School Plan for Student Achievement (SPSA) Template

School Plan for Student Achievement (SPSA) of 60 Folsom High 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 Folsom High School

County-District-School (CDS) Code

34673303433216

Schoolsite Council (SSC) Approval Date

October 2, 2019

Local Board Approval Date

October 24, 2019

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Table of Contents SPSA Title Page ...............................................................................................................................................1

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

Purpose and Description ...................................................................................................................................4

School Vision and Mission ................................................................................................................................4

School & Community Profile .............................................................................................................................4

Comprehensive Needs Assessment Components ...........................................................................................7

Data Analysis ............................................................................................................................................7

Surveys .....................................................................................................................................................7

Classroom Observations ...........................................................................................................................7

Analysis of Current Instructional Program .................................................................................................7

Stakeholder Involvement ..................................................................................................................................9

Resource Inequities ..........................................................................................................................................9

School and Student Performance Data ..........................................................................................................10

Student Enrollment ..................................................................................................................................10

CAASPP Results .....................................................................................................................................12

ELPAC Results .......................................................................................................................................16

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

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

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

Conditions & Climate ...............................................................................................................................29

Goals, Strategies, & Proposed Expenditures ..................................................................................................31

Goal 1 ......................................................................................................................................................31

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

Goal 3 ......................................................................................................................................................39

Goal 4 ......................................................................................................................................................42

Budget Summary ............................................................................................................................................45

Budget Summary ....................................................................................................................................45

Other Federal, State, and Local Funds ...................................................................................................45

School Site Council Membership ....................................................................................................................46

English Learner Advisory Committee (ELAC) .................................................................................................47

Recommendations and Assurances ...............................................................................................................48

Instructions ......................................................................................................................................................49

Instructions: Linked Table of Contents ....................................................................................................49

Purpose and Description .........................................................................................................................50

Stakeholder Involvement .........................................................................................................................50

Resource Inequities ................................................................................................................................50

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Goals, Strategies, Expenditures, & Annual Review ........................................................................................51

Annual Review ........................................................................................................................................52

Budget Summary ....................................................................................................................................53

Appendix A: Plan Requirements .............................................................................................................55

Appendix B: .............................................................................................................................................58

Appendix C: Select State and Federal Programs ...................................................................................60

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

Briefly describe the school’s plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs. Folsom High School (FHS) will continue to recruit and hire highly-qualified and effective staff. FHS staff and administration will develop new ways to engage our parent and student communities in ongoing learning regarding academic success, personal health and career goals. By developing a high functioning professional development team, FHS will ensure that all teachers improve their practice in an ongoing way. Folsom high admininstrstion and instructional staff will monitor student progress through I-Ready assessments, academic grades, Professional Learning Communities (PLC)-level common assessments and district-wide assessments. School Vision and Mission Mission: Folsom High School provides a high-quality learning environment in which all students develop the knowledge, skills, and personal attributes necessary to become responsible, productive, and contributing members of a democratic society Vision: We are a dynamic and adaptable team dedicated to: * Improving the quality of education as we work and learn together in a safe, supportive, challenging, and inspiring environment. * Creating in each person a sense of community and ownership. * Producing responsible citizens, collaborative workers, constructive thinkers, quality producers and performers, effective communicators, and self-directed learners. * Mastering the skills necessary in a technologically sophisticated and interdependent global community. * Developing self-discipline to encourage choices that lead to positive outcomes. * Realizing that learning is a rewarding and life-long process.

School & Community Profile Vision Statement: Guided by the highest expectations, Folsom Cordova Unified School District provides our students with a broad range of rigorous educational opportunities. Staff enables students to reach their full potential and successfully meet the demands and opportunities of a highly technological 21st century. Community

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Folsom Cordova Unified School District encompasses an area northeast of downtown Sacramento, California. Its boundaries include the cities of Folsom and Rancho Cordova, both of which adjoin Highway 50, which leads east to Lake Tahoe. Folsom High School is located in a community with about 78,000 inhabitants. School Folsom High School is one of the district’s three comprehensive high schools. Our district is made up of 33 schools, including 19 elementary schools, 4 middle schools, plus continuation high schools, adult education and other service centers. The ethnic distribution of FHS is: White: 58% African- American: 4.5% Asian: 20% Hispanic: 12.5% Filipino: 3.5% Other: 1% Number of teaching faculty: 100 Number of counselors: 5 Current enrollment in grades 9-12 is approximately 2566. Current size of the 12th grade class is 611. The academic calendar is two semesters. Classes meet four days per week on a modified block schedule. Two days a week, classes are 58 minutes each. One day a week, classes are 41 minutes each. On a block day, classes are 101 minutes in duration. In 2015, Folsom High School was granted a six-year accreditation through the Western Association of Secondary Schools and Colleges. Families are an integral part of the educational process. In recognition of this important role, family involvement is actively sought, encouraged, and welcomed. Special Features and Range of Curriculum Offered: Social Science World Cultures, Global Perspective Studies (GPS) World Cultures, Advanced Placement (AP) European History, U.S. History, GPS U.S. History, AP U.S. History, Economics, Government, AP Government, AP Human Geography and AP Psychology. Math Foundations of Integrated Math 1, Integrated Math 1, Foundations of Integrated Math 2, Integrated Math 2, Foundations of Integrated Math 3, Integrated Math 3, Personal Business Finance, Trigonometry, Statistics/Problem Solving, AP Statistics, Highlights of Calculus, AP Calculus AB, AP Calculus BC, Advanced Financial Algebra Science Biology, AP Biology, Chemistry, Honors Chemistry, AP Chemistry, Forensics, Physics, AP Physics, AP Environmental Science and Human Anatomy and Physiology English English 1-4; Honors English 1-2; AP English Language, AP English Lit, GPS English 9, GPS English 12, English Reading and Writing Curriculum 12 (CSU aligned) AP Seminar and AP Research. World Language Spanish 1-4, AP Spanish Language; French 1-3, AP French, Language; German 1-3, AP German Language Visual & Performing Arts Drama 1-4, Drawing/Painting 1-3, AP Studio Art: Digital & Drawing/Painting, 3-D Design 1-3, Digital Art 1-2, Media Production 1-2, Fashion Design, Concert Band, Guitar, Orchestra, Jazz Band, Choirs: Beginning, Concert, Chamber and Jazz, Film as Visual Literature, Speech and Debate 1-2, GPS Intercultural Speech Communication, Introduction to Technical Theater Career and Technical Education (CTE )Pathways: Media, Game Design, Computer Science, Product Innovation and Design, Engineering

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Global curriculum and co-curricular opportunities through Global Perspective Studies (GPS) Accelerated College Entrance (ACE) credit at California State Universities may be earned in the following courses: Media Production, French 3, AP French, German 3, AP German, AP US History, Spanish 3, Spanish 4, AP Spanish, Speech and Debate 2 Percent of recent 12th graders who took the SAT: 49% Overall mean score of each of the test sections: Reading = 553 Writing = 541 Math = 576 Percent of recent 12th graders taking ACT test: 41% Average composite score = 26.4 2017 Data (2018 not availalble) Percent of high school seniors continuing their education at: Universities/four-year colleges: 43% Two-year colleges: 51% Technical/Military: 6% (Based upon student self-reporting in Naviance) Culture and Climate: Folsom High School fosters an inclusive climate where a wide variety of opportunities are available to all students. Typically, approximately 37 student clubs (club list available on the FHS web page) are offered along with a full range of athletic opportunities. Folsom High annually has 800-900 student-athletes. A significant majority of FHS students report that they feel a significant level of connectedness to the school (measured by the California Healthy Kids Survey(CHKS)).

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Comprehensive Needs Assessment Components Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided. Surveys This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s). The results of the school effectiveness survey indicates that the strength of FHS is in the area of instruction. The areas of growth include establishing challenging goals for students and providing effective feedback. Student motivation remains as a challenge.

Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings. Formal evaluations require classroom observations. In addition, we conduct informal observations. Administrators conduct classroom walk through visits on a regular basis.

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

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

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs. Standards, Assessment, and Accountability Use of state and local assessments to modify instruction and improve student achievement (ESEA) California Assessment of Student Performance and Progress (CAASPP), I-Ready, English Language Proficiency Assessments for CA (ELPAC), PLC common formative and summative assessments, and academic data are all used to determine student placement, modify instruction, and initiate appropriate student interventions.

Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) Formative, summative, and district benchmark assessments are used to monitor student achievement.

Staffing and Professional Development Status of meeting requirements for highly qualified staff (ESEA) Five of our 99 staff members are teaching on intern credentials. The remainder of our staff is fully credentialed.

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Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC) We provide ongoing staff development to all staff. Staff regularly participate in district and county level professional development to improve teacher efficacy.

Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA) Our staff development is in direct alignment with common core.

Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) Lead teachers, Division Leaders, Sacramento County Office of Education ( SCOE), administrators, and Beginning Teacher Induction (BTA) mentors all provide instructional support for teachers.

Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC) Three hours per month are designated to Professional Learning Communities (PLC) and the attainment of identified goals and interventions.

Teaching and Learning Alignment of curriculum, instruction, and materials to content and performance standards (ESEA) All adopted curriculum and supporting materials are aligned to Common Core State Standards (CCSS).

Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC) Instructional minutes meet state standards and focus on high school graduation, UC a-g, and AP requirements.

Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC) We currently offer five periods of pull-out math intervention, six periods of scheduled math intervention (foundations of IM1, IM2 and IM3) and one period of intervention for our English Learner students.

Availability of standards-based instructional materials appropriate to all student groups (ESEA) All materials are available to all students.

Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC) Some of the materials have the information embedded for intervention but class time is not always conducive to instruction. Additional time may be needed.

Opportunity and Equal Educational Access Services provided by the regular program that enable underperforming students to meet standards (ESEA) Apex Learning Solutions (APEX), online learning, Edgenuity, PAWS, Success 101, full-time math intervention teacher, English Language Development (ELD) Period.

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Evidence-based educational practices to raise student achievement Fluid, full-time math intervention through small-group instruction and iReady intervention lessons. English curriculum differentiation and English Learner (EL) strategies presented through adopted curriculum of StudySync.

Parental Engagement Resources available from family, school, district, and community to assist under-achieving students (ESEA) The organizations such as the Parent Teacher Student Association (PTSA), Athletic Boosters, Music Boosters, The Folsom Cordova Education Association (FCEA ), Challenge Success Committee all support our FHS goals.

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) Lead teachers provide staff development, English Learner (EL) access to intervention money, district categorical funds and professional development.

Funding Services provided by categorical funds that enable underperforming students to meet standards (ESEA) Lead teachers, staff development, data analysis, iReady growth model assessment, full-time academic intervention, and supplies for CTE, Marriage and Family Therapist ( MFT)

Fiscal support (EPC) Site school budgets; district centralized support; community donations; fundraising.

Stakeholder Involvement How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update? Involvement Process for the SPSA and Annual Review and Update The School Site Council (SSC) at Folsom High meets a minimum of three times a year. The site council consists of an appropriate percentage of students, teachers, administrators, parents, and classified staff. The council reviews and approves the Single Plan for Student Achievement and the school's comprehensive safety plan. Resource Inequities Briefly identify and describe any resource inequities identified as a result of the required needs assessment, as applicable. Folsom High School has identified, through the use of surveys and data, the need for additional counseling staff, as the counselor to student ratio is 640 to 1. FHS has the need for intervention in English such as an I-Lit class for students who score more than two years below grade level on their I-Ready test. FHS also needs to provide students with the opportunity to take more than six classes when their schedules are impacted.

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School and Student Performance Data

Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup

Percent of Enrollment Number of Students Student Group

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

American Indian % % 0.36% 7 8 9

African American % % 3.48% 84 69 86

Asian % % 18.69% 376 421 462

Filipino % % 3.03% 76 76 75

Hispanic/Latino % % 13.51% 314 342 334

Pacific Islander % % 0.28% 6 5 7

White % % 54.85% 1,448 1,384 1,356

Multiple/No Response % % 0.08% 108 121 2

Total Enrollment 2,419 2,426 2,472

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Number of Students Grade

16-17 17-18 18-19

Grade 9 678 651 662

Grade 10 618 654 647

Grade 11 588 558 611

Grade 12 535 563 552

Total Enrollment 2,417 2,426 2,472 Conclusions based on this data: 1. Demographics by ethnicity have not changes significantly in the last three years.

2. The number of Socio-Economically Disadvantaged (SED) students has increased by approximately 6% in the last three years.

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Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment

Number of Students Percent of Students Student Group

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

English Learners 46 51 49 1.9 2.1 2.0%

Fluent English Proficient (FEP) 179 174 485 7.4 7.2 19.6%

Reclassified Fluent English Proficient (RFEP)

26 30 7 10.8 12.2 13.7% Conclusions based on this data: 1. EL enrollment has remained relatively consistent for the last three years.

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CAASPP Results English Language Arts/Literacy (All Students)

Overall Participation for All Students

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

% of Enrolled Students Tested

Grade Level 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 11 555 525 552 522 552 522 99.5 99.4 All Grades

555 525 552 522 552 522 99.5 99.4 * The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students Mean Scale Score % Standard

Exceeded % Standard Met % Standard Nearly

Met % Standard Not

Met Grade Level 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 11 2686.0

2674.8

57.79 53.83 30.25 29.12 7.97 13.41 3.99 3.64

All Grades N/A N/A N/A 57.79 53.83 30.25 29.12 7.97 13.41 3.99 3.64

Reading Demonstrating understanding of literary and non-fictional texts

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

16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 Grade 11 61.71 57.85 32.67 35.25 5.63 6.90

All Grades 61.71 57.85 32.67 35.25 5.63 6.90

Writing Producing clear and purposeful writing % Above Standard % At or Near Standard % Below Standard

Grade Level 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 11 67.03 65.33 28.80 29.89 4.17 4.79

All Grades 67.03 65.33 28.80 29.89 4.17 4.79

Listening Demonstrating effective communication skills


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 Grade 11 47.64 37.55 48.19 57.09 4.17 5.36

All Grades 47.64 37.55 48.19 57.09 4.17 5.36

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 11 64.97 59.77 29.40 34.29 5.63 5.94

All Grades 64.97 59.77 29.40 34.29 5.63 5.94

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Conclusions based on this data: 1. The summary data for FHS for English Language Arts (ELA) is very good with 82% of FHS students meeting or

exceeding state standards in ELA 2. The most significant achievement gap exists with students with a disability as only 55% of students with a disability

were proficient. 3. The second most significant achievement gap exists with students who with lower socio-economic status as 69% of

these students met proficiency standards, 13% lower than our summary proficiency rates.

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CAASPP Results Mathematics (All Students)

Overall Participation for All Students

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

% of Enrolled Students Tested

Grade Level 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 11 554 525 550 520 549 520 99.3 99

All Grades

554 525 550 520 549 520 99.3 99

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

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded

% Standard Met % Standard Nearly Met

% Standard Not Met

Grade Level 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 11 2666.4

2665.3

34.24 32.69 33.52 33.08 16.58 20.00 15.66 14.23

All Grades N/A N/A N/A 34.24 32.69 33.52 33.08 16.58 20.00 15.66 14.23

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 11 52.09 48.17 28.05 29.87 19.85 21.97

All Grades 52.09 48.17 28.05 29.87 19.85 21.97

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 11 38.62 38.54 46.81 44.32 14.57 17.15

All Grades 38.62 38.54 46.81 44.32 14.57 17.15

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 11 39.71 40.77 49.73 47.88 10.56 11.35

All Grades 39.71 40.77 49.73 47.88 10.56 11.35 Conclusions based on this data: 1. 65% of FHS students met or exceeding state standards in math. This score represents a decline of 3% from the

2017-2018 school year. 2. The most significant achievement gap exists with students with a disability as only 19% of students with a disability

were proficient.

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3. The second most significant achievement gap exists with students who with low socio-economic status as 49% of these students met proficiency standards, 16% lower than our summary proficiency rates.

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ELPAC Results

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

Overall Oral Language Written Language Number of Students Tested Grade

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

Grade 9 1538.4 1530.3 1545.9 16

Grade 10 * * * *

Grade 11 * * * *

Grade 12 1585.9 1579.2 1592.2 13

All Grades 44

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

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

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

All Grades 40.91 29.55 * * 44

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

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

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

All Grades 54.55 25.00 * * 44

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

Well Developed Somewhat/Moderately Beginning Total Number of Students Grade

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

All Grades 50.00 29.55 * 44

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


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

All Grades 68.18 * * 44

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


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

All Grades 25.00 40.91 34.09 44

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


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

9 * 81.25 * 16

All Grades * 63.64 * 44 Conclusions based on this data: 1. 47 students were ELPAC tested during the 17-18 school year, and 79.1% of our EL students made significant

progress toward English proficiency 2. Writing is the largest focus area for our EL students; 70% of students tested in 17-8 are considered

"somewhat/moderately" progressing toward proficiency

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

2017-18 Student Population

Total Enrollment

2,426 This is the total number of students enrolled.

Socioeconomically Disadvantaged

18.6% 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

2.1% 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

0.0% This is the percent of students whose well-being is the responsibility of a court.

2017-18 Enrollment for All Students/Student Group

Student Group Total Percentage

English Learners 51 2.1%

Foster Youth 1 0.0%

Homeless 23 0.9%

Socioeconomically Disadvantaged 452 18.6%

Students with Disabilities 221 9.1%

Enrollment by Race/Ethnicity

Student Group Total Percentage

African American 69 2.8%

American Indian 8 0.3%

Asian 421 17.4%

Filipino 76 3.1%

Hispanic 342 14.1%

Two or More Races 117 4.8%

Pacific Islander 5 0.2%

White 1,384 57.0% Conclusions based on this data: 1. While most demographics have remained relatively consistent over the last three years, our Socio-Economically

Disadvantaged (SED) population has steadily increased to nearly 19%

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Overall Performance

2018 Fall Dashboard Overall Performance for All Students

Academic Performance

English Language Arts

Green

Mathematics

Blue

English Learner Progress

No Performance Color

College/Career

Blue

Academic Engagement

Graduation Rate

Blue

Conditions & Climate

Suspension Rate

Orange

Conclusions based on this data: 1. One performance area of Conditions and Climate-Suspension Rate-has been reported in the "orange" range.

2. The suspension rate disproportionately has increased with students with disabilities.

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Academic Performance English Language Arts

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

Red

Orange

Yellow

Green

Blue

Highest Performance

This section provides number of student groups in each color.

2018 Fall Dashboard English Language Arts Equity Report

Red

0 Orange

0 Yellow

1 Green

4 Blue

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

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

All Students

Green

92.7 points above standard

Declined -12.4 points

512 students

English Learners


Less than 11 Students - Data Not Displayed for Privacy

8 students

Foster Youth


0 Students

Homeless


0 Students


Green


Increased 8.5 points

84 students

Students with Disabilities

Yellow

2.4 points below standard


39 students

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2018 Fall Dashboard English Language Arts Performance by Race/Ethnicity

African American




18 students

American Indian



3 students

Asian

Green



83 students

Filipino




20 students

Hispanic

Green



61 students

Two or More Races


103 points above standard

Declined -8 points

20 students

Pacific Islander



1 students

White

Green



306 students

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

2018 Fall Dashboard English Language Arts Data Comparisons for English Learners

Current English Learner


3 students

Reclassified English Learners


5 students

English Only



412 students

Conclusions based on this data: 1. ELA California Assessment of Student Performance and Progress (CAASPP) scores declined for the 2017-2018

year. Overall, scores remained strong. 2. The most significant achievement gap in the area of ELA was evident in our Students with Disabilities. Overall, scores

for students with disabilities increase but these students still scored 2.4 points below standard.

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Academic Performance Mathematics


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Mathematics Equity Report

Red

0 Orange

0 Yellow

2 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.

2018 Fall Dashboard Mathematics Performance for All Students/Student Group

All Students

Blue


Maintained -2.7 points

510 students

English Learners



8 students

Foster Youth


0 Students

Homeless


0 Students


Green

12 points below standard


84 students


Yellow



40 students

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2018 Fall Dashboard Mathematics Performance by Race/Ethnicity

African American




18 students

American Indian



3 students

Asian

Green



83 students

Filipino



Increased

54 points 20 students

Hispanic

Yellow

20 points below standard


61 students

Two or More Races



Increased

22.3 points 19 students

Pacific Islander



1 students

White

Green



305 students

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

2018 Fall Dashboard Mathematics Data Comparisons for English Learners

Current English Learner


3 students

Reclassified English Learners


5 students

English Only


Maintained -2.2 points

410 students

Conclusions based on this data: 1. Students with disabilities are in the yellow category but did increase 12.2 points.

2. Hispanic students declined 8.3 points.

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Academic Performance English Learner Progress

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

2018 Fall Dashboard English Language Proficiency Assessments for California Results

Number of Students

44

Level 4 Well

Developed 40.9%

Level 3 Moderately Developed

29.5%

Level 2 Somewhat Developed

11.4%

Level 1 Beginning

Stage 18.2%

Conclusions based on this data: 1. The greatest number of EL students at FHS score "Level 4, Well Developed."

2. A significant number of students (18.2%) scored "Beginning, Level 1" and require more intensive interventions and support.

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Academic Performance College/Career


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard College/Career Equity Report

Red

0 Orange

0 Yellow

1 Green

1 Blue

3 This section provides information on the percentage of high school graduates who are placed in the "Prepared" level on the College/Career Indicator.

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

All Students

Blue

72.1% prepared

Maintained 1.4%

551 students

English Learners


18.8% prepared

Declined -6.3%

16 students

Foster Youth


0 Students

Homeless


63.2% prepared

Increased 16.1%

19 students


Green

57.1% prepared

Maintained 1.8%

126 students


Yellow

22.2% prepared

Increased 12%

54 students

25


2018 Fall Dashboard College/Career by Race/Ethnicity

African American


62.5% prepared

Increased 17.5%

16 students

American Indian



2 students

Asian

Blue

89.2% prepared

Increased 2.1%

93 students

Filipino


78.9% prepared

Declined -16.5%

19 students

Hispanic

Blue

57% prepared

Increased 14.4%

79 students

Two or More Races


53.3% prepared

Declined -15.1%

30 students

Pacific Islander



1 students

White

Blue

72.8% prepared

Maintained 0.9%

309 students

This section provides a view of the percent of students per year that qualify as Not Prepared, Approaching Prepared, and Prepared.

2018 Fall Dashboard College/Career 3-Year Performance

Class of 2016 66.3% Prepared

16.4% Approaching Prepared 17.2% Not Prepared

Class of 2017 70.7 Prepared

14.5 Approaching Prepared 14.9 Not Prepared

Class of 2018 72.1 Prepared

12.5 Approaching Prepared 15.4 Not Prepared

Conclusions based on this data: 1. Students with disabilities increased 12% but remains the only group below blue and green category.

26



Academic Engagement Graduation Rate


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Graduation Rate Equity Report

Red

0 Orange

1 Yellow

1 Green

0 Blue

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

2018 Fall Dashboard Graduation Rate for All Students/Student Group

All Students

Blue

96.2% graduated

Declined -2.1%

551 students

English Learners


93.8% graduated

Increased +2.1%

16 students

Foster Youth


0 Students

Homeless


94.7% graduated

Increased +6.5%

19 students


Blue

96% graduated

Declined -2%

126 students


Orange

72.2% graduated

Declined -15.5%

54 students

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2018 Fall Dashboard Graduation Rate by Race/Ethnicity

African American


93.8% graduated

Declined -6.3%

16 students

American Indian



2 students

Asian

Blue

96.8% graduated

Declined -3.2%

93 students

Filipino


94.7% graduated

Declined -5.3%

19 students

Hispanic

Yellow

93.7% graduated

Declined -2.6%

79 students

Two or More Races


93.3% graduated

Declined -1.4%

30 students

Pacific Islander



1 students

White

Blue

97.1% graduated

Declined -1%

309 students

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

2018 Fall Dashboard Graduation Rate by Year

2017 98.3% graduated

2018 96.2% graduated

Conclusions based on this data: 1. The percentage of students with disabilities who graduated with a diploma has declined slightly; however, the number

of Students with Disabilities who have graduated with certificates of completion has increased. While this Individual Education Plan (IEP) team decision is the made in the best interest of kids, it negatively affects our graduation rate for this subgroup.

2. The percentage of hispanic students who graduated with a diploma has declined very slightly, This may also be reflected in the increase in hispanic students with disabilities earning a Certificate of Completion.

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Conditions & Climate Suspension Rate


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Suspension Rate Equity Report

Red

5 Orange

3 Yellow

0 Green

1 Blue

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

2018 Fall Dashboard Suspension Rate for All Students/Student Group

All Students

Orange

4.9% suspended at least once

Increased 1.8% 2519 students

English Learners

Red



Foster Youth


Less than 11 Students - Data Not Displayed for Privacy 2 students

Homeless





Red




Red


Increased 5% 236 students

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2018 Fall Dashboard Suspension Rate by Race/Ethnicity

African American

Red



American Indian



Asian

Orange



Filipino

Green


Maintained 0% 78 students

Hispanic

Orange



Two or More Races

Red



Pacific Islander



White

Orange



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

2018 Fall Dashboard Suspension Rate by Year

2016 3% suspended at least once

2017 3% suspended at least once

2018 4.9% suspended at least once

Conclusions based on this data: 1. All suspension rates increased.

2. The most disproportionate group is students with disabilities, socioeconomically disadvantaged, and EL's.

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Goals, Strategies, & Proposed Expenditures Complete a copy of the following table for each of the school’s goals. Duplicate the table as needed. LEA/LCAP Goal All students will receive instruction from a highly-qualified teacher and have access to curriculum which promotes college and career readiness. (State Priority 1) 1.1 Maintain the appropriate assignment of fully credentialed teachers and provide new teacher support. 1.2 Maintain schools in good repair. 1.3 All students, including English Learners and students with disabilities, must have access to curriculum that is aligned to the state standards.

Goal 1 • Recruit, hire and maintain newly hired wold language teachers

All school facilities will be up to date per district and state standards.

Improve California Assessment of Student Progress and Performance (CASPP) scores, A-G completion rates, and CASSP scores in special populations English Learners (EL) and Special Education (SPED)

Identified Need

Our world language department has experienced a high teacher turnover rate the last two years. We need to recruit, hire and maintain newly hired world language teachers and offer instructional and professional support.

All school facilities will be up to date per district and state standards.

FHS dashboard results show a need to help students with disabilities in reaching A-G and graduation requirements and increase in English Language Arts (ELA) and Math CASSPP scores.

Annual Measurable Outcomes Metric/Indicator Baseline/Actual Outcome Expected Outcome

LCAP 1.1 Recruit, hire, and maintain World Language teachers. LCAP 1.2 Maintain all facilities are updated and in good standing with state and district standards LCAP 1.3 System of embedded intervention during/after school and ongoing support with students

LCAP 1.1 100% appropriately assigned and credentials LCAP 1.2 100% in good repair LCAP 1.3 Increase A-G and graduation requirements for students with disabilities by 5%. Increase ELA and math CAASPP scores for students with disabilities by 3%

LCAP 1.1 Ensure all certificated staff have appropriate credentials for assignment and all employees are evaluated based on District standards and timelines. All WL teachers are retained. LCAP 1.2 100% of schools in good or exemplary repair based on the Williams Act criteria.

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Metric/Indicator Baseline/Actual Outcome Expected Outcome

with disabilities measured by their case managers

LCAP 1.3 Increase access and decrease the achievement gap for students with disabilities.

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 newly hired teachers Strategy/Activity Ensure all newly hired certificated staff receive support by department leads and administration through regular schedule meetings, orientation, and PLC collaboration. LCAP 1.1 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) 4,000 LCFF - Base

1000-1999: Certificated Personnel Salaries Potential release time or PLC collaboration time.

LCFF - Base 1000-1999: Certificated Personnel Salaries

Strategy/Activity 2 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) Schoolwide facilities Strategy/Activity Maintain all facilities at FHS by working with school and district personnel. 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)

32


LCFF - Base 1000-1999: Certificated Personnel Salaries

Strategy/Activity 3 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students with disabilities, must have access to curriculum that is aligned to the state standards. Strategy/Activity System of embedded intervention during/after school and ongoing support with students with disabilities measured by their case managers 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 LCFF - Base

1000-1999: Certificated Personnel Salaries Potential release time or PLC collaboration time.

GVC

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Goals, Strategies, & Proposed Expenditures Complete a copy of the following table for each of the school’s goals. Duplicate the table as needed. LEA/LCAP Goal Increase parent and student engagement and provide a safe, healthy, and positive learning environment. (State Priority 3, 5 and 6) 2.1 Increase student attendance rates and reduce chronic absences. 2.2 Increase the high school graduation rate and decrease the dropout rate for all students including historically under-performing sub groups. 2.3 Decrease 8th grade dropout rates. 2.4 Reduce student suspension, expulsion rates, and reduce bullying incidents. Increase school connectedness. 2.5 Increase family engagement and parent input and the utilization of volunteers. 2.6 Increase community partnerships that support student learning. 2.7 Increase the efficiency, timeliness and accessibility of district communications.

Goal 2 Maintain an overall school attendance rate of 97.2% or higher for the 2019-2020 school year. As measured by the 2018-2019 California Healthy Kids Survey (CHKS), increase by 5% the number of 11th grade students who report “high” and “moderate” rates of “Meaningful Participation in School.” 2018 CHKS: High-28% Moderate-48% Increase parent engagement and education by offering staff and parent co-learning opportunities. Increase by 3% the number of parents who "strongly agree" and "agree" that "Parents feel welcome to participate at this school."

Identified Need In 2017-2018, FHS attendance rate dipped below 97%, which may indicate a lack of counseling, monitoring and a lack of "meaningful participation" in school activities. A significant percentage (48%) of FHS students report "moderate" rates of "meaningful participation" in school. According to our 2018 Stanford Challenge Success survey, a majority of students report that they "Do School," indicating that they do not find their experience especially meaningful. While a respectable number of parents indicate that they feel engaged in their child's education, we hope to increase this number by offering parent educational opportunities regarding student success, health/wellness and college and career readiness.


CHKS Moderate/High opportunities for "Meaningful Participation" in school.

48%/28% 53%/33%

Current attendance rate 97% 97.2% CHKS "Parents feel welcome to participate at this school":

21%/49% 24%/52%

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Metric/Indicator Baseline/Actual Outcome Expected Outcome

"Strongly Agree" 21% "Agree" 49%


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 Administrators will meet weekly with students with "unexcused" and "unverified" absences and counsel them regarding an appropriate responses. 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)

Strategy/Activity 2 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students Strategy/Activity "Knock and Talk" home visits will be performed, attendance focused, family conferences will be held and administrators will pursue School Attendance Review Team (SART) and School Attendance Review Board (SARB) meetings in conjunction with the district Attendance and Due Process department. 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)

Strategy/Activity 3 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students Strategy/Activity

35


Student government class will conduct a campaign that focuses on the importance of attendance. 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) 200 ASB

4000-4999: Books And Supplies Posters, supplies for activities, paint, etc

Strategy/Activity 4 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students and parents Strategy/Activity Continue relationship with Stanford's Challenge Success program to ensure ongoing learning regarding student social/emotional health and college/career readiness. 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) 8,000 General Fund

5000-5999: Services And Other Operating Expenditures Cost of "Challenge Success" program

1,500 General Fund 1000-1999: Certificated Personnel Salaries Substitute costs for teacher release time for Challenge Success

8,000 General Fund 4000-4999: Books And Supplies Cost of books for admin/teacher/parent education.

4,000 General Fund 5000-5999: Services And Other Operating Expenditures Travel cost to Challenge Success fall and spring conferences

Strategy/Activity 5 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups)

36


All parents Strategy/Activity Hold monthly meetings, "coffee talks," with parents regarding designated readings from Challenge Success program/recommendations. 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) 400 General Fund

5000-5999: Services And Other Operating Expenditures books and supplies to supplement learning and activities

Strategy/Activity 6 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students Strategy/Activity Establish Challenge Success/ Positive Behavioral Intervention and Supports (PBIS) team to examine cultural needs regarding "Doing School" and "Meaningful Participation." Group will meet at least monthly. 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) 2,500 General Fund

1000-1999: Certificated Personnel Salaries Sub Costs for pull-out days

500 General Fund 4000-4999: Books And Supplies Books for professional development

Strategy/Activity 7 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students Strategy/Activity

37


Establish a "Professional Development Team" to examine the connection between pedagogy and "Doing School" and "Meaningful Participation." Team will consist of one member from each academic department, including counseling. Team will meet two hours each month. 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) 6,000 Other

5000-5999: Services And Other Operating Expenditures Low Performing Student Block Grant--Money for professional development time cards

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. Our goal in 2018-2019 was to achieve a >97% attendance rate for the school year. We piloted a number of strategies but these strategies were not consistently implemented through our admin team. Additionally, we now have a 4th Assistant Principal (AP) for the 2019-2020 school year which decreases our student to AP ratio, allowing for more student and parent contact. 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. As mentioned in our 2019-2020 goal, we will be pairing our efforts to hold parents and student accountable for attendance with positive efforts to increase student to school connectivity. We are focused on student activities and addressing student anxiety and overwhelm through our partnership with Stanford and Challenge Success. We are confident that accountability combined with increased connectedness will result in improved attendance.

38


Goals, Strategies, & Proposed Expenditures Complete a copy of the following table for each of the school’s goals. Duplicate the table as needed. LEA/LCAP Goal Provide students with high quality classroom instruction and access to a broad course of study. (State Priority 2, 4 and 7) 3.1 Provide professional development in new adoptions and local curriculum. 3.2 Ensure all teachers/students have access to research-based EL instructional strategies to improve achievement.

Goal 3 Develop new school bell schedule to give students additional choice of courses. Move from 6 period day to 7 or more periods. Develop a site professional development team consisting of representatives from each department. The team will analyze data to determine professional development needs, engage in shared reading and learning, and develop presentations to be shared with departments, PLCs and the whole staff. PD will include EL instructional strategies.

Identified Need Folsom High School's traditional, six-period bell schedule does not allow a significant number of students to complete their elective pathway, CTE pathway or athletic pathway while completing their a-g requirements. Many of our students are forced to take summer school or online courses in order to meet all requirements. The goal of our schedule redesign committee is to offer students the option of a seventh period while maintaining the advantages of our current schedule. Recently, staff development has been delivered at the request of PLC's and rarely in a whole-staff forum. Our core beliefs about Professional Development (PD) are that it should be actionable, differentiated for departments/PLC's and relevant. We have experienced a slight increase in emerging and basic English Learners and our staff has the need for additional strategies to support these students. Staff also has the need to develop strategies that address relevancy and student motivation as our students report that they "do school" and that "meaningful participation" needs to increase.


Folsom High a-g completion rate is low when compared to like schools.

Current 63% a-g completion rate

70% a-g completion rate three years after schedule change

Per 2018 Challenge Success survey, average affective engagement is very low

Affective (enjoyment of school-work) Engagement (1-5 scale): 2.90

>3.2 on 2020 Challenge Success Survey

Per 2018 Challenge Success survey, average cognitive engagement is quite low.

Cognitive (finding school-work useful) Engagement (1-5 scale): 3.34

>3.7on 2020 Challenge Success Survey

39



Strategy/Activity 1 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) EL Students Strategy/Activity EL instructional strategies will be developed and shared through the school's newly formed Professional Development Team. Specific strategies regarding EL support will be identified and shared with divisions, PLC's and the staff as a whole. 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) 8,910 Other

1000-1999: Certificated Personnel Salaries Low Performing Student Block Grant (LPSBG) used for employee compensation at $45/hr rate.

3,000 Other 4000-4999: Books And Supplies LPSBG used to fund the purchase of professional development materials such as book, posters, etc.

Strategy/Activity 2 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Strategy/Activity Meet with school and district schedule redesign team. The team will meet to finalize a schedule design and to and to develop implementation steps and timelines. 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) 4,000

5800: Professional/Consulting Services And Operating Expenditures Travel expenses for school visits

40


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. In 18-19, a comprehensive committee of school and district personnel were assembled to study potential improvements to the FHS bell schedule. The potential shift to a later, more flexible start time and a seventh period option is currently on hold due to budget restraints. By the end of the 2019-2020 school year, we would like to develop a concrete plan to adjust our schedule to serve the best interests of our students. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal. We originally hoped to have a new schedule in place for the 2019-2020 school year. We are now hoping to implement the new schedule in 2020-2021. 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 continue to work with our committee to develop a financially viable solution for our bell schedule.

41


Goals, Strategies, & Proposed Expenditures Complete a copy of the following table for each of the school’s goals. Duplicate the table as needed. LEA/LCAP Goal Student progress and educational outcomes will be monitored for success using assessment results. (State Priority 4 and 8) 4.2 Ensure students are meeting grade level standards in math (1st, 3rd, 5th, 8th, and 11th grades). 4.6 Increase the percentage of 9th grade students completing 60 units by using intervention and credit recovery.

Goal 4 Decrease math failure rate in IM1, IM2, and IM3 by 5%. Decrease biology failure rate by 5%. Continue to develop math and science common assessments to generate data to determine student intervention.

Identified Need FHS needs to develop after-school credit recovery in IM1, IM2, IM3, and biology courses. This past school year, we used Edgenuity as a credit recovery tool for students in IM3 and biology. We did not have success for students recovering their grade in biology; however, we did have success for 50 students recovering their grade in IM3. To further expand our credit recovery, an after school credit recovery system needs to be developed at FHS.


credit recovery for IM1, IM2, IM3 credit recovery for biology common assessments

FHS offered after-school credit recovery for IM1, IM2, IM3 and biology students. 15 IM3 students recovered fall grades through Edgenuity; 30 or so students recovered IM1 and IM2 fall grades to a C grade or better by working directly with our math teachers after school or during intervention. After-school tutoring was offered to IM3 students. 30 biology students enrolled in Edgenuity, concurrently with the spring semester, in order to make up their fall semester grade. None of the 30 students completed the program.

Develop after school credit recovery for IM1, IM2, IM3, and biology courses.. Continue to analyze data and determine necessary interventions or enrichment activities for math and science students.


42


Strategy/Activity 1 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All identified biology students Strategy/Activity Implement school-day and after-school intervention for students referred by classroom teachers. 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) 3,500 LCFF - Supplemental

1000-1999: Certificated Personnel Salaries Instructional Support

Strategy/Activity 2 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All identified math students in IM1, IM2, IM3 Strategy/Activity Implement an after-school intervention for students referred by classroom teachers. 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) 3,500 LCFF - Supplemental

1000-1999: Certificated Personnel Salaries Instructional support

Strategy/Activity 3 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Integrated math (IM) students. Biology, chemistry and physics students. Strategy/Activity IM (1-3), biology, chemistry and physics Professional Learning Communities (PLC) will develop additional, common formative assessments to support systematic identification of students in need of intervention. Proposed Expenditures for this Strategy/Activity

43


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)

Strategy/Activity 4 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Integrated math (IM) students. Biology, chemistry and physics students. Strategy/Activity PLC's will refine and develop their collection and analysis of common assessment data for the purpose of supporting systemic 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)

44


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

Description Amount

Total Funds Provided to the School Through the Consolidated Application $

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

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA $61,010.00

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. startcollapse

Federal Programs Allocation ($)

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

State or Local Programs Allocation ($)

$4,000.00

ASB $200.00

General Fund $24,900.00

LCFF - Base $7,000.00

LCFF - Supplemental $7,000.00

Other $17,910.00

Subtotal of state or local funds included for this school: $61,010.00 Total of federal, state, and/or local funds for this school: $61,010.00

45


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 1 Classroom Teachers

3 Other School Staff

3 Parent or Community Members

2 Secondary Students startcollapse

Name of Members Role

Howard Cadenhead X Principal

Nikka Vaughan, Counselor X Other School Staff

Ryan Peterson, Teacher X Classroom Teacher

Nicole Deathridge, Counselor X Other School Staff

Angie Cain X Parent or Community Member

Katja Jackson X Parent or Community Member

Dixie Wyant X Parent or Community Member

Kelly Cederstrom, Classified X Other School Staff

Greg Crannell, Administrator X Parent or Community Member

Isabel Becerra X Secondary Student

Chloe Tatro X Secondary Student

X Classroom Teacher

X Secondary Student 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.

46


English Learner Advisory Committee (ELAC) A committee comprised of parents, staff, and community members specifically designated to advise school officials on English Learner program services. Education Code Section 35147 (c), 52176 (b), and (c), 62002.5, and 64001 (a). The current make-up of the ELAC is as follows: startcollapse

Name of ELACMembers Role

Elizabeth Sisson X Principal

Dawnyelle Ramos X Classroom Teacher

Kim Bonk X Classroom Teacher Parents of English learners must comprise the same percentage of the ELAC membership as English learners constitute of the school’s total student population. Example, if 25% of the students in a school are English learners, then parent/guardians of English learners must comprise 25% of the ELAC membership. Other members can be parent/guardians, school staff, and/or community members as long as the minimum percentage requirement for EL parents is maintained. Each California public school, grades kindergarten through 12, with 21 or more English learners must form an ELAC. 1. The ELAC shall be responsible for advising the principal and staff on programs and services for English learners and

the School Site Council on the development of the School Plan for Student Achievement (SPSA) 2. The ELAC shall assist the school in the development of:

a. The school’s needs assessment. b. The school’s annual language census.

c. Ways to make parents aware of the importance of regular school attendance.

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

Signature Committee or Advisory Group Name

X English Learner Advisory Committee

The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. This SPSA was adopted by the SSC at a public meeting on October 2, 2019. Attested:

Principal, Howard Cadenhead on 10/2/2019

SSC Chairperson, Nikka Vaughan on 10/2/2019

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Instructions The School Plan for Student Achievement (SPSA) is a strategic plan that maximizes the resources available to the school while minimizing duplication of effort with the ultimate goal of increasing student achievement. SPSA development should be aligned with and inform the Local Control and Accountability Plan process. The SPSA consolidates all school-level planning efforts into one plan for programs funded through the consolidated application (ConApp), and for federal school improvement programs, including schoolwide programs, Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), and Additional Targeted Support and Improvement (ATSI), pursuant to California Education Code (EC) Section 64001 and the Elementary and Secondary Education Act as amended by the Every Student Succeeds Act (ESSA). This template is designed to meet schoolwide program planning requirements. It also notes how to meet CSI, TSI, or ATSI requirements, as applicable. California’s ESSA State Plan supports the state’s approach to improving student group performance through the utilization of federal resources. Schools use the SPSA to document their approach to maximizing the impact of federal investments in support of underserved students. The implementation of ESSA in California presents an opportunity for schools to innovate with their federally-funded programs and align them with the priority goals of the school and the LEA that are being realized under the state’s Local Control Funding Formula (LCFF). The LCFF provides schools and LEAs flexibility to design programs and provide services that meet the needs of students in order to achieve readiness for college, career, and lifelong learning. The SPSA planning process supports continuous cycles of action, reflection, and improvement. Consistent with EC 65001, the Schoolsite Council (SSC) is required to develop and annually review the SPSA, establish an annual budget, and make modifications to the plan that reflect changing needs and priorities, as applicable. For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of Contents The SPSA template meets the requirements of schoolwide planning (SWP). Each section also contains a notation of how to meet CSI, TSI, or ATSI requirements. Stakeholder Involvement Goals, Strategies, & Proposed Expenditures Planned Strategies/Activities Annual Review and Update Budget Summary Appendix A: Plan Requirements for Title I Schoolwide Programs Appendix B: Plan Requirements for Schools to Meet Federal School Improvement Planning Requirements Appendix C: Select State and Federal Programs For additional questions or technical assistance related to LEA and school planning, please contact the Local Agency Systems Support Office, at [email protected].

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mailto:[email protected]


For programmatic or policy questions regarding Title I schoolwide planning, please contact the local educational agency, or the CDE’s Title I Policy and Program Guidance Office at [email protected]. For questions or technical assistance related to meeting federal school improvement planning requirements (for CSI, TSI, and ATSI), please contact the CDE’s School Improvement and Support Office at [email protected].

Purpose and Description Schools identified for Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), or Additional Targeted Support and Improvement (ATSI) must respond to the following prompts. A school that has not been identified for CSI, TSI, or ATSI may delete the Purpose and Description prompts. Purpose Briefly describe the purpose of this plan by selecting from Schoolwide Program, Comprehensive Support and Improvement, Targeted Support and Improvement, or Additional Targeted Support and Improvement) Description Briefly describe the school’s plan for effectively meeting ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs.

Stakeholder Involvement Meaningful involvement of parents, students, and other stakeholders is critical to the development of the SPSA and the budget process. Schools must share the SPSA with school site-level advisory groups, as applicable (e.g., English Learner Advisory committee, student advisory groups, tribes and tribal organizations present in the community, as appropriate, etc.) and seek input from these advisory groups in the development of the SPSA. The Stakeholder Engagement process is an ongoing, annual process. Describe the process used to involve advisory committees, parents, students, school faculty and staff, and the community in the development of the SPSA and the annual review and update. [This section meets the requirements for TSI and ATSI.] [When completing this section for CSI, the LEA shall partner with the school in the development and implementation of this plan.]

Resource Inequities Schools eligible for CSI or ATSI must identify resource inequities, which may include a review of LEA-and school-level budgeting as a part of the required needs assessment. Identified resource inequities must be addressed through implementation of the CSI or ATSI plan. Briefly identify and describe any resource inequities identified as a result of the required needs assessment and summarize how the identified resource inequities are addressed in the SPSA. [This section meets the requirements for CSI and ATSI. If the school is not identified for CSI or ATSI this section is not applicable and may be deleted.]

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Goals, Strategies, Expenditures, & Annual Review In this section a school provides a description of the annual goals to be achieved by the school. This section also includes descriptions of the specific planned strategies/activities a school will take to meet the identified goals, and a description of the expenditures required to implement the specific strategies and activities. Goal State the goal. A goal is a broad statement that describes the desired result to which all strategies/activities are directed. A goal answers the question: What is the school seeking to achieve? It can be helpful to use a framework for writing goals such the S.M.A.R.T. approach. A S.M.A.R.T. goal is one that is Specific, Measurable, Achievable, Realistic, and Time-bound. A level of specificity is needed in order to measure performance relative to the goal as well as to assess whether it is reasonably achievable. Including time constraints, such as milestone dates, ensures a realistic approach that supports student success. A school may number the goals using the “Goal #” for ease of reference. [When completing this section for CSI, TSI, and ATSI, improvement goals shall align to the goals, actions, and services in the LEA LCAP.] Identified Need Describe the basis for establishing the goal. The goal should be based upon an analysis of verifiable state data, including local and state indicator data from the California School Dashboard (Dashboard) and data from the School Accountability Report Card, including local data voluntarily collected by districts to measure pupil achievement. [Completing this section fully addresses all relevant federal planning requirements] Annual Measurable Outcomes Identify the metric(s) and/or state indicator(s) that the school will use as a means of evaluating progress toward accomplishing the goal. A school may identify metrics for specific student groups. Include in the baseline column the most recent data associated with the metric or indicator available at the time of adoption of the SPSA. The most recent data associated with a metric or indicator includes data reported in the annual update of the SPSA. In the subsequent Expected Outcome column, identify the progress the school intends to make in the coming year. [When completing this section for CSI the school must include school-level metrics related to the metrics that led to the school’s identification.] [When completing this section for TSI/ATSI the school must include metrics related to the specific student group(s) that led to the school’s identification.] Strategies/Activities Describe the strategies and activities being provided to meet the described goal. A school may number the strategy/activity using the “Strategy/Activity #” for ease of reference.

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Planned strategies/activities address the findings of the needs assessment consistent with state priorities and resource inequities, which may have been identified through a review of the local educational agency’s budgeting, its local control and accountability plan, and school-level budgeting, if applicable. [When completing this section for CSI, TSI, and ATSI, this plan shall include evidence-based interventions and align to the goals, actions, and services in the LEA LCAP.] [When completing this section for CSI and ATSI, this plan shall address through implementation, identified resource inequities, which may have been identified through a review of LEA- and school-level budgeting.] Students to be Served by this Strategy/Activity Indicate in this box which students will benefit from the strategies/activities by indicating “All Students” or listing one or more specific student group(s) to be served. [This section meets the requirements for CSI.] [When completing this section for TSI and ATSI, at a minimum, the student groups to be served shall include the student groups that are consistently underperforming, for which the school received the TSI or ATSI designation. For TSI, a school may focus on all students or the student group(s) that led to identification based on the evidence-based interventions selected.] Proposed Expenditures for this Strategy/Activity For each strategy/activity, list the amount(s) and funding source(s) for the proposed expenditures for the school year to implement these strategies/activities. 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. Proposed expenditures that are included more than once in a SPSA should be indicated as a duplicated expenditure and include a reference to the goal and strategy/activity where the expenditure first appears in the SPSA. Pursuant to Education Code, Section 64001(g)(3)(C), proposed expenditures, based on the projected resource allocation from the governing board or governing body of the LEA, to address the findings of the needs assessment consistent with the state priorities including identifying resource inequities which may include a review of the LEA’s budgeting, its LCAP, and school-level budgeting, if applicable. [This section meets the requirements for CSI, TSI, and ATSI.] [NOTE: Federal funds for CSI shall not be used in schools identified for TSI or ATSI. In addition, funds for CSI shall not be used to hire additional permanent staff.]

Annual Review In the following Analysis prompts, identify any material differences between what was planned and what actually occurred as well as significant changes in strategies/activities and/ or expenditures from the prior year. This annual review and analysis should be the basis for decision-making and updates to the plan.

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Analysis Using actual outcome data, including state indicator data from the Dashboard, analyze whether the planned strategies/activities were effective in achieving the goal. Respond to the prompts as instructed. Respond to the following prompts relative to this goal. If the school is in the first year of implementing the goal the Annual Review section is not required and this section may be deleted.

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

● Briefly describe any major differences between either/or the intended implementation or the

budgeted expenditures to implement the strategies/activities to meet the articulated goal. ● Describe any changes that will be made to the goal, expected annual measurable outcomes,

metrics/indicators, or strategies/activities to achieve this goal as a result of this analysis and analysis of the data provided in the Dashboard, as applicable. Identify where those changes can be found in the SPSA.

[When completing this section for CSI, TSI, or ATSI, any changes made to the goals, annual measurable outcomes, metrics/indicators, or strategies/activities, shall meet the CSI, TSI, or ATSI planning requirements. CSI, TSI, and ATSI planning requirements are listed under each section of the Instructions. For example, as a result of the Annual Review and Update, if changes are made to a goal(s), see the Goal section for CSI, TSI, and ATSI planning requirements.]

Budget Summary In this section a school provides a brief summary of the funding allocated to the school through the ConApp and/or other funding sources as well as the total amount of funds for proposed expenditures described in the SPSA. The Budget Summary is required for schools funded through the ConApp and that receive federal funds for CSI. If the school is not operating a Title I schoolwide program this section is not applicable and may be deleted. From its total allocation for CSI, the LEA may distribute funds across its schools that meet the criteria for CSI to support implementation of this plan. In addition, the LEA may retain a portion of its total allocation to support LEA-level expenditures that are directly related to serving schools eligible for CSI. Budget Summary A school receiving funds allocated through the ConApp should complete the Budget Summary as follows:

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

● Total Funds Budgeted for Strategies to Meet the Goals in the SPSA: This amount is the total of

the proposed expenditures from all sources of funds associated with the strategies/activities reflected in the SPSA. To the extent strategies/activities and/or proposed expenditures are listed in the SPSA under more than one goal, the expenditures should be counted only once.

A school receiving federal funds for CSI should complete the Budget Summary as follows:

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● Total Federal Funds Provided to the School from the LEA for CSI: This amount is the total amount of funding provided to the school from the LEA.

[NOTE: Federal funds for CSI shall not be used in schools eligible for TSI or ATSI. In addition, funds for CSI shall not be used to hire additional permanent staff.]

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Appendix A: Plan Requirements Schoolwide Program Requirements This School Plan for Student Achievement (SPSA) template meets the requirements of a schoolwide program plan. The requirements below are for planning reference. A school that operates a schoolwide program and receives funds allocated through the ConApp is required to develop a SPSA. The SPSA, including proposed expenditures of funds allocated to the school through the ConApp, must be reviewed annually and updated by the SSC. The content of a SPSA must be aligned with school goals for improving student achievement. Requirements for Development of the Plan

I. The development of the SPSA shall include both of the following actions: A. Administration of a comprehensive needs assessment that forms the basis of the school’s

goals contained in the SPSA. 1. The comprehensive needs assessment of the entire school shall:

a. Include an analysis of verifiable state data, consistent with all state priorities as noted in Sections 52060 and 52066, and informed by all indicators described in Section 1111(c)(4)(B) of the federal Every Student Succeeds Act, including pupil performance against state-determined long-term goals. The school may include data voluntarily developed by districts to measure pupil outcomes (described in the Identified Need); and

b. Be based on academic achievement information about all students in the school, including all groups under §200.13(b)(7) and migratory children as defined in section 1309(2) of the ESEA, relative to the State's academic standards under §200.1 to— i. Help the school understand the subjects and skills for which teaching and

learning need to be improved; and ii. Identify the specific academic needs of students and groups of students who are

not yet achieving the State's academic standards; and iii. Assess the needs of the school relative to each of the components of the

schoolwide program under §200.28. iv. Develop the comprehensive needs assessment with the participation of

individuals who will carry out the schoolwide program plan. v. Document how it conducted the needs assessment, the results it obtained, and

the conclusions it drew from those results. B. Identification of the process for evaluating and monitoring the implementation of the SPSA

and progress towards accomplishing the goals set forth in the SPSA (described in the Expected Annual Measurable Outcomes and Annual Review and Update).

Requirements for the Plan

II. The SPSA shall include the following: A. Goals set to improve pupil outcomes, including addressing the needs of student groups as

identified through the needs assessment.

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B. Evidence-based strategies, actions, or services (described in Strategies and Activities) 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 children including each of the subgroups of students to

meet the challenging state academic standards b. use methods and instructional strategies that:

i. strengthen the academic program in the school, ii. increase the amount and quality of learning time, and iii. provide an enriched and accelerated curriculum, which may include programs,

activities, and courses necessary to provide a well-rounded education. c. Address the needs of all children in the school, but particularly the needs of those at

risk of not meeting the challenging State academic standards, so that all students demonstrate at least proficiency on the State’s academic standards 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; and v. strategies for assisting preschool children in the transition from early childhood

education programs to local elementary school programs. C. Proposed expenditures, based on the projected resource allocation from the governing

board or body of the local educational agency (may include funds allocated via the ConApp, federal funds for CSI, any other state or local funds allocated to the school), to address the findings of the needs assessment consistent with the state priorities, including identifying resource inequities, which may include a review of the LEAs budgeting, it’s LCAP, and school-level budgeting, if applicable (described in Proposed Expenditures and Budget Summary). Employees of the schoolwide program may be deemed funded by a single cost objective.

D. 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). 1. 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;

2. 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

3. Revise the plan, as necessary, based on the results of the evaluation, to ensure continuous improvement of students in the schoolwide program.

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E. 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).

F. 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 1. Ensure that those students' difficulties are identified on a timely basis; and 2. Provide sufficient information on which to base effective assistance to those students.

G. 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.

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

I. A description of any other activities and objectives as established by the SSC (described in the Strategies/Activities).

Authority Cited: S Title 34 of the Code of Federal Regulations (34 CFR), sections 200.25-26, and 200.29, and sections-1114(b)(7)(A)(i)-(iii) and 1118(b) of the ESEA. EC sections 6400 et. seq.

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Appendix B: Plan Requirements for School to Meet Federal School Improvement Planning Requirements For questions or technical assistance related to meeting Federal School Improvement Planning Requirements, please contact the CDE’s School Improvement and Support Office at [email protected].

Comprehensive Support and Improvement The LEA shall partner with stakeholders (including principals and other school leaders, teachers, and parents) to locally develop and implement the CSI plan for the school to improve student outcomes, and specifically address the metrics that led to eligibility for CSI (Stakeholder Involvement). The CSI plan shall:

1. Be informed by all state indicators, including student performance against state-determined long-term goals (Goal, Identified Need, Expected Annual Measurable Outcomes, Annual Review and Update, as applicable);

2. Include evidence-based interventions (Strategies/Activities, Annual Review and Update, as applicable) (For resources related to evidence-based interventions, see the U.S. Department of Education’s “Using Evidence to Strengthen Education Investments” at https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf);

3. Be based on a school-level needs assessment (Goal, Identified Need, Expected Annual Measurable Outcomes, Annual Review and Update, as applicable); and

4. Identify resource inequities, which may include a review of LEA- and school-level budgeting, to be addressed through implementation of the CSI plan (Goal, Identified Need, Expected Annual Measurable Outcomes, Planned Strategies/Activities; and Annual Review and Update, as applicable).

Authority Cited: Sections 1003(e)(1)(A), 1003(i), 1111(c)(4)(B), and 1111(d)(1) of the ESSA.

Targeted Support and Improvement In partnership with stakeholders (including principals and other school leaders, teachers, and parents) the school shall develop and implement a school-level TSI plan to improve student outcomes for each subgroup of students that was the subject of identification (Stakeholder Involvement). The TSI plan shall:

1. Be informed by all state indicators, including student performance against state-determined long-term goals (Goal, Identified Need, Expected Annual Measurable Outcomes, Annual Review and Update, as applicable); and

2. Include evidence-based interventions (Planned Strategies/Activities, Annual Review and Update, as applicable). (For resources related to evidence-based interventions, see the U.S. Department of Education’s “Using Evidence to Strengthen Education Investments” https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf.)

Authority Cited: Sections 1003(e)(1)(B), 1003(i), 1111(c)(4)(B) and 1111(d)(2) of the ESSA.

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https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf

https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf


Additional Targeted Support and Improvement A school identified for ATSI shall:

1. Identify resource inequities, which may include a review of LEA- and school-level budgeting, which will be addressed through implementation of its TSI plan (Goal, Identified Need, Expected Annual Measurable Outcomes, Planned Strategies/Activities, and Annual Review and Update, as applicable).

Authority Cited: Sections 1003(e)(1)(B), 1003(i), 1111(c)(4)(B), and 1111(d)(2)(c) of the ESSA.

Single School Districts and Charter Schools Identified for School Improvement Single school districts (SSDs) or charter schools that are identified for CSI, TSI, or ATSI, shall develop a SPSA that addresses the applicable requirements above as a condition of receiving funds (EC Section 64001[a] as amended by Assembly Bill [AB] 716, effective January 1, 2019). However, a SSD or a charter school may streamline the process by combining state and federal requirements into one document which may include the local control and accountability plan (LCAP) and all federal planning requirements, provided that the combined plan is able to demonstrate that the legal requirements for each of the plans is met (EC Section 52062[a] as amended by AB 716, effective January 1, 2019). Planning requirements for single school districts and charter schools choosing to exercise this option are available in the LCAP Instructions. Authority Cited: EC sections 52062(a) and 64001(a), both as amended by AB 716, effective January 1, 2019.

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Appendix C: Select State and Federal Programs For a list of active programs, please see the following links: Programs included on the Consolidated Application: https://www.cde.ca.gov/fg/aa/co/ ESSA Title I, Part A: School Improvement: https://www.cde.ca.gov/sp/sw/t1/schoolsupport.asp Available Funding: https://www.cde.ca.gov/fg/fo/af/ Developed by the California Department of Education, January 2019

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https://www.cde.ca.gov/fg/aa/co/

https://www.cde.ca.gov/sp/sw/t1/schoolsupport.asp

https://www.cde.ca.gov/fg/fo/af/

Come to our 2019

Fall ELAC Meeting Thursday, October 17, 2019

11:00-11:45

Career Center

• Review ELPAC • Introduction to Redesignation • Testing Dates for ELPAC • Testing Dates for CAASP • Learn about supports available for our

English learners • Meet our ELD support teacher

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Folsom High School Site CouncilWed,Oct2nd,2019

Folsom High School’s mission is to provide a high-quality learning environment in which all students develop the knowledge, skills, and personal attributes necessary to become responsible, productive, and contributing members of a democratic society

Time Item Presenter Materials Notes & Questions

3:15 PurposeofSSC Howard 1. Measure effectiveness of improvement strategies at the school.

2. Adopt or recommend revisions to the school safety plan.

3. Affirm or revise school goals. 4. Review improvement strategies 5. Recommend the approved single plan

for student achievement (SPSA) to the governing board. Monitor implementation of the SPSA.

3:20 Guiding Documents Howard WASC LCAP

2017 WASC binder discussed LCAP one sheet presented and explained/ties to funding and accountability explained

3:35 Performance Data Howard SBA, Attendance, AP data discussed Presentation and analysis of 2018-2019 school-wide data. Like schools discussed.

3:50 Overview of document Howard Handout Short overview provided of the complete SPSA document.

4:00 Presentation and Approval of SPSA Goals 2018-2019

Howard ELA/Math/SPED/ELD

Vote to approve SPSA: Unanimous

4:15 Presentation/ApprovalofSafetyPlan

Howard One-Sheet Safety Information/Hour Zero binder/Comprehensive Site Safety Plan

One-Sheet Safety Information/Hour Zero and site safety binder presented. Discussion of active shooter procedures and planned drills. Vote to approve Safety Plan: Unanimous

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School Plan for Student Achievement (SPSA) Template

Documents

Transcript of School Plan for Student Achievement (SPSA) Template