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The Single Plan for Student Achievement 1 of 49 5/24/18

The Single Plan for Student Achievement

School: Deer Valley High School

CDS Code: 07 61648 0730465

District: Antioch Unified School District

Principal: Kenneth Gardner

Revision Date: May 17, 2018 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: Reggie Marsh

Position: Vice Principal

Phone Number: 925-779-7570

Address: 4700 Lone Tree Way Antioch, CA 94531

E-mail Address: [email protected]


Table of Contents

School Vision and Mission ......................................................................................................................................................3

School Profile ..........................................................................................................................................................................3

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

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

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

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

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

Description of Barriers and Related School Goals ..................................................................................................................5

Community Involvement ........................................................................................................................................................7

School and Student Performance Data ..................................................................................................................................8

CAASPP Results (All Students) .......................................................................................................................................8

CELDT (Annual Assessment) Results ............................................................................................................................12

CELDT (All Assessment) Results ...................................................................................................................................13

Chronic Absenteeism Data ..........................................................................................................................................14

Equity Report ...............................................................................................................................................................15

Status and Change Report ...........................................................................................................................................16

Detailed Report ...........................................................................................................................................................26

Student Group Report .................................................................................................................................................29

Planned Improvements in Student Performance .................................................................................................................30

School Goal #1 .............................................................................................................................................................30

School Goal #2 .............................................................................................................................................................33

School Goal #3 .............................................................................................................................................................35

School Goal #4 .............................................................................................................................................................38

School Goal #5 .............................................................................................................................................................40

School Goal #6 .............................................................................................................................................................42

Summary of Expenditures in this Plan ..................................................................................................................................44

Total Allocations and Expenditures by Funding Source ..............................................................................................44

Total Expenditures by Object Type ..............................................................................................................................45

Total Expenditures by Object Type and Funding Source .............................................................................................46

Total Expenditures by Goal .........................................................................................................................................47

School Site Council Membership ..........................................................................................................................................48

Recommendations and Assurances ......................................................................................................................................49


School Vision and Mission Deer Valley High School’s Vision and Mission Statements Prepare All Students for College Career and Life. School Profile Deer Valley High School (DVHS) is located in Antioch, CA, a suburb 50 miles east of San Francisco in Contra Costa County. The school describes the community as a “bedroom community with urban issues.” Antioch has been characterized as the 5th most dangerous city in California as measured by the incidence of violent crime. DVHS is one of two comprehensive high schools in the Antioch Unified School District. In addition, the district has 13 elementary schools, four middle schools, one specialized high school and three alternative high schools. Though DVHS is not in Program Improvement (PI), Antioch Unified is in year 3 of PI. Current enrollment stands at 2409, a loss of 8% from 2013/-14, as well as a 17.8% decrease since 2008/-09. Despite decreases in enrollment, the percentage of students qualifying for free or reduced lunch has increased from 49.2% in 2013-/14 to 53.7% in 2015/-16. Student demographic data for 2015/-1 shows the largest ethnic subgroups are African American (35%), Hispanic/Latino (28%), and White (18%). Other ethnicities represented include Filipino (7%), Asian (6%), two or more races (4%), Pacific Islander and American Indian/Alaska Native (1% each). In addition, enrollment information shows that 342 students (14%) have IEPs, 54 (2%) have 504 accommodation plans, and 167 (7%) are English Learners. 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). WASC focus groups, WASC parental, staff and student surveys

Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings. Daily/weekly walkthrough observations along with formal evaluative observatioons


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 1. Use of state and local assessments to modify instruction and improve student achievement (ESEA)

Meeting performance goals

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


Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (ESEA)

Exceeding performance goals

4. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on

SBE-adopted instructional materials) (EPC) Exceeding performance goals

5. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)


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


7. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve)

(EPC) Exceeding performance goals

Teaching and Learning 8. Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)



9. Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC) Exceeding performance goals

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


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


12. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school

students, access to standards-aligned core courses (EPC) Exceeding performance goals

Opportunity and Equal Educational Access 13. Services provided by the regular program that enable underperforming students to meet standards (ESEA)


14. Research-based educational practices to raise student achievement


Parental Involvement 15. Resources available from family, school, district, and community to assist under-achieving students (ESEA)


16. 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) Meeting performance goals

Funding

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


18. Fiscal support (EPC)


Description of Barriers and Related School Goals Due to decreases in enrollment, DVHS has lost an additional 4 FTE positions which reduced course offerings in Japanese and AP Spanish. Teacher attrition in some areas may effect course offerings in Auto Technology and some AP classes.


Community Involvement Deer Valley High School

Guiding Questions: 1. How have parents, community members, pupils, local bargaining units, and other stakeholders (e.g., LEA personnel, foster

youth, foster parents, English learner parents, and others as appropriate) been engaged and involved in developing, reviewing, and supporting the development and implementation of the Academic Plan/LCAP?

WASC Focus groups, WASC surveys, School Site Council and LCAP meetings.

2. How have stakeholders been included in the school's process in a timely manner to allow for engagement in the development of the Academic Plan and LCAP?

SSC Meets regularly

3. What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the priorities and used by the school to inform the Academic Plan goal setting process?

Grades, A-G completion and suspension rates were provided

4. What changes, if any, were made in the Academic Plan prior to adoption as a result of written comments or other feedback received by the School/School Site Council through any of the school's engagement processes?

5. In the annual update, how will the involvement of these stakeholders support improved outcomes for pupils related to the school/district priorities?

Describe the process that involved and engaged school and community stakeholders in the development of the Academic Plan. Include meeting dates and #'s attending (Keep sign in records).

Describe how school and community stakeholders will be involved in the implementation and review of Academic Plan strategies in the 2015-2016 school year. (plan/dates)

There are numerous opportunities for parents to become involved and Deer Valley High School welcomes that involvement. Parents are needed for PTSA, School Site Council, the Educational Foundation, the sports booster clubs, the performing arts booters clubs, ELAC and lunch walk around volunteers

School Site Council meeting dates: ELAC is combined with the SSC PTSA meeting dates:


School and Student Performance Data

CAASPP Results (All Students)

English Language Arts/Literacy

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 8 1 0 0 0

Grade 11 608 490 587 479 535 478 96.5 97.8

All Grades 608 491 587 479 535 478 96.5 97.6

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

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met Grade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 8 * * * * *

Grade 11 2578.8 2604.8 13 25 32 39 30 21 16 16

All Grades N/A N/A 13 25 32 39 30 21 16 16

Reading Demonstrating understanding of literary and non-fictional texts

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

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 8 * * *

Grade 11 24 29 59 53 17 18

All Grades 24 29 59 53 17 18

Writing Producing clear and purposeful writing


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 8 * * *

Grade 11 22 36 53 45 22 20

All Grades 22 36 53 45 22 20

Listening Demonstrating effective communication skills


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 8 * * *

Grade 11 12 18 64 70 23 12

All Grades 12 18 64 70 23 12


Research/Inquiry Investigating, analyzing, and presenting information


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 8 * * *

Grade 11 22 37 59 50 18 13

All Grades 22 37 59 50 18 13



CAASPP Results (All Students)

Mathematics

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 8 1 0 0 0

Grade 11 608 493 583 488 517 481 95.9 99

All Grades 608 494 583 488 517 481 95.9 98.8

* 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

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 8 * * * * *

Grade 11 2531.6 2571.6 5 11 13 21 22 28 49 40

All Grades N/A N/A 5 11 13 21 22 28 49 40

Concepts & Procedures Applying mathematical concepts and procedures


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 8 * * *

Grade 11 11 19 30 32 59 49

All Grades 11 19 30 32 59 49

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


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 8 * * *

Grade 11 7 15 52 53 40 32

All Grades 7 15 52 53 40 32

Communicating Reasoning Demonstrating ability to support mathematical conclusions


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 8 * * *

Grade 11 9 14 58 63 33 24

All Grades 9 14 58 63 33 24



CELDT (Annual Assessment) Results

Percent of Students by Proficiency Level on CELDT Annual Assessment

Advanced Early Advanced Intermediate Early Intermediate Beginning Grade

13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16

9 8 9 26 33 34 39 36 43 23 11 6 11 11 8 2

10 16 21 27 42 42 27 29 24 37 5 6 4 8 6 6

11 19 22 29 33 47 32 33 13 16 9 13 13 7 6 10

12 32 29 29 39 29 23 14 31 23 11 6 10 4 6 16

Total 18 19 27 37 37 31 29 30 26 9 7 9 8 7 7



CELDT (All Assessment) Results

Percent of Students by Proficiency Level on CELDT All Assessments (Initial and Annual Combined)

Advanced Early Advanced Intermediate Early Intermediate Beginning Grade

13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16

9 8 11 32 32 35 44 11 5 14 9

10 15 22 40 39 28 25 8 6 10 8

11 22 19 31 44 31 11 9 14 7 11

12 32 28 39 28 14 31 11 8 4 5

Total 19 19 35 35 28 30 9 8 9 8



Chronic Absenteeism Data

2016-17 Chronic Absenteeism Data

Student Subgroup Cumulative Enrollment Chronic Absenteeism Count Chronic Absenteeism Rates

African American 819 146 17.8

American Indian or Alaskan Native 11 1 9.1

Asian 176 15 8.5

Filipino 176 10 5.7

Hispanic or Latino 772 93 12.0

Pacific Islander 25 6 24.0

Two or More Races 102 13 12.7

White 373 57 15.3

Male 1,263 171 13.5

Female 1,191 170 14.3

English Learners 221 33 14.9

Students with Disabilities 384 102 26.6

Socioeconomically Disadvantaged 1,383 238 17.2

Foster 69 23 33.3

Homeless 40 12 30.0

Grades 9-12 2,454 341 13.9

Total 2,454 341 13.9

Conclusions based on this data:

1.



Equity Report The Equity Report shows the performance levels for all students on the state indicators. It also shows the total number of student groups that received a performance level for each indicator and how many of those student groups are in the two lowest performance levels (Red/Orange). The total number of student groups may vary due to the number of grade levels included within each indicator.

Fall 2017 Equity Report

State Indicators All Students Performance Total Student Groups Student Groups in Red/Orange

Chronic Absenteeism N/A N/A N/A

Suspension Rate (K-12)

11 6

English Learner Progress (1-12)

1 0

Graduation Rate (9-12)

10 0

College/Career (9-12) N/A N/A N/A

An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)


1.



Status and Change Report

Chronic Absenteeism The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 Chronic Absenteeism Status and Change Report

State Indicators Student Performance Number of Students Status Change

Chronic Absenteeism N/A N/A N/A N/A

2016-17 Chronic Absenteeism by Subgroup

Student Subgroup Cumulative Enrollment Chronic Absenteeism Count Chronic Absenteeism Rates

African American 819 146 17.8

American Indian or Alaskan Native 11 1 9.1

Asian 176 15 8.5

Filipino 176 10 5.7

Hispanic or Latino 772 93 12.0

Pacific Islander 25 6 24.0

Two or More Races 102 13 12.7

White 373 57 15.3

Male 1,263 171 13.5

Female 1,191 170 14.3

English Learners 221 33 14.9

Students with Disabilities 384 102 26.6

Socioeconomically Disadvantaged 1,383 238 17.2

Foster 69 23 33.3

Homeless 40 12 30.0

Grades 9-12 2,454 341 13.9

Total 2,454 341 13.9


1.




Suspension Rate

The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 Suspension Rate Status and Change Report


Suspension Rate

2,454 High 8.8%

Declined -0.9%

This report shows the performance levels for a single state indicator, Suspension Rate, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 Suspension Rate Report

Student Group Student Performance Number of Students Status Change

All Students

2,454 High 8.8%

Declined -0.9%

English Learners

221 Medium 5%

Declined Significantly -4.8%

Foster Youth

69 Very High 30.4%

Increased +1.5%

Homeless

40 Very High 17.5%

Increased +0.4%

Socioeconomically Disadvantaged

1,383 Very High 12%

Declined -0.9%

Students with Disabilities

384 Very High 18.2%

Declined -1.5%

African American

819 Very High 15.9%

Declined Significantly -2%

American Indian 11 Very High 18.2%


Asian

176 Medium 2.8%

Declined -0.6%

Filipino

176 Low 1.1%


Hispanic

772 Medium 5.4%

Declined -0.8%

Pacific Islander 25 Very High 16%

Increased Significantly +12%

Two or More Races

102 Very High 14.7%

Increased Significantly +7.3%

White

373 Medium 4.3%

Increased +1.1%





1.




English Learner Progress

This report shows the performance levels for a single state indicator, English Learner Progress Indicator, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 English Learner Progress Status and Change Report


English Learner

188 Very High 98.4%


This report shows the performance levels for English Learners on all state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 English Learner Progress Report

State Indicators Students Performance Status Change

Chronic Absenteeism N/A N/A N/A

Suspension Rate (K-12)

Medium 5%


English Learner Progress (1-12)

Very High 98.4%



Medium 88.9%%


College/Career (9-12) N/A Very Low 4.5% N/A




1.




Graduation Rate

This report shows the performance level, or colors, for each student group on the Graduation Rate Indicator. It also shows status (current year data) and change (prior year data).

Fall 2017 Graduation Rate Status and Change Report



597 High 93.3%%

Maintained +0.5%

This report shows the performance level, or colors, for each student group on the Graduation Rate Indicator. It also shows status (current year data) and change (prior year data).

Fall 2017 Graduation Rate Report


All Students

597 High 93.3%%

Maintained +0.5%

English Learners

45 Medium 88.9%%


Foster Youth 9 *

*

Homeless

46 Medium 87%%

Maintained -0.9%


358 High 91.1%%

Increased +1.2%


99 Low 80.8%%

Increased +1%

African American

194 High 90.2%%

Increased +1.6%

American Indian 5 *

*

Asian

38 Very High 100%%

Increased +2.3%

Filipino

52 Very High 96.2%%

Maintained -0.7%

Hispanic

158 High 94.3%%

Increased +1.4%

Pacific Islander 7 *

*

Two or More Races

31 Very High 96.8%%

Increased +1.5%

White

112 High 92.9%%

Declined -2.3%





1.




College/Career


Fall 2017 College/Career Status and Change Report

State Indicators Student Performance Number of Students Status (Percent Prepared)

Change

College/Career N/A 587 Low 26.7% N/A

This report shows the status level for student groups on the College/Career Indicator. A color-coded performance level will be reported for the first time in the fall of 2018.

Fall 2017 College/Career Report

Student Group Student Performance Number of Students Status (Percent Prepared)

Change

All Students N/A 587 Low 26.7% N/A

English Learners N/A 44 Very Low 4.5% N/A

Foster Youth N/A 9 * N/A

Homeless N/A 45 Low 17.8% N/A

Socioeconomically Disadvantaged N/A 350 Low 18% N/A

Students with Disabilities N/A 89 Very Low 4.5% N/A

African American N/A 190 Low 13.7% N/A

American Indian N/A 5 * N/A

Asian N/A 38 Medium 50% N/A

Filipino N/A 52 Medium 50% N/A

Hispanic N/A 155 Low 20.6% N/A

Pacific Islander N/A 7 * N/A

Two or More Races N/A 31 Medium 38.7% N/A

White N/A 109 Medium 37.6% N/A



Assessment Performance Results

Assessment Number of Students Status Change

English Language Arts (Grade 11) 530 15.4 points above level 3 -10.6 points

Mathematics (Grade 11) 535 63.7 points below level 3 -9.3 points



1.




English Language Arts (ELA)


Fall 2017 English Language Arts Status and Change Report


This report shows the performance levels for a single state indicator, English Language Arts Assessment, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 English Language Arts Report


Additional ELA Assessment Data for English Learners (EL)

The English learner student group definition for this indicator includes students who are currently English learners and students who were reclassified within the past four years. Data for both the English Learners and reclassified students are provided below for informational purposes. In addition, data for English Only students are provided for easy comparison.

Fall 2017 EL Additional Assessment Data

State Indicators Number of Students Status Change

ELA California Alternate Assessment (CAA) Data

The California Alternate Assessments (CAAs) are administered to eligible students with the most significant cognitive disabilities. The 2017 CAA results for English language arts (ELA) [OR mathematics] are displayed below for informational purposes only. These results will be included in future calculations for the Academic Indicator. The graphs below display the percent of students who achieved Levels 1, 2, and 3.

Fall 2017 ELA California Alternate Assessment (CAA) Assessment Data

State Indicators Number of Students Level 1 Level 2 Level 3 An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.



1.




Mathematics (Math)


Fall 2017 Mathematics Status and Change Report


This report shows the performance levels for a single state indicator, Math Assessment, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 Mathematics Report


Additional Math Assessment Data for English Learners

The English learner student group definition for this indicator includes students who are currently English learners and students who were reclassified within the past four years. Data for both the English Learners and reclassified students are provided below for informational purposes. In addition, data for English Only students are provided for easy comparison.

Fall 2017 Math Additional Assessment Data for English Learners

State Indicators Number of Students Status Change

Math California Alternate Assessment (CAA) Data

The California Alternate Assessments (CAAs) are administered to eligible students with the most significant cognitive disabilities. The 2017 CAA results for English language arts (ELA) [OR mathematics] are displayed below for informational purposes only. These results will be included in future calculations for the Academic Indicator. The graphs below display the percent of students who achieved Levels 1, 2, and 3.

Fall 2017 Math California Alternate Assessment (CAA) Assessment Data

State Indicators Number of Students Level 1 Level 2 Level 3 An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.



1.



Detailed Report

Academic Performance

English Learner Progress Indicator (Grades K-12)

Student Group 2016 2017

English Learners 78.3% 98.4%

The percent of English Learners who made progress towards English proficiency.

College/Career Indicator

Student Group Prepared Approaching Prepared Not Prepared

Class of 2016 26.7% 27.3% 46%

For the Fall 2017 Dashboard, the College/Career Indicator (CCI) is reported as Status only. Because it only contains one-year of data, both Change and a performance level (color) will not be calculated or reported. For more information about the CCI, please visit the California Department of Education Web resource page at http://www.cde.ca.gov/ta/ac/cm/.

Academic Indicators (Grades 3-8)

Indicator 2016 2017

English Language Arts

Mathematics

Assessment Performance Results for Grade 11

Indicator 2016 2017

English Language Arts 26 points above level 3 15.4 points above level 3

Mathematics 54.4 points below level 3 63.7 points below level 3




1.

http://www.cde.ca.gov/ta/ac/cm/



Detailed Report

School Conditions and Climate

Suspension

Indicator 2016 2017

Suspension 9.7% (263) 8.8% (216)


1.



Detailed Report

Academic Engagement

Graduation

Indicator 2015 2016 2017

Graduation 91.8% 92.6% 93.3%%


1.



Student Group Report

This report shows the performance levels for all students and for each student group on the state indicators.

Student Group Performance for State Indicator

Student Group Chronic Absenteeism

Suspension Rate

English Learner Progress

Graduation Rate

English Language Arts

Mathematics

College/Career

All Students

English Learners

Foster Youth

Homeless



African American

American Indian

Asian

Filipino

Hispanic

Pacific Islander

Two or More Races

White




1.


Planned Improvements in Student Performance

School Goal #1

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 student performance 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:

SUBJECT:

LEA/LCAP GOAL:

Goal 1: Antioch Unified School District will provide effective and enriching learning environments with highly qualified and skilled staff, quality classroom instruction, appropriate instructional materials, and facilities that are in good repair. ---------

SCHOOL GOAL #1:

SCHOOL GOAL. Provide a clean well maintained campus, with required materials and staffing that supports teaching and learning. WASC GOALS: • Common Vision of student achievement, • Implementation of CCSS and NGSS, Comprehensive standards based curriculum guides • Incorporate effective instruction, provide teachers training in 100 minute block usage • Collaborative data sharing, increase instructional supervision in addition to current walkthrough system • Increase summative and formative assessments • Rubric analysis to guide instructional practice • Multiple forms of assessment, regularly evaluate student work to drive instruction • Develop and implement a technology plan to support instructional practices. --------


Data Used to Form this Goal:

Clean well maintained campus: • 2016 WASC Data • Input from community, students, and school employees • Observational data Teaching and Learning: • Common Assessment DATA • Learning Walks • A-G College Readiness and Completion -------- Findings from the Analysis of this Data:

The school site is in need of major cosmetic maintenance and deep thorough cleaning of the common areas by M&O. There is a need to raise proficiency rates in CAASP and in Common Assessment as well increase more students meeting the A-G readiness -------- How the School will Evaluate the Progress of this Goal:

Increased cleanliness and esthetic appearance of the school site. Look at trend data as it becomes available to drive instructional practices. -------- Strategies:

Deer Valley High School will provide materials, supplies, facilities and staff development for the implementation and improvement of the CCSS and the NGSS throughout the curriculum.


Actions to be Taken to Reach This Goal Timeline Person(s)

Responsible Proposed Expenditure(s)

Description Type Funding Source Amount

1.1 Professional Development starting July 2018, to provide teachers with release time for collaboration, planning and calibration of work as well as provide substitute coverage. Provide time for administrators to attend school sponsored professional development. It will also provide support for Career and College readiness and academy teachers.

Throughout the Academic year

Site Administration/ Instructional Leadership Team. District Personnel

Professional development on going throughout the academic school year to continue teacher competency in CCSS and NGSS strategies. This will provide time for teachers and administrators to attend school sponsored professional development. It will also provide support for Career and College readiness and academy training and support.

1000-1999: Certificated Personnel Salaries

S&C 20,000.00

Professional development on going throughout the academic school year to continue teacher competency in CCSS and NGSS strategies. This will provide time for teachers and administrators to attend school sponsored professional development. It will also provide support for Career and College readiness and academy training and support.

5000-5999: Services And Other Operating Expenditures

Flexible Funds 30,042.00

1.2 Copier contract and administrative support materials such as paper, toner, office supplies

Throughout the academic school year.

Administration Administrative supplies 4000-4999: Books And Supplies




School Goal #2


SUBJECT:

LEA/LCAP GOAL:

Goal 2: Antioch Unified School District will build inclusive school communities where all students, families, and members of the community feel welcome and valued. --------

SCHOOL GOAL #2:

SCHOOL GOAL: Deer Valley High School will increase communication with its stakeholders to increase involvement, transparency and share knowledge through the use of surveys for staff, students and parental community to inform continuous improvement and to elicit parental involvement in advisory committees. WASC GOALS: • Create a school community that fosters an attitude of professionalism and learning • Develop collaborative culture that allows greater stakeholder participation in decision making • Increase parental involvement, improve communication between all educational stakeholders • Increase sharing of data with all stakeholders • Comprehensive public relations campaign to improve the image of Deer Valley High School • Celebrate student success and to support student engagement. -------- Data Used to Form this Goal:

WASC Self Study WASC Visiting Committee Parental Feed Back -------- Findings from the Analysis of this Data:

DVHS needed to expand its opportunities for stakeholder involvement and increase communications with stakeholders. --------


How the School will Evaluate the Progress of this Goal:

Increased parent participation in SSC, ELAC and other academic opportunities available. Completeness of survey’s given and percentage completed. Meeting Minutes, Roll Sheets -------- Strategies:

• Publicize opportunities for stakeholder involvement through multi-medias and outreach efforts. • Involve student more in the governance of the school site to gather a wide array of input and student buy-in.




2.1 Increase attendance and support of the parent groups on campus such as the SSC and ELAC. Increase communication with stake holders of the school community through a variety of means, social media, telephone calls, mailings and after school parent meetings.

August 6 and ongoing

Administrative team, Counselors, ILT

Outreach efforts begin on the first day of walk through registration and will be on going throughout the year.

4000-4999: Books And Supplies

S&C 1,500


2000-2999: Classified Personnel Salaries

S&C 1,500

2.2 Meet with students groups throughout the year

August 2018 and on going

Administrative Team

Meet Bi-Monthly throughout school year. Incentives


S&C 600

2.3 Provide college and career planning, financial planning meetings, NCAA eligibility nights

July 2017 through June 2018

Administrative Team, counselors and coaches

College and Career night meetings, Financial Aid nights and NCAA eligibility meetings


S&C 2,000.00



School Goal #3


SUBJECT:

LEA/LCAP GOAL:

Goal 3: Antioch Unified School District, in partnership with parents and the community, will increase student opportunities to access the core program, enrichment programs and higher level courses, and will provide academic and social-emotional supports and opportunities that result in high academic achievement.-------

SCHOOL GOAL #3:

Expand student access and enrollment in Linked Learning pathways, industry themed programs of study that integrate rigorous academics, real world technical skills, work based learning and personalized supports. Continue funding a Bi-Lingual Aide to assist in classroom instruction. Counselors for both academic and emotional and social support. Increase the support through outside programs such as: The Letterman Project, PBIS, Link Crew, SEEDS (restorative Justice train the trainers) Extended Day tutoring, Night School and enrichment activities. WASC GOALS: • Implement differentiated instruction and culturally relevant pedagogy • Continue to emphasis the SLO and Teal Tracks • Increase opportunities for students to receive personal and academic counseling • Give AA and Latino students equitable access to core and advanced classes • Consistent implementation of the school wide discipline plan • Develop a forum to evaluate address and remediate issues surrounding the current school discipline program • Implement initiatives to combat the disproportionate number of AA and Latino students being disciplined. -------- Data Used to Form this Goal:

WASC Self Study WASC Visiting Team Recommendations Suspension and Referral Data Discipline reports as generated by AUSD Student Support Services Student to counselor Ratio --------


Findings from the Analysis of this Data:

DVHS needed to increase its efforts to meet the needs of the students at-risk within our campus. --------


Reports as generated by AUSD WASC Visiting Team follow-up Program Evaluation of outside services Reduced counselor to student ratio. -------- Strategies:

Increase emotional/social and academic support for student at DVHS to increase academic achievement.




3.1 Increase Positive Behavior Incentive Support for the whole school site

August 2018 Administration Continue the support of PBIS and increase incentives and publicizing of the program, update training and train new teachers


S&C 2,000.00

3.2 Bi-Lingual Aide for ESL support August 2018 Administration Continuing Employment 2000-2999: Classified Personnel Salaries

S&C 18,000.00

3.3 Extended Day Tutoring August 2018 Administration Scheduled by 09/01/2018


S&C 3,320.00

Alternate Learning Support Fund

6,680.00

3.4 Continuing Services by the Letterman Project for at risk students.

August 2018 Administration In Place by 08/01/2018 5000-5999: Services And Other Operating Expenditures

S&C 40,000.00

3.5 Continuing contract with Family Purpose to address the needs of our at-risk female students, focus on the AA female students.

August 2018 through 06/2019

Administration Continuing contract with Family Purpose to address the needs of our at-risk female students, focus on the AA female students.


S&C 70,000





3.6 After School Enrichment Activities to meet the needs of SCE students, such as but not limited to sports, art, music, gardening, counseling and credit recovery

August 2018-June 2019

Administrators, Counselors and Teachers

After school activities, credit recovery and counseling for SCE students.


Alternate Learning Support Fund

30,000

3.7 College Prep Night School at DVHS for Credit and Grade Recovery

August 2018-June 2019

Administrative Team and Counselors

Provide additional classroom opportunities for DVHS to recover credits to meet both graduation and A-G requirements.


Centralized Service 50,000

3.8 CTE Support for Culinary Arts August 2018-June 2019

Administrative Team, Counselors, Culinary Arts Teacher

Provide food products for students to use throughout the school year enabling them to develop skills needed to work in a commercial kitchen environment. Preferably through an open purchase order with a food service provider.


S&C 10,000.00

3.9 Supplemental Novels for English August 2018 Admin and Library Staff

House on Mango Street and The Great Gatsby replacement costs

S&C 10,000.00



School Goal #4


SUBJECT:

LEA/LCAP GOAL:

Goal 4: The Antioch Unified School District will work in partnership with parents to ensure that all students are reading proficiently by grade 3 and continue to read at grade level as they matriculate.------- -

SCHOOL GOAL #4:

Deer Valley High School will use the TURNITIN.com program to expand student feedback on written work and increase timeliness of the feedback increasing the amount of reading time available. Continue the Expository Reading and Writing Course to increase 12th grade student preparation for college. WASC GOALS: • Encourage teachers to use authentic assessment to measure student progress • Regularly evaluate student performance to drive instruction. -------- Data Used to Form this Goal:

WASC Self Study WASC Visiting Committee Recommendations Teacher feedback Student Feedback -------- Findings from the Analysis of this Data:

DVHS needed to continue its efforts to support student reading and writing--------


Increased student performance on CAHSEE, Common assessments and standardized tests as well the EAP.--------

Strategies:

Turnitin.com will have trained all teachers to use the program for school and ERWC teachers will be trained as soon as practical.





4.1 ERWC and Turnitin.com will be in place by 08/12/2018 in order to support our Writing Across the Curriculum efforts to increase academic literacy of students.

August 2018 through June 2019

Administrative Team

In place by 08/10/2018 ERWC training will take place as soon as courses are available to new teachers.


S&C 8,000.00



School Goal #5


SUBJECT:

LEA/LCAP GOAL:

Goal 5: Antioch Unified School District will work in partnership with parents to support students in mastering Algebra 1 standards so they are able to complete Algebra I with a C or better by the end of 9th grade. -------

SCHOOL GOAL #5:

Increase student pass rate in Algebra 1 for 9th grade student with a C or better.--------

Data Used to Form this Goal:

In coming math proficiency levels AUSD District Benchmark Data Pass rates for 9th Graders -------- Findings from the Analysis of this Data:

DVHS needed to increase the pass rate for students of Algebra 1 in 9th grade. --------


DVHS needed to increase the pass rate for students of Algebra 1 in 9th grade. --------

Strategies:

STRATEGY: Implementation of CPM mathematics instructional strategies and the adoption of the Algebra 1X and Algebra 1Y courses for struggling students




5.1 Course enrollment NLT 08/10/2018

August 2018 Administrative Team and Counselors

Proper placement of students in appropriate Algebra classes.


S&C 5,000.00





5.2 Professional Development for CPM and Collaboration, planning and calibration


Administrative Team, Math Teachers

Training for all math teachers on the CPM model


S&C 10,000.00

5.3 Increase in the use of instructional technology, such as but not limited to, calculators, document cameras, and computers.


Administrative Team

Purchase of technology as needed to increase instructional effectiveness and student achievement.


S&C 10,000.00

5.4 Transcript Evaluation Service August 2018 through June 2019

Administrative team, teachers and counselors

Purchase of contract to support better placement in math courses


S&C 6,000.00



School Goal #6


SUBJECT:

LEA/LCAP GOAL:

Goal 6: Antioch Unified will reduce the achievement gap amongst student groups and graduates will have the skills necessary for success in college and career.----- -------

SCHOOL GOAL #6:

Deer Valley High School will provide professional development to support teacher teams to develop multi-disciplinary project based and work based learning curriculums that connect academic learning to student career interests. Hold student project showcases, family information nights, and other family activities that help parents understand what and how well their children are doing in school and the opportunities they have. Increase AP and Honors classes in the pathway programs. Increase dual enrollment opportunities for all students. WASC GOALS: • Help students navigate the system and prepare for college • Increase number of students completing the UC/CSU A-G requirements • Increase articulation with both feeder middle schools and local community colleges. -------- Data Used to Form this Goal:

WASC Self Study WASC Visiting Committee A-G Completion Data AP Enrollment -------- Findings from the Analysis of this Data:

DVHS Needed to increase student enrollment of underrepresented students in AP classes. Seek additional opportunities for dual enrollment Increase outreach efforts to meet all stakeholders’ needs. --------



Increased A-G college readiness, increased enrollment in AP classes in pathways--------

Strategies:

Increase the pathway options for AP Courses, increase the amount of outreach to all stakeholders to educate them on the pathways and how they prepare students for college and careers.




6.1 Planning will be started on 7/28/2018


Pathway Teacher Leads

Planning comprehensive AP course integration for the Academic school year, and showcase opportunities for the pathways.


S&C 5,309.00

6.2 Project Lead the WAY enhancement for Bio-Med, Robotics and Explore Computer pathway


Administrative Team

Increase and enhance existing curriculum to provide classroom materials and supplies to increase student achievement


S&C 9,382.00


Summary of Expenditures in this Plan

Total Allocations and Expenditures by Funding Source

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

Flexible Funds 90,042.00 0.00

Title I 0.00 0.00

S&C 232,611.00 0.00

Alternate Learning Support Fund 36,680.00 0.00

Total Expenditures by Funding Source

Funding Source Total Expenditures Alternate Learning Support Fund 36,680.00

Centralized Service 50,000.00


S&C 232,611.00



Total Expenditures by Object Type

Object Type Total Expenditures 10,000.00

1000-1999: Certificated Personnel Salaries 110,629.00

2000-2999: Classified Personnel Salaries 19,500.00

4000-4999: Books And Supplies 96,482.00

5000-5999: Services And Other Operating Expenditures 166,042.00



Total Expenditures by Object Type and Funding Source

Object Type Funding Source Total Expenditures

Alternate Learning Support Fund 6,680.00

1000-1999: Certificated Personnel Salaries Alternate Learning Support Fund 30,000.00

1000-1999: Certificated Personnel Salaries Centralized Service 50,000.00

4000-4999: Books And Supplies Flexible Funds 60,000.00



S&C 10,000.00

1000-1999: Certificated Personnel Salaries S&C 30,629.00

2000-2999: Classified Personnel Salaries S&C 19,500.00

4000-4999: Books And Supplies S&C 36,482.00


S&C 136,000.00



Total Expenditures by Goal

Goal Number Total Expenditures Goal 1 110,042.00

Goal 2 5,600.00

Goal 3 240,000.00

Goal 4 8,000.00

Goal 5 31,000.00

Goal 6 14,691.00


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

Name of Members

Prin

cipa

l

Clas

sroo

m

Teac

her

Oth

er

Scho

ol S

taff

Pare

nt o

r Co

mm

unity

M

embe

r

Seco

ndar

y St

uden

ts

Ken Gardner X

Allison Weihe X

Maria McClain X

Carrie Hurtado X

Candi Amigo X

Rebecca Wilde-Walton X

Frank DeLuna X

Jenna Brittner X

Natasha Cao X

Kriselle Lorenzo X

Maddie Weihe X

Wanda Hom X

Sophia Amigo X

Numbers of members of each category: 1 3 1 4 3 At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.


Recommendations and Assurances The school site council (SSC) recommends this school plan and Proposed Expenditure(s)s 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): N/A X

X State Compensatory Education Advisory Committee

Signature

X English Learner Advisory Committee

Signature

X Special Education Advisory Committee

Signature

X Gifted and Talented Education Program Advisory Committee

Signature

X District/School Liaison Team for schools in Program Improvement

Signature

X Compensatory Education Advisory Committee

Signature

X Departmental Advisory Committee (secondary)

Signature

X 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 May 17, 2018. Attested:

Kenneth Gardner 05/17/2018 Typed Name of School Principal Signature of School Principal Date

Candi Amigo 05/17/2018 Typed Name of SSC Chairperson Signature of SSC Chairperson Date

Budget By Expenditures

Deer Valley High School

Funding Source: Alternate Learning Support Fund

Proposed Expenditure Amount Goal ActionObject Code

$36,680.00 Allocated

After school activities, credit recovery and counseling for SCE students.

$30,000.00 After School Enrichment Activities to meet the needs of SCE students, such as but not limited to sports, art, music, gardening, counseling and credit recovery


$6,680.00 Extended Day Tutoring

$36,680.00Alternate Learning Support Fund Total Expenditures:

Alternate Learning Support Fund Allocation Balance: $0.00

Funding Source: Centralized Service


$0.00 Allocated

Provide additional classroom opportunities for DVHS to recover credits to meet both graduation and A-G requirements.

$50,000.00 College Prep Night School at DVHS for Credit and Grade Recovery


$50,000.00Centralized Service Total Expenditures:

Centralized Service Allocation Balance: $0.00

Funding Source: Flexible Funds



5/21/2018 4:52:20 PM 1 of 4

Deer Valley High SchoolProfessional development on going throughout the academic school year to continue teacher competency in CCSS and NGSS strategies. This will provide time for teachers and administrators to attend school sponsored professional development. It will also provide support for Career and College readiness and academy training and support.

$30,042.00 Professional Development starting July 2018, to provide teachers with release time for collaboration, planning and calibration of work as well as provide substitute coverage. Provide time for administrators to attend school sponsored professional development. It will also provide support for Career and College readiness and academy teachers.

5000-5999: Services And Other Operating

Expenditures

Administrative supplies $60,000.00 Copier contract and administrative support materials such as paper, toner, office supplies


$90,042.00Flexible Funds Total Expenditures:

Flexible Funds Allocation Balance: $0.00

Funding Source: S&C




$1,500.00 Increase attendance and support of the parent groups on campus such as the SSC and ELAC. Increase communication with stake holders of the school community through a variety of means, social media, telephone calls, mailings and after school parent meetings.



$1,500.00 Increase attendance and support of the parent groups on campus such as the SSC and ELAC. Increase communication with stake holders of the school community through a variety of means, social media, telephone calls, mailings and after school parent meetings.

2000-2999: Classified Personnel Salaries

Meet Bi-Monthly throughout school year. Incentives

$600.00 Meet with students groups throughout the year4000-4999: Books And Supplies

College and Career night meetings, Financial Aid nights and NCAA eligibility meetings

$2,000.00 Provide college and career planning, financial planning meetings, NCAA eligibility nights


Continue the support of PBIS and increase incentives and publicizing of the program, update training and train new teachers

$2,000.00 Increase Positive Behavior Incentive Support for the whole school site


Expenditures

5/21/2018 4:52:20 PM 2 of 4

Deer Valley High SchoolContinuing Employment $18,000.00 Bi-Lingual Aide for ESL support2000-2999: Classified

Personnel Salaries

Scheduled by 09/01/2018 $3,320.00 Extended Day Tutoring1000-1999: Certificated Personnel Salaries

Provide food products for students to use throughout the school year enabling them to develop skills needed to work in a commercial kitchen environment. Preferably through an open purchase order with a food service provider.

$10,000.00 CTE Support for Culinary Arts4000-4999: Books And Supplies

House on Mango Street and The Great Gatsby replacement costs

$10,000.00 Supplemental Novels for English

In place by 08/10/2018 ERWC training will take place as soon as courses are available to new teachers.

$8,000.00 ERWC and Turnitin.com will be in place by 08/12/2018 in order to support our Writing Across the Curriculum efforts to increase academic literacy of students.


ExpendituresProper placement of students in appropriate Algebra classes.

$5,000.00 Course enrollment NLT 08/10/20184000-4999: Books And Supplies

Training for all math teachers on the CPM model

$10,000.00 Professional Development for CPM and Collaboration, planning and calibration


Purchase of technology as needed to increase instructional effectiveness and student achievement.

$10,000.00 Increase in the use of instructional technology, such as but not limited to, calculators, document cameras, and computers.


ExpendituresPurchase of contract to support better placement in math courses

$6,000.00 Transcript Evaluation Service5000-5999: Services And Other Operating

ExpendituresPlanning comprehensive AP course integration for the Academic school year, and showcase opportunities for the pathways.

$5,309.00 Planning will be started on 7/28/20181000-1999: Certificated Personnel Salaries

Increase and enhance existing curriculum to provide classroom materials and supplies to increase student achievement

$9,382.00 Project Lead the WAY enhancement for Bio-Med, Robotics and Explore Computer pathway


In Place by 08/01/2018 $40,000.00 Continuing Services by the Letterman Project for at risk students.


ExpendituresContinuing contract with Family Purpose to address the needs of our at-risk female students, focus on the AA female students.

$70,000.00 Continuing contract with Family Purpose to address the needs of our at-risk female students, focus on the AA female students.


Expenditures

5/21/2018 4:52:20 PM 3 of 4

Deer Valley High SchoolProfessional development on going throughout the academic school year to continue teacher competency in CCSS and NGSS strategies. This will provide time for teachers and administrators to attend school sponsored professional development. It will also provide support for Career and College readiness and academy training and support.

$20,000.00 Professional Development starting July 2018, to provide teachers with release time for collaboration, planning and calibration of work as well as provide substitute coverage. Provide time for administrators to attend school sponsored professional development. It will also provide support for Career and College readiness and academy teachers.


$232,611.00S&C Total Expenditures:

S&C Allocation Balance: $0.00

Deer Valley High School Total Expenditures: $409,333.00

5/21/2018 4:52:20 PM 4 of 4

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