· 07.05.2019 · School Plan for Student Achievement (SPSA) Page 1 of 120 Yucca Elementary School School Year: 2018-19 SPSA Title Page School ElementaryPlan for Student Achievement

School Plan for Student Achievement (SPSA) Page 1 of 120 Yucca Elementary School

School Year: 2018-19

SPSA Title Page

School Plan for Student Achievement (SPSA) Template The School Plan for Student Achievement (SPSA) is meant to consolidate all school-level planning efforts into one plan for programs funded through the consolidated application (ConApp), pursuant to the California Education Code (EC) Section 64001 and the Elementary and Secondary Education Act as amended by the Every Student Succeeds Act (ESSA). The purpose of the SPSA is to increase the overall effectiveness of the school program by crafting a strategic plan that maximizes the resources available to the school while minimizing duplication of effort with the ultimate goal of increasing student achievement. The School Site Council (SSC) is required to develop and annually review the SPSA, establish an annual budget, and make modifications in the plan to reflect changing needs and priorities, as applicable, pursuant to EC 52853(b) and 52855. California’s ESSA State Plan significantly shifts the state’s approach to the utilization of federal resources in support of underserved student groups. The SPSA provides schools with the opportunity to document their approach to maximizing the impact of federal investments in support of underserved students. The implementation of ESSA in California presents an opportunity for schools to innovate with their federally-funded programs and align them with the priority goals of the school and the LEA that are being realized under the state’s Local Control Funding Formula (LCFF). LCFF provides schools and LEAs flexibility to design programs and provide services that meet the needs of students in order to achieve readiness for college, career, and lifelong learning. The SPSA planning process supports continuous cycles of action, reflection, and improvement. School Name Yucca Elementary School

Address 38440 2nd Street East Palmdale CA 93550-3603

County-District-School (CDS) Code 19-64857-6021208

Principal Terrie Dowling

District Name Palmdale Elementary School District

SPSA Revision Date October 26, 2018

Schoolsite Council (SSC) Approval Date October 26, 2018

Local Board Approval Date November 27, 2018

In the pages that follow, please describe the school’s plan for making the best use of federal ESEA resources in alignment with other federal, state, and local programs.


Table of Contents

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

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

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

School Profile ....................................................................................................................................................4

Stakeholder Involvement ..................................................................................................................................5

School and Student Performance Data ............................................................................................................6

Student Enrollment ....................................................................................................................................6

CAASPP Results .......................................................................................................................................8

English Language Proficiency Assessments for California (ELPAC) ......................................................24

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

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

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

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

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

Goals, Strategies, & Proposed Expenditures ..................................................................................................38

Goal 1 ......................................................................................................................................................38

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

Goal 3 ......................................................................................................................................................59

Goal 4 ......................................................................................................................................................67

Goal 5 ......................................................................................................................................................77

Goal 6 ......................................................................................................................................................85

Annual Review and Update ............................................................................................................................86

Goal 1 ......................................................................................................................................................86

Goal 2 ......................................................................................................................................................90

Goal 3 ......................................................................................................................................................94

Goal 4 ......................................................................................................................................................98

Goal 5 ....................................................................................................................................................103

Goal 6 ....................................................................................................................................................107

Budget Summary and Consolidation ............................................................................................................108

Budget Summary ..................................................................................................................................108

Allocations by Funding Source ..............................................................................................................108

Expenditures by Funding Source ..........................................................................................................109

Expenditures by Budget Reference ......................................................................................................110

Expenditures by Budget Reference and Funding Source .....................................................................111

School Site Council Membership ..................................................................................................................113

Recommendations and Assurances .............................................................................................................114


Addendum .....................................................................................................................................................115

Instructions: Linked Table of Contents ..................................................................................................115

Appendix A: Plan Requirements for Schools Funded Through the ConApp .........................................118

Appendix B: Select State and Federal Programs ..................................................................................120


School Vision and Mission Palmdale School District Mission The mission of the Palmdale School District is to implement our vision with actions and services targeted to students, parents, and staff so our students can live their lives to their full potential. Palmdale School District Vision Every Student Leaves Ready for Success in High School and Beyond: College, Career, and the Global World. School Mission All children need champions and Yucca will do whatever it takes for every child. School Vision (Currently in line with the Vision of the District)

School Profile School Description Yucca serves a diverse and transient community of approximately 634 learners in grades Transitional Kindergarten through 5th, which includes 3 Special Day classes in Kindergarten through Second Grade. Approximately 97% are eligible for free and reduced lunch. 75% of the student population is Hispanic/Latino; the African American population comprises 22%; Caucasian is 2% and other comprises 1%. Yucca's English Language Learner population consists of 181 students. In the 2017-2018 school year we reclassified 27 students. In the spring of 2019, there are possibly 40-50 English Learner students who may reclassify. We currently have 22 Resource Students (K-5). Yucca's staff is composed of a variety of professionals providing services that include: 1 Resource Specialist, 1 Speech Pathologist , Classroom Teachers, and 1 Psychologist. Yucca has 32 classified employees and 7 casual employees. Of the 32 classified positions, 7 of them are instructional aides that assist classroom teachers in grades Kindergarten through Fifth. The staff consists of a Principal, Assistant Principal,1 Learning Support Teacher, 1 part-time EL Coach, 23 General Education teachers, 1 Physical Education teacher, 1 Resource teacher, 1 Speech Pathologist, 1 Secretary, 1 Health Aide, 1 part-time Bilingual Clerk, a full time Parent Liaison, a part-time library aide, a full-time media tech, 3 full-time custodians, a Student Behavior Interventionist and 7 instructional assistants. Yucca has 36 student desktop computers that are housed in both the classrooms and 2 computer labs. There are also approximately 53 additional computers used by teachers and staff. Yucca has 2 functioning computer labs with a Promethean Board in one of the labs and a Smartboard in the other. There are 209 iPADs (Grades K-2 including SDC), 360 Chromebooks for students in Grades 3-5, 33 student laptops in classes, 2 additional laptop carts for on-demand needs, and 38 Promethean Boards used in the classrooms. Yucca has a library with a half-time library aide and 1 Promethean Board that assist students with research opportunities and activities. The Learning support teacher works closely with the teachers to support the learning of the students. Her primary duties are to work closely with teachers and the at-risk students. She has designed a plan for the 6 instructional assistants to conduct intervention groups with the most at risk students. The data that was used to determine which students were most at risk was the District's Universal Screening and Diagnostic tests which includes the Daze, running records, the BPST and STAR 360. At Yucca, the use of Illuminate is fully implemented, allowing teachers and other key staff members to have access to student academic records. Teachers utilize Professional Learning Community meetings to focus and collaborate on Common Core Units, Lesson planning and the RTi process which addresses the specific academic/behavioral areas of need. Teachers collaborate to create an action plan which is designed to improve student achievement and behaviors. Yucca continues in it's PI status of year 5. Description of School Programs


Instructional programs at Yucca focus on student needs as indicated by various forms of assessment. The initial Universal and Diagnostic assessments provided academic information in which students were initially placed in intervention programs. Subsequent assessment such as the LPM, CELDT STAR 360 and progress monitoring determines student needs. Students in all grades receive support in Common Core daily. Students also switch classes for a 30-minute clinic block. Instructional assistants work at all grade levels providing intervention for students based on the initial assessment of the MAZE and Running Records (Universal Screening and Diagnostic Assessments). These groups are 6 weeks in duration and are fluid based on student reassessment at the end of the 6 week intervention. Currently our English Learners who are lower than the Intermediate Level based on ELPAC results attend Imagine Learning 5 days a week/30 minutes per day. In addition, all English Learners receive 30 minutes of English Language Development daily. TK students have daily instruction with "My Big Day". Afterschool intervention will be offered to EL students in preparation for the administration of the ELPAC. Other students may receive math or reading intervention. This year with the LCFF funding we have been able to provide Art, Theatre, and other extra-curricular activities for our students.

Stakeholder Involvement How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update? Involvement Process for the SPSA and Annual Review and Update SSC, ELAC, Leadership Team


School and Student Performance Data

Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup

Percent of Enrollment Number of Students Student Group

2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

American Indian 0.6% 0.4% 1.61% 5 3 10

African American 14.1% 15.2% 17.87% 110 110 111

Asian 0.3% 0.3% 0.32% 2 2 2

Filipino 0.1% 0.1% 0.16% 1 1 1

Hispanic/Latino 82.5% 82.2% 76.81% 645 595 477

Pacific Islander % % %

White 1.3% 1.4% 1.93% 10 10 12

Multiple/No Response 1.2% % % 9

Total Enrollment 782 724 621

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Number of Students Grade

2015-16 2016-17 2017-18

Kindergarten 116 122

Grade 1 117 100

Grade 2 115 122

Grade3 96 99

Grade 4 83 94

Grade 5 108 84

Grade 6 89

Total Enrollment 724 621 Conclusions based on this data: 1. Hispanic/Latino subgroup continues to be the largest student group of our population.

2. Because of the loss of sixth grade, our student population declined by approximately 100 students.

3. 95% of our student population are Hispanic and African American.



Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment

Number of Students Percent of Students Student Group

2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

English Learners 332 307 245 42.5% 42.4% 39.5%

Fluent English Proficient (FEP) 86 70 45 11.0% 9.7% 7.2%

Reclassified Fluent English Proficient (RFEP) 43 40 20 12.6% 12.0% 6.5% Conclusions based on this data: 1. Our English Learner population has been decreasing every year.

2. Our Fluent English Proficient students have been decreasing.

3. Our Reclassified Fluent English Proficient students has been decreasing.



CAASPP Results English Language Arts/Literacy (All Students)

Overall Participation for All Students

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

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 93 97 96 90 95 95 90 95 95 96.8 97.9 99

Grade 4 113 82 92 113 81 90 113 81 90 100 98.8 97.8

Grade 5 98 101 81 96 100 81 96 100 81 98 99 100

Grade 6 106 89 100 88 100 88 94.3 98.9

All Grades 410 369 269 399 364 266 399 364 266 97.3 98.6 98.9

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded

% Standard Met

% Standard Nearly Met

% Standard Not Met Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 2362.6

2352.5

2360.9

3 4.21 5.26 20 10.53 15.79 22 25.26 24.21 54 60.00 54.74

Grade 4 2393.7

2392.5

2390.9

7 4.94 3.33 13 16.05 14.44 14 20.99 21.11 65 58.02 61.11

Grade 5 2430.8

2427.2

2455.5

5 5.00 6.17 18 13.00 22.22 19 22.00 22.22 58 60.00 49.38

Grade 6 2471.6

2442.8

3 1.14 18 14.77 38 35.23 41 48.86

All Grades N/A N/A N/A 5 3.85 4.89 17 13.46 17.29 23 25.82 22.56 55 56.87 55.26

Reading Demonstrating understanding of literary and non-fictional texts % Above Standard % At or Near Standard % Below Standard

Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 7 4.21 7.37 33 31.58 37.89 60 64.21 54.74

Grade 4 9 3.70 8.89 25 49.38 40.00 66 46.91 51.11

Grade 5 5 6.00 11.11 30 40.00 45.68 65 54.00 43.21

Grade 6 6 3.41 38 37.50 56 59.09

All Grades 7 4.40 9.02 31 39.29 40.98 62 56.32 50.00

Writing Producing clear and purposeful writing

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

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 6 8.42 3.19 44 37.89 38.30 50 53.68 58.51

Grade 4 9 4.94 7.78 42 41.98 42.22 50 53.09 50.00

Grade 5 10 8.00 18.52 40 45.00 37.04 50 47.00 44.44

Grade 6 7 2.27 44 40.91 49 56.82

All Grades 8 6.04 9.43 42 41.48 39.25 50 52.47 51.32


Listening Demonstrating effective communication skills


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 0 2.11 6.32 64 52.63 56.84 36 45.26 36.84

Grade 4 5 4.94 1.11 65 55.56 60.00 30 39.51 38.89

Grade 5 4 6.00 9.88 53 48.00 61.73 43 46.00 28.40

Grade 6 8 5.68 66 44.32 26 50.00

All Grades 5 4.67 5.64 62 50.00 59.40 33 45.33 34.96

Research/Inquiry Investigating, analyzing, and presenting information


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 6 3.16 6.32 46 42.11 46.32 49 54.74 47.37

Grade 4 6 6.17 3.33 37 35.80 41.11 57 58.02 55.56

Grade 5 11 11.00 22.22 57 33.00 33.33 31 56.00 44.44

Grade 6 8 5.68 65 45.45 27 48.86

All Grades 8 6.59 10.15 51 39.01 40.60 41 54.40 49.25 Conclusions based on this data: 1. The overall achievement scores for third and fifth graders that scored below standard decreased.

2. Listening is the strongest claim for overall students.

3. In the 2018-2019 school year, we will focus on our School Implementation Plan and Writing since this is the weakest claim overall.



CAASPP Results Mathematics (All Students)

Overall Participation for All Students

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

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 93 96 95 91 96 93 91 96 93 97.8 100 97.9

Grade 4 114 82 92 114 82 88 113 82 88 100 100 95.7

Grade 5 98 102 81 97 102 81 97 102 81 99 100 100

Grade 6 106 89 103 89 103 89 97.2 100

All Grades 411 369 268 405 369 262 404 369 262 98.5 100 97.8

Overall Achievement for All Students


% Standard Met

% Standard Nearly Met

% Standard Not Met Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 2382.2

2366.2

2381.8

7 4.17 2.15 19 15.63 22.58 27 19.79 26.88 47 60.42 48.39

Grade 4 2401.1

2421.6

2404.6

4 8.54 3.41 7 12.20 15.91 34 25.61 27.27 55 53.66 53.41

Grade 5 2410.0

2419.8

2430.5

2 1.96 4.94 3 8.82 9.88 22 17.65 20.99 73 71.57 64.20

Grade 6 2447.0

2418.1

1 0.00 13 10.11 22 23.60 64 66.29


Concepts & Procedures Applying mathematical concepts and procedures


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 18 7.29 8.60 34 30.21 31.18 48 62.50 60.22

Grade 4 6 17.07 9.09 21 15.85 20.45 73 67.07 70.45

Grade 5 3 5.88 4.94 12 15.69 23.46 85 78.43 71.60

Grade 6 6 5.62 19 17.98 75 76.40

All Grades

8 8.67 7.63 22 20.05 25.19 71 71.27 67.18

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


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 12 8.33 6.45 34 27.08 46.24 54 64.58 47.31

Grade 4 5 9.76 2.27 27 32.93 36.36 67 57.32 61.36

Grade 5 2 0.98 4.94 18 27.45 32.10 80 71.57 62.96

Grade 6 6 2.25 26 31.46 68 66.29

All Grades 6 5.15 4.58 26 29.54 38.55 68 65.31 56.87


Communicating Reasoning

Demonstrating ability to support mathematical conclusions % Above Standard % At or Near Standard % Below Standard

Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 12 10.42 12.90 58 45.83 55.91 30 43.75 31.18

Grade 4 7 12.20 5.68 33 36.59 37.50 60 51.22 56.82

Grade 5 3 1.96 3.70 19 35.29 41.98 78 62.75 54.32

Grade 6 3 3.37 47 31.46 50 65.17

All Grades 6 6.78 7.63 39 37.40 45.42 55 55.83 46.95 Conclusions based on this data: 1. The overall achievement scores for third graders that met or exceeded the standard increased by 4.6%, fourth

graders decreased by 1.42%, and fifth graders increased by 4.04%. 2. The claim Communicating Reasoning is a strength for Overall Students.

3. The claim Concept and Procedures is the weakest area for Overall Students.



CAASPP Results English Language Arts/Literacy (African American)

Overall Participation for Black or African American

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

% of Enrolled Students Tested

Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 12 11 19 12 11 19 12 11 19 100 100 100

Grade 4 14 11 * 14 11 * 14 11 * 100 100

Grade 5 10 12 14 10 12 14 10 12 14 100 100 100

Grade 6 13 * 13 * 13 * 100

All Grades 49 44 43 49 44 42 49 44 42 100 100 97.7 * The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for Black or African American Mean Scale Score % Standard

Exceeded % Standard Met % Standard Nearly

Met % Standard Not

Met Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 2390.3

2346.3

2315.7

8 0.00 0.00 42 9.09 5.26 17 18.18 10.53 33 72.73 84.21

Grade 4 2353.8

2375.6

* 0 0.00 * 7 27.27 * 14 18.18 * 79 54.55 *

Grade 5 * 2389.5

2454.0

* 0.00 0.00 * 0.00 35.71 * 25.00 21.43 * 75.00 42.86

Grade 6 2409.6

* 0 * 0 * 31 * 69 *


Reading Demonstrating understanding of literary and non-fictional texts


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 17 0.00 0.00 33 27.27 21.05 50 72.73 78.95

Grade 4 0 0.00 * 29 54.55 * 71 45.45 *

Grade 5 * 0.00 14.29 * 41.67 50.00 * 58.33 35.71

Grade 6 0 * 8 * 92 *

All Grades 6 2.27 4.76 24 38.64 42.86 69 59.09 52.38

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

Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 17 9.09 0.00 58 18.18 10.53 25 72.73 89.47

Grade 4 0 0.00 * 29 45.45 * 71 54.55 *

Grade 5 * 0.00 14.29 * 16.67 42.86 * 83.33 42.86

Grade 6 0 * 15 * 85 *

All Grades 8 4.55 4.76 31 27.27 33.33 61 68.18 61.90




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 0 0.00 5.26 83 45.45 42.11 17 54.55 52.63

Grade 4 0 0.00 * 36 63.64 * 64 36.36 *

Grade 5 * 8.33 14.29 * 50.00 64.29 * 41.67 21.43

Grade 6 0 * 54 * 46 *

All Grades 2 9.09 7.14 53 40.91 54.76 45 50.00 38.10



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 0 0.00 0.00 67 36.36 31.58 33 63.64 68.42

Grade 4 0 0.00 * 36 45.45 * 64 54.55 *

Grade 5 * 0.00 14.29 * 25.00 42.86 * 75.00 42.86

Grade 6 0 * 69 * 31 *

All Grades 2 2.27 4.76 51 34.09 40.48 47 63.64 54.76 Conclusions based on this data: 1. In the 2017-1028 school year, the overall number of African American students in the not met range decreased by

4%. 2. The overall percentage of African American students in the met and nearly met range increased by 4%.

3. African American students did much better in Listening than other area. The % below standard decreased by 12%.



CAASPP Results Mathematics (African American)

Overall Participation for Black or African American



Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 12 11 18 12 11 18 12 11 18 100 100 100

Grade 4 14 11 * 14 11 * 14 11 * 100 100

Grade 5 10 12 14 10 12 14 10 12 14 100 100 100

Grade 6 13 * 13 * 13 * 100

All Grades 49 44 42 49 44 41 49 44 41 100 100 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 Black or African American


% Standard Met % Standard Nearly Met

% Standard Not Met

Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 2390.3

2369.3

2336.2

0 0.00 0.00 17 18.18 5.56 58 27.27 16.67 25 54.55 77.78

Grade 4 2360.1

2399.3

* 0 0.00 * 0 9.09 * 29 36.36 * 71 54.55 *

Grade 5 * 2390.4

2416.8

* 0.00 0.00 * 0.00 0.00 * 33.33 42.86 * 66.67 57.14

Grade 6 2372.5

* 0 * 0 * 8 * 92 *




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 8 9.09 0.00 50 36.36 0.00 42 54.55 100.0

Grade 4 0 0.00 * 14 18.18 * 86 81.82 *

Grade 5 * 0.00 0.00 * 16.67 21.43 * 83.33 78.57

Grade 6 0 * 0 * 100 *

All Grades 2 4.55 2.44 18 22.73 9.76 80 72.73 87.80




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 17 18.18 0.00 17 0.00 22.22 67 81.82 77.78

Grade 4 0 0.00 * 14 45.45 * 86 54.55 *

Grade 5 * 0.00 0.00 * 25.00 35.71 * 75.00 64.29

Grade 6 0 * 8 * 92 *

All Grades 4 6.82 0.00 16 22.73 29.27 80 70.45 70.73

Communicating Reasoning Demonstrating ability to support mathematical conclusions


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 8 9.09 5.56 83 54.55 50.00 8 36.36 44.44

Grade 4 0 0.00 * 29 54.55 * 71 45.45 *

Grade 5 * 0.00 0.00 * 33.33 42.86 * 66.67 57.14

Grade 6 0 * 31 * 69 *

All Grades 2 4.55 4.88 43 40.91 48.78 55 54.55 46.34 Conclusions based on this data: 1. African American Students in the not met range in Communicating Reasoning decreased from 55% to 46%.

2. Overall achievement scores for African American Students in Math for the % standard met decreased by 6%.

3. 88% of African American Students did not meet in the Concept and Procedures. We will continue with research-based practices included in Engage NY, use of manipulatives, to increase engagement and learning with our African American students.



CAASPP Results English Language Arts/Literacy (Hispanic or Latino)

Overall Participation for Hispanic or Latino



Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 77 85 74 74 83 73 74 83 73 96.1 97.6 98.6

Grade 4 95 70 78 95 69 77 95 69 77 100 98.6 98.7

Grade 5 87 86 63 85 85 63 85 85 63 97.7 98.8 100

Grade 6 87 79 81 78 81 78 93.1 98.7

All Grades 346 320 215 335 315 213 335 315 213 96.8 98.4 99.1 * The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for Hispanic or Latino Mean Scale Score % Standard


Met % Standard Not

Met Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 2357.7

2354.4

2369.9

1 4.82 4.11 18 10.84 19.18 23 26.51 28.77 58 57.83 47.95

Grade 4 2399.2

2393.5

2390.4

8 5.80 3.90 14 13.04 15.58 14 21.74 18.18 64 59.42 62.34

Grade 5 2430.2

2432.5

2451.9

4 5.88 6.35 18 15.29 19.05 20 21.18 22.22 59 57.65 52.38

Grade 6 2482.2

2445.1

4 1.28 22 12.82 37 38.46 37 47.44




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 4 4.82 6.85 34 32.53 43.84 62 62.65 49.32

Grade 4 11 4.35 10.39 23 47.83 36.36 66 47.83 53.25

Grade 5 4 7.06 9.52 31 40.00 42.86 66 52.94 47.62

Grade 6 7 2.56 43 38.46 49 58.97

All Grades 7 4.76 8.92 32 39.37 40.85 61 55.87 50.23


Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 4 8.43 2.78 42 40.96 45.83 54 50.60 51.39

Grade 4 11 5.80 9.09 43 40.58 40.26 46 53.62 50.65

Grade 5 9 9.41 15.87 41 49.41 38.10 49 41.18 46.03

Grade 6 9 1.28 47 42.31 44 56.41

All Grades 8 6.35 8.96 43 43.49 41.51 48 50.16 49.53




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 0 2.41 5.48 62 54.22 61.64 38 43.37 32.88

Grade 4 5 5.80 1.30 69 53.62 58.44 25 40.58 40.26

Grade 5 2 5.88 9.52 55 47.06 58.73 42 47.06 31.75

Grade 6 10 2.56 67 50.00 23 47.44

All Grades 4 4.13 5.16 64 51.11 59.62 32 44.76 35.21



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 5 3.61 8.22 43 43.37 49.32 51 53.01 42.47

Grade 4 7 7.25 3.90 36 33.33 40.26 57 59.42 55.84

Grade 5 11 12.94 22.22 61 35.29 31.75 28 51.76 46.03

Grade 6 10 5.13 63 47.44 27 47.44

All Grades 8 7.30 10.80 50 40.00 40.85 41 52.70 48.36 Conclusions based on this data: 1. Hispanic students in % Above Standard and % At or Near Standard increased by approximately 5%.

2. Even though they outperformed the school average in reading, Hispanic students are still performing 50% of students below standard. This is an area for further consideration during PD and PLC conversations.

3. Listening % Below Standard decreased by 9% for Hispanic students.



CAASPP Results Mathematics (Hispanic or Latino)

Overall Participation for Hispanic or Latino



Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 77 84 74 75 84 72 75 84 72 97.4 100 97.3

Grade 4 96 70 78 96 70 75 95 70 75 100 100 96.2

Grade 5 87 86 63 86 86 63 86 86 63 98.9 100 100

Grade 6 87 79 84 79 84 79 96.6 100

All Grades 347 319 215 341 319 210 340 319 210 98.3 100 97.7 * The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for Hispanic or Latino



% Standard Not Met

Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 2378.1

2366.4

2391.1

7 4.76 1.39 20 15.48 26.39 21 19.05 30.56 52 60.71 41.67

Grade 4 2406.2

2423.3

2405.4

5 10.00 4.00 7 11.43 14.67 34 24.29 28.00 54 54.29 53.33

Grade 5 2408.2

2423.4

2428.4

2 2.33 4.76 1 10.47 11.11 22 16.28 15.87 74 70.93 68.25

Grade 6 2459.6

2420.4

1 0.00 15 7.59 24 26.58 60 65.82




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 19 7.14 8.33 31 29.76 40.28 51 63.10 51.39

Grade 4 7 18.57 8.00 20 15.71 22.67 73 65.71 69.33

Grade 5 2 6.98 6.35 13 16.28 22.22 85 76.74 71.43

Grade 6 7 5.06 24 17.72 69 77.22

All Grades 9 9.09 7.62 21 20.06 28.57 70 70.85 63.81




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 11 7.14 6.94 36 30.95 52.78 53 61.90 40.28

Grade 4 6 10.00 2.67 27 31.43 37.33 66 58.57 60.00

Grade 5 2 1.16 4.76 15 26.74 30.16 83 72.09 65.08

Grade 6 7 1.27 31 32.91 62 65.82

All Grades 6 4.70 4.76 27 30.41 40.48 66 64.89 54.76



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 12 10.71 12.50 56 45.24 58.33 32 44.05 29.17

Grade 4 8 12.86 5.33 32 34.29 36.00 60 52.86 58.67

Grade 5 3 2.33 4.76 16 36.05 39.68 80 61.63 55.56

Grade 6 4 2.53 49 32.91 48 64.56

All Grades 7 6.90 7.62 37 37.30 44.76 56 55.80 47.62 Conclusions based on this data: 1. Hispanic students Overall % Below Standard decreased by 10%.

2. Hispanic students struggled with concepts and procedures, with 64% performing below standard.

3. Hispanic students did relatively well in communicating reasoning with 45% performing at the near or above standard range.



CAASPP Results English Language Arts/Literacy (Students with Disability)

Overall Participation for Students with Disability



Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 4 * 11 4 * 11 4 * 11 100 100

Grade 4 15 * * 15 * * 15 * * 100

Grade 5 9 11 * 9 11 * 9 11 * 100 100

Grade 6 7 20 7 20 7 20 100 100

All Grades 35 40 25 35 40 24 35 40 24 100 100 96 * The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for Students with Disability Mean Scale Score % Standard


Met % Standard Not

Met Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 * * 2301.6

* * 0.00 * * 0.00 * * 9.09 * * 90.91

Grade 4 2312.6

* * 0 * * 0 * * 0 * * 100 * *

Grade 5 * 2326.9

* * 0.00 * * 0.00 * * 0.00 * * 100.0 *

Grade 6 * 2369.7

* 0.00 * 5.00 * 10.00 * 85.00




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 * * 0.00 * * 27.27 * * 72.73

Grade 4 0 * * 0 * * 100 * *

Grade 5 * 0.00 * * 18.18 * * 81.82 *

Grade 6 * 0.00 * 10.00 * 90.00

All Grades 0 2.50 0.00 6 15.00 25.00 94 82.50 75.00


Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 * * 0.00 * * 18.18 * * 81.82

Grade 4 0 * * 13 * * 87 * *

Grade 5 * 0.00 * * 9.09 * * 90.91 *

Grade 6 * 0.00 * 10.00 * 90.00

All Grades 3 0.00 0.00 14 12.50 12.50 83 87.50 87.50




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 * * 0.00 * * 18.18 * * 81.82

Grade 4 0 * * 27 * * 73 * *

Grade 5 * 0.00 * * 18.18 * * 81.82 *

Grade 6 * 5.00 * 10.00 * 85.00

All Grades 0 5.00 0.00 29 12.50 33.33 71 82.50 66.67



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 * * 0.00 * * 9.09 * * 90.91

Grade 4 0 * * 13 * * 87 * *

Grade 5 * 0.00 * * 9.09 * * 90.91 *

Grade 6 * 5.00 * 15.00 * 80.00

All Grades 3 2.50 0.00 20 17.50 8.33 77 80.00 91.67 Conclusions based on this data: 1. In Overall Achievement, the % not met increased from 87.5% to 91.67%.

2. This significantly under performed the school-wide averages.

3. Research/Inquiry is a major area of concern, with 91.67% of students not meeting standards.



CAASPP Results Mathematics (Students with Disability)

Overall Participation for Students with Disability



Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 4 * 11 4 * 11 4 * 11 100 100

Grade 4 15 * * 15 * * 15 * * 100

Grade 5 9 11 * 9 11 * 9 11 * 100 100

Grade 6 7 20 7 20 7 20 100 100

All Grades 35 40 25 35 40 24 35 40 24 100 100 96 * The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for Students with Disability



% Standard Not Met

Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 * * 2310.4

* * 0.00 * * 0.00 * * 0.00 * * 100.0

Grade 4 2327.9

* * 0 * * 0 * * 13 * * 87 * *

Grade 5 * 2352.1

* * 0.00 * * 0.00 * * 9.09 * * 90.91 *

Grade 6 * 2313.6

* 0.00 * 5.00 * 5.00 * 90.00




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 * * 0.00 * * 0.00 * * 100.0

Grade 4 0 * * 13 * * 87 * *

Grade 5 * 0.00 * * 0.00 * * 100.0 *

Grade 6 * 0.00 * 5.00 * 95.00

All Grades 0 0.00 4.17 6 5.00 0.00 94 95.00 95.83




15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 * * 0.00 * * 0.00 * * 100.0

Grade 4 0 * * 0 * * 100 * *

Grade 5 * 0.00 * * 9.09 * * 90.91 *

Grade 6 * 0.00 * 5.00 * 95.00

All Grades 0 0.00 0.00 3 7.50 4.17 97 92.50 95.83



15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 * * 0.00 * * 45.45 * * 54.55

Grade 4 0 * * 20 * * 80 * *

Grade 5 * 0.00 * * 9.09 * * 90.91 *

Grade 6 * 0.00 * 10.00 * 90.00

All Grades 0 0.00 0.00 26 12.50 29.17 74 87.50 70.83 Conclusions based on this data: 1. Overall Achievement in % not met increased by 5%.

2. Students with disabilities significantly under performed the school-wide averages.

3. Even though 70.83% of students scored in %Below Standards, this is the strongest claim for our SWD.



English Language Proficiency Assessments for California (ELPAC)



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

2017-18 Student Population

Total Enrollment

621 This is the total number of students enrolled.

Socioeconomically Disadvantaged

97.9% This is the percent of students who are eligible for free or reduced priced meals; or have parents/guardians who did not receive a high school diploma.

English Learners

39.5% This is the percent of students who are learning to communicate effectively in English, typically requiring instruction in both the English Language and in their academic courses.

Foster Youth

4.0% This is the percent of students whose well-being is the responsibility of a court.

2017-18 Enrollment for All Students/Student Group

Student Group Total Percentage

English Learners 245 39.5%

Foster Youth 25 4.0%

Homeless 9 1.4%

Socioeconomically Disadvantaged 608 97.9%

Students with Disabilities 65 10.5%

Enrollment by Race/Ethnicity

Student Group Total Percentage

African American 111 17.9%

American Indian 10 1.6%

Asian 2 0.3%

Filipino 1 0.2%

Hispanic 477 76.8%

Two or More Races 8 1.3%

White 12 1.9% Conclusions based on this data: 1.



Overall Performance

2018 Fall Dashboard Overall Performance for All Students

Academic Performance

English Language Arts

Yellow

Mathematics

Yellow

English Learner Progress

No Performance Color

Academic Engagement

Chronic Absenteeism

Orange

Conditions & Climate

Suspension Rate

Red

Conclusions based on this data: 1. Suspension Rate and ELA achievement is in the lowest performing range.

2. Math achievement is in the low performing range.

3. English Learner Progress is in the high range.



Academic Performance English Language Arts

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

Red

Orange

Yellow

Green

Blue

Highest Performance

This section provides number of student groups in each color.

2018 Fall Dashboard English Language Arts Equity Report

Red

0 Orange

1 Yellow

3 Green

0 Blue

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

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

All Students

Yellow

66.8 points below standard

Increased 11.1 points

243 students

English Learners

Yellow


Increased 12 points

132 students

Foster Youth


Less than 11 Students - Data Not Displayed for Privacy

10 students

Homeless



3 students


Yellow



240 students

Students with Disabilities




28 students


2018 Fall Dashboard English Language Arts Performance by Race/Ethnicity

African American

Orange



32 students

American Indian



5 students

Asian



1 students

Filipino


0 Students

Hispanic

Yellow


Increased 11 points

202 students

Two or More Races



1 students

Pacific Islander


0 Students

White



2 students

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

2018 Fall Dashboard English Language Arts Data Comparisons for English Learners

Current English Learner


Declined -5.1 points

76 students

Reclassified English Learners

11.5 points above standard


56 students

English Only


Increased 9 points

105 students

Conclusions based on this data: 1. The State Indicators for ELA shows an overall decline of 10.5 points.

2. English Learner, Socioeconomically Disadvantaged, African American, and Hispanic subgroups declined.

3. Students with Disabilities subgroup increased.



Academic Performance Mathematics


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Mathematics Equity Report

Red

0 Orange

1 Yellow

3 Green

0 Blue

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

2018 Fall Dashboard Mathematics Performance for All Students/Student Group

All Students

Yellow



241 students

English Learners

Yellow

76 points below standard


131 students

Foster Youth



10 students

Homeless



3 students


Yellow


Increased

16 points 239 students




Increased

37.3 points 28 students


2018 Fall Dashboard Mathematics Performance by Race/Ethnicity

African American

Orange



32 students

American Indian



5 students

Asian



1 students

Filipino


0 Students

Hispanic

Yellow


Increased


Two or More Races



1 students

Pacific Islander


0 Students

White



2 students

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

2018 Fall Dashboard Mathematics Data Comparisons for English Learners

Current English Learner



76 students

Reclassified English Learners



55 students

English Only

80 points below standard

Increased


Conclusions based on this data: 1. Indicators shows a overall decline of 3.8 points in math.

2. English Learner, Socioeconomically Disadvantaged, Students with Disabilities, and Hispanic subgroups declined.

3. African American subgroup increased.



Academic Performance English Learner Progress

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

2018 Fall Dashboard English Language Proficiency Assessments for California Results

Number of Students

229

Level 4 Well

Developed 24.5%

Level 3 Moderately Developed

39.3%

Level 2 Somewhat Developed

26.6%

Level 1 Beginning

Stage 9.6%

Conclusions based on this data: 1. Overall, English Learner State Indicators Progress has increased by 9.4%.

2. ELA progress declined by 16.8 points.

3. Mathematics progress declined by 5.5 points.



Academic Performance College/Career


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard College/Career Equity Report

Red Orange Yellow Green Blue This section provides information on the percentage of high school graduates who are placed in the "Prepared" level on the College/Career Indicator.

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

All Students English Learners Foster Youth

Homeless Socioeconomically Disadvantaged Students with Disabilities

2018 Fall Dashboard College/Career by Race/Ethnicity

African American American Indian Asian Filipino

Hispanic Two or More Races Pacific Islander White This section provides a view of the percent of students per year that qualify as Not Prepared, Approaching Prepared, and Prepared.

2018 Fall Dashboard College/Career 3-Year Performance

Class of 2016 Prepared

Approaching Prepared Not Prepared





Conclusions based on this data: 1.



Academic Engagement Chronic Absenteeism


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Chronic Absenteeism Equity Report

Red 3

Orange 2

Yellow 0

Green 1

Blue 0

This section provides information about the percentage of students in kindergarten through grade 8 who are absent 10 percent or more of the instructional days they were enrolled.

2018 Fall Dashboard Chronic Absenteeism for All Students/Student Group

All Students

Orange

18.5% chronically absent

Increased 2.1%

715 students

English Learners

Green

9% chronically absent

Declined 1.6%

267 students

Foster Youth

Red


Increased 2%

49 students

Homeless



Declined 0.7%

16 students


Orange


Increased 1.9%

695 students


Red


Increased 2.8%

93 students


2018 Fall Dashboard Chronic Absenteeism by Race/Ethnicity

African American

Red


Increased 1.5%

150 students

American Indian



11 students

Asian



2 students

Filipino



2 students

Hispanic

Orange


Maintained 0.3%

529 students

Two or More Races



8 students

Pacific Islander



0 students

White



Increased 13.5%

13 students

Conclusions based on this data: 1. We continue to struggle with chronic absenteeism and tardy/late students, especially with our Homeless and African

American students. 2. We offer attendance incentives to promote coming to school everyday and on time.

3. The school calls the parents of all students who are absent everyday.



Academic Engagement Graduation Rate


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Graduation Rate Equity Report

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

2018 Fall Dashboard Graduation Rate for All Students/Student Group

All Students English Learners Foster Youth

Homeless Socioeconomically Disadvantaged Students with Disabilities

2018 Fall Dashboard Graduation Rate by Race/Ethnicity

African American American Indian Asian Filipino

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

2018 Fall Dashboard Graduation Rate by Year

2017 2018 Conclusions based on this data: 1.



Conditions & Climate Suspension Rate


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Suspension Rate Equity Report

Red

1 Orange

4 Yellow

1 Green

0 Blue

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

2018 Fall Dashboard Suspension Rate for All Students/Student Group

All Students

Red

7% suspended at least once

Increased 0.4% 754 students

English Learners

Orange

3.6% suspended at least once

Maintained 0% 279 students

Foster Youth

Orange


Declined -0.8% 56 students

Homeless


0% suspended at least once



Red




Orange




2018 Fall Dashboard Suspension Rate by Race/Ethnicity

African American

Orange



American Indian



11 students

Asian


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

Filipino



Hispanic

Yellow



Two or More Races



Pacific Islander


0 Students

White




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

2018 Fall Dashboard Suspension Rate by Year

2016 6.9% suspended at least once

2017 6.7% suspended at least once

2018 7% suspended at least once

Conclusions based on this data: 1. Overall, we maintained our suspension rate.

2. Our English Learner, Foster Youth, Homeless, African American, and White student subgroups increased in suspension. Implementing Capturing Kids' Heart strategies and PBIS, in addition to our new Leadership class, we hope that our suspensions decrease this year.

3. Our Socioeconomically Disadvantaged, Students with Disabilities, and Hispanic student subgroups declined.


Goals, Strategies, & Proposed Expenditures

Goal 1 Subject Mathematics

Goal Statement All teachers will demonstrate application of:

The three shifts in Mathematics and the eight Standards for Mathematical Practice (SMPs) as evidenced by their classroom instructional practice.

The TK - 12 progressions of standards as evidenced by on grade level standards instruction with appropriate scaffolding in order to ensure access to grade level expectations.

All students will: Demonstrate growth toward proficiency in grade level mathematics by accessing and applying the

rigorous state standards in CSS as measured by multiple measures including state and local assessments.

SCHOOLS MAY ADD ADDITIONAL GOALS that support and align to the District/School Goals.

LCAP Goal The District will increase the percentage of students who met standard or above by 3% from the base year (15-16) as measured by multiple measures including state and local assessments.

Basis for this Goal CAASPP

What data was used to form this goal? LPM, CAASPP

What were the findings from the analysis of this data? Data indicates that students are less than proficient on District and school based assessments.Therefore additional time for staff and students is needed in order for under-performing and English Learner students to meet proficiency in Mathematics.

How will the school evaluate the progress of this goal? CFA, LPM, CAASPP, STAR 360 The school will evaluate the progress towards student proficiency after each assessment cycle.

Strategy Methods/practices that will be used to reach the goal

Articulation and Collaboration around Research-Based Best Practices using Student Data to drive instructional decisions. Teachers and administration work closely in professional learning communities monitoring teaching and learning. Teachers have had professional development in the shifts in mathematics as well as ongoing professional development in the 8 mathematical practices.

Expected Annual Measurable Outcomes


Metric/Indicator Baseline Expected Outcome

CAASPP 15/16 CAASPP = 13% 16% Planned Strategies/Activities startcollapse

Strategy/Activity 1 Professional Learning Communities

• Grade Level and Departmental • Vertical & Horizontal Articulation • Instructional Leadership Team, MTSS Team AND Instructional Rounds Team

Students to be Served by this Strategy/Activity All Students

Task/Timeline

Research and share math best practice Examine student work Analyze assessment data Refine instructional strategies based on learning outcomes Examine baseline math assessment data Examine and define problems of practice Plan, implement and evaluate interventions based on student need

Person(s) Responsible Site Administration Teachers Departmental Chairs Grade Level Leaders LSTs

Proposed Expenditures for this Strategy/Activity

Amount 360

Source Title I Part A: Schoolwide Program 3010 (Total Allocation)

Budget Reference 1000-1999: Certificated Personnel Salaries

Description Teachers will meet after school in their PLCs to discuss lesson plans, student achievement, clinic interventions as it applies to the Common Core Standards. (26 teachers x $50 x 1 hours each)

Strategy/Activity 2 Site Professional Development

Aligned with district initiatives

AVID Strategies and Best Practices


Lesson Studies Learning Walks AVID Summer Institute AVID Summer Institute Teacher Extra Hours Professional Development in Math (8 SMPs & Best Practices) Professional Development with Math Consultant Vertical Articulation


Task/Timeline

Co-facilitated by math facilitators Topics generated by student need Staff evaluation of effectiveness

Teachers and admin will also attend AVID professional development Institutes Teachers will be given time to visit other classrooms to watch, collaborate and discuss best practices.

Person(s) Responsible Site Administration Teachers Departmental Chairs Grade Level Leaders/LSTs




Description Grades TK - 5 will be given opportunities to observe best practices and collaborate with colleagues.

Amount 400

Source Title I Part A: Professional Development (10% minimum)


Description Teachers will attend AVID professional development summer institutes.

Amount 1,000




Description Teachers will attend AVID Summer Institute and are paid 6 hours per day extra duty.

Amount 4,000

Source LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000

Budget Reference 5800: Professional/Consulting Services And Operating Expenditures

Description Each grade level will be provided with math professional development with math consultant

Strategy/Activity 3 Personnel to support academic need Math Facilitator Learning Support Teacher (LST) AVID Lead Teacher


Task/Timeline

Attend targeted PD in math content Develop leadership skills Support vertical articulation

LST will lead professional development at the school site. LST and teachers will work with data and the instructional assistants to create/provide intervention for all students. An AVID lead teacher is necessary to ensure that teachers in grades 3 - 5 are following the AVID protocols, timelines and procedures.

Person(s) Responsible Teachers Site Administration


Amount 10,500



Description LST and Instructional Aides will support at risk students.

Amount 517




Strategy/Activity 4 TK-8 Instructional Focus Instructional Assistants will push into classrooms to work with individual students and/or small groups.

Students to be Served by this Strategy/Activity At-risk and English Learner students

Timeline

TK-5 Teachers will implement CSS utilizing Eureka Math/ENY 6-8 teachers will implement CSS utilizing Big Ideas Math

Instructional Assistants will work with English Learners and at risk students on areas of individual student need. Instructional Assistants will also be given extra hours to work with students who are English Learners and at risk students in the are at risk of mathematics. A District level committee has been created to address the needs of technology and the 21st Century Learning needs of the schools and District.

Person(s) Responsible Site Administration Teachers Departmental Chairs Grade Level Leaders/LSTs


Amount 250


Budget Reference 2000-2999: Classified Personnel Salaries

Description Instructional Assistants will work in small groups and individually with English Learners and at risk students.

Amount 250



Description Instructional Assistants may work extra hours in small groups and individually with English Learners and at risk students with numeracy skills.

Amount 100




Description A teacher has been selected to attend (6) District level committee meetings to address technology and the 21st Century Learning Goals.

Strategy/Activity 5 Classroom Walkthrough Learning Walks


Task/Timeline • Site leadership will conduct regular, formal and informal observations (walk-throughs) of Tier 1 math instruction

Person(s) Responsible Site Administration


Amount 400



Description Learning walks may be conducted throughout the year with a focus on the 8 mathematical practices and it may be necessary to pay for substitute teachers.

Strategy/Activity 6 Response to Intervention/Clinic RTI Team Members


Task/Timeline

MTSS is in place and based on student need Extended Learning opportunities Teachers meet in PLCs weekly to discuss struggling students MTSS Team meets regularly Specific students in MTSS system are tracked and progress monitored

Extra hours for RTI team to meet after school to discuss individual students who are in the RTI process. Substitutes will relieve classroom teachers to attend meetings with parents and RTI team members to discuss students who are receiving RTI interventions.

Person(s) Responsible MTSS Team


Administration


Amount 683



Description The schools RTi team will meet to discuss and support teachers of students that are at risk. The team will also meet with parents to discuss the needs of their child and how those needs are being addressed at the school. (4 teachers x $50 x 3)

Strategy/Activity 7 AVID Supplies and Materials

Students to be Served by this Strategy/Activity All students in Grades 3-5 will participate in AVID.

Task/Timeline The purchase of general AVID supplies will support the organizational and note-taking skills of students in grades 3 - 5; and are part of an overall strategy to allow at risk and English Learner students better access to the core curriculum: Planners, binders, folders, dividers, highlighters, pens, pencil sharpeners, pencil pouches and other supplies are necessary.

Person(s) Responsible Aministration, Teachers, AVID Lead teacher


Amount 1,000


Budget Reference 4000-4999: Books And Supplies

Description AVID supplies will be provided to students in accordance to the District and school focus on AVID.

Amount 750



Description Teachers will host AVID Math Nights for parents.

Strategy/Activity 8 Materials: Manipulatives or Professional Resources



Task/Timeline Instructional materials will be funded in order to supplement the instructional program and target those skills and learning needs based on data that will improve the academic performance for at risk and English Learners, such as supplemental copy paper, pencils, pens, grade level binders, poster paper, laminating, RISO masters, Smart Board pens. Teacher PLC Plan Books and Planners will be provided to teachers in order to support teachers and to track student data

Person(s) Responsible Administration


Amount 300



Description Grade levels will be provided the necessary math manipulatives in order to teach the common core math curriculum. These manipulatives are based on the 8 mathematical practices.

Amount 300



Description Achievement data has shown that students are performing at less than proficient on District assessments. Teachers will be supported through the purchase of PLC Plan Books and/or Planners which will allow teachers the ability to work with each other and plan effective instruction.

Strategy/Activity 9 Extended learning opportunities will be offered during and after school.


Task/Timeline Teacher X-time will be funded to provide intervention before and after school for at risk and English Learner students. Instructional materials will be funded in order to supplement the instructional program and target those skills and learning needs based on data that will improve the academic performance for at risk and English Learners


Person(s) Responsible Administration Teachers


Amount 1,000



Description Extended Learning Opportunities for students will be given in order to target specific mathematical needs of the students

Amount 1,000



Description Supplemental instructional resources/materials may be purchased to help at-risk or English Learners students.

Strategy/Activity 10 Reprographics


Task/Timeline Grade Level duplicating/reprographics are necessary in order for under-performing and English Learner students to master reading and math skills.



Amount 995



Description Grade level duplicating/reprographics will be funded in order to supplement the instructional program and target specific skills and learning needs that will improve the academic performance of at risk and English Learner students.

Strategy/Activity 11 Copier for Instructional Use


Students to be Served by this Strategy/Activity All students

Task/Timeline A copier is necessary for teachers to copy instructional materials for core instruction for under-performing and English Learner students to master reading and math skills. In addition, a laminator and rolls are necessary to allow instructional materials, posters, etc. to be used numerous times.



Amount 7,995


Budget Reference 6000-6999: Capital Outlay

Description A copier is necessary for teachers to copy instructional materials for core instruction for under-performing and English Learner students to master reading and math skills. Laminator and rolls will keep instructional materials, etc. in tack.

Amount 2,000



Description Maintenance Agreement

Strategy/Activity 12 Instructional Materials


Task/Timeline Instructional Supplies are necessary for Common Core Instruction in mathematics.



Amount 6,500



Description Instructional materials would include but not limited to paper, pencils, markers, graph paper, composition books.



Goal 2 Subject English Language Arts

Goal Statement All teachers will demonstrate application of: • The three shifts in English Language Arts/Content Literacy as evidenced by their classroom instructional practice. • The TK - 12 progressions of standards as evidenced by grade level standards instruction with appropriate scaffolding in order to ensure access to grade level expectations. • The foundational skills for reading by 3rd grade All students will: • Demonstrate growth toward proficiency in grade level reading and writing by accessing and applying the rigorous state standards as measured multiple measures including state and local assessments. • Read by 3rd grade SCHOOLS MAY ADD ADDITIONAL GOALS that support and align to the District/School Goals.

LCAP Goal The District will increase the percentage of students who met standard or above by 3% from the base year (15-16) as measured by multiple measures including state and local assessments.

Basis for this Goal CAASPP

What data was used to form this goal? LPM, CAASPP, STAR 360 CAASPP

What were the findings from the analysis of this data? A significant number of students in all grade are reading at below grade level. There is a need for instruction/intervention in foundational skills at all grade levels.

How will the school evaluate the progress of this goal? CFA, LPM, CAASPP, STAR 360 Students who are receiving small group instruction either by the aides or LST will be progress monitored weekly to determine progress on standards. Students that are in common core support classes will be monitored on the LPM quarterly assessments., and STAR 360.


Articulation and Collaboration around Research-Based Best Practices using Student Data to drive instructional decisions. Each grade level has created a Common Core Support Class which address specific needs of students based on LPM data. Instructional assistants provide intervention with small group which are targeted and designed to meet individual student needs. These needs were determined by two types of assessments; Universal Screening and the STAR 360.




CAASPP 15/16 CAASPP = 22% 25% Planned Strategies/Activities startcollapse

Strategy/Activity 1 Professional Learning Communities • Grade Level and Departmental • Vertical & Horizontal Articulation • Instructional Leadership Team, MTSS Team Professional Learning Communities

Grade Level and Departmental Vertical & Horizontal Articulation Instructional Leadership Team, MTSS Team

Learning Walks Lesson Studies Vertical Articulation


Task/Timeline

Implement CSS-aligned thematic units that include Performance-Based Assessments Research and share best practice Collect and examine student writing through lens of CSS-aligned rubrics Analyze assessment data Refine instructional strategies based on learning outcomes Examine and define problems of practice Plan, implement and evaluate interventions based on student need

Person(s) Responsible Site Administration Teachers Departmental Chairs Grade Level Leaders LSTs


Amount 150




Description Extra duty hours will be paid for teachers to meet periodically during the school year and conduct Learning Walks to determine the level of rigor/instructional practices on the 4 areas of District focus which is Accountable Talk, The 8 Mathematical Practices, Beyond the Worksheets and Text Dependent Questions.

Amount 5,180



Description Substitute teachers will be necessary for teachers will have release time during the school day to conduct school-wide Learning Walks and grade level lesson studies which will consist of Unit planning and specifically planned and taught common core lessons. (28 teachers x $185 x 1 days)

Amount 2,000



Description Kinder Teachers will attend a one-day Kinder Conference

Amount 685



Description Substitute teachers for Kinder Conference


Aligned with district initiatives and site needs assessment

AVID Best Practices Learning Walks Lesson Studies AVID Lead Teacher AVID Parent Nights AVID Teacher Collaboration


Task/Timeline

Implement writing process and the use and calibration of rubrics Integrate Literacy across content areas


Step Up to Writing and Thinking Maps have been adopted at Yucca. Continued support is necessary for forward movement in the implementation. Teachers will also attend AVID professional development Institutes Teachers will be given time to visit other classrooms to watch, collaborate and discuss best practices. An AVID lead teacher is necessary to ensure that teachers in grades 3 - 6 are following the AVID protocols, timelines and procedures. Extra hours for teacher to collaborate on AVID strategies and to hold AVID parent nights. AVID Membership Dues

Person(s) Responsible Site Administration Teachers Departmental Chairs Grade Level Leaders AVID site lead


Amount 250



Description Step up to Writing and Thinking Maps have been adopted by the teaching staff as an instructional strategy to teach writing. Continued professional development is necessary for teacher implementation.

Amount 410



Description Step up to Writing and Thinking Maps have been adopted by the teaching staff as an instructional strategy to teach writing. Supplies are necessary to teach the basic strategies.

Amount 800



Description Attendance at AVID Summer Institutes are necessary for Yucca to continue meeting the goals of AVID Elementary School and meeting the District goals of AVID Elementary.

Amount 250




Description Release time is necessary for teachers to discuss best practices, create lesson plans and collaborate with one another. Substitutes will be necessary to provide this release time.

Amount 500



Description Extra hours (10) for an AVID lead teacher is necessary to ensure that teachers in grades 3 - 5 are following the AVID protocols, timelines and procedures.

Amount 165



Description Extra hours for teachers in grades 3 - 5 is necessary to ensure that teachers collaborate on AVID strategies.

Amount 75

Source Title I Part A: Parental Involvement (1% minimum)


Description Extra duty hours will be paid to teachers so that they can participate in AVID Parent Nights to communicate AVID strategies to parents.

Amount 2,680


Budget Reference 5000-5999: Services And Other Operating Expenditures

Description AVID Membership Dues

Strategy/Activity 3 Personnel to support academic need ELA Teacher Facilitator Learning Support Teacher (LST)


Task/Timeline

Attend targeted PD in Unit Content/CSS Standards Develop leadership skills Support vertical articulation

LST will lead professional development at the school site.


LST will work with data and the instructional assistants to create/provide intervention for all students. GATE Site Lead Teachers will facilitate GATE parent nights/meetings and Cyberquest.

Person(s) Responsible Teachers Site Administration LST


Amount 10,500



Description LST will support at risk students.

Amount 6,500



Description GATE Site Lead Teacher extra hours.


Budget Reference None Specified


Strategy/Activity 4 TK-8 Instructional Focus District Technology Teacher Facilitator Supplemental Literature Books and Materials


Task/Timeline

TK-8 Teachers will continue to implement CSS utilizing the existing textbooks and the CSS units All 7-8 Teachers will incorporate the literacy standards in their content area instruction

A District level committee has been created to address the needs of technology and the 21st Century Learning needs of the schools and District. Data has shown that there is a need to provide supplemental literature books and materials to augment Common Core Units for ELA.


Technology will continue to be upgraded to support interventions for at risk and EL students (Promethean Boards, laptops, ChromeBooks, headphones, computers, iPADS, printers, cables, etc.)

Person(s) Responsible Site Administration Teachers Departmental Chairs Grade Level Leaders LST


Amount 665



Description A teacher has been selected to attend (6) District level committee meetings to address technology and the 21st Century Learning Goals.

Amount 8,500



Description Instructional materials such as novels and needed to ensure progress in ELA reading and comprehension skills. Other supplemental materials may also be necessary which could include ELA games, manipulatives, iPads, and realia.(Rainbow books)

Amount 10,000



Description Technology upgrades and supplies are needed to continue to support our at risk and EL students. (iPADS, laptops, chromebooks, printers, etc.)

Strategy/Activity 5 Response to Intervention/Clinic RTI Team (each grade level and LST)

Students to be Served by this Strategy/Activity At-risk and English Leaner students

Task/Timeline

Clinic is in place and based on student need Teachers meet in PLCs weekly to discuss struggling students Extended Learning opportunities MTSS Team meets regularly Specific students in SST system are tracked and progress monitored

Extra hours for team to meet after/before school to discuss individual students who are in the RTi process.


Classroom teachers will be relieved to attend meetings with parents and RTI team members to discuss students who are receiving RTi interventions.

Person(s) Responsible MTSS Team Administration LST School Psychologist


Amount 390



Description Extra hours may be needed for RTI team members to meet before/after school to discuss students who are progressing through the RTI process.



Description Classroom teachers will be relieved by substitute teachers so that they can attend meetings with parents and RTI team members during the school day.

Strategy/Activity 6 AVID Materials and Supplies

Students to be Served by this Strategy/Activity All students in Grades 3-5 will participate in AVID.

Task/Timeline The purchase of general AVID supplies will support the organizational and note-taking skills of students in grades 3 - 5; and are part of an overall strategy to allow at risk and English Learner students better access to the core curriculum: Planners, binders, folders, dividers, highlighters, pens, pencil sharpeners, pencil pouches and other supplies are necessary.

Person(s) Responsible AVID Lead Administration


Amount 3,000




Description In order to continue to meet the goals as an AVID Elementary School and following the District guidelines it is necessary to purchase materials for students.

Strategy/Activity 7 Instructional Assistants


Task/Timeline Instructional assistants provide support for at risk students. They have daily intervention classes working with the schools most at risk students. Extra hours are necessary in order for the instructional assistants to provide services/support for at risk students.

Person(s) Responsible Administration LST




Amount 200



Description Extra hours for the instructional assistants is necessary in order to meet the needs of at risk students

Amount 18,500



Description An additional instructional assistant is necessary to help meet the needs of at-risk students

Strategy/Activity 8 Extended Learning Opportunities


Task/Timeline Extended learning opportunities are necessary for at risk students to gain mastery of the common core standards.


Teacher X-time will be funded to provide intervention after school for at risk and English Learner students. Instructional materials will be funded in order to supplement the instructional program and target those skills and learning needs based on data that will improve the academic performance for at risk and English Learners

Person(s) Responsible Administration LST Teachers


Amount 3,200



Description In order to meet the academic needs of students it is necessary to have extended day opportunities for students. Some supplies are necessary for students to reach mastery of the common core standards.

Amount 3,000



Description In order to meet the academic needs of students it is necessary to have extended day opportunities. Teachers will be paid to provide academically focused learning opportunities after school hours.

Strategy/Activity 9 Grade Level Reprographics


Task/Timeline Grade Level duplicating/reprographics are necessary in order for underperforming and English Learner students to master reading and math skills.



Amount 1,150




Description Grade level duplicating/reprographics will be funded in order to supplement the instructional program and target specific skills and learning needs that will improve the academic performance of at risk and English Learner students.

Strategy/Activity 10 Instructional Materials


Task/Timeline Instructional Supplies are necessary for Common Core Instruction in Language Arts.

Person(s) Responsible Proposed Expenditures for this Strategy/Activity

Amount 7,466



Description Instructional materials for Language Arts includes but is not limited to paper, pencils, high-liters, composition books, construction paper.



Goal 3 Subject English Language Development

Goal Statement All teachers will:

● Implement the instructional shifts required by the 2012 ELD Standards ● Implement Integrated English Language Development throughout the school day across all content areas. ● Provide instructional scaffolding and differentiation for English Learners in their classroom to enable them to

access core content. ● Hold the same high expectations for academic achievement that they do for all students. ● Participate in professional learning opportunities to increase their knowledge and expertise delivering effective

instruction to English Learners in order to increase their English proficiency and academic achievement. All EL students will:

● Demonstrate growth toward English language proficiency as measured by the English Language Proficiency Assessment of California (ELPAC).

● Demonstrate growth toward meeting standards as measure by the Smarter Balanced Assessment (SBA) in both English Language Arts and Mathematics.

SCHOOLS SHOULD ADD ADDITIONAL GOALS THAT SUPPORT AND ALIGN TO DISTRICT GOALS:

● Example: Increase the school’s reclassification rate, decrease the percentage of students identified as at risk of becoming a Long Term English Learner and those students identified already identified as being a Long Term English Learner.

LCAP Goal The District will increase the percentage of English Learners who reclassify as Fluent English Proficient by 1% per year from the new base year of 2017-2018 with the goal of reaching a 20% reclassification rate per year. The District will increase the percentage of English Learners making annual progress on the ELPAC by 1% with the base year being determined from the 2017-2018ELPAC administration. The District will decrease the percentage of Long Term English Learners by 2% per year.

Basis for this Goal ELPAC

What data was used to form this goal? LPM, CAASPP, ELPAC. STAR 360 ELPAC

What were the findings from the analysis of this data? Data indicates that students are reclassifying at a slower rate than the schools goals.

How will the school evaluate the progress of this goal? LPM, CFA, CAASPP, ELPAC, Imagine Learning Current ELPAC scores and reclassification rates will be used to monitor the progress of English


Learners. LPM quarterly units will also serve as an indicator of student progress in reading and writing.


Articulation and Collaboration around Research-Based Best Practices using Student Data to drive instructional decisions. All teachers have been given and trained on the new ELD Standards. Continued articulation during staff meetings and Professional Learning Communities is necessary to understand the shifts and to create lesson plans that meet the standards. Imagine Learning, a computer based program, is used with approximately 110 students daily for 30 minutes. A trained Imagine Learning teacher and the school lead provide monthly reports which are used to assess the effectiveness of the program. After school extended day programs address the needs of English Learners in writing. The EL Coach will provide professional development in SDAIE strategies and Writing/Comprehension Strategies of the Month.



CAASPP 15/16 ELA = 1%; 15/16 MATH = 2% ELA = 4%; MATH = 5% Planned Strategies/Activities startcollapse

Strategy/Activity 1 Professional Learning Communities

Grade Level and Departmental Vertical & Horizontal Articulation Instructional Leadership Team, MTSS Team, EL Coaches, LSTs and Instructional Rounds Team

Students to be Served by this Strategy/Activity English Learners

Task/Timeline

Implement CSS-aligned ELD thematic units Research and share best practice Collect and examine student writing through lens of CSS-aligned rubrics Analyze assessment data Refine instructional strategies based on learning outcomes Examine and define problems of practice Plan, implement and evaluate interventions based on student need

Person(s) Responsible Site Administration Teachers Departmental Chairs Grade Level Leaders EL Coaches LSTs



Amount 504



Description Teachers will meet to specifically address the learning needs of English Learners. These meetings may be after school.




Aligned with district initiatives

LST CABE Conference EL Lead Teacher Mini Cabe


Task/Timeline

Implement Designated ELD Instructional Units (K-6) Integrate ELD across content areas

The LST provides support to teachers through PD with a focus on best practices. Administrators and staff will attend the annual CABE conference to continue to provide the most current practices for EL students. ELCoach will provide PD with a focus on EL strategies. EL Coach will conduct parent informational meetings regarding EL students. EL Coach will model lessons, team teach, and help plan lessons with teachers.

Person(s) Responsible Site Administrator Teachers Departmental Chairs Grade Level Leaders/LSTs EL Leaders


EL Coach


Amount 5,500



Description The LST and EL Coach provide ongoing professional development for teachers. A substitute may be necessary for release time during the instructional day.

Amount 500



Description The LST provides ongoing professional development for teachers. Extra hours will be necessary to provide quality professional development to teachers after school.

Amount 10,500



Description The attendance at CABE is necessary for teachers and administrators to attend in order to stay current with best practices for English Learners.

Amount 1,050



Description Substitutes will be necessary for those teachers who will attend CABE.

Amount 500


Description Mini Cabe for parents to attend

Amount 500



Description EL Coach will conduct parent informational meetings on EL strategies and ELPAC Testing

Strategy/Activity 3 Personnel to support academic need EL Lead Teacher


Students to be Served by this Strategy/Activity Task/Timeline

Attend targeted PD in Unit Content/ELD Standards Develop leadership skills Support vertical articulation

Release time during the school day to facilitate ELAC meetings and provide site support for English Learners and at risk students. Substitutes necessary. Extra hours for the EL Leader may be necessary to complete the additional responsibilities.

Person(s) Responsible Site Administration Teachers Departmental Chairs Grade Level Leaders/LSTs EL Leaders, EL Coaches


Amount 2,200



Description In order to be in compliance with the state and federal government a monthly ELAC meeting is held to discuss school issues and student achievement. The EL lead teacher provides the necessary support for these parents. This lead also provides support for teachers. A substitute is required to release her from her classroom during the meeting.

Amount 368



Description Extra hours provided to the EL leader in order to complete additional responsibilities which can only be finished outside of the school day.

Strategy/Activity 4 Extended Learning Opportunities


Task/Timeline Teacher X-time will be funded to provide intervention after school for at risk and English Learner students. Instructional materials will be funded in order to supplement the instructional program and target those skills and learning needs based on data that will improve the academic performance for at risk and English Learners


Person(s) Responsible Site Administrator EL Lead Teacher


Amount 3,000



Description In order to provide additional targeted instruction to English Learners it is necessary to have after school intervention classes. Students will be given targeted intervention to prepare for the ELPAC Test.

Amount 4,000



Description In order to provide additional targeted instruction to English Learners it is necessary to have after school intervention classes.

Strategy/Activity 5 Imagine Learning


Task/Timeline Students are provided access to Imagine Learning content daily for 30 minutes to improve listening, speaking, reading and writing skills. Headphones Site Licenses

Person(s) Responsible Site Administration Imagine Learning Lead Teacher


Amount 600




Description During the 2018-2019 school year it may be necessary to purchase additional headphones with microphones required by Imagine Learning.

Amount 3,300



Description In order to ensure that all EL students receive the necessary support, it was necessary to purchase additional site licenses and yearly contract.

Strategy/Activity 6 Instructional Assistants


Task/Timeline Instructional assistants provide intervention for EL students in reading and writing. They also help to administer the yearly ELPAC test. Extra hours are necessary to provide support and training in order to test the EL students.

Person(s) Responsible Administration EL Lead LST


Amount 140



Description Instructional assistants are an integral member of the Yucca staff. They provide small group instruction and administer the ELPAC test in the winter. It is necessary for them to have additional hours for District mandatory ELPAC training, and to meet the needs of testing the over 30% EL population.



Strategy/Activity 7 Technology


Task/Timeline


Amplification devices in the classroom provide EL learners with increased sound/speech clarity. Person(s) Responsible Administration


Amount 500



Description Research has determined that the clearer the sounds of speech are heard by by students that the understanding of the English Language is easier to comprehend. Amplification devices enable students to have clarity with spoken speech.



Goal 4 Subject Equitable Learning Opportunities for all Subgroups

Goal Statement All Schools will: (increase/ decrease from base year (15-16) • Percentage of students attending 180 days of school by 2% • Percentage of students missing 18 days or more each school year (Chronic Absenteeism) by 2% • Percentage of district-wide suspension by 2% • Percentage of suspensions related to K-code violations by 2% • Percentage of suspension for African American males by 2% • Percentage of student positive engagement and school connectedness by 2% (measured by 5th and 7th grade data from California Healthy Kids Survey (CHKS) • Percentage of student perception of safety at school by 2% (measured by CHKS 5th and 7th grade). • Percentage of students socio-emotional learning and strength of body, mind and character by 2% (measured by CHKS 5th and 7th grade) • Maintain district-wide expulsion rate SCHOOLS MAY ADD ADDITIONAL GOALS that support this.

LCAP Goal The District will provide a Welcome, Safe and Healthy Learning Environment, focusing on all students not achieving due to either academic or behavioral issues.

Basis for this Goal Healthy Kids' Survey, Attendance rates and Suspension rates from DataQuest for the 17/18 school year.

What data was used to form this goal? Healthy Kids Survey, Title I Parent Survey, LCAP Student Survey, Data quest/SIS - attendance, suspension Healthy Kids' Survey, Attendance rates and Suspension rates from DataQuest for the 17/18 school year.

What were the findings from the analysis of this data? Attendance rates are below the District's targets. Student suspensions for the 2017-18 school year was 94 days.

How will the school evaluate the progress of this goal? Healthy Kids Survey, Title I Parent Survey, LCAP Student Survey, Data quest/SIS - attendance, suspension Attendance rates and suspensions will be monitored monthly during the 18-19 school year.


Provide multiple opportunities for identified students to have access to Core and Support Services and articulation/collaboration around research-based best practices while using student data to drive instructional decisions. Giving students opportunity to be involved with creative and physical expression will encourage students to be present at school and displaying more positive behavior. The connection to creative outlets and positive self esteem has been known to show a connection to academic achievement and better attendance and behavior at school.


Expected Annual Measurable Outcomes Metric/Indicator Baseline Expected Outcome

DataQuest 15/16 Suspension Rate = 6.9% 4.9% Planned Strategies/Activities startcollapse

Strategy/Activity 1 Provide additional access to science core.


Task/Timeline Outdoor Science School and/or field trips (i.e.mobile science lab, planetarium, etc.), Mystery Science



Amount 15,550



Description To ensure that 5th graders have the opportunity to access rigorous science content, an opportunity will be provided to attend science school or other field trips. Various grade levels will supplement CCSS curriculum by participating in field trips and/or utilizing Mystery Science computer program.

Amount 1,404



Description Substitutes will be necessary to release the teachers who are attending Outdoor Science School.

Amount 14,000



Description Buses will be necessary to transport students from school to Outdoor Science School or other field trips.


Strategy/Activity 2 Student gaining access to programs that will provide them development in creative and physical expression


Task/Timeline Extended day opportunities in the following courses. Art Choir Readers Theater Reading Clubs Sports Music Dance Science Olympiads Maker Space Book Clubs Supplies will be necessary so that students can express their creative self. Teacher X-time or Classified X-time will be funded to provide after school opportunities to connect and provide creative expression. Students are gaining access to physical expression through dance and drama.



Amount 1,500



Description Extra hours are necessary to fund additional classes that will provide students creative and physical expression.

Amount 5,600



Description Supplies will be provided in order to give students the necessary tools and equipment for the class.










Amount 3,000


Description Students will be provided a Theater experience through instruction from classified personnel (library aide).

Strategy/Activity 3 Capturing Kids' Hearts Committee Student Behavioral Interventionist


Task/Timeline Bully Free materials are necessary for the staff to provide instruction to students and parents. Extra hours are to be provided for the Student Behavioral Interventionist to attend meetings, and parent events. Extra duty hours are needed for teachers to meet once per month to focus on activities for the school to meet its anti-bullying and Capturing Kids' Hearts goals. Extra monies are needed to provide sashes/vests for Capturing Kids' Heart student greeters

Person(s) Responsible Administration Bully Free/Capturing Kids's Hearts Committee


Amount 2,000



Description Yucca is a Capturing Kids' Heart National Showcase School. The school has placed a focus on Character traits, anti-bullying, Capturing Kids' Hearts strategies during the 18/19 school year. In order to continue to promote the message posters and other materials are necessary.


Amount 1,000



Description Character Trait materials and signage is necessary for students to have visual representations of the traits and expectations that Yucca holds as basic behavior for all students.

Amount 500



Description Teacher X time will be paid for teachers to meet after school to school wide anti-bullying and/or Capturing Kids' Hearts activities.

Strategy/Activity 4 Non Capitalized Equipment


Task/Timeline The purchase of non capitalized equipment and technology (iPADs, color printers, cases, rechargeable batteries, etc.) will support access to the core in ELA and Math for under-performing and English Learner students. Radios are necessary for communication between office personnel and teachers so that we maintain a safe learning environment.



Amount 9,000



Description The utilization of equipment and technology is to support differentiated instruction for under-performing and English Learner students. As part of an overall strategy to allow better access to the core curriculum, the following equipment will be purchased: hot laminating machines, printers, Promethean Board Pens, Sit/Stand desks for Maker Space, projector light bulbs, and other technology accessories and maintenance and lease agreements for copier and Risos. Computers/ iPADS/laptops/chromebooks and software will be purchased.

Amount 1,000


Budget Reference 5900: Communications


Description The utilization of radios (and repairs of them) is to support maintaining a healthy and safe learning environment. Communication between teachers, custodians, office personnel, etc. is necessary.

Strategy/Activity 5 ACSA Conference / Professional Development Workshops


Task/Timeline Leadership Summit will benefit all students including those students who are a risk. Strands will offer insight into social curriculum, technology in the 21st Century and Elementary Education Leadership. Professional Development that includes but is not limited to Legal Workshops is necessary so that the school correctly determines Special Education Eligibility, creates legally compliant paper trails, and writes airtight IEPs and 504 Plans.

Person(s) Responsible Administration Teachers Secretary


Amount 3,000



Description Conference attendance by administration.

Source Planned but not yet funded

Strategy/Activity 6 Contracts for Student Based Performances


Task/Timeline Student Based performances which connect to Common Core Standards and Character Traits.



Amount 3,000




Description Contracts to outside agencies will promote character traits, bully free and other student centered activities and performances.

Strategy/Activity 7 Additional Sports Equipment to Supplement PE Curriculum


Task/Timeline In order to met the Healthy Fitness Zone requirements it is necessary to provide teachers/students with appropriate equipment.



Amount 1,000



Description Equipment will be purchased for students and PE teacher in order to meet the requirements of Physical Education.

Strategy/Activity 8 Foster Youth


Task/Timeline In order for our foster youth to make connections to the school culture and climate students will be provided with Spirit Wear. Extra Duty hours will be provided to 1 teacher to give extended Learning opportunities to Foster Youth.



Amount 550


Description Spirit Wear will be provided for the school's foster youth.


Amount 610



Description Extended Learning for Foster Youth. 1 teacher extra duty hours.

Strategy/Activity 9 Science Olympiad


Task/Timeline Science Olympiad to pay extra hours for staff and/or transportation to Planetarium.



Amount 1,080



Description Science Olympiad will provide students access to District Science Olympiad.

Strategy/Activity 10 Student Behavioral Interventionist / Instructional Assistant


Task/Timeline A student interventionist is necessary to provide support for students who are at-risk. An additional instructional assistant is necessary to provide intervention to students who are at-risk.



Amount 6,000




Description To provide a safe and healthy school environment it is necessary to have additional personnel to support students who are at risk.

Strategy/Activity 11 Attendance Incentives Leadership Committee


Task/Timeline Students who attend Yucca struggle with attendance. Incentives and awards for students who meet attendance goals is necessary for the continued culture and climate of the school. Leadership Committee meet monthly to discuss and plan attendance and incentives.

Person(s) Responsible Administration Grade Level Lead Teachers Parent Community Liaison


Amount 1,500



Description Providing students with incentives to increase their attendance.

Amount 2,000



Description Grade Level Lead Teachers meet monthly to discuss attendance and other incentives to promote a positive school climate.



Description Providing individual students and classes with awards/rewards promotes improved attendance and decrease tardies and early releases.

Strategy/Activity 12 GATE

Students to be Served by this Strategy/Activity High-Achiever/GATE students

Task/Timeline


A GATE site lead teacher organizes and tutors for Mathletes, Science Fair/Olympiad, GATE Showcase, Cyber Quest and Coding. Students will need supplies. Field Trips are to be determined. A CyberQuest Teacher is needed in order for GATE students to compete in the District Cyber Quest competition.

Person(s) Responsible Administration GATE Lead Teacher CyberQuest Teacher


Amount 2,500



Description GATE Supplies are needed for students who will participate in Cyberquest and GATE Showcase.

Amount 1,950



Description Field Trips for GATE students will be planned in order to give students cultural exposure to the Arts and Sciences.

Amount 4,500



Description Cyber Quest. Coding, Science Olympiad teachers for after school

Amount 750





Goal 5 Subject Parent and Community Engagement

Goal Statement All schools will: (increase from base year (15-16) Percentage of parent participation and engagement by 2% per year as measured by parent response on Title Parent

Survey o Parenting Partner Survey o California Healthy Kids Survey o Title I Parent Survey

Percentage of home/school communication by 2% per year as measured by parents response on

o Title I Parent Survey question, “effective home/school communication” o Parenting Partner Survey o California Healthy Kids Survey o Parent participation on Title I parent survey

Number of parents academic initiatives training and parent classes offered at the site by 2 as measured by

enrollment in parent workshops at the school level Number of community partnership meetings at the site to 5.

Increase # of foster youth and parent/caregiver engagement and training by 2. SCHOOLS MAY ADD ADDITIONAL GOALS that support and align to the District/School Goals.

LCAP Goal The District will engage and support Parent, Family and Community Partnerships

Basis for this Goal Parenting Partners Completion Rate Responses to Title I Survey and Parent Participation Activity Log

What data was used to form this goal? Healthy Kids and School Climate Survey Parent Surveys Meeting Attendance Volunteer Log Parenting Partner Training Parent Academy Training Parenting Partners Completion Rate

What were the findings from the analysis of this data? Parent attendance at school events has been historically low. Parent surveys and meeting attendance from the 16/17 school year.

How will the school evaluate the progress of this goal? Healthy Kids and School Climate Survey Parent Surveys Meeting Attendance Volunteer Log Parent Academy Completion Rate Yucca will evaluate the program during the 17/18 school year with the survey sent out at the end of the school year


Responses to Title I Survey and Parent Participation Activity Log

along with increased attendance at parent nights.


Provide multiple opportunities for parent and community involvement. A parent liaison has been hired to assist with parents. A parent center has also been established this year with a focus on getting parents to feel connected to the school community.



15/16 = 2,648 attendees 2,650 2,652 Planned Strategies/Activities startcollapse

Strategy/Activity 1 Parent Education

Parent Community Liaison


Task/Timeline

Form Parent Engagement Team Provide Training for Facilitators Provide parent educational/leadership training and activities

Extra duty hours will be necessary in order for the Parent Community Liaison to attend parent meetings after work hours.

Person(s) Responsible Site Administration Parent Community Liaison


Amount 75



Description The Parent Liaison will attend parent nights and parent conferences which may be held after hours.

Strategy/Activity 2 Parent Engagement and positive School Environment/Culture


Support parent access and communication

PIQE/Parenting Partners/Latino Family Literacy


Task/Timeline

Provide access to all school related activities and events Provide a welcoming environment and create mutual trust Provide ongoing communication and access in multiple languages to promote student academic

achievement

PIQE will be provided for parents in order for them to make healthy connections with the school. Latino Family Workshop will be attended by our Parent Community Liaison and materials purchased.

Person(s) Responsible School Staff Parent Community Liaison


Amount 6,700



Description PIQE/Parenting Partners/Latino Familiy Literacy Project will provide parent courses for all parents.





Amount 150



Description Latino Family Workshop will be provided to parents to help their children in reading. Books and materials will be needed.

Strategy/Activity 3 Parent and family nights

Students to be Served by this Strategy/Activity


All Students Task/Timeline School personnel will conduct parent and family nights. Supplies may be necessary to enhance the content of the presentation.



Amount 7,400



Description Teachers will provide after school or evening family nights (Game Night, Campfire Reading Night, ELA/Math Nights, etc.) which will focus on student achievement and how parents can support their children. This will also increase parent involvement.

Amount 1,688



Description General supplies will be funded to provide training to assist parents in student achievement and support parent involvement activities and include: copy paper , pens, pencils, markers, binders, homework folders, notebooks, and chart paper.

Strategy/Activity 4 Parent Resource Materials


Task/Timeline Parent resource materials provide additional support for parents. Materials in English and Spanish is necessary to provide information to parents. These materials may include Newsletters/notices, parent academies, etc.



Amount 2,500




Description Parent resource pamphlets provide parents with a variety of topics for student achievement and relevant topics that parents may experience with their children.

Strategy/Activity 5 Child Care


Task/Timeline Child care is a requirement for the PIQE/Parenting Partners/Latino Family Literacy Program. Childcare is also necessary during monthly ELAC, SSC, and AAPAC meetings. It is also necessary for our parent computer classes and parent nights.



Amount 1,000



Description Child care will be provided during specific parent programs such as PIQE, ELAC, AAPAC, SSC and other parent meetings.

Strategy/Activity 6 Refreshments


Task/Timeline Refreshments will be provided to parents who attend parent meetings/training that the duration is 1 hour or longer.



Amount 1,000



Description Light Refreshments/snacks will be provided during parent meetings or training. This is to encourage and increase parent attendance at school functions Events for parents require refreshments.


Strategy/Activity 7 School Messenger


Task/Timeline School Messenger is needed to continue our goal of being family friendly, maintain the home/school connection, increase parent attendance at school functions, as well as notifying them of important school information.



Amount 1,654


Budget Reference 5900: Communications

Description School Messenger will be funded to maintain the home/school connection for all parents.

Strategy/Activity 8 Parenting Partners


Task/Timeline Parenting Partners/Latino Family Literacy Project is a necessary training for parents which increases the involvement and communication between home and school. Parenting Partners Contract (Family Leadership Inc.)

Person(s) Responsible Administration Parent Liaison


Amount 1,650



Description Parenting Partners fosters open communication between home and school. Books and supplies are necessary for parent involvement.


Amount 1,000



Description Parenting Partner Contracts

Strategy/Activity 9 Book Study


Task/Timeline In order to more fully understand the community and be culturally relevant and sensitive to our community. Purchase of culturally relevant books.



Amount 1,500



Description Culturally-relevant books and/or materials for students are necessary so that they have equitable access to the curriculum.



Description A book study for staff on poverty and cultural relevance is necessary to better understand the community.



Description Books for Staff Development

Strategy/Activity 10 African American Parent Advisory Council (AAPAC)


Task/Timeline


In order to more fully understand the community and be culturally relevant and sensitive to our students and community.



Amount 1,000



Description AAPAC Leader will facilitate at least three (8) AAPAC meetings throughout the 2018 - 2019 school year.

Strategy/Activity 11 Open House/Science/Art Event


Task/Timeline In order to increase parent involvement, parents will be invited to view accomplishments of their children from the year.



Amount 413



Description Teachers will facilitate an Open House/Science/Art Event in the school year.



Goal 6 Subject

Goal Statement

LCAP Goal

Basis for this Goal

What data was used to form this goal?

What were the findings from the analysis of this data?

How will the school evaluate the progress of this goal?



Metric/Indicator Baseline Expected Outcome startcollapse Planned Strategies/Activities startcollapse

Strategy/Activity 1 Students to be Served by this Strategy/Activity Task/Timeline Person(s) Responsible Proposed Expenditures for this Strategy/Activity


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 1 Improvement in Mathematics

Annual Measurable Outcomes

Metric/Indicator Expected Outcomes Actual Outcomes

15/16 CAASPP = 13% 15% 15% Strategies/Activities for Goal 1

Planned Actions/Services

Actual Actions/Services

Proposed Expenditures

Estimated Actual Expenditures

Teachers will meet after school in their PLCs to discuss lesson plans, student achievement, clinic interventions as it applies to the Common Core Standards. (26 teachers x $50 x 1 hours each) 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 3,342

Teachers utilized their common prep periods and every other week PLC time. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 1,000

AVID Strategies and Best Practices Lesson Studies Learning Walks AVID Summer Institute AVID Summer Institute Teacher Extra Hours Professional Development in Math (8 SMPs & Best Practices) Professional Development with Math Consultant

Math Facilitator Learning Support Teacher (LST) AVID Lead Teacher

LST and Instructional Aides will support at risk students. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program

1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 10,500






3010 (Total Allocation) 10,500

Instructional Assistants

Instructional Assistants will work in small groups and individually with English Learners and at risk students. 2000-2999: Classified Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 250

No extra hours 2000-2999: Classified Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 0

Learning Walks Learning walks will be conducted throughout the year with a focus on the 8 mathematical practices 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 965

This was done during PE prep periods. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 0

RTi Team Members The schools RTi team will meet to discuss and support teachers of students that are at risk. The team will also meet with parents to discuss the needs of their child and how those needs are being addressed at the school. (8 teachers x $50 x 4) 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 2,600


AVID Supplies and Materials

AVID supplies will be provided to students in accordance to the District and school focus on AVID. 4000-4999: Books And Supplies Title I Part A: Schoolwide Program

4000-4999: Books And Supplies Title I Part A: Schoolwide Program 3010 (Total Allocation) 1,500







Materials: Manipulatives or Professional Resources

Grade levels will be provided the necessary math manipulatives in order to teach the common core math curriculum. These manipulatives are based on the 8 mathematical practices. 4000-4999: Books And Supplies Title I Part A: Schoolwide Program 3010 (Total Allocation) 300

none needed 0

Extended learning opportunities will be offered before, during, after school and on Saturdays.

Extended Learning Opportunities for students will be given in order to target specific mathematical needs of the students 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 500

1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 500

Reprographics Grade level duplicating/reprographics will be funded in order to supplement the instructional program and target specific skills and learning needs that will improve the academic performance of at risk and English Learner student 5000-5999: Services And Other Operating Expenditures Title I Part A: Schoolwide Program 3010 (Total Allocation) 1,050

5000-5999: Services And Other Operating Expenditures Title I Part A: Schoolwide Program 3010 (Total Allocation) 950

Copier for Instructional Use

A copier is necessary for teachers to copy instructional materials for core instruction for

not purchased 0






under-performing and English Learner students to master reading and math skills 6000-6999: Capital Outlay Title I Part A: Schoolwide Program 3010 (Total Allocation) 7,000

Instructional Materials Instructional materials would include but not limited to paper, pencils, markers, graph paper, composition books. 4000-4999: Books And Supplies Title I Part A: Schoolwide Program 3010 (Total Allocation) 3,650

4000-4999: Books And Supplies Title I Part A: Schoolwide Program 3010 (Total Allocation) 3,600

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. AVID strategies were used on a daily basis in Grades 3-5; all grade levels participated in math PD; all grade levels participated in Learning Walks and Vertical Articulation; instructional supplies for Common Core instruction were purchased; Instructional Aides gave support in the classrooms; etc.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Most strategies yielded positive results. Teachers met during the common prep periods or after school in their grade level PLCs.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. Teachers met during their common prep periods to examine data and plan effective instruction so extra money for lesson studies was not needed. A copier was not purchased. There were not as many extended learning opportunities after school as originally planned because of few teachers available to teach the classes.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. We hope to engage in more Learning Walks and Verticulation, and also more extended learning opportunities after school. PLC work will be more data-driven. Goal #1


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 2 Improvement in English Language Arts








Learning Walks Lesson Studies

Teachers will meet periodically during the school year and conduct Learning Walks to determine the level of rigor/instructional practices on the 4 areas of District focus which is Accountable Talk, The 8 Mathematical Practices, Beyond the Worksheets and Text Dependent Questions.(8 teachers x $185 x 2 days) 1000-1999: Certificated Personnel Salaries Title I Part A: Professional Development (10% minimum) 2,500

These were done during PE prep time. 0

AVID Best Practices Learning Walks Lesson Studies AVID Lead Teacher AVID Parent Nights AVID Teacher Collaboration

Step up to Writing and Thinking Maps have been adopted by the teaching staff as an instructional strategy to teach writing. Continued support for teacher implementation is necessary. 5800: Professional/Consulting Services And Operating Expenditures Title I Part A: Professional

We did not need to purchase any additional writing kits or Thinking Maps materials.






Development (10% minimum)

ELA Teacher Facilitator Learning Support Teacher (LST)

LST will support at risk students. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 10,500


District Technology Teacher Facilitator Supplemental Literature Books and Materials

A teacher has been selected to attend (6) District level committee meetings to address technology and the 21st Century Learning Goals. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 300

1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 300

RTi Team Extra hours may be needed for RTi team members to meet before/after school to discuss students who are progressing through the RTi process. 1000-1999: Certificated Personnel Salaries Title I Part A: Professional Development (10% minimum) 1,141

Funded in math goal 0

AVID Materials and Supplies

In order to continue to meet the goals as an AVID Elementary School and following the District guidelines it is necessary to purchase materials for students. 4000-4999: Books And Supplies Title I Part A: Schoolwide Program 3010 (Total Allocation) 2,500

Funded in math goal 0

Instructional Assistants 2000-2999: Classified Personnel Salaries LCFF Supplemental/Concentra






tion Site Allocation for Targeted Students 9000

Extended Learning Opportunities

In order to meet the academic needs of students it is necessary to have extended day opportunities for students. Some supplies are necessary for students to reach mastery of the common core standards. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 3,200


Grade Level Reprographics

Grade level duplicating/reprographics will be funded in order to supplement the instructional program and target specific skills and learning needs that will improve the academic performance of at risk and English Learner students 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 1,150

1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 500

Instructional Materials Instructional materials for Language Arts includes but is not limited to paper, pencils, high-liters, composition books, construction paper. 4000-4999: Books And Supplies Title I Part A: Schoolwide Program 3010 (Total Allocation) 7,500

4000-4999: Books And Supplies Title I Part A: Parental Involvement (1% minimum) 7,500


Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. AVID strategies were used on a daily basis in Grades 3-5; ; all grade levels participated in Learning Walks and Vertical Articulation; instructional supplies for Common Core instruction were purchased; Instructional Aides gave support in the classrooms; Strategy of the Month, Thinking Maps/Graphic Organizers were utilized; LST worked with at-risk students; etc.


Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. Teachers met during their common prep periods to examine data and plan effective instruction so extra money for lesson studies was not needed. A copier was not purchased. There were not as many extended learning opportunities after school as originally planned because of few teachers available to teach the classes.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. We hope to engage in more Learning Walks and Verticulation, and also more extended learning opportunities after school. PLC work will be more data-driven. Goal #2


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 3 Improvement in English Language Development








Teachers Teachers will meet to specifically address the learning needs of English Learners. These meeting may be after school. 1000-1999: Certificated Personnel Salaries Title I Part A: Professional Development (10% minimum) 3,000


LST CABE Conference EL Lead Teacher Mini Cabe

The LST provides ongoing professional development for teachers. A substitute may be necessary for release time during the instructional day. 1000-1999: Certificated Personnel Salaries Title I Part A: Schoolwide Program 3010 (Total Allocation) 5,500


EL Lead Teacher In order to be in compliance with the state and federal government a monthly ELAC meeting is held to discuss school issues and student achievement. The EL

1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 1,000






lead teacher provides the necessary support for these parents. This lead also provides support for teachers. A substitute is required to release her from her classroom during the meeting. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 1,800

Extended Learning Opportunities

In order to provide additional targeted instruction to English Learners it is necessary to have after school intervention classes. Students will be given targeted intervention to prepare for the ELPAC Test. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 2,000


Imagine Learning During the 2017-2018 school year it may be necessary to purchase additional headphones with microphones required by Imagine Learning. 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 350

4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 350

Instructional Assistants Instructional assistants are an integral member of the Yucca staff. They provide small group instruction and administer the ELPAC

not needed 0






test in the winter. It is necessary for them to have additional hours for District mandatory CELDT training, and to meet the needs of testing the over 50% EL population. 2000-2999: Classified Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 140

Technology Research has determined that the clearer the sounds of speech are heard by by students that the understanding of the English Language is easier to comprehend. Amplification devices enable students to have clarity with spoken speech. 6000-6999: Capital Outlay LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 500

not purchased 0

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. AVID strategies were used on a daily basis in Grades 3-5; ; all grade levels participated in Learning Walks and Vertical Articulation; instructional supplies for Common Core instruction were purchased; Instructional Aides gave support in the classrooms; Strategy of the Month, Thinking Maps/Graphic Organizers were utilized; LST worked with at-risk students; ELD Boot Camp was offered after school in preparation for the administration of the ELPAC; etc.


Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. Teachers met during their common prep periods to examine data and plan effective instruction so extra money for lesson studies was not needed. There were not as many extended learning opportunities after school as originally planned because of few teachers available to teach the classes. Not all EL students who were invited to ELD Boot Camp attended this extended learning opportunity.


Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. We hope to engage in more Learning Walks and Verticulation, and also more extended learning opportunities after school for English Learner students. PLC work will be more data-driven. Goal #3


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 4 Equitable Learning Opportunities for all Subgroups



15/16 DataQuest Suspension Rates = 9%

7% 6.9%

Strategies/Activities for Goal 4





Provide additional access to science core.

To ensure that all 5th graders have the opportunity to access rigorous science content, an opportunity will be provided to attend science school or other field trips. Various grade levels will supplement CCSS curriculum by participating in field trips. 5000-5999: Services And Other Operating Expenditures LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 6,520

5000-5999: Services And Other Operating Expenditures LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 7,000

Student gaining access to programs that will provide them development in creative and physical expression.

Extra hours are necessary to fund additional classes that will provide students creative and physical expression. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 1,500







Capturing Kids' Hearts Committee Student Behavioral Interventionist

The school has placed a focus on Character traits, anti-bullying, Capturing Kids's Heart strategies during the 17/18 school year. In order to continue to promote the message posters and other materials are necessary. 2000-2999: Classified Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 330

2000-2999: Classified Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 250

Non Capitalized Equipment

The utilization of equipment and technology is to support differentiated instruction for underperforming and English Learner students. As part of an overall strategy to allow better access to the core curriculum, the following equipment will be purchased: hot laminating machines, printers, Smart Board Pens, projector light bulbs, and other technology accessories and maintenance and lease agreements for copier and risos. Computers/ iPADS, and software will be purchased. 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 6,000

4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 6,000

ACSA Conference / Professional Development Workshops

Conference attendance by administration. None Specified Title I Part A: Schoolwide Program

None Specified Title I Part A: Schoolwide Program 3010 (Total Allocation) 1,300







Contracts for Student Based Performances

Contracts to outside agencies will promote character traits, bully free and other student centered activities and performances. 5800: Professional/Consulting Services And Operating Expenditures Planned but not yet funded

5800: Professional/Consulting Services And Operating Expenditures LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 995

Additional Sports Equipment to Supplement PE Curriculum

Equipment will be purchased for students and PE teacher in order to meet the requirements of Physical Education. 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 1,000


Foster Youth Spirit Wear will be provided for the school's foster youth. LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 550

LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 500

Science Olympiad Science Olympiad will provide students access to District Science Olympiad. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 1,080

Although we did not participate in Olympiad, after school science classes were taught. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 700

Student Behavioral Interventionist

To provide a safe and healthy school environment it is necessary to have additional personnel to support students who

Student Interventionist 2000-2999: Classified Personnel Salaries LCFF Supplemental/Concentration Site Allocation for






are at risk. 2000-2999: Classified Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 34,787

Targeted Students 9000 34,787

Attendance Incentives Leadership Committee

Providing students with incentives to increase their attendance. 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 500


GATE GATE Supplies are needed for students who will participate in Cyberquest and GATE Showcase. 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 610


Instructional Assistant An additional instructional assistant will be funded so that all students, especially English Learners and at-risk students are given additional academic support. 2000-2999: Classified Personnel Salaries Planned but not yet funded

Planned but not yet funded

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. Attendance/behavior and Capturing Kids' Hearts incentives were purchased to promote a positive and effective learning environment; after school fine arts and sports programs were implemented; Bully-Free assemblies; field trips; after school instructional materials; additional technology such as iPADs, headphones, microphones, etc.; etc.


Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Most strategies were effective. Incentives, assemblies, after school fine arts/sports programs were funded; field trips were taken by all grade levels; additional technologies were purchased so that all grade levels have equitable access to technology.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. There were not as many after school classes being offered as originally thought.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. An additional instructional assistant will be funded to work with at-risk students. We hope to have more after school extended learning opportunities available. Goal #4


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 5 Parent and Community Engagement



15/16 = 2,648 2,650 2,227 Strategies/Activities for Goal 5





Parent Community Liaison

The Parent Liaison will attend parent nights and parent conferences which may be held after hours. 2000-2999: Classified Personnel Salaries Title I Part A: Parental Involvement (1% minimum) 1,500

2000-2999: Classified Personnel Salaries Title I Part A: Parental Involvement (1% minimum) 300

PIQE PIQE will provide a 9 week parent course for all parents. 5800: Professional/Consulting Services And Operating Expenditures LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 6,400

did not participate; Parenting Partners was done 5800: Professional/Consulting Services And Operating Expenditures LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 2,000

Parent and family nights Teachers will provide after school or evening family nights (Game Night, Campfire Reading Night, etc.) which will focus on student achievement and how parents can support their children. This will also increase parent involvement.

Campfire Reading Night, Family Night 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 2,000







Parent Resource Materials

Parent resource pamphlets provide parents with a variety of topics for student achievement and relevant topics that parents may experience with their children. 4000-4999: Books And Supplies Title I Part A: Schoolwide Program 3010 (Total Allocation) 3,500

4000-4999: Books And Supplies Title I Part A: Parental Involvement (1% minimum) 4,200

Child Care

Child care will be provided during specific parent programs such as PIQE, ELAC, AAPAC, SSC and other parent meetings. 2000-2999: Classified Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 945

2000-2999: Classified Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 250

Refreshments Refreshments will be provided during parent meetings or training. This is to encourage and increase parent attendance at school functions Events for parents require refreshments. 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 500







Blackboard School Messenger will be funded to maintain the home/school connection for all parents. 5900: Communications Title I Part A: Parental Involvement (1% minimum) 1,654

5900: Communications Title I Part A: Parental Involvement (1% minimum) 1,654

Parenting Partners Parenting Partners fosters open communication between home and school. Books and supplies are necessary for parent involvement. 4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 375


Book Study A book study for staff on poverty and cultural relevance is necessary to better understand the community. 4000-4999: Books And Supplies Planned but not yet funded

Book study was done in staff meetings. 0

African American Parent Advisory Council (AAPAC)

Teacher will facilitate at least eight (8) AAPAC meetings throughout the2017 - 2018 school year. 1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 1,000

1000-1999: Certificated Personnel Salaries LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000 500

Open House/Science/Art Event

Teachers will facilitate an Open House/Science/Art Event in the school year. None Specified Planned but not yet funded

not done 0


Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. Parent Involvement strategies/activities were mainly successful although we would like to have more of it. PCL worked extra hours to provide after school parent activities. Parenting Partners and Latino Family Literacy Project was attended by many parents. Parents were involved in SSC, ELAC, AAPAC,parent nights, Campfire Reading Night, etc. Refreshments for these activities were provided.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. These strategies were, for the most part, successful. We still lack parent participation at our Family Nights.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. Not as many Family Nights were implemented due to lack of parental attendance.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. We will continue to offer parent involvement activities. We plan on having an Open House Night at the end of the school year.


Goal 6


Metric/Indicator Expected Outcomes Actual Outcomes startcollapse Strategies/Activities for Goal 5





startcollapse Analysis

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

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA.


Budget Summary and Consolidation

The Budget Summary is required for schools funded through the ConApp. The Consolidation of Funds is required for a school receiving funds allocated through the ConApp and consolidating those funds as part of a schoolwide program. Budget Summary

Description Amount

Total Funds Provided to the School Through the Consolidated Application 103,230

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA 270,402.00

Allocations by Funding Source startcollapse

Funding Source Amount Balance

LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000

167,172 0.00

Title I Part A: Schoolwide Program 3010 (Total Allocation) 93,069 0.00

Title I Part A: Parental Involvement (1% minimum) 2,367 0.00

Title I Part A: Professional Development (10% minimum) 7,794 0.00


Expenditures by Funding Source startcollapse

Funding Source Amount


167,172.00

Title I Part A: Parental Involvement (1% minimum) 2,367.00

Title I Part A: Professional Development (10% minimum)

7,794.00

Title I Part A: Schoolwide Program 3010 (Total Allocation)

93,069.00


Expenditures by Budget Reference startcollapse

Budget Reference Amount

1000-1999: Certificated Personnel Salaries 84,549.00

2000-2999: Classified Personnel Salaries 26,415.00

4000-4999: Books And Supplies 75,359.00

5000-5999: Services And Other Operating Expenditures

37,480.00

5800: Professional/Consulting Services And Operating Expenditures

26,400.00

5900: Communications 2,654.00

6000-6999: Capital Outlay 10,495.00

None Specified 3,000.00


Expenditures by Budget Reference and Funding Source startcollapse

Budget Reference Funding Source Amount


4,050.00

1000-1999: Certificated Personnel Salaries


36,694.00

2000-2999: Classified Personnel Salaries


25,890.00

4000-4999: Books And Supplies LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000

39,038.00



34,800.00



25,200.00

5900: Communications LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000

1,000.00

6000-6999: Capital Outlay LCFF Supplemental/Concentration Site Allocation for Targeted Students 9000

500.00


Title I Part A: Parental Involvement (1% minimum)

488.00



75.00



150.00

5900: Communications Title I Part A: Parental Involvement (1% minimum)

1,654.00



6,994.00



800.00



40,373.00



450.00

4000-4999: Books And Supplies Title I Part A: Schoolwide Program 3010 (Total Allocation)

36,321.00



2,680.00




250.00

6000-6999: Capital Outlay Title I Part A: Schoolwide Program 3010 (Total Allocation)

9,995.00

None Specified Title I Part A: Schoolwide Program 3010 (Total Allocation)

3,000.00


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: 1 School Principal 3 Classroom Teachers

1 Other School Staff

5 Parent or Community Members

0 Secondary Students startcollapse

Name of Members Role

Emily Leon X Classroom Teacher

Gabrielle McCord X Classroom Teacher

Andrea Pfiffner X Classroom Teacher

Kristin Berumen X Other School Staff

Ana Arzate X Parent or Community Member

Gabriela Roper X Parent or Community Member

Allison Riccardi X Parent or Community Member

Romina Rojas X Parent or Community Member

Blanca Hernandez

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

Signature Committee or Advisory Group Name

X English Learner Advisory Committee

X Gifted and Talented Education Program Advisory Committee The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. This SPSA was adopted by the SSC at a public meeting on October 26, 2018. Attested:

Principal, Terrie Dowling on 10/26/2018

SSC Chairperson, Andrea Pfiffner/Emily Leon on 10/26/2018


Addendum For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of Contents

Stakeholder Involvement


Planned Strategies/Activities

Annual Review and Update

Budget Summary and Consolidation

Appendix A: Plan Requirements for Schools Funded Through the ConApp

Appendix B: Select State and Federal Programs For additional questions or technical assistance related to completion of the SPSA template, please contact the Local Educational Agency, or the CDE’s Title I Policy and Program Guidance Office at [email protected]. Stakeholder Involvement Meaningful involvement of parents, students, and other stakeholders is critical to the development of the SPSA and the budget process. As such, the SPSA should be shared with, and schools should request input from, school site-level advisory groups, as applicable (e.g., English Learner Advisory Councils, student advisory groups, etc.). Describe the process used to involve advisory committees, parents, students, school faculty and staff, and the community in the development of the SPSA and the annual review and update. Goals, Strategies, & Proposed Expenditures In this section a school provides a description of the annual goals to be achieved by the school. This section also includes descriptions of the specific planned strategies/activities a school will take to meet the identified goals, and a description of the expenditures required to implement the specific strategies and activities. Goal State the goal. A goal is a broad statement that describes the desired result to which all strategies/activities are directed. A goal answers the question: What is the school seeking to achieve? A school may number the goals using the “Goal #” for ease of reference. Basis for this Goal Describe the basis for establishing the goal. The goal should be based upon an analysis of verifiable state data, including state indicator data from the California School Dashboard (Dashboard) and data from the School Accountability Report Card, and may include any data voluntarily developed by districts to measure pupil achievement. Expected Annual Measurable Outcomes Identify the metric(s) and/or state indicator(s) that the school will use as a means of evaluating progress toward accomplishing the goal. A school may identify metrics for specific student groups. Include in the baseline column the most recent data associated with the metric or indicator available at the time of adoption of the SPSA. The most recent data associated with a metric or indicator includes data reported in the annual update of the SPSA. In the subsequent Expected Outcome column, identify the progress the school intends to be make in the coming year. Planned Strategies/Activities Describe the strategies and activities being provided to meet the described goal. Strategies and activities that are implemented to achieve the identified goal may be grouped together. A school may number the strategy/activity using the “Strategy/Activity #” for ease of reference.


A school receiving funds allocated through the ConApp is required to describe in their strategies and activities how they will address specific state and federal requirements. A list of these requirements may be found in Appendix A: Plan Requirements for Schools Funded Through the ConApp. At a minimum a school receiving funds allocated through the ConApp must address these requirements; however, a school may describe additional strategies/activities as well. Students to be Served by this Strategy/Activity Indicate in this box which students will benefit from the strategies/activities by indicating “All Students” or listing one or more specific student group(s) to be served. Proposed Expenditures for this Strategy/Activity For each strategy/activity, list and describe the proposed expenditures for the school year to implement these strategies/activities, including where those expenditures can be found in the school’s budget. The school should reference all fund sources for each proposed expenditure and should provide budget references as an object code or an object code description. Proposed expenditures that are included more than once in a SPSA should be indicated as a duplicated expenditure and include a reference to the goal and strategy/activity where the expenditure first appears in the SPSA. Annual Review and Update The planned goals, expected outcomes, planned strategies/activities, and proposed expenditures must be copied verbatim from the previous year’s approved SPSA. Minor typographical errors may be corrected. Annual Measurable Outcomes For each goal in the prior year, provide the metric/indicators, the expected outcomes, and the actual outcomes; review the actual outcomes as compared to the expected outcomes identified in the prior year for the goal. Strategies/Activities Identify the planned strategies/activities and the proposed expenditures to implement these strategies/activities toward achieving the described goal, then identify the actual strategies/activities implemented to meet the described goal and the estimated actual expenditures to implement the strategies/activities. As applicable, identify any changes to the student groups served. Analysis Using actual outcome data, including state indicator data from the Dashboard, analyze whether the planned strategies/activities were effective in achieving the goal. Respond to the prompts as instructed.

• Describe the overall implementation of the strategies/activities to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process.

• Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school.

• Explain any material differences between Proposed Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.

• Describe any changes that will be made to the goal, expected annual measureable outcomes, metrics/indicators, or strategies/activities to achieve this goal as a result of this analysis and analysis of the data provided in the Dashboard, as applicable. Identify where those changes can be found in the SPSA.


Budget Summary and Consolidation In this section a school provides a brief summary of the funding allocated to the school through the ConApp and/or other funding sources as well as the total amount of funds for proposed expenditures described in the SPSA. The Budget Summary is required for schools funded through the ConApp. The Consolidation of Funds is required for a school receiving funds allocated through the ConApp and consolidating those funds as part of a schoolwide program. Budget Summary A school receiving funds allocated through the ConApp should complete the Budget Summary as follows:

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

• Total Funds Budgeted for Strategies to Meet the Goals in the SPSA: This amount is the total of the proposed expenditures from all sources of funds associated with the strategies/activities reflected in the SPSA. To the extent strategies/activities and/or proposed expenditures are listed in the SPSA under more than one goal, the expenditures should be counted only once.

A school may include additional information or more detail. Consolidation of Funds A school receiving funds allocated through the ConApp and consolidating those funds as part of a schoolwide program is required to include a list of state and local programs and other federal programs that the school will consolidate in the schoolwide program. A list of commonly consolidated state and federal programs is provided in Appendix B: Select State and Federal Programs. List the federal funding source(s) and the amount(s) being consolidated in the schoolwide program, then list the state and/or local funding source(s) and the amount(s). Adjust the table as needed.


Appendix A: Plan Requirements for Schools Funded Through the ConApp

Basic Plan Requirements A school receiving funds allocated through the ConApp is required to develop a SPSA. The content of a SPSA must be aligned with school goals for improving student achievement. School goals must be based upon an analysis of verifiable state data and may include any data voluntarily developed by districts to measure student achievement. The SSC is required to develop the SPSA, which must address each of the following, as applicable:

1. A description of curricula, instructional strategies and materials responsive to the individual needs and learning styles of each student (described in the Strategies/Activities).

2. A description of instructional and auxiliary services to meet the special needs of non-English-speaking or limited-English-speaking students, including instruction in a language these students understand; educationally disadvantaged students; gifted and talented students; and students with exceptional needs (described in the Strategies/Activities).

3. A description of a staff development program for teachers, other school personnel, paraprofessionals, and volunteers, including those participating in special programs (described in the Strategies/Activities).

4. An identification of the schools’ means of evaluating progress toward accomplishing its goals (described in the Expected Annual Measurable Outcomes) and an ongoing evaluation of the educational program of the school (described in the Annual Review and Update).

5. A description of how funds provided to the school through the ConApp will be used to improve the academic performance of all pupils to the level of state performance goals (described in the Proposed Expenditures for Strategies/Activities).

6. The proposed expenditures of funds available to the school through the programs described in EC Section 52851. For purposes of this subdivision, proposed expenditures of funds available to the school must include, but not be limited to, salaries and staff benefits for persons providing services for those programs (described in the Proposed Expenditures for Strategies/Activities).

7. The proposed expenditure of funds available to the school through the federal Improving America’s Schools Act of 1994 and its amendments. If the school operates a state-approved schoolwide program in a manner consistent with the expenditure of funds available to the school pursuant to EC Section 52851, employees of the schoolwide program may be deemed funded by a single cost objective.

8. A description of how state and federal law governing programs identified in EC Section 64000 will be implemented, as applicable (described in the Strategies/Activities).

9. A description of any other activities and objectives as established by the SSC (described in the Strategies/Activities). The SPSA, including proposed expenditures of funds allocated to the school through the ConApp, must be reviewed annually and updated by the SSC. Authority cited: EC sections 64001(f)-(g) and 52853(a)(1)-(7).


Schoolwide Program Requirements A school receiving funds allocated through the ConApp and operating a schoolwide program (SWP) must describe how the school will carry out each of the following components:

1. A description of the strategies that the school will be implementing to address school needs, including a description of how such strategies will

a. provide opportunities for all students, including socioeconomically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and English learners, to meet the challenging state academic standards.

b. use effective methods and instructional strategies based on scientifically based research that i. strengthen the core academic program in the school; ii. provide an enriched and accelerated curriculum; iii. increase the amount and quality of learning time; iv. include strategies for meeting the educational needs of historically underserved populations; v. help provide an enriched and accelerated curriculum; and vi. are consistent with, and are designed to implement, state and local improvement plans, if any.

c. address the needs of all students in the school, but particularly the needs of those at risk of not meeting the challenging state academic standards, through activities which may include the following:

i. strategies to improve students’ skills outside the academic subject areas; ii. preparation for and awareness of opportunities for postsecondary education and the workforce; iii. implementation of a schoolwide tiered model to prevent and address problem behavior; iv. professional development and other activities for teachers, paraprofessionals, and other school

personnel to improve instruction and use of data; and v. strategies for assisting preschool children in the transition from early childhood education programs

to local elementary school programs.

2. A description of how the school will determine if school needs have been met (described in the Expected Annual Measurable Outcomes and the Annual Review and Update).

3. A description of how the school will ensure instruction by highly qualified teachers and provide ongoing professional development, including

a. strategies to attract highly qualified teachers; b. providing high-quality and ongoing professional development that is aligned with the state's academic

standards for teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff, to enable all students in the school to meet the state's academic standards;

c. the devotion of sufficient resources to effectively carry out professional development activities; and d. the inclusion of teachers in professional development activities regarding the use of academic assessments

to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program.

4. A description of how the school will ensure parental involvement in the planning, review, and improvement of the schoolwide program plan (described in Stakeholder Involvement and/or Strategies/Activities).

5. A description of the activities the school will include to ensure that students who experience difficulty attaining proficient or advanced levels of academic achievement standards will be provided with effective, timely additional support, including measures to

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

6. For an elementary school, a description of how the school will assist preschool students in the successful transition from early childhood programs to the school.

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

Authority Cited: Title 34 of the Code of Federal Regulations (34 CFR) sections 200.27(a)(3)(i)-(iii) and 200.28 and section 1114(b)(7)(A)(i)-(iii) and 1118(b) of the ESEA.


Appendix B: Select State and Federal Programs Federal Programs Title I, Part A: School Allocation Title I, Part A: School Parent and Family Engagement Allocation Title I, Part A: Targeted Support and Improvement Allocation Title I, Part C: Education of Migratory Children Title II, Part A: Supporting Effective Instruction Title III, Part A: Language Instruction for English Learners and Immigrate Youth Title IV Part A: Student Support and Academic Enrichment Grants Title IV Part B: 21st Century Community Learning Centers Title V, Part B: Rural Education Initiative Title VI, Part A: Indian, Native Hawaiian, and Alaska Native Education State or Local Programs After School Education and Safety Program American Indian Education Child Development Programs Economic Impact Aid/State Compensatory Education (carryover funds) Economic Impact Aid/Limited English Proficient (carryover funds) California Foster Youth Services California Partnership Academies California Tobacco-Use Prevention Education Program

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