The Single Plan for Student Achievement€¦ · Lakewood Elementary School is centrally located in...

The Single Plan for Student Achievement 1 of 22 11/4/16

The Single Plan for Student Achievement

School: Lakewood Elementary School CDS Code: 43696906049233 District: Sunnyvale School District Principal: Pam Cheng Revision Date: September 2016 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: Pam Cheng Position: Principal Phone Number: (408) 522-8272 Address: 750 Lakechime Dr.

Sunnyvale, Ca, 94089-2539 E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on 10/20/2016.


Table of Contents

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

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

School and Student Performance Data ................................................................................................................................... 4

California Assessment of Student Performance and Progress Results (All Students) ................................................... 4

Planned Improvements in Student Performance ................................................................................................................... 6

School Goal #1 ............................................................................................................................................................... 6

School Goal #2 ............................................................................................................................................................... 7

School Goal #3 ............................................................................................................................................................... 9

School Goal #4 ............................................................................................................................................................. 11

School Goal #5 ............................................................................................................................................................. 13

School Goal #6 ............................................................................................................................................................. 15

School Goal #7 ............................................................................................................................................................. 17

School Goal #8 ............................................................................................................................................................. 18

Centralized Services for Planned Improvements in Student Performance .......................................................................... 19

Centralized Services ..................................................................................................................................................... 19

Programs Included in this Plan .............................................................................................................................................. 20

School Site Council Membership .......................................................................................................................................... 21

Recommendations and Assurances ...................................................................................................................................... 22


School Vision and Mission

Lakewood Elementary School’s Vision and Mission Statements The mission of Lakewood School is to instill in our students high standards for academic achievement, integrity, leadership, and

responsible citizenship.

Vision: Lakewood students will be forward-thinking and emotionally resilient problem-solvers who exhibit respect, responsibility and

resourcefulness. They will help build community and be fully prepared to meet the challenges of engaging in college and careers of

the 21st century.

School Profile

Lakewood Elementary School is centrally located in Silicon Valley, adjacent to Lakewood Park, a favorite family destination for water

play, playgrounds, and barbecues. Situated in an ethnically and linguistically diverse neighborhood in Sunnyvale, the strong sense of

community in the neighborhood is reflected in an active neighborhood association and annual community events. Many Lakewood

families have had children and grandchildren attend the school, sharing “Lion Pride” across multiple generations. Lakewood’s staff

members, parents and students work closely together to have a significant positive impact on all of our families.


School and Student Performance Data

California Assessment of Student Performance and Progress Results (All Students)

English Language Arts/Literacy

Overall Achievement

Grade Level # of Students Enrolled

# of Students Tested

% of Enrolled Students Tested

# of Students

With Scores

Mean Scale Score

Standard Exceeded

Standard Met

Standard Nearly Met

Standard Not Met

Grade 3 74 74 100 73 2394.3 19 10 26 45 Grade 4 77 74 96.1 74 2438.7 18 12 24 46 Grade 5 77 74 96.1 74 2448.6 14 18 20 49 All Grades 228 222 97.4 221 17 13 24 47

Grade Level

READING WRITING LISTENING RESEARCH/INQUIRY

Demonstrating understanding of literary & non-fictional texts

Producing clear and purposeful writing

Demonstrating effective communication skills

Investigating, analyzing, and presenting information

Above Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Grade 3 21 30 49 16 44 40 11 64 25 15 45 40 Grade 4 15 45 41 11 50 39 9 74 16 15 50 35 Grade 5 11 32 57 18 32 50 12 46 42 19 45 36 All Grades 15 36 49 15 42 43 11 62 28 16 47 37 Conclusions based on this data:

1. While Lakewood school has made pockets of gains in overall ELA scores in third and fifth grade and in math in fourth grade, our EL subgroup needs more urgent attention and support.

2. English Learners represent Lakewood's most vulnerable and transitory student population, and school structures for identifying and targeting supports are needed to align and leverage instruction.

3. Students' stagnated growth across fourth to fifth grade merit further diagnosis and support of learning targets for rigor and appropriate supports.


School and Student Performance Data

California Assessment of Student Performance and Progress Results (All Students)

Mathematics

Overall Achievement

Grade Level # of Students Enrolled

# of Students Tested

% of Enrolled Students Tested

# of Students

With Scores

Mean Scale Score

Standard Exceeded

Standard Met

Standard Nearly Met

Standard Not Met

Grade 3 74 74 100 73 2404.3 10 23 26 41 Grade 4 77 74 96.1 74 2464.2 14 26 36 24 Grade 5 77 74 96.1 74 2468.3 15 12 24 49 All Grades 228 222 97.4 221 13 20 29 38

Grade Level

CONCEPTS & PROCEDURES

PROBLEM SOLVING & MODELING/DATA ANALYSIS

COMMUNICATING REASONING

Applying mathematical concepts and procedures

Using appropriate tools and strategies to solve real world and mathematical

problems

Demonstrating ability to support mathematical conclusions

Above Standard

At or Near Standard

Below Standard

Above Standard

At or Near Standard

Below Standard

Above Standard

At or Near Standard

Below Standard

Grade 3 18 36 47 19 40 41 16 51 33 Grade 4 23 35 42 18 47 35 20 43 36 Grade 5 22 23 55 11 36 53 12 37 51 All Grades 21 31 48 16 41 43 16 44 40 Conclusions based on this data:

1. Math gains in fourth grade merit focus and learning, especially as related to supporting struggling students.

2. Language demands of applying math concepts and skills to problem solving require more explicit supports of students' understanding and use of language in mathematics.

3. Students' stagnated growth in fifth grade merit further diagnosis and support of learning targets for rigor and appropriate supports of skills and concepts leading to fifth grade standards.


Planned Improvements in Student Performance

School Goal #1

SUBJECT: English Language Development for English Learners (ELD)

LEA/LCAP GOAL:

Full and consistent implementation of standards-based ELD instruction will be provided to all ELs at all grade levels.--------

SCHOOL GOAL #1:

SMART GOAL: Students will progress from 42.9% to 48% meeting AMAO 1 in English Language Development, and from 35% to 45% of students with more than 5 years of schooling will attain proficiency to meet AMAO 2 as measured by CELDT, Express Testing, and language review team data. Data Used to Form this Goal:

CAASPP Data from 2015-2016--------

Findings from the Analysis of this Data:

24 upper grade students have been identified as long term English Learners struggling to make growth because of reading and writing demands.-------- How the School will Evaluate the Progress of this Goal:

Professional learning communities (grade levels) and instructional coaches will monitor and set goals for all students related to language supports, use, and proficiency.--------

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Type Funding Source Amount

Ensure implementation of designated and integrated ELD in grades K-5 for all ELs.

Daily 30 minutes, ongoing

Teachers, Site coaches, principal

ELD training, release time, instructional materials

LCAP 2000

Support PLC teams with including Academic Language supports and learning goals as core instructional strategies.

5 times a year Principal Coaches Teachers

sub salaries for release time

LCAP 4500

Formative and summative assessment data from ELD instruction and in content areas such as math and RLA will be used to monitor progress of ELs and RFEPs through Language Review Team (LRT).

Twice annually: December 2016 and March 2017

Principal Coaches Teachers

sub salaries for LRT

Title I 950

Implement English 3D for students at risk of becoming long term English learners

Principal Coaches ELAT

ELAT Stipend LCAP 1500

Provide professional development in support of ELD standards and best practices for integrated and designated ELD

3 full days with 3 half day follow up, PLC planning support

Mathew Espinosa from SCCOE Multi-lingual services

LCAP 2500



School Goal #2

SUBJECT: Reading Language Arts (RLA)

LEA/LCAP GOAL:

A variety of RLA Core and intervention curriculum will be used at all levels to provide specific, targeted support to ensure English Learners have access to appropriate RLA curriculum.--------

SCHOOL GOAL #2:

SMART GOAL: The number of students in need of urgent intervention will decrease from 45% to 30% in first grade as measured by F&P and from 36% to 30% in grades 2-5 as measured by STAR Reading (below 25th percentile).

Data Used to Form this Goal:

End of year 2016 and Beginning of year 2016-2017 district benchmark reading assessments--------


Students in grades 1, 2, and 3 did not experience summer slide between benchmark assessments as measured by those falling below the 25th percentile. Five percent more students in 4th and 5th grade fell below the line over the summer.--------

How the School will Evaluate the Progress of this Goal:

PLC and RtI teams will use formative and summative assessment data to guide instruction, supports and the formation of intervention groups.--------

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible



Based on STAR benchmark data, teachers and coaches will plan flexible intervention groups for targeted support using Guided reading and LLI

September 2016-June 2017

Principal Coaches Teacher leaders

instructional materials & technology

SLIP 2500

Teacher Learning Days and Professional Development will support interventions and enrichment through technology, English Language goals and literacy supports.

Ongoing Principal Coaches Teachers

instructional materials & technology

LCAP 5000

Teachers, grades K-5 will receive sub support for F & P assessments of all students who are reading below grade level, as flagged by district benchmarks

Ongoing Teachers professional development

LCAP 5000


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

Responsible Proposed Expenditure(s)


New teachers, grade K and 1 will receive push in training on conducting Guided Reading Groups in grades K-2 and 3-5 using leveled readers or LLI to target students’ reading skills at their instructional reading level.

benchmark periods

September- June, 2017

LCAP 2000

The results of common assessment and benchmark data will be used to monitor progress of English Learners through PLCs. Students will be regrouped based on need and will be provided before or after school tutorials to support learning.

Fall and Winter

September-April

EWA for tutorials, grades K-5

Title I 10000

Teachers in grades 3-5 will use one to one devices to take at least benchmark writing assessments.

benchmark periods

Sept-June 2017

Local Categorical

K-5 teachers and aides will receive training in providing differentiated RLA and Math instruction to small groups through coaching support, grade level steering committees.

3-4x a year Literacy Leaders, Math Leads Principals, instructional coach, para instructors

Stipend for Literacy Leaders

LCAP 2000


Planned Improvements in Student Performance School Goal #3

SUBJECT: Mathematics

LEA/LCAP GOAL:

A balanced mathematics approach will be used to ensure academic achievement in mathematical procedures, problem solving and conceptual understanding.--------

SCHOOL GOAL #3:

SMART GOAL: At least 65% of all students will score within the proficient range for their grade level in mathematics as measured by the Math benchmark assessment.


district math benchmark assessment--------


Problem solving proficiency: Kindergarten 68%, 1st grade 53%, 2nd grade 52%, 3rd grade 38%, 4th grade 48%, 5th grade 36%--------


Information and assessment data from PLC’s, benchmark assessments will guide instruction and identify flexible groupings of target students--------

Actions to be Taken to Reach This Goal

Timeline Person(s)

Responsible



Teachers will implement Math Expressions for grades K-5. All teachers will supplement with Context For Learning and strategies aligned to CA Common Core Standards.

Ongoing Teachers Sub salaries for coaching release time

LCAP 3000

Spatial Temporal Math (JiJi) will be used as a supplement to the core for students in grades K-5 to support concept development.

Ongoing Teachers Centralized

Principal will monitor implementation of research-based best practices for English Learners in math via frequent classrooms visits and teacher feedback.

Ongoing Principals Coaches

Teachers will implement progress monitoring for all students, utilizing both formative and Benchmark assessments.

Quarterly Principal Coach Teachers

Teachers and principal will use assessment data to monitor progress of ELs through Language Review Team (LRT).

Twice annually: 12/16, 3/17

ELAT, Coach Principal, Teachers

See 1-3 LCAP 600





The results of the data analysis will be used to monitor progress of ELs through grade level data meetings. Students will be regrouped based on need and will be provided the necessary support to meet grade level standards.

3 times a year after benchmark assessments

Principal Coach ELAT PLC Leads Teachers

See 2-3 Title I 1500

The principal and coaches will monitor and review math benchmark assessment proficiency rates by sub group with grade level teams in order to determine next steps for reteaching and intervention planning each trimester .

3 times a year after benchmark assessments

Principal Coach ELAT

LCAP 1,500



School Goal #4

SUBJECT: Professional Development and Instructional Leadership

LEA/LCAP GOAL:

All instructional staff will engage in continuous improvement of their skills and knowledge in planning, assessing, and targeting teaching in support of 21st century skill. -------- SCHOOL GOAL #4:

SMART GOAL: 100% of teachers will participate in professional development and collaboration in support of developing all students' students' critical thinking and communication. Data Used to Form this Goal:

California Healthy Kids Staff Survey--------


66% of respondents agree or strongly agree that they have the resources and training to do their job effectively. Given choices in selecting highest need for professional development, the top three areas were supporting students with IEPs (76%), Social Emotional Learning (69%) and serving English Learners (57%).-------- How the School will Evaluate the Progress of this Goal:

Agendas and minutes from staff meetings, TLDs, Staff Development Days, PLC Lead meetings, PBIS meetings, and records of participation in related professional development opportunities--------

Actions to be Taken to Reach This Goal Timeline

Person(s) Responsible



We will track EL progress during benchmark assessments and work with PLC teams to address students’ learning needs.

November March May

Principal Coach

All K-5 teachers will participate in ongoing training and coaching in integrating new ELD/ELA standards into lesson planning through collaboration with county office for professional development, feedback, and planning.

3 staff development days, 3 TLDs and 1 round of PLC planning support

ELAT Coach Principal SCCOE

LCAP 5000

All new teachers will be trained on using the Fountas & Pinnell Benchmark Assessment System and LLI.

By October 2016

substitutes for training with inst coach

Title I 2000

We will have a team of PLC leads who lead the monthly data team meetings.

2-3 times monthly

Coach PLC Leads Principal

SLIP 3400





Literacy Leaders will lead follow-up sessions and provide ongoing support at their sites for the common core standards aligned teaching

3/year at TLD or equivalent

Principal Coach Literacy Leaders

stipend for Lit Leads (Centralized)

District Funded 2000

TK and K teachers will attend district sponsored balanced literacy training

3 full days or equivalent

Principal Coach TK and K teachers

(Centralized) District Funded

teacher release time

The impact of professional development will be monitored and assessed by using student achievement results and observational and survey tools at PLCs, TLDs and other site-based collaboration meetings.

September 2016 Monthly, ongoing

Principals Coach Teachers

The principal will participate in a system of accountability in which he/she meets with Cabinet 3 times annually to present an analysis of student achievement data and their plan for intervention and support.

August December March

Principal



School Goal #5

SUBJECT: Technology LEA/LCAP GOAL: Students and teachers will be provided with the technology they need to develop 21st Century Skills: Communication, Collaboration, Creativity, Critical Thinking and Civility-------- SCHOOL GOAL #5: SMART GOAL: The percent of students who have access to digital devices for active learning multiple times each day will increase from 60% to 100% as measured by teacher survey responses.

Data Used to Form this Goal: school technology use survey--------

Findings from the Analysis of this Data: 62% of teachers reported using technology in the classroom for teaching multiple times a day. Most common requests for support were workshops on topics of interest and collaborative planning with colleagues.-------- How the School will Evaluate the Progress of this Goal: PD Focus—Vision Building: provide grade level teams opportunities to visit schools with 1:1 technology integration Curricular Mapping-- Release time to include mapping of digital literacy skills and application across grade levels along with technological skills Planning—Tech PLC team to work with district tech liaison to move staff up SAMR model of implementation




The school Tech Leadership committee will determine how to invest in school technology to best support integrated use for teaching and learning.

Aug, 2016 IT dept 36 chromebooks, 47 ipads

LCAP 24,060

Online Digital Resources will be provided for supplemental materials, media, and at home-support for students and parents.

Brain Pop SLIP 3,000

RAZ Kids SLIP 2,000

Teachers will have opportunities to develop their vision of effective technology implementation and access training through workshops, collaborative planning, and classroom visits.

Monthly PLC release, sub time for tech visit(s) to move through SAMR

LCAP 4,500





The technology lead team will continue to map out learning progressions in Digital Literacy skills such as digital presentation rubrics, emailing skills, and website design for students to earn leveled badges from grades K-5

3 times a year Tech leads, coaches, principal, district tech coach

Release time for planning, curating, and sequencing resources to support the rest of the staff

LCAP 1500

The tech leadership team will explore design lab options through visits to other sites and plan high leverage ways to stock, use and maintain a new school design lab.

November coaches, teachers, principal

release time for observations, materials for lab start up

None Specified 5000



School Goal #6

SUBJECT: Parent Engagement and Parent Education

LEA/LCAP GOAL:

Opportunities to help parents become active participants in the education of their children will be provided throughout the school

year across all grade levels.--------

SCHOOL GOAL #6:

SMART GOAL:

The school and community partnerships will align efforts to ensure that 100% of our events support our school plan of building

community, building students’ assets, and empowering parents to support their students’ academic and social emotional well beng


California Healthy Kids Survey Parent Results--------


55% of parents strongly agree and 42% agree that the school welcomes and promotes parents to be active partners. 61% of parents

strongly agree and 36% agree that the adults in the school really care about the students and families. 60% of parents strongly agree

and 38% agree that the school promotes academic success in a safe place to learn.--------


• -calendar of parent and school sponsored events, monitoring of sign-in sheets and attendance logs

• -Project Cornerstone surveys of LW students’ 2011, 2016 responses about Parent involvement will increase from 42% to 46%


Timeline Person(s)

Responsible



1-2 ELAC reps will

participate in the District

English Learner Advisory

Committee during which

parent representatives

share successful practices

with each other.

6 times/year Principal

ELAT

ELAC

The English Learner

Advisory Committee will

meet regularly as the

parent advisory group for

parents of ELs.

4 meetings

annually

Principal

ELAT

workshop

materials for

parents

500

The school will partner with

Family Engagement

Institute to offer English

and Spanish sessions and

develop pathways to

building relationships and

supports with students

4 parent

workshop

sessions in

April, planning

for support of

home visits,

parent

Centrallized

The school will offer

targeted parenting support

for literacy to all incoming

kindergarten ELs

4 home

literacy

sessions

Title I 3200





Principal will offer regular opportunities for dialogue with parents and community members through PTA meetings, SSC, Principal Coffees, Roundtable Meeting

Principal

The school will offer community building events 3 times a year, involving 35%+ of the parent community

Principal PTA Staff

Title I 1500

Teachers, coaches, and the principal will support parent outreach through SST process and home visits

LCAP 1500



School Goal #7

SUBJECT: Safe and Orderly Environment

LEA/LCAP GOAL:

The RtI/PBIS team will use student referral data to identify and support students with tiered interventions.--------

SCHOOL GOAL #7:

SMART GOAL: 100% of students will be able to identify the three school rules and apply them in classroom procedures and expectations, which will be explicitly taught and supported. PBIS team will review SWIS data monthly in order to target support school wide and to specific students.


PBIS SET Report with three year trends from 2014-2016--------


Overall implementation average was at 85% with most sub categories at 80% or above (considered implemented). The areas for growth below 80% were consistent use of the reward system and defining expectations.--------


• -District and SCCOE PBIS evaluation process (SET) • -PBIS/RtI team review of referral data trends for the school and CICO, and SST progression for identified students


Timeline Person(s)

Responsible



The Positive Behavioral Intervention and Support (PBIS) / Response to Instruction and Intervention (RtI) team will meet monthly to review student data (referral, LRT, PLC) to identify next steps and connect students and teachers to support.

Monthly Principal with PBIS/Rt Team

Centralized for substitutes

District Funded 2500

SWIS District Funded 1500

for PBIS lead Stipend

District Funded 500

for PBIS supplies Unrestricted 2000

Teachers will participate in ongoing training and coaching in research-based strategies for implementing a safe and orderly classroom environment

Ongoing Principal Coach PBIS/RtI team

The principal and PBIS/RtI team will participate in and provide staff training and coaching in using RtI protocols so that positive behaviors are reinforced and students who need additional support have access to tier 2 and 3 social-emotional supports.

Monthly Principal Coach PBIS/RtI team



School Goal #8

SUBJECT: Student Engagement

LEA/LCAP GOAL:

We will ensure that all students have regular attendance in order to access academic programs and social-emotional learning

supports.--------

SCHOOL GOAL #8:

SMART GOAL: The school will focus communications, parent engagement, and interventions to decrease the number of students

missing 10% or more of school a month to under 10% on average for the 2016-2017 school year.--------


Monthly and yearly PowerSchool Attendance Reports for tardies and absences.--------


36 Returning students had attendance of less than 90% in the 2015-2016 school year--------


• -Monthly attendance Reports

• -Powerschool SARB letter and meeting reports

• -SARB/ Home Visit summary notes


Timeline Person(s)

Responsible



Be Here to Win Morning

Morning Lottery to

reinforce on time

attendance every day

Principal

PBIS Team

Admin 1

for PBIS prizes

(Discretionary)

1500

School Newsletter

reminders, Principal Coffee

Q&A about when to keep

students home

Ongoing Principal

Coach

PBIS Lead

Monthly SARB check in with

Admin 1 to brief RtI/PBIS

team

Monthly Principal

Admin 1

PBIS Lead


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.

Centralized Services

School Goals #: 1,2 & 3 ELD, Reading and Math

Actions to be Taken to Reach This Goal Completion Date

Proposed Expenditures

Estimated Cost

Funding Source

Provide Summer School June-July Teacher Salaries $183,000 Basic Summer School

ST Math Aug-June Annual License $34,500 LCAP

School Goal #: 4 Professional Development



Estimated Cost

Funding Source

Provide Summer Professional Development August Teacher and presenter stipends

$11,500 $7,000

LCAP Curriculum & Instruction

District Instructional Coaches Aug-June Salaries $310,000 $230,000

Title II LCAP

School Goal #: 5 Technology



Estimated Cost

Funding Source

1:1 Initiative Aug-June Technology equipment $430,000 General Fund

School Goal #: 6 Safe & Orderly School Environment



Estimated Cost

Funding Source

Play Works Aug-June Salaries and supplies $14,000 LCAP 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.


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 and the school’s allocation from the ConApp. State/Local Programs Allocation

X Local Control and Accountability Plan (LCAP) Purpose: Help English Learners, economically disadvantaged students, and foster youth succeed in the regular program

$ 64,800

X School and Library Improvement Program Block Grant Purpose: Improve library media and enrichment school programs

$ 19,755

X Kids learning After School (ASES) Purpose: Improve student achievement through extended learning

$ 86,303.25

X School or District Technology Funds Purpose: Improve access to technology

$ 21,950

Total amount of state/local categorical funds allocated to this school $192,808 Federal Programs Allocation

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

$ 66,001

X Title I, Part A: Parental Involvement 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

$ 1,106

X 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)

$ 11,440

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

$ 38,526

Total amount of federal categorical funds allocated to this school

Total amount of local, state and federal categorical funds allocated to this school $117,073


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

cipal

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

Pam Cheng X Jonathan Lebowitz X Aubrea Felch X Patty Martinez X Helena Pressnell X Carmen Guel X Marc Nakamoto X TBD X Numbers of members of each category: 1 3 2 4 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):

State Compensatory Education Advisory Committee

Signature

X English Learner Advisory Committee

Signature

Special Education Advisory Committee

Signature

Gifted and Talented Education Program Advisory Committee

Signature

District/School Liaison Team for schools in Program Improvement

Signature

Compensatory Education Advisory Committee

Signature

Departmental Advisory Committee (secondary)

Signature

X Other committees established by the school or district (list):

Faculty/Staff School Site Council

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 6, 2015. Attested:

Pam Cheng Typed Name of School Principal Signature of School Principal Date

Marc Nakamoto Typed Name of SSC Chairperson Signature of SSC Chairperson Date

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