Single Plan 2014-2015

2014 Single Plan for Student Achievement

Part II: The Single Plan for Student Achievement Template

A Resource for the School Site Council Prepared by: California Department of Education February 2013

Part II: The Single Plan for Student Achievement Template

School: J. Douglas Adams Middle School

District: Brentwood Union Elementary School District

County-District School (CDS) Code: 07616550110528

Principal: Kelly Manke

Date of this revision: May 1, 2014 The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA. For additional information on school programs and how you may become involved locally, please contact the following person:

Contact Person: Kelly Manke

Position: Principal

Telephone Number: 925-513-6450

Address: 401 American Avenue, Brentwood, CA 94513

E-mail Address: [email protected] The District Governing Board approved this revision of the SPSA on June 25, 2014.

Guide to the Single Plan for Student Achievement iii California Department of Education, February 2013

Table of Contents II. Template for the Single Plan for Student Achievement

Form A: Planned Improvements in Student Performance Sample Form A Sample Form A (Non-Academic Goal)

1

2

4

Form B: Centralized Services for Planned Improvements in Student Performance

5

Form C: Programs Included in This Plan

6

Form D: School Site Council Membership

8

Form E: Recommendations and Assurances

9

Form F: Budget Planning Tool (new) Form G: Single Plan for Student Achievement Annual Evaluation (new)

10

15

Guide to the Single Plan for Student Achievement 1 California Department of Education, February 2013

Form A: Planned Improvements in Student Performance The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: LEA GOAL: Align instruction and student learning to Common Core State Standards (CCSS), English Language Development (ELD) Standards, and

Next Generation Science Standards (NGSS).

SCHOOL GOAL: In an ongoing effort to increase student achievement and attain 85% proficiency in all content areas by Spring 2015 as evidenced

by quarterly assessments, the AMS Staff will shift our instructional practice to align with the CCSS and monitor student achievement through a

school-wide quarterly systemic RtI process.

What data did you use to form this goal? Benchmark assessment data and classroom observations

What were the findings from the analysis of this data? 80% proficiency across content areas.

How will the school evaluate the progress of this goal? Quarterly assessment data CFAs Classroom observation of CCSS implementation

STRATEGY: During 2014-2015, AMS will implement school-wide instructional strategies to include common planning, student discourse strategies, and common formative assessments that are aligned to the CCSS.

Action/Date Person(s) Responsible Task/Ongoing Cost and Funding Source (Itemize for Each Source)

Common Core State Standards (CCSS)/ 2013-2018 Literacy

• Building knowledge through content rich non-fiction

• Reading, writing and

• District • Admin. • Dept. Leads • Teachers

Fall and Ongoing • Close Reading Strategies and training • Create a Close Read • EL PD • Academic Vocabulary (All terms and steps) • LA Adoption • Alignment of assessments to SBAC structure • Math curricular changes

LCFF $15,000 (CLMS/Conferences) $15,000 (Materials) $15,000 (Technology) $3,000 (SBAC) $36,013 (TSA) $15,221 (unallocated)


speaking grounded in evidence from text, both literary and informational

• Regular practice with complex text and its academic language

Math

• Focus strongly where the Standards focus

• Coherence: think across grades, and link to major topics within grades

• Rigor: in major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity.

• Next Generation Science Standards integration • Hire a TSA • Create an SST Committee • Revise site technology plan to include upgrades

and continue to modify computer curriculum to meet the needs of students and prepare them for state assessments.

Regular Lottery $13,324 (copier costs)

Common Planning: • Use common planning

time to address the 5 driving questions:

1. What do we want students to know?

2. How will we set them up for success?

3. How will we know if they’ve learned it?

4. What will we do when they do not learn it?

5. How will we extend or enrich the learning for students who

• Principal • Leadership • Admin. • Teachers

• Design Master Schedule to reflect common preps.

• Add LA Support, ELD, Math Support • Cluster GATE students for LA and Math • Identify those students needing Math

acceleration beginning in 7th grade • Add instructional aide time to classes with

Special Education Students and English Learners

• Use of CLT to collaborate through the PLC process both in departments and through vertical articulation.

• Administrative walk-thrus to provide feedback on CCSS implementation.

Title III (LEP) $5,219 (Bilingual Aide) LCFF $8,800 (Subs.) $23,208 (Aides) Comm Srv Lottery $25,485 (Staffing)


demonstrate proficiency?

Common Formative Assessments: Fall 2014 and ongoing

• Create efficient and effective formative assessments that will be used throughout departments to monitor and assess student learning.

• Admin. • Teachers • Leadership

• Create common formative assessments each quarter.

• Share results of assessments within the department to guide instructional planning.

• CLT calendar to reflect training and collaboration.

Universal Access: Fall 2015

• Use of “Responsive” teaching rather than “one-size-fits-all” teaching.

• Admin • Teachers • Leadership

• Training to support the implementation of UA into daily lesson design.

• Daily checks for understanding to adjust teaching and learning.

• CLT Calendar to reflect training and collaboration.

LCFF $5,000 (Training)


LEA GOAL: All Students in the Brentwood Union Elementary School District will be educated in a safe and healthy learning environment. SCHOOL GOAL: AMS will provide a safe school environment with a character education program that values diversity and helps build capacity in students and staff by providing ongoing support and collaboration on a daily basis. What data did you use to form this goal? School-wide management system California Healthy Kids Survey

What were the findings from the analysis of this data? As a result of a positive character education system, referrals and classroom disruptions were down.

How will the school evaluate the progress of this goal? California Healthy Kids Survey and use of data management system to monitor student behavior.

STRATEGIES: AMS will use an inquiry based system to monitor and evaluate our character education program, attendance monitoring, and our Advisory program.

Action/Date Person(s)

Responsible Task/Ongoing

Cost and Funding Source (Itemize for Each Source)

Attendance Monitoring 2014-2015

• Admin • Teacher • SST

• SARB • Monitor single period absences � Use a system to track 1st period tardies

LCFF • $4,000 (SST)

Advisory • Admin • Advisory

leads

• Continue to use “Rachel’s Challenge” curriculum • Use Sean Covey’s, “7 habits” curriculum • Use Sean Covey’s, “6 most important decisions you

will ever make” curriculum • Modify the curriculum to implement a program that

is appropriate for each grade level • Assess current program implementation, create an

assessment tool

Comm Srv-Lottery • $4,500 (Staffing)


Campus Climate • Admin • Teachers • Staff • Parents

• Provide enrichment activities for all students (Clubs, GATE Classes, Math Help, etc.)

• Intra mural sports • Athletics • Offer zero period classes to students • Whole School Assemblies focused on cyber safety,

anti-bullying, and character education.

Comm Srv-Lottery • $4,500 (Staffing)

LCFF

• $29,620 (Staffing)


Form B: Centralized Services for Planned Improvements in Student Performance The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each categorical program in Form B must be aligned with the Consolidated Application. School Goal # 1: In an ongoing effort to increase student achievement and attain 85%

proficiency in all content areas by Spring 2015 as evidenced by quarterly assessments, the AMS

Staff will shift our instructional practice to align with the CCSS and monitor student

achievement through a school-wide quarterly systemic RtI process.

Actions to be Taken to Reach This Goal

1

Consider all appropriate dimensions (e.g., Teaching and Learning,

Staffing, and Professional Development)

Start Date2

Completion

Date

Proposed Expenditures Estimated

Cost

Funding Source (itemize for each source)

• Continued CCSS Professional Learning

• On-going support for Universal Access site implementation

• On-going support of Illuminate

Data and Assessment, Gradebook and Report Card Systems

• Staffing to support current

programs: • 1.0 FTE Coordinator:

Elementary C&I • 1.0 FTE TSA: Middle School

C&I • .5 FTE TSA: English Learner

Programs • 1.0 FTE TSA C&I Tech

• Coordination and support of

implementation of Title 3 plan goals and actions

• On-going support of Common

Formative Assessment Professional Leaning Modules

• On-going support and Coordination

of Academic Vocabulary initiative

• Coordination of ELA program implementation (elementary & middle school).

July ’14 -June ‘15 July ’14 -June ‘15 July ’14 -June ‘15 July ’14 -June ‘15 July ’14 -June ‘15 July ’14 -June ‘15 July ’14 -June ‘15 July ’14 -June ‘15

Current TSA and Coordinator Staffing Current TSA and Coordinator Staffing Current TSA and Coordinator Staffing Staffing Costs Staffing Costs Staffing Costs Staffing Costs Staffing Costs

See staffing costs See staffing costs $70,000 $65,000 $30,000 See staffing costs See staffing costs See staffing costs

Title I Title II EIA

1 See Appendix A: Chart of Legal Specifics for the Single Plan for Student Achievement for content

required by each program or funding source supporting this goal. 2 List the date an action will be taken, or will begin, and the date it will be completed.


Note: Centralized services may include the following direct services:

• Research-based instructional strategies, curriculum development, school climate, and data disaggregation for instructional staff

• District-wide staff providing specific services to schools, e.g., English Language

Development Coordinator, Teachers on Special Assignment, Instructional Coaches

• After–School and Summer School programs funded by categorical programs

• Data analysis services, software, and training for assessment of student progress

Centralized services do not include administrative costs.


Form C: Programs Included in this Plan

Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. The totals on these pages should match the cost estimates in Form A. Note: for many of the funding sources listed below, school districts may be exercising Categorical Program Provisions options (flexibility), which are described at: http://www.cde.ca.gov/fg/aa/co/ca12sguiappcatprog.asp

State Programs Allocation

California School Age Families Education Purpose: Assist expectant and parenting students to succeed in school

$

Economic Impact Aid/State Compensatory Education (EIA-SCE) Purpose: Help educationally disadvantaged students succeed in the regular program

$

Economic Impact Aid/Limited English Proficient (EIA-LEP) Purpose: Develop fluency in English and academic proficiency of English learners

$

Peer Assistance and Review Purpose: Assist teachers through coaching and mentoring

$

Professional Development Block Grant Purpose: Attract, train, and retain classroom personnel to improve student performance in core curriculum areas

$

Pupil Retention Block Grant Purpose: Prevent students from dropping out of school

$

Quality Education Investment Act (QEIA) Purpose: Funds are available for use in performing various specified measures to improve academic instruction and pupil academic achievement

$

School and Library Improvement Program Block Grant Purpose: Improve library and other school programs

$

School Safety and Violence Prevention Act Purpose: Increase school safety

$

Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students

$

X

List and Describe Other State or Local Funds LCFF Regular Lottery Comm. Service Lottery

$169,862 $13,324 $34,485

Total amount of state categorical funds allocated to this school $204,347


Federal Programs Allocation

Title I, Part A: Allocation Purpose: To improve basic programs operated by local educational agencies (LEAs)

$

Title I, Part A: Parental Involvement (if applicable under Section 1118[a][3][c] of the Elementary and Secondary Education Act) Purpose: Ensure that parents have information they need to make well-informed choices for their children, more effectively share responsibility with their children’s schools, and help schools develop effective and successful academic programs (this is a reservation from the total Title I, Part A allocation).

$

For Program Improvement Schools only: Title I, Part A Program Improvement (PI) Professional Development (10 percent minimum reservation from the Title I, Part A reservation for schools in PI Year 1 and 2)

$

Title II, Part A: Improving Teacher Quality Purpose: Improve and increase the number of highly qualified teachers and principals

$

X

Title III, Part A: Language Instruction for Limited-English-Proficient (LEP) Students Purpose: Supplement language instruction to help LEP students attain English proficiency and meet academic performance standards

$5,219

Title VI, Part B: Rural Education Achievement Program Purpose: Provide flexibility in the use of ESEA funds to eligible LEAs

$

For School Improvement Schools only: School Improvement Grant (SIG) Purpose: to address the needs of schools in improvement, corrective action, and restructuring to improve student achievement

$

Other federal funds (list and describe) $



Total amount of federal categorical funds allocated to this school $5,219

Total amount of state and federal categorical funds allocated to this school $222,890

Note: Other Title I-supported activities that are not shown on this page may be included in the SPSA Action Plan.


Form D: 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.3 The current make-up of the SSC is as follows:

Names of Members

Princip

al

Cla

ssro

om

T

eacher

Oth

er

Sch

ool

Sta

ff

Pare

nt or

Com

mun

ity

Mem

ber

Secon

dary

S

tud

ent

Kelly Manke X

Connie Rickard X

Tiffini Vaccarezza X

Danny McKnight X

Patty Barbosa X

Cindy Anderson X

Shannon Miller X

Sheri Marbry X

Brigette Vinding X

Ed Runge X

Numbers of members in each category 1 3 1 4

3 EC Section 52852


Form E: 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: 1. The SSC is correctly constituted and was formed in accordance with district

governing board policy and state law. 2. The SSC reviewed its responsibilities under state law and district governing board

policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.

3. The SSC sought and considered all recommendations from the following groups or

committees before adopting this plan (Check those that apply):

State Compensatory Education Advisory Committee ____________________ Signature

English Learner Advisory Committee _________________________________ Signature

Special Education Advisory Committee _______________________________ Signature

Gifted and Talented Education Advisory Committee _____________________ Signature

District/School Liaison Team for schools in Program Improvement __________ Signature

Compensatory Education Advisory Committee _________________________ Signature

Departmental Advisory Committee (secondary)_________________________ Signature

Other committees established by the school or district (list) _______________ Signature 4. 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.

5. 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.

6. This SPSA was adopted by the SSC at a public meeting on: .

Attested: _________________________ _______________________ ________ Typed name of School Principal Signature of School Principal Date _________________________ _______________________ ________ Typed name of SSC Chairperson Signature of SSC Chairperson Date


Form F: Budget Planning Tool (new) The SPSA Budget Planning Tool is simple to use, flexible, and informative. The tool has been designed to provide those involved in school planning with a way to compare the costs of their estimated goal expenditures to funding source fiscal year allocations. The aim in providing this tool is to assist school planners in making effective and informed decisions as to the use of their funds. System Requirements: A computer running spreadsheet software with the ability to use Macro-Enabled Microsoft Excel 1997–2003 worksheets is required. Step One: Setting up the SPSA Budget Worksheet

1. Open the SPSA Budget Planning Tool and enable editing. Upon opening the file, a dialogue box should appear that will allow the user to enable editing of the workbook.

2. Enable macros. A Security Warning dialogue box should appear asking if the

user wants to enable macros. This warning may alternately appear as a yellow security warning bar across the top of the workbook. Select Enable Macros and save the document.

3. Maximize the workbook so that the page tabs show along the bottom of the

workbook. 4. Select the Budget Tool Setup sheet tab at the bottom of the workbook. Select

School to activate the cell, type the name of the school and select Enter to enter the school name. Do this for the remaining school, district, and date information. This will only need to be completed once as this information will automatically populate in the other pages of the workbook.

5. Enter the funding sources to be used by the school in the implementation of its

SPSA goals. Funding sources listed in the SPSA and in California Accountability and Improvement System (CAIS) have been pre-entered in the column; however, these may be edited or deleted according to the sources used by the school. To add or edit a funding source, click on a cell and type the name of the funding source. Up to 92 different funding sources may be entered on this list.

Note: When editing a funding source, do not drag one cell into another cell. Doing so will result in an error on the following page. If #REF! appears in a funding source cell on the “SPSABudget” sheet, it is because one cell has been dragged into another cell on the Budget Tool Setup sheet. The remedies for this error are to (1) select the undo button to undo the cell drag, or (2) close the


program without saving changes and open the most recently saved file. Remember to save often!

This tool will work more efficiently if the list of funding sources, budget/resource codes, and budget/resource code descriptions are continuous.

6. Enter budget/resource codes and budget/resource code descriptions in their

corresponding columns. Commonly used object codes and their descriptions have been pre-entered; however, these can be edited to make use of whatever codes and descriptions are of most use to school planners. The important point to note in this step is that a code and its description must be in adjacent cells in the same row for the tool to function correctly.

Note: When editing a budget/resource code or budget/resource code description, do not drag one cell into another cell. Doing so will result in an error on the following page. If #REF! appears in a budget/resource code or budget/resource code description cell on the “SPSABudget” sheet it is because one cell has been dragged into another cell on the Budget Tool Setup sheet. The remedies for this error are to (1) select the Undo button to undo the cell drag, or (2) close the program without saving changes and open the most recently saved file. Remember to save often!

To edit either of these lists, select a cell to activate it and type the new code or code description. Up to 92 different codes and descriptions may be entered on this list. This tool will work more efficiently if the list of funding sources, budget/resource codes, and budget/resource code descriptions are continuous.

7. Select the “SPSABudget” tab. The funding sources, codes and code descriptions

that were entered on the Budget Tool Setup sheet should be in their corresponding columns.

Enter the fiscal year allocation for each funding source being used in the school plan. Select a cell to activate it and enter the amount of funding allocated in dollars and cents. For example, if a site has $12,000.00 for Career Technical Education, a value of 12000.00 would be entered in the cell to the left of that funding source.

Note: Please be sure that the centralized services described in Form B of this document match any centralized services entered into the Budget Planning Tool.


Step Two: Using the Goal Worksheets

1. Select one of the Goal tabs at the bottom of the worksheet. Check to be sure that the school information is entered correctly at the top of the page.

2. Enter the title of the goal that is to be addressed. Select School Goal # to activate

it and type the title of the school goal. 3. Enter a proposed expenditure. Select an empty cell under the heading “Proposed

Expenditures for Activities and Strategies to Implement this Goal” and enter a proposed expenditure from the current school goal.

4. Enter the category or code for the proposed expenditure. Select a cell under

either of the headings to activate the dropdown menu. Use the dropdown menu to select either the description or code for this proposed expenditure. The corresponding code or description will appear automatically. If it does not, it is because the data was not entered correctly on the Budget Tool Setup worksheet.

5. Enter the funding source for the proposed expenditure. In the funding source row

select a cell to activate the dropdown menu. Use the dropdown menu to select one of the funding sources. Select the gray bar immediately above the funding source and then select the newly entered funding source again. The Fiscal Year Allocation amount that was entered on the SPSA Budget worksheet should appear in the Fiscal Year Allocation row immediately below the funding source.

Note: It is best not to select cells in the Fiscal Year Allocation row of the Goals worksheets. Selecting a cell in this row will either cause the cell above to go blank or cause an error message dialogue box reading 13: Type Mismatch to appear. Other than causing minor annoyance, these events do not impact the functionality of the tool. If the cell above has gone blank, select the blank cell and use the dropdown menu as normal. If an error message has appeared, select OK to clear the message and continue working.

6. Enter the estimated cost for the proposed expenditure. After selecting a funding

source for the proposed expenditure, enter the estimated cost associated with the proposed expenditure. The figure entered will be automatically summed in the Total Estimated Costs per Funding Source row.

Should a proposed expenditure draw from more than one funding source, either leave the next cell in the proposed expenditure column empty or enter the same item in the next proposed expenditure cell and enter the additional category/code, funding source, and estimated cost. Repeat this step as needed.

Each Goal worksheet may have up to 39 lines of Proposed Expenditures and up to 46 Funding Source columns.


Step Three: Adding and Deleting New Rows and Columns

1. To add a new Proposed Expenditures row, select the Add a Row button and a new row will appear directly underneath row 20 (the sixth expenditure row). This new row will have all the values that are present in row 20. Change those values to the values that are needed. Any new rows that are added will be added directly underneath row 20. Any rows beneath row 20 will be automatically moved down.

2. To delete a Proposed Expenditures row, select a cell in the row that you want to

delete and then select the Delete a Row button. That row will be deleted. Do not delete row 20! If row 20 is deleted, adding new rows will not be possible.

3. To add a Funding Source column, select on the Add a Column button and a

column will be added to the right of the second funding source column (column E). This new column will have all the values that are present in the second funding source column (column E). Change those values to the values that are needed. Any new columns that are added will be added directly to the right of the second funding source column (column E). Any rows to the right of the second funding source column (column E) will be automatically moved to the right.

4. To delete a Funding Source column, select a cell in the column that you want to

delete and then select the Delete a Column button. That column will be deleted. Do not delete the second funding source column (E)! If the second funding source column (E) is deleted, adding new columns will not be possible.

Step Four: Reading the Data

1. On each Goal worksheet there are two sets of values: a. The estimated cost for a proposed expenditure from a specific funding

source. These figures are found in the main body of the Goal worksheet under the heading Estimated Costs.

b. The totals for all the proposed expenditures from each funding source used

on that goal. These figures are found in the Total Estimated Costs per Funding Source row and can be readily compared to the fiscal year allocation for that funding source in the row above.

2. On the “SPSABudget” Worksheet, there are two additional sets of values:

a. The total estimated cost of the proposed expenditures from each funding

source for all the goals in the SPSA. These figures are found in the Totals of All Estimated Costs for All Goals by Funding Source column and can be readily compared to the fiscal year allocations for funding.


b. The total estimated cost of proposed expenditures from each assigned object/budget/resource code for all the goals in the SPSA. These figures are found in the Estimated Cost for All Goals by Code Type column and are provided to assist school planners in evaluating what their expenditures are being used for.


Form G: Single Plan for Student Achievement Annual Evaluation (New) Pursuant to California Education Code Section 64001(g), the School Site Council (SSC) must evaluate at least annually the effectiveness of planned activities. In the cycle of continuous improvement of student performance, evaluation of the results of goals will provide data to inform and guide subsequent plans. Annual evaluation by the SSC and local educational agency (LEA) is a critical part of the continuous cycle of improvement for a school. Furthermore, it is an integral component of the Compensatory Education (CE) Federal Program Monitoring (FPM) review process for Single Plan for Student Achievements (SPSAs). During an FPM review, the SSC and LEA must be able to provide evidence of the evaluation process to determine if the needs of students are being met by the strategies described in the SPSA. The SPSA annual evaluation may be a summary description of the school’s progress toward implementation of the strategies and actions in the SPSA. The report may also include a data analysis of the school’s progress towards its student achievement goals based on local, state, or national assessment data. During the evaluation process, it is important for the SSC and LEA to exercise caution about jumping to conclusions about the effectiveness or non-effectiveness of specific activities and programs without examining the underlying causes. The SSC and LEA should consider all relevant factors when evaluating the plan, such as the degree of implementation, student enrollment changes, and health and safety issues.

SAMPLE QUESTIONS FOR SPSA ANNUAL EVALUATION Plan Priorities

• Identify the top priorities of the current SPSA. (No more than 2–3.)

• Identify the major expenditures supporting these priorities. Plan Implementation

• Identify strategies in the current SPSA that were fully implemented as described in the plan.

• Identify strategies in the current SPSA that were not fully implemented as

described in the plan or were not implemented within the specified timelines.

o What specific actions related to those strategies were eliminated or modified during the year?

o Identify barriers to full or timely implementation of the strategies identified

above.


o What actions were undertaken to mitigate those barriers or adjust the plan to overcome them?

o What impact did the lack of full or timely implementation of these

strategies have on student outcomes? What data did you use to come to this conclusion?

Strategies and Activities

• Identify those strategies or activities that were particularly effective in improving student achievement. What evidence do you have of the direct or indirect impact of the strategies or activities on student achievement?

• Identify those strategies or activities that were ineffective or minimally effective in

improving student achievement.

o Based on an analysis of the impact of the strategies/activities, what appears to be the reason they were ineffective in improving student achievement?

� Lack of timely implementation

� Limited or ineffective professional development to support

implementation

� Lack of effective follow-up or coaching to support implementation

� Not implemented with fidelity

� Not appropriately matched to student needs/student population

� Other________________________________________________

o Based on the analysis of this practice, would you recommend:

� Eliminating it from next year’s plan � Continuing it with the following

modifications:______________________________ Involvement/Governance

• How was the SSC involved in development of the plan?

• How were advisory committees involved in providing advice to the SSC?

• How was the plan monitored during the school year?


• What changes are needed to ensure involvement of all stakeholders and adequate monitoring of planned activities and outcomes?

Outcomes

• Identify any goals in the current SPSA that were met.

• Identify any goals in the current SPSA that were not met, or were only partially met.

o List any strategies related to this goal that were identified above as “not

fully implemented” or “ineffective” or “minimally” effective.

• Based on this information, what might be some recommendations for future steps to meet this goal?

Single Plan 2014-2015

Documents

Transcript of Single Plan 2014-2015