform strategies to close achievement gaps and increase proficiency; instruction by highly qualified teachers; ongoing professional development; strategies to increase parent involvement; transition plans for students between preschool, elementary, middle, and high school; teacher involvement in decisions regarding academic assessments; and streamlined coordination between state and federal programs and services. 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. X Comprehensive Support and Improvement

This plan also meets the requirements for support and improvement plans (CSI, ATSI, TSI). We explain our process for conducting our needs assessment and analyzing with our stakeholders the metrics that led to eligibility for the school improvement status. The plan includes the goals and annual measureable outcomes that were identified as a result of the analysis. The plan’s annual updates and evidence-based interventions, activities, and strategies for each goal align to the ESSA requirements for our program status. Our plan includes a section on how the district has addressed resource inequities through budgeting.


Description: The school’s plan includes all components of the California SPSA template that is aligned with ESSA requirements. In addition, Compensatory Education (CE) items are noted throughout. 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 District through the Local Control and Accountability Plan (LCAP) and the school’s goals as well. The LCAP goals support the federally funded programs by ensuring that student target groups’ data analysis remains at the core of every professional development, staff meeting, and teacher collaboration time. At its core, Covina-Valley Unified School District is focused on advancing all of its students forward with the skills, habits, and knowledge necessary to be successful in the 21st Century. Using evidence to make decisions to bring about equitable outcomes for its target groups is a central theme of the District’s LCAP. The school district works collaboratively to ensure that all resources are equitably distributed to ensure the maximum impact on targeted groups and sub-groups.


Table of Contents

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

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

Table of Contents .......................................................................................................................................... 3

District Vision, Mission and School Vision Statements ................................................................................... 5

Research Foundation .................................................................................................................................... 6

Comprehensive Needs Assessment Components ......................................................................................... 8

Stakeholder Involvement ............................................................................................................................. 14

Resource Inequities ..................................................................................................................................... 15

School and Student Performance Data ........................................................................................................ 16

Student Enrollment .............................................................................................................................. 16

CAASPP Results ................................................................................................................................. 18

ELPAC Results .................................................................................................................................... 22

Student Population ............................................................................................................................... 25

Overall Performance ............................................................................................................................ 26

Academic Performance ........................................................................................................................ 27

Academic Engagement ........................................................................................................................ 33

Conditions & Climate............................................................................................................................ 36

District and School Goals: Alignment to SPSA ............................................................................................. 38

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

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

RTI Pyramid: District ELA .................................................................................................................... 47

Goal 2 .................................................................................................................................................. 48

RTI Pyramid: District Math ................................................................................................................... 54

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

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

Goal 5 .................................................................................................................................................. 66

Budget Summary ......................................................................................................................................... 68

Budget Summary ................................................................................................................................. 68

Other Federal, State, and Local Funds ................................................................................................ 68

Budgeted Funds and Expenditures in this Plan............................................................................................ 69

Funds Budgeted to the School by Funding Source .............................................................................. 69

Expenditures by Funding Source ......................................................................................................... 69

Expenditures by Budget Reference ...................................................................................................... 70

Expenditures by Budget Reference and Funding Source ..................................................................... 70

Expenditures by Goal ........................................................................................................................... 71

Positions Funded by School’s Categorical Programs ........................................................................... 72


School Safety Plan SB187 ........................................................................................................................... 73

School Site Council Membership ................................................................................................................. 74

English Learner Advisory Committee Members ........................................................................................... 75

Recommendations and Assurances ............................................................................................................ 76

Parent Comment Page ................................................................................................................................ 77

Appendix A: Plan Requirements for Schools Funded Through the ConApp ................................................. 78

Basic Plan Requirements ..................................................................................................................... 78

Schoolwide Program Requirements ..................................................................................................... 79

Evidence of Meeting Required Schoolwide Program Plan Components ............................................... 80

Appendix B .................................................................................................................................................. 81

Categorical District Services Budget .................................................................................................... 81

Centralized Services Description.......................................................................................................... 82


District Vision, Mission and School Vision Statements District Vision Statement Students will meet their future with confidence, possessing the academic competencies and life skills to critically think, create, persevere, and flourish in a technologically complex and globally connected world. Instructional Mission Every student will be able to communicate reasoning, collaborate, demonstrate critical thinking, and creatively problem solve in every classroom, every day. No exceptions!

BEN LOMOND VISION STATEMENT Our vision is for all students and community members associated with Ben Lomond Elementary School to be scholars. Scholars want to achieve, learn, cooperate, and accept responsibility through the development of self-discipline and leadership in our diverse school community. BEN LOMOND MISSION STATEMENT Our mission is for all students to develop responsibility, achieve literacy, learn problem-solving skills through a rigorous curriculum, and become lifelong learners in a safe and nurturing environment. This is achieved through the reciprocal relationship between Ben Lomond Elementary School and the community, which includes students, staff members, parents, businesses, and public agencies.


Research Foundation The district has identified the following educational research to serve as the foundation for district-wide improvement activities:

Research Models and ESSA Ratings

Major Elements/Strategies Section in SPSA

Focused Schools

ESSA: Moderate

• Customized training for school-based data, Focus Goals and Instructional Leadership Teams (ILT)

• Coaching for Central Office personnel and site leadership

• Customized tools and protocols to help create strong structures and systems that support the framework for School Improvement.

Goals, Strategies, & Proposed

Expenditures

Professional Learning Communities

ESSA: Strong

• Ensuring that All Students Learn (Big Idea #1) • Building a Culture of Collaboration for School

Improvement (Big Idea #2) • A Focus on Results (Big Idea #3) • Recognizing Hard Work and Commitment (Dr. Richard DuFour, Dr. Roland Barth, Dr. R. Marzano)


Expenditures

Response to Intervention (RTI)

ESSA: Strong

• Tiers I, II and III Intervention structure planned and utilized

• All schools utilize data from i-Ready and other state, district, and local assessments to meet students’ needs

• Students receive interventions on a daily basis within the school day and after school (Dr. Carol Tomlinson) (NEA 2007)

(Dr. C. Cortiello 2006) (Dr. Coynen, M.D. 2004)


Expenditures

i-Ready

ESSA: Moderate

• Research-based practices in Assessment, Classroom Instruction, Personalized Learning, and Blended Learning

• Powerful adaptive diagnostic and growth measure • Core standards-based instruction, practice, and

assessment • Adaptive learning • Personalized on-line instruction (Dr. Laine Bradshaw, Dr. Richard Brown, Dr. Hua Hua Chang, Dr. Mark Ellis, et. al.)


Expenditures

Thinking Maps

ESSA: Strong

• Eight maps that correspond with fundamental thinking processes: Circle Map - Context; Bubble Map – describing adjectives; Flow Map – sequencing and ordering; Brace Map – part/whole relationships; Tree Map – classifying and grouping; Double Bubble Map – comparing and contrasting; Multi-Flow Map – analyzing causes and effects; Bridge Map - seeing analogies.

• Excellent for English Learners and others to understand and access core curriculum

• Thinking maps are a “common visual language” for students in all subjects in Grades K-12.

(Dr. Katherine McKnight, Dr. Mary McMackin, et. al.)


Expenditures

Write from the Beginning and Beyond (TK-5)

ESSA: Strong

• Grade level appropriate expectations for effective student writing

• Teachers receive instruction for writing at their grade level

• Students self-evaluate their writing performance and identify strategies for improvement

• Students utilize Thinking Maps individually or in groups to organize and plan expository writing

(Dr. John Weida, Dr. Jane C. Buckner)


Expenditures


Research Models and ESSA Ratings

Major Elements/Strategies Section in SPSA

Expository Reading and Writing Course (ERWC) 6-12

ESSA: Moderate

• Professional Development for teachers • Aligned to California’s ELA Common Core Standards • Text-Based Grammar for Expository Reading and

Writing • New relevant student topics for enhanced motivation • Reading and writing in both literary and informational

texts (California Department of Education (CCSS), California State University course syllabus)


Expenditures

In addition, the school has identified the following educational research to serve as the foundation for schoolwide improvement activities:

Research Models and ESSA Ratings Major Elements/Strategies Section in SPSA

AVID ESSA: Moderate

AVID: provides professional development, resources, and ongoing support to increase student achievement, close the achievement gap and prepare students for college and career through collaboration, inquiry and organization.

Goals, Strategies, & Proposed Expenditures

Positive Behavioral Supports and Interventions (PBIS) ESSA: Moderate

Provide a consistent and systematic framework for providing students with a learning environment that promotes the positive social, emotional, and academic outcomes that helps the staff to close the achievement gap.

Goals, Strategies, & Proposed Expenditures


Comprehensive Needs Assessment Components

Data Analysis Please refer to the School and Student Performance Data section where an analysis with conclusions is provided. In creating this plan, we conducted thorough data analyses using a variety of outcome, process, perceptual, and demographic data. Careful attention is paid to California Dashboard Data and the goals related to the dashboard data found in our district LCAP. Teachers have been provided collaborative data analysis and planning time utilizing Focused Schools Instructional Leadership Teams and Du Four’s model of Professional Learning Communities. 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). The TK-12 parent survey and WASC parent survey findings are utilized to celebrate successes and to determine parent involvement needs. Parents, community representatives, classroom teachers, and other school personnel are involved in the planning, implementation, and evaluation of consolidated application programs (5 CCR 3932). Last spring, a district-wide parent survey was administered in English and Spanish. Survey questions included parent feedback and opinions in the following areas:

• Student participation in school activities • Parent participation in school activities • Spending Priorities

• Parent communication preferences Information collected was shared with staff and the SSC/ELAC. Review of all surveys provided the district with areas of strength and need. In the present school year, we plan to focus on the following areas in addition to the goals specified within this plan: • Writing and Mathematics • Student academic support (tutoring, homework help, library extra hours) Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings. Throughout the year, teachers, principals and district administrators participate in classroom walk-throughs and coaching activities. Teachers visit classrooms verifying evidence of site best teaching practices. Administrators visit classrooms for both formal and informal observations. Highlights identifying best practices from walkthroughs are shared with all staff. Classrooms are also monitored through the formal evaluation process. Observation and evaluation forms are based on the California Standards for the Teaching Profession. Analysis of Current Instructional Program The following statements are derived from the Elementary and Secondary Education Act (ESSA) 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

• Missing performance goals

• Exceeding performance goals


Discussion of each of these statements should result in succinct and focused finding 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). At the beginning of the school year, teachers, School Site Council, ELAC and the principal review and analyze state-mandated test results from the previous year. Where applicable, multi-year trends are identified. Focus groups are identified. This is a powerful part of the Annual Review of the SPSA by school. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC). Teachers meet during collaborative team meetings to do the following: • Establish instructional focus, best practices, and SMART goals • Develop common formative assessments • Review student data as well as student work samples • Plan for ongoing differentiated instruction • Establish strategic and intensive interventions for students who need extra time to meet proficiency standards Teacher collaboration by grade level/department level occurs through both regular planning time and dedicated staff meetings. Staffing and Professional Development Status of meeting requirements for highly qualified staff (ESSA). Covina-Valley strives to provide highly qualified staff for all students at all school sites. Teacher qualifications are monitored using data obtained from the California Department of Education and our Covina-Valley Personnel Department. The California Equity Tools were completed for all 17 schools in Covina-Valley USD, and according to the California Equity Tools for Ineffective/Mis-assigned Teachers, low-income students and minority students are not being taught by ineffective or miss-assigned teachers at a higher rate than other students. The District's goal is to hire teachers with the appropriate credentials for their given assignment using hiring and recruitment strategies included in the Equitable Access Strategy Development Resource available from the California Department of Education. In addition, new/inexperienced teachers in Covina-Valley participate in additional professional development, are assigned a mentor teacher at the school site to provide support, and are closely monitored by site administrators to assure effective teaching. If ineffective/mis-assigned or out-of-field teachers becomes a concern in the future, the Personnel Department would develop a plan with the site administrator, School Site Council, Site Leadership Team, and Board of Education to assist teachers in completing credential work or reassigned the teachers. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional material) (EPC). Covina-Valley’s goal is to hire highly qualified staff with full credentials for the subjects they teach, including those for teaching English Learners. (CLAD) Teachers are provided professional development that includes, as appropriate, SBE adopted instructional materials. Title I Professional


Development is provided to teachers and administrators in the following areas: Focused Schools- Instructional Leadership Teams, best teaching practices, goal setting and goal monitoring (Title II Funded) Steve Ventura- Achievement Team/PLC Training, standards analysis, pre- and post-assessments (Title II Funded) LCAP funds were used to expand Professional Development including: UCI Math Project-Standards analysis, pacing, hands-on math instruction (LCAP Funded) Thinking Maps and Write from the Beginning and Beyond- 8 Thinking Maps linked to thought processes, writing instruction based on Thinking Maps (LCAP Funded) Computer Science/Coding- Computer coding integrated into other subjects (LCAP Funded) ELD Coach- Coach provides training, assistance with planning, and in-class coaching for teachers in the area of English Language Development (LCAP and Title III Funded) And much more including Google, Microsoft, NGSS, supplemental programs, dual language, social/emotional, behavioral, Universal Design for Learning (LCAP Funded) Alignment of staff development to content, assessed student performance, and professional needs (ESSA). Covina-Valley USD provides robust professional learning for all staff. Each year, professional development is planned using the District's three LCAP goals, research on best teaching practices, data on student performance, and additional Dashboard data. This information is teamed with professional development feedback surveys and session evaluations from teachers, administrators, and classified staff. Covina-Valley's system of professional development is focused on long term commitments to research-based programs like professional learning communities, Thinking Maps, and goal setting. Within these professional development areas, training is differentiated for new and veteran teachers. These long term programs are evaluated and adjusted each year based on feedback and student performance data. For example, the district has completed an 8-year process of training all K-5 teachers on the use of Thinking Maps, however, we add new teachers each year that will need training. This year, we developed a cycle of training so new teachers will receive professional development each year until they are fully trained. Professional growth is measured through teacher session evaluations and student growth in the areas of professional development. All staff development is aligned to the Local Control Accountability Plan (LCAP) and Common Core State Standards, assessed student performance, and professional needs. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC). High-quality professional development and coaching for site instructional leadership teams, made up of teachers and administrators, is provided by Focused Schools. This professional development involves the strategic implementation of focused, evidence-based strategies. Additional professional development is offered depending on grade level, subject and related experience. New teachers are linked with a veteran teacher-coach to welcome them to the district and assist with completion of the teacher's university-based induction program and the navigation of district expectations. New teachers receive training on the curriculum and supplemental programs including Thinking Maps and Write from the Beginning and Beyond. All teachers and administrators participate in 3 district-wide professional development days and additional training according to their school site, grade level, or subject area. Administrators: All principals receive one on one coaching through Focused Schools, with new principals receiving additional coaching as well as a change of principal workshop with site staff. All principals participate in monthly professional development and four district-wide administrator professional development days. In addition. administrators learn alongside teachers by participating in teacher professional development opportunities. Covina-Valley builds leadership capacity by offering teacher leadership opportunities outside the classroom including PLC leader, Tech Mentors, ELD Coordinators, etc. All teacher leaders work closely with their site principal to develop leadership skills. We also added entry-level leadership positions including elementary assistant principal and secondary deans. Entry-level administrators are paired with a veteran


administrator coach to help guide them through the transition to leadership. All teachers and administrators participate in 3 district-wide professional development days and additional training for their school site, grade level, or subject area. Teacher collaboration by grade level (K through grade 8 and department (grades 9-12). Teachers meet during collaborative team meetings to do the following: • Establish instructional focus, best practices, and SMART goals • Develop common formative assessments • Review student data as well as student work samples • Plan for ongoing differentiated instruction • Establish strategic and intensive interventions for students who need extra time to meet proficiency standards Teacher collaboration by grade level/department level occurs through both regular planning time and dedicated staff meetings. Teaching and Learning Alignment of curriculum, instruction, and materials to content and performance standards (ESSA). Curriculum, instruction, and materials are aligned to Common Core State Standards for content areas. Curriculum is adopted from the state-approved adoption list and is vetted by a committee of teachers and administrators for alignment to standards and academic rigor. Adherence to recommended instructional minutes for reading/language arts and mathematics (K-12). Instructional minutes for reading/language arts and mathematics adhere to, and many exceed, state recommendations (ESSA, see K-5 SARC). Lesson pacing schedule (K-8) and master schedule flexibility for sufficient numbers of intervention courses (EPC). District pacing guides (TK-5) and master schedules (6-12) allow for intervention and reteaching of students throughout the school year. Tier I Intervention is provided by classroom teachers. At K-5 schools, a Title I Intervention Teacher provides Tier 2 and 3 Intervention. Availability of standards-based instructional materials appropriate to all student groups (ESSA). All instructional materials are standards-based and available to all staff and students. Covina-Valley continues to receives sufficient reports at annual Williams Visits. Availability of SBE-adopted and standards-aligned instructional materials, including intervention materials, and high school students, access to standards-aligned core courses. SBE-adopted and standards-aligned instructional materials, including intervention materials are available for all subjects and grade levels. (see RTI Pyramids and SARC) Transition plans to Next Generation Science Standards are being created and utilized by teams of TK-12 teachers. Opportunity and Equal Educational Access Services provided by the regular program that enable underperforming students to meet standards (ESSA).


Services provided to enable underperforming students to meet standards (see Intervention Pyramids)

• Differentiated instruction allows for additional time and support for students who are not meeting standards

• Students benefit from the Response to Intervention (RTI) model in which student outcomes are routinely reviewed to determine student needs in terms of strategic or intensive interventions, academic enhancement, and/or referral to the Student Success Team

• Student Success Teams ensure that an individual plan is developed so that underperforming students receive the resources and services needed

• TK-5 learning specialists and TK-12 classroom teachers provide strategic interventions to assist students to meet standards.

• Counseling services are provided through a variety of community resources

• Opportunities for increased learning time (Title I SWP)

• Use of highly qualified instructional aides to support classroom instruction

• Interventions provided during the school day whenever possible; additional interventions provided before and after school.

Evidence-based educational practices to raise student achievement. Effective Research Models are articulated in the Research Foundation Section of the SPSA. The research is rated according to the adopted ESSA ratings. All of our district programs are rated Strong or Moderate by ESSA research agencies. Our RTI Intervention Pyramids for English Language Arts and Math are also important for use in raising our student achievement. Parental Engagement Resources available from family, school, district, and community to assist under-achieving students (ESSA). Each school produces an annual School Accountability Report Card (SARC) (Please see SARC Expenditures and Services Funded). The PTA contributes time and energy to fundraising, assisting teachers in the classrooms, and coordinating educational activities and family events. Parents may volunteer to assist with a wide variety of activities including Red Ribbon Week, Book Fairs, and health/safety programs. Local businesses and service clubs support schools by providing uniforms, classroom library materials, mini-grants, qualified medical services, and other needed services. The TK-12 parent survey and WASC parent survey findings are utilized to celebrate successes and to determine parent involvement needs. Parents, community representatives, classroom teachers, and other school personnel are involved in the planning, implementation, and evaluation of consolidated application programs (5 CCR 3932). Staff members and parents participate on various committees to ensure instructional programs are consistent with student needs and comply with district goals. These committees include the School Site Council, Parent Teacher Association, English Language Advisory Council, and the site leadership team. Department Coordinators meet with their departments at secondary schools to discuss instructional issues related to individual subject areas. Student transition programs are also important for all students to succeed. Preschool students in Covina-Valley take an annual field trip to visit kindergarten classrooms. Parents are invited to attend Kindergarten Round Up programs to become familiar with elementary school sites and programs. Formal transition meetings are held for students with IEPs. Fifth grade students participate in an annual field trip to middle school to learn about middle school programs and expectations. Fifth grade parents and students are invited to participate in annual Open House events to become familiar with the school. Middle school counselors and administrators visit feeder elementary schools to assist with course selection. Incoming middle school students participate in the Where Everybody Belongs program prior to school starting in the fall.


Each high school hosts community showcase events for middle school parents and students to learn about the school site, high school graduation requirements, Career Technical Education (CTE) pathways, sports programs, arts programs and much more. Prior to entering high school, High School Counselors assist incoming 8th-grade students with course selection including intervention, acceleration, and CTE pathway selection. High School Counselors work with incoming 8th-grade students to develop a four-year high plan using the Naviance program. The summer before starting high school, 8th-grade students are invited to participate in summer school classes at their high school. Once students start high school, they participate in Link Crew, the high school version of WEB. The transition from high school to college and career is facilitated by high school counselors and administrators. Parent education nights provide parents with information about funding post-secondary education and the college admissions process. In addition, students use the Naviance college and career planning software to help plan for their future. Covina-Valley provides homeless students with as-needed services according to state and federal requirements through the Student Services Department and District Homeless Liaison. Site administrators serve as Site Homeless Liaisons. Many homeless students struggle with basic needs like food, clothing, and shelter. Covina-Valley partners with local agencies that help provide basic need services for homeless families. In addition, Covina-Valley uses homeless reservation funds to provide school uniforms, backpacks, and basic school supplies for students. The free nutrition program is offered to all homeless students upon enrollment or identification as homeless. The Student Services department facilitates enrollment, attendance, and success in school for homeless students. Homeless parents are informed of rights and educational opportunities available for their students. When students are identified as homeless, continued enrollment at the school of origin for current students is available. Homeless students new to the district are offered immediate enrollment, even if they lack immunizations, proof of residency, or a birth certificate. Homeless students are monitored to make sure that they are not displaced if the family moves out of the school boundaries. The Homeless Liaison monitors homeless student attendance to ensure consistent attendance. If transportation is a barrier to the student attending school, the District Homeless Liaison uses homeless reservation funds to provide public transportation bus passes or provides district busing to and from school. All school sites offer before and after school tutoring that is available for homeless students. If additional tutoring is needed, homeless reservation funds are used to provide the tutoring. Additionally, library hours are extended to offer a quiet place to do homework. Credit recovery is also available for homeless high school students. 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). Support for parental involvement activities requested by parents:

• Information from the DAC, DELAC, and our LCAP Advisory groups is collected annually. Input from these advisory groups is used to determine areas of need for family engagement. District staff and interested parents collaborate to plan district activities including the district Wellness Fair. Informed parent participation:

• Parents are provided opportunities for informed participation. Accommodations are available to parents/family members with disabilities. School documents and meetings are available in Spanish and translated to other languages at parent request. District and site websites have been updated to meet ADA compliance guidelines. Alignment with LCAP stakeholder involvement: Stakeholders are consulted with annually at a series of advisory committee meetings. The strengths and weaknesses of the district are identified, then ideas for


improvement and ideas for parent education are collected. Input collected at meetings is augmented with input collected through our annual parent survey.

• All nine elementary schools, three middle schools, and one continuation high school operate school-wide Title I programs. Each school conducts an annual needs assessment that includes reviewing Dashboard data, identifying strength and weaknesses, and brainstorming ideas for improvement. Information from the needs assessment is used to develop the School Plan for Student Achievement which includes each site's plan for spending Title I funds. SSCs monitor the site's implementation of the plan throughout the school year. Technical assistance is provided by the Education Services Department throughout this process. As a SWP, each elementary school has a Title I teacher to assist with reading intervention. All SWP sites offer before and/or after school tutoring for students. Some sites have funded temporary teachers to assist with math intervention. Many SWP sites use Title I funds to offer professional development for school-wide programs like No Excuses University and AVID. SWP sites also use Title I funds to provide supplemental programs and materials including the i-Ready online learning program and hands-on materials for math instruction. Communicate with parents in format and language parents can understand: The district employs a translator to translate school auto-dialer messages, documents, and flyers into Spanish. Translators are also available at each school site to translate site meetings. An EL TOSA and three EL Specialists assist with Spanish-speaking parents at school sites by providing parent education and information meetings in Spanish.

Funding Services provided by categorical funds that enable underperforming students to meet standards (ESSA) Based on highly rated ESSA research models and programs, categorical funds are used to fund interventions and support consistent with the RTI Pyramids in English Language Arts and Math. Please refer to the ELA and Math RTI Pyramids for details. The district also assists schools in developing effective school library programs to provide students an opportunity to develop digital literacy skills and improve academic achievement. Fiscal Support (EPC) District Business Services provides timely periodic reports for the principal to review and note expenditures. This information is shared with all stakeholders through the SSC. Line-Item categorical budgets are part of the SPSA and are supplemental to the core program.

Stakeholder Involvement

The SPSA planning, implementation, and review process follows a cyclical timeline with many stakeholders involved throughout the school year. August - September: Significant Findings and Identified Needs to Support Goals The School’s Leadership Team at each site, consisting of administrators and teachers, analyzes student achievement data, summarizes significant findings, and identifies needs for improvement as part of the Annual Review. The SSC, ELAC, and Title I parents (Annual Title I Meeting) provide input for SPSA goals and strategies/activities, including Title I expenditures that align with stated goals. Active parent involvement is encouraged through parent notification in multiple languages and flexible meeting times to accommodate parent schedules. District support and technical assistance is provided as needed.


October/November: Goals, Annual Measurable Outcomes, Strategies, and Activities: The entire faculty discusses results to build awareness of the impact of activities on student achievement. District liaisons, SSC, ELAC, and Title I parents continue to provide input for SPSA goals and strategies/activities, including Title I expenditures that align with stated goals. December/January: Approval of the SPSA: When the plan is completed, approval and signatures are obtained from the SSC. District personnel review the SPSA for compliance and quality purposes and any needed revisions before it goes to the local governing board for approval in late January or early February. January through April: Implementation and Monitoring of the SPSA: Purchases specified in the plan are made. Implementation is monitored with observational tools and focused classroom walkthroughs. Any new updates needed to the SPSA are brought to the SSC and district liaisons for further development, evaluation, and modifications. May/June: Annual Review and Analysis of Program Effectiveness: School leaders review evidence from classroom walkthroughs, stakeholder surveys, and district formative assessments to determine the degree of effectiveness of implemented strategies/activities. They also bring this data to SSC and ELAC to get recommendations. This information is used to reaffirm or refine SPSA goals, complete the Annual Review sections, and make changes in the strategies/activities for the coming year.

Resource Inequities Briefly identify and describe any resource inequities identified as a result of the required needs assessment, as applicable. (Applicable for CSI and ATSI schools only).

The ESSA states that resource inequities may include a review of LEA and school-level budgets. Through the comprehensive needs analysis, the district reviews a variety of data to identify, diagnose, and address sources of inequity to inform improvement decisions. Potential inequities were reviewed at the CSI school sites based on California Dashboard metrics and ESSA requirements. Ben Lomond Elementary School qualified for CSI under the criteria that the school has all Red and Orange indicators on data dashboard metrics. Local, state and federal resources are allocated to the schools based on a fair and equitable formula that provides opportunities for site input and flexibility, and also provides means to address identified areas for support and improvement. Title 1 and Supplemental and Concentration Grant funds are allocated based on a per-pupil allocation by grade span. Sites are allocated General Fund based on a per-pupil allocation as well. As part of the identified school’s Comprehensive Needs Assessment workshops, detailed information was provided to the staff on local, state and federal budgets. Members of the District staff received feedback from the staff on how resources are expended and the District staff and site staff examined data in relation to resources and outcomes. Based on the analysis of the site budgets, District staff does not feel there are resource inequalities at Ben Lomond Elementary School.


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 0.9% 0.65% 0.23% 4 3 1

African American 3.6% 4.52% 4.35% 17 21 19

Asian 4.2% 4.52% 4.81% 20 21 21

Filipino 3.4% 2.80% 4.12% 16 13 18

Hispanic/Latino 79.0% 80.43% 78.26% 373 374 342

Pacific Islander % % %

White 8.1% 7.10% 7.09% 38 33 31

Multiple/No Response 0.4% % % 2

Total Enrollment 472 465 437

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Grade Number of Students

2016-17 2017-18 2018-19

Kindergarten 97 78 79

Grade 1 80 70 63

Grade 2 64 88 68

Grade3 79 73 82

Grade 4 73 82 67

Grade 5 79 74 78

Total Enrollment 472 465 437

Conclusions based on this data:

1. Student enrollment has declined by 28 students from 2017-18 to 2018-19 .

2. As a District, we are in declining enrollment.



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 79 62 64 16.7% 13.3% 14.6%

Fluent English Proficient (FEP) 46 70 44 9.7% 15.1% 10.1%

Reclassified Fluent English Proficient (RFEP) 14 34 1 16.9% 43.0% 1.6%


1. The percentage of English Learners has increased 1.3% since 2017-18.

2. The number of RFEP students decreased to 1.6% in 2018-19. This year, we will be having two inservices with the EL TOSA. The purpose is to explain the components necessary to redesignate and to adopt strategies to help students with ELA comprehension, listening and grammar. Additionally, the School Site Liaison will be hosting two Academic Support Saturday Schools to support EL students with their English language development.

3. The number of students redesignated as Fluent English Proficient decreased by 5% in 2018-19.



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 78 70 82 78 69 80 78 69 80 100 98.6 97.6

Grade 4 72 77 61 68 77 60 68 77 60 94.4 100 98.4

Grade 5 81 72 79 80 69 77 80 69 77 98.8 95.8 97.5

All Grades 231 219 222 226 215 217 226 215 217 97.8 98.2 97.7

* 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 2415.5

2408.3

2437.3

7.69 23.19 26.25 33.33 21.74 28.75 39.74 20.29 25.00 19.23 34.78 20.00

Grade 4 2474.5

2452.8

2458.2

22.06 16.88 18.33 26.47 24.68 30.00 29.41 31.17 20.00 22.06 27.27 31.67

Grade 5 2524.6

2503.3

2515.7

27.50 18.84 22.08 33.75 34.78 38.96 25.00 24.64 19.48 13.75 21.74 19.48

All Grades N/A N/A N/A 19.03 19.53 22.58 31.42 26.98 32.72 31.42 25.58 21.66 18.14 27.91 23.04

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 14.10 18.84 30.00 52.56 47.83 51.25 33.33 33.33 18.75

Grade 4 23.53 22.08 16.67 63.24 54.55 56.67 13.24 23.38 26.67

Grade 5 30.00 24.64 25.97 52.50 53.62 51.95 17.50 21.74 22.08

All Grades 22.57 21.86 24.88 55.75 52.09 53.00 21.68 26.05 22.12

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 8.97 17.39 22.50 64.10 42.03 52.50 26.92 40.58 25.00

Grade 4 14.71 10.39 11.67 50.00 58.44 60.00 35.29 31.17 28.33

Grade 5 32.50 23.19 28.57 53.75 46.38 57.14 13.75 30.43 14.29

All Grades 19.03 16.74 21.66 56.19 49.30 56.22 24.78 33.95 22.12


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 11.54 20.29 22.50 73.08 57.97 60.00 15.38 21.74 17.50

Grade 4 14.71 10.39 11.67 69.12 68.83 70.00 16.18 20.78 18.33

Grade 5 21.25 14.49 20.78 62.50 66.67 61.04 16.25 18.84 18.18

All Grades 15.93 14.88 18.89 68.14 64.65 63.13 15.93 20.47 17.97

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 16.67 20.29 25.00 69.23 52.17 53.75 14.10 27.54 21.25

Grade 4 30.88 27.27 21.67 54.41 50.65 51.67 14.71 22.08 26.67

Grade 5 36.25 31.88 23.38 48.75 50.72 55.84 15.00 17.39 20.78

All Grades 27.88 26.51 23.50 57.52 51.16 53.92 14.60 22.33 22.58


1. Overall achievement on the 2018-19 administration of the CAASPP increased by 8.8%. Thinking Maps and Close Reading were identified as instructional best practices and implementation has been universal.

2. All three grade levels showed growth in the number of students who met and exceeded standards.

3. The number of students who were above standards in both Reading and Writing increased in all three grade levels.



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 78 70 82 78 69 81 78 69 81 100 98.6 98.8

Grade 4 72 77 61 68 77 60 68 77 60 94.4 100 98.4

Grade 5 81 72 79 80 68 78 80 68 78 98.8 94.4 98.7

All Grades 231 219 222 226 214 219 226 214 219 97.8 97.7 98.6

* 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 2423.4

2407.0

2426.7

6.41 14.49 16.05 34.62 20.29 32.10 37.18 26.09 25.93 21.79 39.13 25.93

Grade 4 2460.6

2449.1

2464.5

10.29 7.79 10.00 23.53 25.97 36.67 42.65 32.47 31.67 23.53 33.77 21.67

Grade 5 2501.9

2491.4

2503.1

16.25 16.18 19.23 25.00 11.76 17.95 30.00 44.12 37.18 28.75 27.94 25.64

All Grades N/A N/A N/A 11.06 12.62 15.53 27.88 19.63 28.31 36.28 34.11 31.51 24.78 33.64 24.66

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 23.08 21.74 30.86 43.59 33.33 38.27 33.33 44.93 30.86

Grade 4 17.65 22.08 16.67 41.18 20.78 50.00 41.18 57.14 33.33

Grade 5 23.75 22.06 24.36 37.50 35.29 38.46 38.75 42.65 37.18

All Grades 21.68 21.96 24.66 40.71 29.44 41.55 37.61 48.60 33.79

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 14.10 15.94 19.75 57.69 50.72 50.62 28.21 33.33 29.63

Grade 4 8.82 15.58 15.00 55.88 51.95 60.00 35.29 32.47 25.00

Grade 5 20.00 16.18 16.67 48.75 44.12 52.56 31.25 39.71 30.77

All Grades 14.60 15.89 17.35 53.98 49.07 53.88 31.42 35.05 28.77


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 19.23 15.94 25.93 58.97 43.48 54.32 21.79 40.58 19.75

Grade 4 16.18 20.78 18.33 51.47 41.56 53.33 32.35 37.66 28.33

Grade 5 13.75 11.76 15.38 56.25 51.47 53.85 30.00 36.76 30.77

All Grades 16.37 16.36 20.09 55.75 45.33 53.88 27.88 38.32 26.03


1. Overall achievement on the 2018-19 administration increased in all grade levels by 11.59%. Thinking Maps, math models and Close Reading were identified as instructional best practices and implementation extended to all curricular areas.

2. Each cohort of students showed growth: 4th graders improved by 11.89% and 5th graders improved by 3.42%.



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 1505.4 1455.9 1497.5 1459.4 1523.8 1447.8 17 12

Grade 1 * * * * * * * 7

Grade 2 1475.5 * 1484.6 * 1466.2 * 12 7

Grade 3 * * * * * * * 10

Grade 4 * * * * * * * 6

Grade 5 * * * * * * * 10

All Grades 64 52

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 76.47 50.00 * 33.33 * 8.33 8.33 17 12

1 * * * * * * * * *

2 * * * * * * * 12 *

3 * * * * * * * * *

4 * * * * * * * * *

5 * * * * * * * * *

All Grades 53.13 23.08 28.13 48.08 * 11.54 * 17.31 64 52

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 70.59 33.33 * 58.33 * 0.00 8.33 17 12

1 * * * * * * * * *

2 * * * * * * * 12 *

3 * * * * * * * *

4 * * * * * * * * *

5 * * * * * * * * *

All Grades 71.88 38.46 17.19 40.38 * 5.77 * 15.38 64 52


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 70.59 25.00 41.67 * 25.00 * 8.33 17 12

1 * * * * * * * * *

2 * * * * * * * * 12 *

3 * * * * * * * *

4 * * * * * * * *

5 * * * * * * * * * *

All Grades 34.38 11.54 23.44 34.62 18.75 36.54 23.44 17.31 64 52

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 88.24 41.67 * 50.00 * 8.33 17 12

1 * * * * * * * *

2 * * * * * * 12 *

3 * * * * * * * *

4 * * * * * * * *

5 * * * * * * * *

All Grades 64.06 30.77 26.56 55.77 * 13.46 64 52

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 64.71 33.33 * 58.33 8.33 17 12

1 * * * * * * * *

2 * * * * * * 12 *

All Grades 75.00 46.15 18.75 36.54 * 17.31 64 52


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 76.47 16.67 * 66.67 16.67 17 12

2 * * * * * * 12 *

4 * * * * * * * *

5 * * * * * * * *

All Grades 45.31 13.46 25.00 57.69 29.69 28.85 64 52

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 70.59 41.67 * 41.67 * 16.67 17 12

1 * * * * * * * *

2 * * * * * * 12 *

5 * * * * * * * *

All Grades 42.19 23.08 42.19 61.54 * 15.38 64 52


1. As evidenced by the data above, Kinder EL students achieved 76.4% in OVERALL Language skills.

2. The percentage of students scoring in Level 4, Well Developed, for each of the domains are: Oral Language-70.59, Written Language-70.59, Listening-88.24, Speaking-64.71, Reading-76.47 and Writing-70.59.



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

2018-19 Student Population

Total Enrollment

437

This is the total number of students enrolled.

Socioeconomically Disadvantaged

77.3

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

14.6

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.

2018-19 Enrollment for All Students/Student Group

Student Group Total Percentage

English Learners 64 14.6

Foster Youth 4 0.9

Homeless 12 2.7

Socioeconomically Disadvantaged 338 77.3

Students with Disabilities 69 15.8

Enrollment by Race/Ethnicity

Student Group Total Percentage

African American 19 4.3

American Indian 1 0.2

Asian 21 4.8

Filipino 18 4.1

Hispanic 342 78.3

Two or More Races 5 1.1

White 31 7.1


1. During the 2017-18 school year 13.3% of our students were identified as English Learners.

2. During the 2017-18 school year, 5.6% of our students were homeless.

3. During the 2017-18 school year, 80.4% of our students were Hispanic.



Overall Performance

2019 Fall Dashboard Overall Performance for All Students

Academic Performance

English Language Arts

Green

Mathematics

Green

Academic Engagement

Chronic Absenteeism

Orange

Conditions & Climate

Suspension Rate

Blue


1. The Equity Report data indicates a high number of suspensions.



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

0

Yellow

2

Green

2

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

Green

3.3 points above standard

Increased ++13.6 points

210

English Learners

Yellow

6.7 points below standard

Increased Significantly

++26.7 points 58

Foster Youth

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

2

Homeless



8


Green



++20.5 points 172

Students with Disabilities

Yellow

57 points below standard


++26.9 points 45


2019 Fall Dashboard English Language Arts Performance by Race/Ethnicity

African American



4

American Indian



1

Asian



9

Filipino



7

Hispanic

Green



++15.1 points 175

Two or More Races

Pacific Islander

White




14

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



++37.1 points 19

Reclassified English Learners



39

English Only

4 points above standard


145


1. Data indicates that all students increased by 19.6 points.

2. Six subgroups increased their scores: English Only, English Learners, Socioeconomically Disadvantaged, Students with Disabilities, Hispanic and White.

3. EL students declined by 12.8 points.



Academic Performance Mathematics


Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance


2019 Fall Dashboard Mathematics Equity Report

Red

0

Orange

0

Yellow

1

Green

3

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

Green



210

English Learners

Green



++28.2 points 58

Foster Youth



2

Homeless



8


Green



++19.6 points 172


Yellow



45


2019 Fall Dashboard Mathematics Performance by Race/Ethnicity

African American



4

American Indian



1

Asian



9

Filipino



7

Hispanic

Green



++17.3 points 175

Two or More Races

Pacific Islander

White



Declined Significantly -42.3 points

14

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



++45.3 points 19

Reclassified English Learners

7 points below standard


39

English Only



145


1. Data indicates that all students increased by 9.2 points.

2. English Learners declined by 3.9 points.

3. Five subgroups increased their scores: English Only, Socioeconomically Disadvantaged, Students with Disabilities and White.



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


37.8 making progress towards English language proficiency

Number of EL Students: 37

Performance Level: Low

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

6

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

17

Maintained ELPI Level 4

2

Progressed At Least One ELPI Level

12


1. An increased number of English Learners were suspended in 2017-18.

2. Data indicates that students maintained their average in English Language Arts.

3. Data also indicates that EL students' declined in mathematics by 3.9 points.



Academic Performance College/Career


Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance


2019 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.

2019 Fall Dashboard College/Career for All Students/Student Group

All Students

English Learners

Foster Youth

Homeless



2019 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.

2019 Fall Dashboard College/Career 3-Year Performance

Class of 2017

Prepared

Approaching Prepared

Not Prepared

Class of 2018

Prepared


Not Prepared

Class of 2019

Prepared


Not Prepared


1. N/A



Academic Engagement Chronic Absenteeism


Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance


2019 Fall Dashboard Chronic Absenteeism Equity Report

Red

0

Orange

5

Yellow

0

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.

2019 Fall Dashboard Chronic Absenteeism for All Students/Student Group

All Students

Orange

12.2

Increased +1.2

466

English Learners

Orange

12.3

Increased +2.3

73

Foster Youth



5

Homeless


28.6

Increased +15.7

21


Orange

14.4

Increased +2.2

375


Orange

13.2

Maintained +0.1

91


2019 Fall Dashboard Chronic Absenteeism by Race/Ethnicity

African American


26.3

Increased +3.6

19

American Indian



1

Asian


8.3

Maintained -0.4

24

Filipino


5.6

Increased +5.6

18

Hispanic

Orange

12.4

Increased +0.9

364

Two or More Races



6

Pacific Islander



0

White

Orange

8.8

Increased +2.8

34


1. The percentage of Students with Disabilities who were chronically absent declined by 2%.

2. 12.9% of our students who were homeless were chronically absent. This was a decline of 4.6%.

3. There was an increase in the number of chronically absent students amongst our students who are designated as socioeconomically disadvantaged.



Academic Engagement Graduation Rate


Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance


2019 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.

2019 Fall Dashboard Graduation Rate for All Students/Student Group

All Students

English Learners

Foster Youth

Homeless



2019 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.

2019 Fall Dashboard Graduation Rate by Year

2018

2019


1. N/A



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

0

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

0.4

Declined Significantly -4

477

English Learners

Blue

0

Declined -5.1

76

Foster Youth


Less than 11 Students - Data Not Displayed for Privacy 5

Homeless


0

Declined -5.1

21


Blue

0.5

Declined Significantly -3.9

383


Blue

0

Declined -5.2

95


2019 Fall Dashboard Suspension Rate by Race/Ethnicity

African American


0

Declined -4.3

22

American Indian



Asian


0

Declined -4.2

24

Filipino


0

Maintained 0

18

Hispanic

Blue

0.5

Declined Significantly -3.9

372

Two or More Races



Pacific Islander

White

Blue

0

Declined -7.9

34

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

2019 Fall Dashboard Suspension Rate by Year

2017

2018

4.5

2019

0.4


1. Suspension data indicates that there was an increase in the percentage of students suspended.

2. Subgroups that showed a significant increase include: English Learners, Homeless and Filipino.


District and School Goals: Alignment to SPSA

Goals: Local Control and Accountability Plan (LCAP), Educational Services and School LCAP Goals:

1. Guarantee all students are eligible and ready for college and careers upon graduation. 2. Implement innovative, research-based programs and practices to ensure the highest level of achievement for all

students. 3. Create a schoolwide program of engagement that fosters innovative, positive environments within and outside of

the classroom to connect students to school learning.

Educational Services Goals: • 10% increase in the number of 1st graders that are proficient or higher in READING and MATHEMATICS as

measured by i-Ready assessments. • 10% increase in the number of 3rd graders that are proficient or higher in ELA and MATHEMATICS as measured

by CAASPP and i-Ready assessments. • 10% increase in the number of 6th graders that are proficient or higher in ELA and MATHEMATICS as measured



by CAASPP, District Writing Assessment, and International Math II Completion rate..

LCAP and Educational Services Goal Alignments to SPSA

LCAP Educational Services SPSA

Goals 1-3

• 5% increase in the number of 1st graders that are proficient or higher in READING and MATHEMATICS as measured by i-Ready assessments.

• 5% increase in the number of 3rd graders that are proficient or higher in ELA and MATHEMATICS as measured by CAASPP and i-Ready assessments.

• 5% increase in the number of 6th graders that are proficient or higher in ELA and MATHEMATICS as measured by CAASPP and i-Ready assessments.

• 5% increase in the number of 8th graders that are proficient or higher in ELA and MATHEMATICS as measured by CAASPP and i-Ready assessments.

• 5% increase in the number of 11th graders that are proficient or higher in ELA and MATHEMATICS as measured by CAASPP, District Writing Assessment, and International Math II Completion rate..

Goals 1-4: ELA, Math, ELD,

Science

School Goals: 1. By June 2020, we will increase the number of students who will reach high standards and attain minimum proficiency in ELA by 5%. 2. By June 2020, we will increase the number of students who will read and comprehend at grade level by 5%. 3. By June 2020, we will increase the number of students who will reach high standards and attain proficiency in math by 5%. 4. EL Goal: Based on SBAC, the percentage of ELs meeting or exceeding standards in ELA and Math will increase by 5% or more. 5. By June 2020, we will increase the number of students who will reach high standards and attain proficiency in Science by 5%.


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

LEA/LCAP Goal 1. Guarantee all students are eligible and ready for college and career upon graduation. 2. Implement innovative, research-based programs and practices to ensure the highest level of achievement for all students. 3. Create a schoolwide program of engagement that fosters innovative, positive environments within and outside of the classroom to connect students to school and learning

Goal 1 By June 2020, we will increase the number of students who will meet and exceed standards as measured by the CAASPP ELA by 5%.

Identified Need

1. Writing 2. Reading Comprehension 3. Speaking and Listening

Annual Measurable Outcomes

Metric/Indicator Baseline/Actual Outcome Expected Outcome

CAASPP SBAC ELA 55% Met or Exceeded Standards

60% Met or Exceeded Standards

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

Teachers in grades TK-5 will fully implement the Common Core Standards in ELA as they deliver a comprehensive reading and language arts program. Teachers will focus on developing student skills in the areas of communication, creativity, critical thinking, and collaboration. Teachers will focus on increasing the reading achievement of all students. Under the direction of the principal all students will have access to district adopted curriculum and any components that are included in the program. Teachers will be provided with professional development (AVID training), supplemental instructional materials, technological devices, resources, e-books, supplies, software,


professional books,incentives, awards, copies, and access to print shop to teach the ELA Common Core Standards.

• Teachers will teach the Growth Mindset to all students

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)

3,000 Title I - Site Allocation Books and Supplies

500 LCFF S/C New Teacher (2223) Books and Supplies

500 Title I - Homeless Services and other operating expenditures

16,000 CSI Certificated Salaries Substitute Teachers and cost of trainings

33,000 CSI Professional/Consulting Services

5,000 CSI Books and Supplies


All students

Strategy/Activity

All staff members will implement the school's RTI model to raise the achievement of all students. All TK-5 students performing below grade level will have access to extended day (before and after school) and during the school day interventions. Assessment data will be used to determine the students who need the interventions. A pre-test and a post-test will be used to monitor the progress of students participating in the interventions. A learning specialist and an instructional assistant will provide students with both strategic and intensive intervention. The time and frequency of the interventions will determine if the intervention is strategic or intensive. The Library Media Center (LMC) will be open before and after school for students to participate in teacher-led and technology-based intervention programs. Teachers will provide during and after school tutoring.



Amount(s) Source(s)

1000 Title I- Intervention Classified Salaries

952 Title I - Site Allocation Books and Supplies

9500 LCFF S/C Tutoring (2226) Certificated Salaries

3,000 CSI Classified Salaries


All students

Strategy/Activity

Parents will be provided with parent involvement opportunities. Parents will be provided with parent education workshops and training, and family literacy night events to enhance the parents' ability to support their children's learning. The principal will host Coffee with the Principal meetings to provide information to parents about school programs and the curriculum, the Common Core Standards, assessment data results, community resources, and nutrition. 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)

1,588 Title I- Parent Involvement Classified Salaries

2,500 CSI Certificated Salaries

300 Title I Books and Supplies



All students

Strategy/Activity

Instructional assistants, School Helpers, the EL Liaison, and other classified staff will support ELA instruction and interventions. Instructional assistants will participate in professional staff development. They will be provided with supplies, professional books, resources, and instructional materials in order to support the goal of raising the achievement of all students. 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 Title I- Intervention Books and Supplies

500 Title I - Site Allocation Classified Salaries

500 Title I - Site Allocation Certificated Salaries

5,000 CSI Classified Salaries


All students

Strategy/Activity

Technology will be incorporated into daily instruction to provide engaging, interactive and innovative learning experiences for students. All teachers will continue professional development and the implementation of Code to the future. Software, hardware, technological, peripheral devices, headphones, technological accessories, professional development books, supplemental materials, robotic kits, electronic circuits kits, engineering kits, and supplies will be purchased that support student learning and implementation of Code to the Future. 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)

0 District funded Professional/Consulting Services


Incoming preschool Students 5th Grade Students Strategy/Activity

Provide transition opportunities for preschool students entering kindergarten and fifth grade students advancing to middle school. Assess kindergarten students on readiness skills before school starts. Meet with pre-school teachers and staff to discuss K curriculum and essential skills before school starts. Conduct a kindergarten round-up, which includes, registration, informal assessment of skills, Kindergarten parent and student orientation, distribution of parental support and K readiness materials. Kindergarten teachers will work collaboratively to ensure proper assignment of students to classrooms by using assessment data available for Pre-K students. 5th grade teachers will be given release time to meet with middle school teachers to discuss transition. 5th grade students will attend assembly with middle school principal and assistant principal to introduce students to middle school, answer questions, and explain programs. 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)

1344 LCFF S/C Site Innovation (3313) Books and Supplies


All students

Strategy/Activity

Teachers will work in professional learning communities (PLC) and use the Achievement Teams to: • Plan instruction based on Common Core State Standards • Use interim and common formative assessments to monitor student progress • Analyze student data using IO to adjust instruction and pacing • Plan appropriate interventions • Implement Thinking Maps across all grade levels • Implement Write from the Beginning and Beyond • Implement close reading strategies • Develop Close Reading progression TK-5



Amount(s) Source(s)


1500 Title I- Intervention Certificated Salaries

500 Title I- Intervention Classified Salaries

1,000 CSI Services and other operating expenditures


All students

Strategy/Activity

All teachers and support staff will be provided with professional development and collaboration time to discuss data and to determine strategies for increased student achievement. The professional development opportunities may include work with instructional coaches and consultants. Kinder and 1st grade teachers will work with United to Read, A2i to evaluate data and provide small group, differentiated instruction. 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

Ben Lomond's leadership team and the staff as a whole will analyze school-wide data for the purpose of creating and/or reaffirming the school-wide focus, SMARTe goal, action plans, and professional development to increase the academic achievement of all students. Professional development and release time will be provided for the leadership team to further develop their skills as teacher leaders. 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)

4000 Title I Certificated Salaries


All students

Strategy/Activity

Provide opportunities for Grade Level Summits


Amount(s) Source(s)

3000 Title I Certificated Salaries



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.

Teachers in grades TK-5 implemented the Common Core Standards in ELA as they delivered a comprehensive reading and language arts program. Teachers focused on developing student skills in the areas of communication, creativity, critical thinking, and collaboration. All staff members implemented the school's RTI model to raise the achievement of all students. All TK-5 students performing below grade level had access to extended day (before and after school) and during the school day interventions. Assessment data was used to determine the students who needed interventions. The data was used to inform classroom instruction. Ben Lomond's leadership team and the staff as a whole analyzed school-wide data for the purpose of creating and amending the school-wide focus, SMARTe goal, action plans, and professional development to increase the academic achievement of all students. Additionally, we hosted two parent literacy nights to enhance the parents' ability to support their child's learning. Ben Lomond's comprehensive program, which included all stakeholders (instructional aids and the EL liaison), included professional development, the use of appropriate resources to support the goal of raising the achievement of all students. Technology was incorporated into daily instruction to provide engaging, interactive and innovative learning experiences for students. Towards the end of the year, we provided transition opportunities for preschool students entering kindergarten and fifth grade students advancing to middle school. Teachers worked in professional learning communities (PLC) and use the Achievement Teams to delve into the data inquiry cycle throughout the year. All stakeholders were provided with professional development and collaboration time, including grade level summits, to discuss data and to determine strategies for increased student achievement. The overall effectiveness of the previously stated strategies had a positive impact on student achievement. Ben Lomond exceeded it's CAASPP ELA goal by reaching 55% proficiency. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

There were no major differences between intended implementation and the budgeted expenditures to implement said strategies and activities. 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.

Based on our success with our overall strategies and activities we will stay the course.


RTI Pyramid: District ELA



Goal Subject Math

LEA/LCAP Goal 1. Guarantee all students are eligible and ready for college and career upon graduation. 2. Implement innovative, research-based programs and practices to ensure the highest level of achievement for all students. 3. Create a school wide program of engagement that fosters innovative, positive environments within and outside of the classroom to connect students to school and learning

Goal 2 By June 2020, we will increase the number of students who meet or exceed standards on the math portion of the CAASPP by 5%.

Identified Need

1. Conceptual Knowledge 2. Number Sense



CAASPP SBAC Math 44% Met or Exceeded Standards on the CAASPP Math

49% Meet or Exceed Standards


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All Students

Strategy/Activity

Teachers will continue to teach Common Core Math standards and implement a balanced math program by implementing the state adopted curriculum. This will include use of manipulatives, math models and a math vocabulary-rich environment. Teachers will teach students how to apply the Standards of Mathematical Practice, and they will provide their students with learning opportunities that will develop their skills in the areas of communication, creativity, critical thinking, and collaboration. Teachers will be provided with supplemental instructional materials, professional books,incentives, awards, technological devices and accessories, resources, supplies, educational software, and professional development to fully implement the Common Core Standards.



Amount(s) Source(s)


1000 LCFF S/C Site Innovation (3313) Services and other operating expenditures

500 LCFF S/C New Teacher (2223) Books and Supplies

500 Title I - Homeless Services and other operating expenditures



All Students

Strategy/Activity

Teachers will work in Professional Learning Communities and Achievement Teams to: • Plan instruction based on Common Core State Standards • Use interim and common formative assessments to monitor student progress • Analyze student data using IO to adjust instruction and pacing • Plan appropriate interventions • Implement Thinking Maps across all grade levels • Implement Write from the Beginning and Beyond • Implement close reading strategies


Amount(s) Source(s)





All Students

Strategy/Activity

Strategic and intensive interventions will be provided for students before and after school, and during the school day. Instructional materials, software, professional books, software, technological devices and accessories, kits, supplies, workbooks, and manipulatives will be purchased to support supplemental instruction, such as interventions. Hire a math support teacher who will provide direct instruction to students identified as having significant growth areas. The teacher will guide the learning process toward student achievement by using manipulatives, hands-on activities, differentiated teaching and research-based strategies. 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)



105000 CSI Certificated Salaries


All Students

Strategy/Activity

Teachers will use Thinking Maps, Write from the Beginning, Focused Schools, i-Ready Math, GLAD strategies, and the supplemental components of the state adopted materials to boost the mastery of mathematics vocabulary and to raise the student achievement of all students in the area of math.



Amount(s) Source(s)



All Students

Strategy/Activity

Students will be provided with enrichment opportunities beyond the core curriculum, including competitions and extended day enrichment classes. 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)


3000 LCFF S/C Site Innovation (3313) Certificated Salaries



All Students

Strategy/Activity

Parents will be provided with parent involvement opportunities. Parents will be provided with parent education workshops and training, and family literacy night events to enhance the parents' ability to support their children's learning. The principal will host Coffee with the Principal meetings to provide information to parents about school programs and the curriculum, the Common Core Standards, assessment data results, community resources, and nutrition.



Amount(s) Source(s)






All Students

Strategy/Activity

Teachers will meet in grade level and cross-grade level teams to discuss pacing and assessments outcomes in order to guide instruction and intervention. 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)


2600 Title I - Site Allocation Professional/Consulting Services





Teachers taught the Common Core Math standards and implemented a balanced math program using the state adopted curriculum. This included the use of manipulatives, math models and a math vocabulary-rich environment. Teachers taught students how to apply the Standards of Mathematical Practice, and they provided their students with learning opportunities that developed their skills in the areas of communication, creativity, critical thinking, and collaboration. Teachers received supplemental instructional materials, professional books,incentives, awards, technological devices and accessories, resources, supplies, educational software, and professional development to fully implement the Common Core Standards. Teachers worked in Professional Learning Communities and Achievement Teams to:

• Plan instruction based on Common Core State Standards • Use interim and common formative assessments to monitor student progress • Analyze student data using IO to adjust instruction and pacing • Plan appropriate interventions • Implement Thinking Maps across all grade levels • Implement Write from the Beginning and Beyond • Implement close reading strategies

Strategic and intensive interventions were provided for students before and after school, and during the school day. Teachers used Thinking Maps, Write from the Beginning, Focused Schools, i-Ready Math, GLAD strategies, and the supplemental components of the state adopted materials to boost the mastery of mathematics vocabulary and to raise the student achievement of all students in the area of math. Students will be provided with enrichment opportunities beyond the core curriculum, including competitions and extended day enrichment classes. Parents will be provided with parent involvement opportunities. Additionally, teachers met in grade level and cross-grade level teams to discuss pacing and assessments outcomes in order to guide instruction and intervention. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

Although we hosted two Parent Literacy Nights for ELA, we were not able to plan/organize similar parent education nights for math 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.

Ben Lomond will host two Family Math Nights centered around UCI math units and conceptual knowledge.


RTI Pyramid: District Math



Goal Subject ELD


Goal 3 By June 2020, we will increase the number of students who meet or exceed standards on the math and ELA portions of the CAASPP by 5%.

Identified Need

1. Reading Comprehension 2. Writing



CAASPP SBAC ELA / Math 19% in ELA met or exceeded standards in ELA / 8.7% in Math

5% increase on the ELA (24%) and math (13.7%) portions of the CAASPP


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EL Students

Strategy/Activity

Teachers will provide direct designated instruction on ELD Common Core standards for at least 30 minutes each day for students in grades TK-5. Teachers will use state adopted materials, including Moving into English, to teach English Language Learners. Teachers will also use the ELD Assessment scale,Thinking Maps, Write from the Beginning, and supplemental materials to teach ELD. Additional instructional materials, resources, professional books, technological devices and accessories, and supplies will be purchased to support efficacious ELD instruction.



Amount(s) Source(s)




All Students

Strategy/Activity

Teachers will teach the core content areas to their English Language Learners, and they will integrate ELD Common Core standards into the instruction. They will differentiate instruction to meet the needs of both EL students and students with disabilities. Teachers will use Thinking Maps, GLAD strategies, and SDAIE strategies to make the content area curriculum accessible to English Language Learners. 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

Teachers will participate in professional development and coaching that will be provided by the district. TK-12 EL Liaison to increase the achievement for English Learners, to align instruction to new CA ELD standards, and to increase teachers' knowledge base and skill level in research-based instructional strategies for English Language Learners. During their PLCs, teachers will also focus on the teaching and learning of English Language Learners. Teachers will design lessons to address the instructional gaps of English Language Learners during their PLCs.



Amount(s) Source(s)



500 LCFF S/C Site Innovation (3313) Classified Salaries


EL Students

Strategy/Activity

Ben Lomond staff will continue to monitor EL student progress on core academic areas. The progress monitoring will include all ELL, RFEP, and Long Term English Language Learners (LTELs). Teachers will focus on academic language, language conventions, added rigor by higher level questioning, including depth of knowledge. All LTELs and at-risk RFEP will be monitored and supported with needed interventions to close the instructional gap and resources. Teachers and instructional assistants will provide English Language Learners with interventions. 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)




EL Students

Strategy/Activity

Teachers and instructional assistants will provide English Language Learners with interventions.



Amount(s) Source(s)


Strategy/Activity 6 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) Strategy/Activity

The ELD teacher will coordinate the administration of the ELPAC assessment. The teacher will also help to oversee and will complete the compliance documentation related to English Language Learners and their educational progress. Teachers will administer the ELPAC at the time designated by the California Department of Education. 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)




EL Students

Strategy/Activity

District EL liaison will provide support for students and families one half day a week: reviews assessment results, grades and progress towards redesignating and communicates with all stakeholders. 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 Services and other operating expenditures


EL Students

Strategy/Activity

Parent involvement opportunities will be offered to support parents efforts to increase the achievement of their children. English Language Advisory Committee (ELAC) meetings will be held for the parents of English Language Learners.The Home School Liaison (HSL) will provide spanish speaking parents with verbal and written translations. The HSL will provide a strong home and school connection for the parents of English Language Learners(ELLS). The HSL and principal will help to increase the parent involvement of ELLs by calling and inviting parents of ELLs to meetings, events, an by addressing their needs through parent training, resources, and support. 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)




EL Students

Strategy/Activity

Provide translation during parent conferences, parent meetings and campus events


Amount(s) Source(s)






Teacher schedules reflect designated ELD time for all grade levels. They differentiated instruction to meet the needs of both EL students and students with disabilities. Teachers also used Thinking Maps, GLAD strategies and SDAIE strategies to make the content area curriculum accessible to English Language Learners. The English Language Advisory Committee (ELAC) meetings were held for the parents of English Language Learners. Meetings provided the opportunity for parents to engage in the learning process and partner with teachers. The Home School Liaison (HSL) provided spanish speaking parents with verbal and written translations. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

There were no drastically material differences in proposed and 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.

Although we met our ELD goal from 2028-19, we will be adjusting the goal to target more specific academic oral language production by all EL students. We will assess the quality and quantify of academic discourse happening in designated and integrated ELD time. We believe this will support academic achievement and reclassification of long term ELs.



Goal Subject Science


Goal 4 By June 2020, we will increase the number of students who will reach high standards and attain proficiency in Science by 5%.

Identified Need



CAASPP Science Assessment No 2017-18 assessment data available, baseline data collected 2018-19 school year.

50% or more of 5th grade students will meet or exceed the standards


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All Students

Strategy/Activity

Teachers will use core curriculum and supplemental materials to strengthen science concepts and strategies that are aligned to the Common Core Science Standards. Teachers will include content literacy and the writing process across the science curriculum. Supplemental instructional materials, professional development, resources, technology, software, and supplies will be purchased for teachers to support the science instruction.



Amount(s) Source(s)




Strategy/Activity 2 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) Strategy/Activity

Teachers will teach science using the Common Core content science standards as a critical element in their lesson design. Particular emphasis will be placed on the standards that are tested on the standardized state test. Teachers will participate in professional development, including Code to the Future, and will begin the initial implementation of Code to the Future. 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

Teachers will differentiate instruction to meet the needs of English Language Learners, GATE students, and students with learning disabilities.



Amount(s) Source(s)



All Students

Strategy/Activity

Ben Lomond will provide enrichment opportunities that support and enhance the TK-5 content standards for science. Students will be provided with materials and resources that promote, enrich, and challenge the core curriculum. Attendance and participation in the Science Club will be provided for students. Professional development, professional books, materials, supplies, resources, technology, will be purchased for teachers, support staff, and the students for both the robotics and the Science Club. 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)

5,980 LCFF S/C Site Innovation (3313) Professional/Consulting Services


All Students

Strategy/Activity

Technology, technological accessories, and software will be purchased to support the core curriculum and to provide students with 21st Century learning opportunities through the use of technology. 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 Title I Services and other operating expenditures


All Students

Strategy/Activity

Teachers will implement STEAM learning experiences for all students. Supplies, professional development, resources, and instructional materials will be purchased to support this implementation. After school and/or before school intervention and enrichment will be provided. 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 Title I- Intervention Certificated Salaries






Teachers used core curriculum and supplemental materials to strengthen science concepts and strategies that are aligned to the Common Core Science Standards. Teachers included content literacy and the writing process across the science curriculum. Supplemental instructional materials, professional development, resources, technology, software, and supplies were purchased for teachers to support the science instruction. Teachers taught science using the Common Core content science standards as a critical element in their lesson design. Particular emphasis was placed on the standards that are tested on the standardized state test. Teachers participated in professional development, including Code to the Future and Mystery Science. Teachers differentiated instruction to meet the needs of English Language Learners, GATE students, and students with learning disabilities. Technology, technological accessories, and software were purchased to support the core curriculum and to provide students with 21st Century learning opportunities through the use of technology. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

Ben Lomond did not have a science club. Instead, we hosted four Saturday Academic Schools designated for science inquiry. The budget was not drastically affected. 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.

We will use Mystery Science and Zingy as supplemental resources to science instruction.



Goal Subject Attendance


Goal 5 By June 2020, reduce the percentage of students who are chronically truant by 20%.

Identified Need

Attendance



Attendance records 11% of students were chronically absent in 2018-19

Reduce the percentage os students who are chronically absent by 4%.


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All students

Strategy/Activity

1. Form an attendance review team to catch problems early 2. Identify and respond to chronic absences and truancies 3. Build a positive school culture and raise awareness of school personnel, parents and guardians. 4. Increase attendance incentives: 91 Club, assemblies, activities to celebrate good attendance 5. Send informational letters and fliers to parents that emphasize the importance of school attendance and give up to date data



Amount(s) Source(s)

400 LCFF S/C Attendance (3308) Services and other operating expenditures

5,000 CSI Services and other operating expenditures




Was not implemented in 2018-19.

Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.


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 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 $34,140.00

Total Federal Funds Provided to the School from the LEA for CSI $200,000.00

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA $292,520.00

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 ($)

CSI $200,000.00

Title I $9,736.00

Title I - Homeless $1,000.00

Title I - Site Allocation $27,552.00

Title I- Intervention $4,000.00

Title I- Parent Involvement $1,588.00

Subtotal of additional federal funds included for this school: $243,876.00

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 ($)

District funded $0.00

LCFF S/C Attendance (3308) $400.00

LCFF S/C New Teacher (2223) $1,000.00

LCFF S/C Site Innovation (3313) $37,744.00

LCFF S/C Tutoring (2226) $9,500.00

Subtotal of state or local funds included for this school: $48,644.00

Total of federal, state, and/or local funds for this school: $292,520.00


Budgeted Funds and Expenditures in this Plan The tables below are provided to help the school track expenditures as they relate to funds budgeted to the school.

Funds Budgeted to the School by Funding Source

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Funding Source Amount Balance

Title I - Site Allocation 27,552 0.00

Title I- Parent Involvement 1,588 0.00

Title I - Homeless 1,000 0.00

Title I- Intervention 4,000 0.00

CSI 200,000 0.00

LCFF S/C Site Innovation (3313) 37,744 0.00

LCFF S/C Tutoring (2226) 9,500 0.00

LCFF S/C New Teacher (2223) 1000 0.00

LCFF S/C Attendance (3308) 400 0.00

Expenditures by Funding Source

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Funding Source Amount

CSI 200,000.00

District funded 0.00

LCFF S/C Attendance (3308) 400.00

LCFF S/C New Teacher (2223) 1,000.00

LCFF S/C Site Innovation (3313) 37,744.00

LCFF S/C Tutoring (2226) 9,500.00

Title I 9,736.00

Title I - Homeless 1,000.00

Title I - Site Allocation 27,552.00

Title I- Intervention 4,000.00

Title I- Parent Involvement 1,588.00


Expenditures by Budget Reference

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Budget Reference Amount

Books and Supplies 54,852.00

Certificated Salaries 170,600.00

Classified Salaries 16,588.00

Professional/Consulting Services 41,580.00

Services and other operating expenditures 8,900.00

Expenditures by Budget Reference and Funding Source

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Budget Reference Funding Source Amount

Books and Supplies CSI 23,000.00

Certificated Salaries CSI 130,000.00

Classified Salaries CSI 8,000.00

Professional/Consulting Services CSI 33,000.00

Services and other operating expenditures

CSI 6,000.00

Professional/Consulting Services District funded 0.00


LCFF S/C Attendance (3308) 400.00

Books and Supplies LCFF S/C New Teacher (2223) 1,000.00

Books and Supplies LCFF S/C Site Innovation (3313) 15,664.00

Certificated Salaries LCFF S/C Site Innovation (3313) 11,600.00

Classified Salaries LCFF S/C Site Innovation (3313) 3,500.00

Professional/Consulting Services LCFF S/C Site Innovation (3313) 5,980.00


LCFF S/C Site Innovation (3313) 1,000.00

Certificated Salaries LCFF S/C Tutoring (2226) 9,500.00

Books and Supplies Title I 2,236.00

Certificated Salaries Title I 7,000.00


Title I 500.00



Title I - Homeless 1,000.00

Books and Supplies Title I - Site Allocation 12,452.00

Certificated Salaries Title I - Site Allocation 10,500.00

Classified Salaries Title I - Site Allocation 2,000.00

Professional/Consulting Services Title I - Site Allocation 2,600.00

Books and Supplies Title I- Intervention 500.00

Certificated Salaries Title I- Intervention 2,000.00

Classified Salaries Title I- Intervention 1,500.00

Classified Salaries Title I- Parent Involvement 1,588.00

Expenditures by Goal

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Goal Number Total Expenditures

Goal 1 105,684.00

Goal 2 149,600.00

Goal 3 14,420.00

Goal 4 17,416.00

Goal 5 5,400.00


Positions Funded by School’s Categorical Programs

Position and Time Funded How Many Funding Sources Percentage

Administrative Positions

None

0 N/A N/A

Certificated Positions How Many Funding Sources Percentage

Title I Specialist 1 Title I 100%

Classified Positions How Many Funding Sources Percentage

Instructional Aide 1

Title I 100%


School Safety Plan SB187 Pursuant to Education Code EC 35294 et seq., every school in California is required to develop a comprehensive school safety plan to address safety concerns identified through a systematic planning process. A school site council or safety planning committee shall review and update the plan by March 1st of each year. Each school shall report on the status of the plan in the annual School Accountability Report Card (SARC). This is to certify that Ben Lomond Elementary School has complied with Senate Bill 187 Comprehensive School Safety Plan requirements established by California Education Code EC 35294 et seq. And approved by our School Site Council for the current school year.

Principal: Tanya Martin 10/9/19

Signature Date

School Site Council President: Colleen Caldwell 10/9/19

Signature Date

In the 2002 legislative session, Senate Bill (SB) 1667, School Violence and Assembly Bill (AB) 2198: School Violent Crime were approved by the Legislature and became effective January 1, 2003. SB 1667 requires the following school safety plan changes: EC 35294 requires schools to hold a public meeting at the school site to allow members of the public the opportunity to express an opinion about the plan. SB 1667 amends EC 3524.8 to require schools to notify, in writing, the public of the meeting. This is to certify that the Covina-Valley Unified School District has complied with SB 1667, pursuant to EC 35294.8 to notify the public of the public meeting. District Representative: Rene Valdes, Ed.D. Director of Student Services


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

0 Secondary Students

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Name of Members Role

Tanya Martin X Principal

Colleen Caldwell X Classroom Teacher

Trish Douroux X Classroom Teacher

Jennifer Grove X Classroom Teacher

Stacy Waissman X Other School Staff

Aminah Jones X Parent or Community Member

Joel Cook X Parent or Community Member

Lorraine Cook X Parent or Community Member

Laura Casey X Parent or Community Member

Angie Morgan 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.


English Learner Advisory Committee Members Ben Lomond Elementary School The English Learner Advisory Committee is the representative body responsible for advising the principal and staff on the development of the school plan and needs assessment, administration of the language census and importance of school attendance at schools where there are more than 21 students identified as English Language Learners. The current make-up of the council is as follows:

Name of Members Principal Parent or

Community Member

DELAC Parent *

Tanya Martin X

Reyna Flynn X

Yahira Gutierrez X

Maria Carrillo X X

Brenda Espinoza X

Rocio Martinez X

Jackie Carbajal (Teacher) X

Numbers of members of each category 1 6 1


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

X Gifted and Talented Education Program Advisory Committee

X Other:

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 10/9/19. Attested:

Principal, Tanya Martin on 10/9/19

SSC Chairperson, Colleen Caldwell on 10/9/19

Single Plan for Student Achievement (SPSA) of 82 Ben Lomond Elementary School

Parent Comment Page School: Ben Lomond Elementary School Parent comments of dissatisfaction with the SPSA (CED2: 2.1e): School Parent and Family Engagement Policy to be submitted along with the plan. None. There were no objections or comments of dissatisfaction made by parents with regard to the SPSA .


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.


Evidence of Meeting Required Schoolwide Program Plan Components

Required Schoolwide Program Plan Components Page Numbers

1. A comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards. (See Comprehensive Needs Assessment and School & Student Performance Data).

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2. Schoolwide reform strategies that: (See Goals, Strategies & Proposed Expenditures) a) provide opportunities for all children including each of the subgroups of students to meet

challenging state academic standards; b) use methods and instructional strategies that strengthen the academic program in the school,

increase the amount and quality of learning time, and provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education; and

c) address the needs of all children in the school, but particularly the needs of those at risk of not meeting challenging State academic standard, through activities which may include:

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; v. strategies for assisting preschool children in the transition from early childhood

education programs to local elementary school programs.

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3. Determining if the needs of the school have been met: (See Goals & Strategies) a) annually evaluate the implementation of, and results achieved by, the schoolwide program,

using data from the State’s annual assessments and other indicators of academic achievement;

b) determine whether the schoolwide program has been effective in increasing the achievement of students in meeting the State’s academic standards, particularly for those students who had been furthest from achieving the standards; and

c) revise the plan based on the results of the evaluation, to ensure continuous improvement of students in the schoolwide program.

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4. Strategies to ensure parental involvement in the planning, review, and improvement of the schoolwide program plan. (See Stakeholder Involvement).

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5. Activities to ensure that students who experience difficulty attaining proficient or advanced levels of academic achievement standards will be provided with effective, timely additional support. (See Goals & Strategies and RTI Pyramids)

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6. Plans on how the school will assist students in the successful transition from preschool to elementary, elementary to middle school, middle school to high school, and/or high school to college and career ready. (See Goals & Strategies)

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Appendix B

Categorical District Services Budget


Centralized Services Description

Funding Source Allocated Centralized Services Description of the Specific Services to be Provided

This page is provided by the Educational Services Department charging for services.

TITLE I $14,235.20 The Curriculum and Instruction Office provides direction, coordination, and assistance to schools in carrying out a District Title I education program for educationally disadvantaged students. These include areas of program development, School Plan review, management, legal compliance, evaluation, fiscal accounting, staff development, and community advisory processes, as well as responsibility for District and state required reports and documents. The Director of Curriculum and Instruction provides technical assistance for schools.

Title III BASED ON NEED

EL Support Programs provide direction and coordination for District services designed to meet the needs of EL students. It includes staff development, fiscal accounting, legal compliance, state language census, management and evaluation activities, cooperative planning with schools, curriculum assistance, advisory committees, and writing program applications.

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