Plan forSecondaryStudent Achievement (SPSA) Template · Single Plan forSecondaryStudent Achievement (SPSA) Template The Single Plan for Student Achievement (SPSA) is meant to consolidate

Single Plan for Student Achievement (SPSA) Page 1 of 84 James A. Whitaker Elementary School

School Year: 2018-19

SPSA Title Page

Single Plan for Student Achievement (SPSA) Template The Single 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 James A. Whitaker Elementary School

Address 8401 Montana Ave. Buena Park, CA 90621

County-District-School (CDS) Code 30-66456-6027569

Principal Mary Beckelheimer

District Name Buena Park Elementary School District

SPSA Revision Date October 24, 2018

Schoolsite Council (SSC) Approval Date October 24, 2018

Local Board Approval Date November 12, 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 ..................................................................................................................................4

School and Student Performance Data ............................................................................................................5

Student Enrollment ....................................................................................................................................5

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

ELPAC Results .......................................................................................................................................12

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

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

Detailed Report .......................................................................................................................................27

Student Group Report .............................................................................................................................30

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

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

Goal 2 ......................................................................................................................................................38

Goal 3 ......................................................................................................................................................44

Goal 4 ......................................................................................................................................................48

Goal 5 ......................................................................................................................................................52

Annual Review and Update ............................................................................................................................53

Goal 1 ......................................................................................................................................................53

Goal 2 ......................................................................................................................................................61

Goal 3 ......................................................................................................................................................66

Goal 4 ......................................................................................................................................................69

Goal 5 ......................................................................................................................................................72

Budget Summary and Consolidation ..............................................................................................................73

Budget Summary ....................................................................................................................................73

Allocations by Funding Source ................................................................................................................73

Expenditures by Funding Source ............................................................................................................74

Expenditures by Budget Reference ........................................................................................................75

Expenditures by Budget Reference and Funding Source .......................................................................76

School Site Council Membership ....................................................................................................................77

Recommendations and Assurances ...............................................................................................................78

Addendum .......................................................................................................................................................79

Instructions: Linked Table of Contents ....................................................................................................79

Appendix A: Plan Requirements for Schools Funded Through the ConApp ...........................................82


Appendix B: Select State and Federal Programs ....................................................................................84


School Vision and Mission We, the members of the James A. Whitaker community, along with the Buena Park School District community, are dedicated to providing all children with the educational, social, and technological skills needed to successfully experience and contribute to the world around them. We will engage the parents and community members as full partners in helping our children develop the abilities to work with others, make responsible decisions, and continue to learn and grow throughout their lives. Building on our children’s talents, our small diverse community will celebrate each child in a safe, healthy, and information-rich environment. Our vision is that all students will achieve their full potential in an engaging, challenging and safe environment.

School Profile School Profile James A. Whitaker Elementary School is located in the central region of Buena Park and serves students in transitional kindergarten through grade six following a traditional calendar. At the beginning of the 2018-2019 school year, 531 students were enrolled, including 5% in special education, 42% qualifying for English Language Learner support, and all students receiving free breakfast and lunch through the Community Eligibility Provision of the National School Breakfast and Lunch Programs. Whitaker is a diverse community with 82.5% identifying as Hispanic or Latino, 4.22% white, 4.41% Asian, .38% American Indian, .58% Pacific Islander, 3.84% black, 1.73% Multiethnic, and 2.3% Filipino. Certificated support services include a full-time Teacher on Special Assignment for Early Literacy, Counseling Services, and GATE/High Achiever Services. Classified Support Services include a full-time Library Assistant, a Computer Lab Assistant, and Instructional Assistants. The after-school ASES Program offers homework assistance, recreation, and enrichment until 6:00 pm daily. There are active volunteer programs for parents including GRIP Greeters, Padres en Accion, and Whitaker HSO. Whitaker students are provided state of the art instruction by highly qualified and dedicated teachers in fully modernized classrooms.

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 Whitaker's SSC, ELAC, School Leadership, and Staff are all informed and involved every year of the purpose, requirements, development and monitoring of the SPSA. SPSA input gathering opportunities: Staff input on the 10/1/18 staff meeting. ELAC input at 10/2/18 during additional meeting of officers. SSC input at 10/3/18 SSC meeting. Leadership input at 10/9/18 leadership meeting.


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 0.4% 0.4% 0.38% 2 2 2

African American 3.5% 3.9% 3.77% 19 22 20

Asian 5.1% 4.9% 4.33% 28 28 23

Filipino 1.6% 1.9% 2.45% 9 11 13

Hispanic/Latino 81.1% 81.7% 82.30% 445 464 437

Pacific Islander 0.9% 1.1% 0.56% 5 6 3

White 6.2% 4.6% 4.52% 34 26 24

Multiple/No Response 0.9% 0.5% 0.75% 5 3 4

Total Enrollment 549 568 531

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Number of Students Grade

2015-16 2016-17 2017-18

Kindergarten 90 97 99

Grade 1 73 79 73

Grade 2 75 71 71

Grade3 75 79 71

Grade 4 87 75 78

Grade 5 75 91 74

Grade 6 74 76 65

Grade 7 0 0

Grade 8 0 0

Grade 9 0 0

Grade 10 0 0

Grade 11 0 0

Grade 12 0 0

Total Enrollment 549 568 531 Conclusions based on this data: 1. Enrollment has fluctuated within grade levels with an overall decline over the past three years.


2. There was a large cohort in 4th grade in 2015-16 that declined in 2017-18 when the cohort reached 6th grade

3. Student ethnicity has been consistent over the past three years with a slight decline in students who identify as white.



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 294 277 278 53.6% 48.8% 52.4%

Fluent English Proficient (FEP) 42 59 28 7.7% 10.4% 5.3%

Reclassified Fluent English Proficient (RFEP) 20 34 0 6.1% 11.6% 0 Conclusions based on this data: 1. No students were reclassified as Fluent English Proficient (RFEP) in 2017-18

2. The number of students who are classified as Fluent English Proficient (FEP) decreased by nearly half in 2017-18.

3. English Language Development and English Learner support is a significant area of need for Whitaker.



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 75 75 74 73 74 71 73 74 71 97.3 98.7 95.9

Grade 4 89 78 75 88 72 75 88 72 75 98.9 92.3 100

Grade 5 75 92 74 73 88 73 73 88 73 97.3 95.7 98.6

Grade 6 71 76 64 68 73 62 68 73 62 95.8 96.1 96.9

All Grades 310 321 287 302 307 281 302 307 281 97.4 95.6 97.9

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 2368.4

2388.2

2408.0

8 16.22 21.13 16 20.27 21.13 29 16.22 25.35 47 47.30 32.39

Grade 4 2429.8

2400.8

2428.4

15 2.78 17.33 17 15.28 21.33 25 25.00 17.33 43 56.94 44.00

Grade 5 2470.7

2452.0

2447.2

14 11.36 9.59 22 19.32 20.55 21 22.73 27.40 44 46.59 42.47

Grade 6 2497.8

2509.5

2497.7

10 13.70 12.90 29 28.77 32.26 26 27.40 16.13 34 30.14 38.71

All Grades N/A N/A N/A 12 11.07 15.30 21 20.85 23.49 25 22.80 21.71 42 45.28 39.50

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 10 16.22 21.13 41 37.84 43.66 49 45.95 35.21

Grade 4 19 6.94 9.33 35 45.83 48.00 45 47.22 42.67

Grade 5 16 11.36 9.59 38 40.91 50.68 45 47.73 39.73

Grade 6 7 23.29 24.19 56 42.47 35.48 37 34.25 40.32

All Grades 14 14.33 15.66 42 41.69 44.84 44 43.97 39.50

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 4 9.46 15.49 41 45.95 45.07 55 44.59 39.44

Grade 4 14 4.17 18.67 41 47.22 41.33 45 48.61 40.00

Grade 5 22 15.91 13.70 36 45.45 42.47 42 38.64 43.84

Grade 6 16 16.44 17.74 37 46.58 41.94 47 36.99 40.32

All Grades 14 11.73 16.37 39 46.25 42.70 47 42.02 40.93


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 10 8.11 16.90 56 66.22 56.34 34 25.68 26.76

Grade 4 11 1.39 13.33 66 62.50 64.00 23 36.11 22.67

Grade 5 14 10.23 5.48 55 63.64 58.90 32 26.14 35.62

Grade 6 12 10.96 12.90 71 64.38 59.68 18 24.66 27.42

All Grades 12 7.82 12.10 62 64.17 59.79 26 28.01 28.11

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 18 20.27 23.94 38 45.95 49.30 44 33.78 26.76

Grade 4 13 6.94 21.33 51 43.06 42.67 36 50.00 36.00

Grade 5 22 17.05 16.44 52 38.64 41.10 26 44.32 42.47

Grade 6 24 26.03 27.42 59 42.47 43.55 18 31.51 29.03

All Grades 19 17.59 22.06 50 42.35 44.13 31 40.07 33.81 Conclusions based on this data: 1. Overall, students scoring in the "Standard Exceeded" and "Standard Met" range in ELA increased from 31.92% to

38.79%. 2. All grade levels had a significant increase in Standard Exceeded and Standard Met except for 5th grade where

scores were flat. However, when looking at cohort data, 5th grade students in these performance levels increased significantly.

3. English Language Arts/Literacy overall percent "Standard Exceeded" and "Standard Met" include 3rd grade at 42.26%, 4th grade at 38.66%, 5th grade at 30.04% and 6th grade at 45.16%. 4th grade had the highest increase from prior year, from 18.06% to 38.66%. We need to focus our attention on and share current best practices to continue to support our lower achieving students, empowering them to rise in proficiency.



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 76 75 74 75 75 71 75 75 71 98.7 100 95.9

Grade 4 89 77 75 89 75 75 89 75 75 100 97.4 100

Grade 5 75 91 73 75 90 72 75 90 72 100 98.9 98.6

Grade 6 71 76 64 70 76 62 70 76 62 98.6 100 96.9

All Grades 311 319 286 309 316 280 309 316 280 99.4 99.1 97.9

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 2380.2

2401.8

2435.8

5 10.67 26.76 24 28.00 18.31 25 24.00 32.39 45 37.33 22.54

Grade 4 2450.0

2405.2

2447.1

11 4.00 9.33 21 14.67 26.67 37 32.00 33.33 30 49.33 30.67

Grade 5 2477.0

2456.7

2456.0

15 10.00 9.72 8 14.44 18.06 37 30.00 25.00 40 45.56 47.22

Grade 6 2522.0

2521.9

2517.3

17 22.37 24.19 23 21.05 17.74 33 23.68 25.81 27 32.89 32.26

All Grades N/A N/A N/A 12 11.71 17.14 19 19.30 20.36 33 27.53 29.29 36 41.46 33.21

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 17 22.67 38.03 28 33.33 33.80 55 44.00 28.17

Grade 4 18 12.00 20.00 33 28.00 32.00 49 60.00 48.00

Grade 5 19 14.44 16.67 37 31.11 31.94 44 54.44 51.39

Grade 6 31 34.21 32.26 31 30.26 29.03 37 35.53 38.71 All Grades

21 20.57 26.43 32 30.70 31.79 47 48.73 41.79

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 14.67 30.99 47 45.33 38.03 41 40.00 30.99

Grade 4 16 5.33 6.67 43 34.67 58.67 42 60.00 34.67

Grade 5 13 10.00 6.94 25 38.89 36.11 61 51.11 56.94

Grade 6 13 15.79 20.97 53 35.53 38.71 34 48.68 40.32

All Grades 14 11.39 16.07 42 38.61 43.21 45 50.00 40.71


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 8 21.33 29.58 55 49.33 43.66 37 29.33 26.76

Grade 4 17 9.33 17.33 46 38.67 44.00 37 52.00 38.67

Grade 5 8 7.78 9.72 51 38.89 40.28 41 53.33 50.00

Grade 6 20 22.37 22.58 53 46.05 41.94 27 31.58 35.48

All Grades 13 14.87 19.64 51 43.04 42.50 36 42.09 37.86 Conclusions based on this data: 1. In the "Standard Exceeded" category,there was an increase of nearly 16 percentage points in 3rd grade and nearly

5 percentage points in 4th grade in Mathematics. In 5th grade the percentage for this category remained relatively flat with a slight decrease from 10% to 9.72%. In 6th grade the percentage increase was approximately 2%, from 22.37% to 24.19%.

2. All grade levels experienced various levels of increase in the category "Standard Exceeded" in the area of Communicating Reasoning.

3. 5th grade shows the greatest need based on the overall score and subtest scores. We need to focus our attention on and share current best practices to continue to support our lower achieving students to rise in proficiency.



ELPAC Results

2017-18 Summative Assessment Data Number of Students and Mean Scale Scores for All Students

Grade Level Overall Oral Language Written Language Number of

Students Tested Grade K 1450.6 1452.5 1446.1 43

Grade 1 1467.7 1455.3 1479.5 33

Grade 2 1512.2 1524.2 1499.5 30

Grade 3 1485.8 1484.4 1486.5 31

Grade 4 1495.9 1487.1 1504.2 33

Grade 5 1522.1 1518.1 1525.6 33

Grade 6 1532.5 1530.3 1534.1 15

All Grades 218

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

Level 4 Level 3 Level 2 Level 1 Grade Level # % # % # % # %

Total Number of Students

Grade K 22 51.16 12 27.91 * * 43

Grade 1 17 51.52 * * * * * * 33

Grade 2 22 73.33 * * * * 30

Grade 3 * * * * 13 41.94 * * 31

Grade 4 * * 14 42.42 * * * * 33

Grade 5 * * 15 45.45 * * * * 33

Grade 6 * * * * * * * * 15

All Grades 83 38.07 67 30.73 41 18.81 27 12.39 218

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



Grade K 21 48.84 14 32.56 * * * * 43

Grade 1 18 54.55 * * * * * * 33

Grade 2 27 90.00 * * * * 30

Grade 3 * * 12 38.71 11 35.48 * * 31

Grade 4 * * 19 57.58 * * * * 33

Grade 5 17 51.52 * * * * * * 33

Grade 6 * * * * * * * * 15

All Grades 104 47.71 68 31.19 30 13.76 16 7.34 218


Written Language Number and Percentage of Students at Each Performance Level for All Students



Grade K 17 39.53 12 27.91 14 32.56 43

Grade 1 15 45.45 * * * * * * 33

Grade 2 16 53.33 * * * * * * 30

Grade 3 * * * * 13 41.94 13 41.94 31

Grade 4 * * * * * * 12 36.36 33

Grade 5 * * 14 42.42 * * * * 33

Grade 6 * * * * * * * * 15

All Grades 62 28.44 56 25.69 55 25.23 45 20.64 218

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

Grade Level Well Developed Somewhat/Moderately Beginning Total Number of

Students Grade K 32 74.42 * * * * 43

Grade 1 21 63.64 * * * * 33

Grade 2 25 83.33 * * * * 30

Grade 3 * * 22 70.97 * * 31

Grade 4 * * 25 75.76 * * 33

Grade 5 14 42.42 15 45.45 * * 33

Grade 6 * * 11 73.33 15

All Grades 107 49.08 94 43.12 17 7.80 218

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


Students Grade K 16 37.21 22 51.16 * * 43

Grade 1 13 39.39 12 36.36 * * 33

Grade 2 25 83.33 * * * * 30

Grade 3 15 48.39 12 38.71 * * 31

Grade 4 18 54.55 12 36.36 * * 33

Grade 5 25 75.76 * * * * 33

Grade 6 * * * * * * 15

All Grades 121 55.50 74 33.94 23 10.55 218


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


Students Grade K 15 34.88 28 65.12 43

Grade 1 21 63.64 * * * * 33

Grade 2 18 60.00 * * * * 30

Grade 3 17 54.84 14 45.16 31

Grade 4 * * 15 45.45 12 36.36 33

Grade 5 * * 20 60.61 * * 33

Grade 6 * * * * * * 15

All Grades 67 30.73 96 44.04 55 25.23 218

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


Students Grade K 30 69.77 13 30.23 43

Grade 1 11 33.33 16 48.48 * * 33

Grade 2 15 50.00 14 46.67 * * 30

Grade 3 * * 19 61.29 * * 31

Grade 4 * * 20 60.61 * * 33

Grade 5 12 36.36 16 48.48 * * 33

Grade 6 * * 11 73.33 * * 15

All Grades 79 36.24 109 50.00 30 13.76 218

Conclusions based on this data: 1. Of the 218 English Learners (ELs) who took the initial ELPAC assessment, 83 tested at Level 4, 67 at Level 3, 41 at

Level2, and 27 at Level 1. 2. It is important to note that on this initial ELPAC, when looking across grade levels, our EL students assessed in the

reading domain scored as follows: 67 have "Well Developed" skills, 96 have "Somewhat/ Moderately Developed" skills, and 55 have "Beginning" skills. The majority of EL students fall into the "Somewhat/Moderately Developed" skill level on the reading component, so a focus on ELD instruction and Balanced Literacy components will help these students increase their skills.

3. Next steps: Early literacy is a prime focus for Whitaker and the BPSD, so tracking reading scores and analyzing practice tests as we move forward with ELPAC will give us valuable information to inform our literacy work.



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

Fall 2017 Equity Report

State Indicators All Students Performance Total Student Groups Student Groups in

Red/Orange

Chronic Absenteeism N/A N/A N/A

Suspension Rate (K-12) 6 5

English Learner Progress (1-12) 1 1

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

English Language Arts (3-8) 4 4

Mathematics (3-8) 4 4 An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. English learner progress declined by less than 3 points in 2016-17

2. In fall 2017, suspension rate increased from prior year, significantly for the homeless population and students with disability.

3. In 2016-17, fewer students in the significant subgroups were meeting standards in ELA and Mathematics.



Status and Change Report Chronic Absenteeism

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

Fall 2017 Chronic Absenteeism Status and Change Report

State Indicators Student Performance

Number of Students Status Change

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

2017-18 Chronic Absenteeism by Subgroup

Student Subgroup Cumulative Enrollment

Chronic Absenteeism Count

Chronic Absenteeism Rates

Conclusions based on this data: 1.



Status and Change Report Suspension Rate


Fall 2017 Suspension Rate Status and Change Report



Suspension Rate 622 High 3.2%

Increased +0.3%

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

Fall 2017 Suspension Rate Report

Student Group Student Performance


All Students 622 High 3.2%

Increased +0.3%

English Learners 289 Medium 2.8%

Increased +0.3%

Foster Youth 14 Very High 14.3%

Homeless 43 Very High 7%

Increased Significantly +2.1%

Socioeconomically Disadvantaged 553 High 3.6%

Increased +0.7%

Students with Disabilities 59 Very High 10.2%


African American 29 Very High 6.9%


American Indian 2 *

*

Asian 29 Very Low 0%

Declined Significantly -2.9%

Filipino 13 Very Low 0%

Hispanic 497 Medium 3%

Maintained -0.2%

Pacific Islander 6 *

*

Two or More Races 6 *

*

White 32 High 3.1%

Increased +0.6%

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

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


Conclusions based on this data: 1. In fall of 2017, the data show that Suspension rates were higher for our students most at risk: Homeless, Foster

Youth, and Students wih Disabilities. African American students also had a "very high" rate of suspension. 2. It is evident that suspension is used as a consequence to poor behavior, however it is unclear from this data if

alternatives to suspension are also used. 3. Whitaker School will focus on reinvigorating the PBIS approach with professional development on the progressive

discipline procedures and will utilize alternatives to suspension when a student is a first time offender and Administrators determine the student is not a danger to themselves or others.



Status and Change Report English Learner Progress

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

Fall 2017 English Learner Progress Status and Change Report



English Learner 239 Very Low 59.0%

Declined Significantly

-11.8% This report shows the performance levels for English Learners on all state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 English Learner Progress Report

State Indicators Students Performance Status Change

Chronic Absenteeism N/A N/A N/A

Suspension Rate (K-12) Medium

2.8% Increased

+0.3%

English Learner Progress (1-12) Very Low

59.0% Declined Significantly

-11.8%

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

English Language Arts (3-8) Low

44.8 points below level 3 Maintained +0.6 points

Mathematics (3-8) Low

53.5 points below level 3 Declined

-8.3 points An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1.



Status and Change Report Graduation Rate

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

Fall 2017 Graduation Rate Status and Change Report



Graduation Rate (9-12)

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

Fall 2017 Graduation Rate Report



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




Status and Change Report College/Career


Fall 2017 College/Career Status and Change Report


Number of Students

Status (Percent

Prepared) Change

College/Career N/A N/A

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

Fall 2017 College/Career Report


Number of Students

Status (Percent Prepared) Change

All Students N/A N/A

English Learners N/A N/A

Foster Youth N/A N/A

Homeless N/A N/A

Socioeconomically Disadvantaged N/A N/A

Students with Disabilities N/A N/A

African American N/A N/A

American Indian N/A N/A

Asian N/A N/A

Filipino N/A N/A

Hispanic N/A N/A

Pacific Islander N/A N/A

Two or More Races N/A N/A

White N/A N/A

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


Assessment Number of Students Status Change

English Language Arts (Grade 11)

Mathematics (Grade 11)




Status and Change Report English Language Arts (ELA)


Fall 2017 English Language Arts Status and Change Report



English Language Arts (3-8) 294 Low

44 points below level 3

Declined -4.2 points

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

Fall 2017 English Language Arts Report



All Students 294 Low 44 points below level 3


English Learners 176 Low 44.8 points below level 3

Maintained +0.6 points

Foster Youth 3 *

*

Homeless 20 Low 26.8 points below level 3

Increased Significantly

+29 points

Socioeconomically Disadvantaged 279 Low 43.9 points below level 3

Declined -3 points

Students with Disabilities 32 Very Low

157.9 points below level 3

Declined -8 points

African American 10 *

*

Asian 14 Medium 5.9 points above level 3


Filipino 2 *

*

Hispanic 249 Low 49.7 points below level 3



*


*

White 14 Medium 4.7 points below level 3

Increased +13.5 points

Additional ELA Assessment Data for English Learners (EL)


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

Fall 2017 EL Additional Assessment Data

State Indicators Number of Students Status Change

EL - Reclassified Only 42 High 36.6 points above level 3


EL - English Learner Only 134 Very Low 70.4 points below level 3


English Only 111 Low 42.9 points below level 3


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

Fall 2017 ELA California Alternate Assessment (CAA) Assessment Data

State Indicators Number of Students Level 1 Level 2 Level 3

English Language Arts (3-8) 0 An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.




Status and Change Report Mathematics (Math)


Fall 2017 Mathematics Status and Change Report



Mathematics (3-8) 294 Low



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

Fall 2017 Mathematics Report



All Students 294 Low 48.5 points below level 3


English Learners 176 Low 53.5 points below level 3


Foster Youth 3 *

*

Homeless 20 Low 52 points below level 3


Socioeconomically Disadvantaged 279 Low 46.8 points below level 3


Students with Disabilities 32 Very Low


Declined Significantly -36.7 points

African American 10 *

*

Asian 14 Very High 39.1 points above level 3

Maintained +0.3 points

Filipino 2 *

*

Hispanic 249 Low 53.8 points below level 3



*


*

White 14 Low 29.6 points below level 3


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


Fall 2017 Math Additional Assessment Data for English Learners

State Indicators Number of Students Status Change

EL - Reclassified Only 42 High 22 points above level 3


EL - English Learner Only 134 Low 77.1 points below level 3


English Only 111 Low 42.4 points below level 3


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

Fall 2017 Math California Alternate Assessment (CAA) Assessment Data

State Indicators Number of Students Level 1 Level 2 Level 3

Mathematics (3-8) 0 An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.




Detailed Report Academic Performance

English Learner Progress Indicator (Grades K-12)

Student Group 2016 2017

English Learners 70.8% 59.0%

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

College/Career Indicator

Student Group Prepared Approaching Prepared Not Prepared

Class of 2016

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

Academic Indicators (Grades 3-8)

Indicator 2016 2017

English Language Arts 39.8 points below level 3 44 points below level 3

Mathematics 37.7 points below level 3 48.5 points below level 3

Assessment Performance Results for Grade 11

Indicator 2016 2017

English Language Arts

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


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



Detailed Report School Conditions and Climate

Suspension

Indicator 2016 2017

Suspension 2.9% (18) 3.2% (20) Conclusions based on this data: 1.



Detailed Report Academic Engagement

Graduation

Indicator 2015 2016 2017

Graduation

Conclusions based on this data: 1.



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

Student Group Performance for State Indicator

Student Group Chronic Absenteeism

Suspension Rate

English Learner

Progress Graduation

Rate English

Language Arts Mathematics College/ Career

All Students

English Learners

Foster Youth

Homeless

Socioeconomically Disadvantaged

Students with Disabilities

African American

American Indian

Asian

Filipino

Hispanic

Pacific Islander

Two or More Races

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



Goals, Strategies, & Proposed Expenditures

Goal 1 Subject Standards-Based Instruction to Increase Student Achievement

Goal Statement Increase student achievement through state standards based instruction and assessment in order to prepare for college and career.

LCAP Goal All students will reach high standards, at a minimum, attaining proficiency or better, in reading and mathematics through Common Core State Standards based instruction and assessments.

Basis for this Goal The basis for the goal reflects the need for improvement in ELA and math for students who do not meet grade level standards.

Expected Annual Measurable Outcomes

Metric/Indicator Baseline Expected Outcome

SBA ELA: Grades 3-6 Out of 281 students tested, 39% Met or Exceeded, 22% Standards Nearly Met, 39% Standards not Met

By May 2019, a minimum of 35 students scoring "standard nearly met" and "standard not met" (approximately 20%) will increase on ELA achievement.

SBA Math: Grades 3-6 38% Met or Exceeded, 29% Standard Nearly Met, 33% scored Standard not Met

By May 2019, a minimum of 35 students scoring "standard nearly met" and "standard not met" (approximately 20%) will increase on math achievement.

ELPAC Initial Assessment given in 2018-19. Out of 218 students tested, 36% are Level 4, 32% are Level 3, 19% are Level 2, and 13% are Level 1.

By May 2019, a minimum of 57 students (80% of the students at Level 4) will be reclassified fluent English proficient(R-FEP).

DIBELS Composite: Grades K-2 In spring of 2018, overall 68% of students scored in Core, 13% scored in Strategic, 19% scored in Intensive for areas of support

By May 2019, a minimum of 30 students scoring below benchmark expectations (approximately 15% of all students k-2) will increase basic early literacy skills proficiency.

Planned Strategies/Activities startcollapse

Strategy/Activity 1


Whitaker staff utilizes best practices to meet state standards by delivering BPSD core curriculum and instruction in English Language Arts, Math, Science, Social Studies, PE, and the Arts. Emphases for the 2018-19 school year include Balanced Literacy (including Reading/Writing Workshop), Eureka Math/Zearn, NGSS/Mystery Science.

Students to be Served by this Strategy/Activity All Students

Timeline August 2018 - May 2019

Person(s) Responsible Principal, Administrative Intern, Teachers, Support Staff

Proposed Expenditures for this Strategy/Activity

Amount 9000

Source Title I

Budget Reference 4000-4999: Books And Supplies

Description Supplemental Instructional Materials and Supplies

Amount 5521

Source Discretionary


Description Paper and Toner to support instruction

Amount 1015



Description Instructional Materials and Supplies

Amount 9885

Source Title I

Budget Reference 5000-5999: Services And Other Operating Expenditures

Description Supplemental programs to support the core intruction including Meet the Masters Art Program

Amount 4000



Description Computer-based Math Program - ST Math

Amount 1000




Description Non fiction and current events texts including Storyworks and other Scholastic subscriptions - Common Core Standards-based Reading Magazines with Digital Component

Strategy/Activity 2 Staff frequently analyzes student assessment data to monitor student progress in order to provide interventions to enhance student outcomes and address the achievement gap within subgroups such as English Learners, low income students, and foster youth.



Person(s) Responsible Principal, Administrative Intern, Teachers, and Support Staff


Amount 3000

Source Title I


Description Additional iPad Headphones to support supplemental programs

Amount 1000

Source Title I

Budget Reference 1000-1999: Certificated Personnel Salaries

Description Summer Operation Good Start

Amount 1000



Description Writing Workshop - Materials and Supplies

Amount 5500



Description Reading Workshop - Leveled Reading Books

Amount 6000




Description Part-time Intervention Teacher to support upper-grade Tier 2 group Interventions

Amount 2800


Budget Reference 2000-2999: Classified Personnel Salaries

Description Instructional Assistant - After School Reading Intervention

Amount 500


Budget Reference 3000-3999: Employee Benefits

Description Benefits for Insructional Assistant - After School Reading Intervention

Amount 7847

Source Title I


Description Substitute Teachers - CAST, Leadership, Lesson Studies

Amount 2153



Description Benefits - Substitute Teachers - CAST, Leadership, Lesson Studies

Amount 3700

Source Title I


Description Collaboration Hours for Teachers

Strategy/Activity 3 Early Literacy: Continue to modify and improve the components of balanced literacy and execute strategic literacy support in order to increase reading achievement.



Person(s) Responsible


Principal, Administrative Intern, Teachers, and Support Staff Proposed Expenditures for this Strategy/Activity

Amount 2000



Description Instructional and Technology Supplies

Amount 9000

Source Title I


Description Computer-based Reading Program - Accelerated Reader

Amount 15700

Source Title I


Description Instructional Aide to provide additional support for technology based resources.

Amount 4300

Source Title I


Description Computer Instructional Assistant Benefits

Amount 4645

Source Title I


Description Instructional and Technology Supplies

Amount 0

Source District Funded


Description Computer-based Reading Program - Footsteps to Brilliance

Amount 0



Description Early Literacy TOSA


Amount 6400



Description Kindergarten Instructional Assistant - TK

Amount 1800



Description Benefits for - Kindergarten Instructional Assistant - TK

Amount 3000



Description Additional fiction and nonfiction library books to increase choice and student engagement with reading

Strategy/Activity 4 Provide integrated and designated ELD time to support the language needs of all English Learners that incorporates research-based instructional strategies and integrates the ELA/ELD Framework. Maximize learning time with strategy groups during Reading and Writing Workshop for specific interventions.



Person(s) Responsible Principal, Administrative Intern and Teachers


Amount 0

Source None Specified


Description Accounted for in Strategy 2: Subs for teacher lesson studies with ELD TOSA

Amount 17700



Description Bilingual Service Provider


Amount 18000



Description Instructional Assistant - Bilingual

Amount 5100



Description Benefits - Bilingual Service Provider

Amount 3600



Description Benefits - Instructional Assistant - Bilingual

Amount 0



Description Computer-based English Development - Rosetta Stone



Goal 2 Subject Positive and Safe 21st Century Environment

Goal Statement All students will be educated in learning environments that are safe, drug free, and conducive to learning.

LCAP Goal Create and maintain positive, safe, and productive 21st century learning environments.

Basis for this Goal There will always be a need to ensure school safety and provide an environment where students can thrive and be successful.



Suspension Rate - CA Dashboard For the available 2017 data, the suspension rate had increased by .3%

The suspension rate had decreased in the 2017-18 school year, and will continue to decrease by at least 10 % for 2018-19

LCAP Survey - Choose area Computers/Technology

Of the 17 families that filled out the survey, 70.6% were either satisfied or very satisfied, 11.8% are neither satisfied nor disatisfied, and 17.6% are dissatisfied with instruction for using technology.

The percent of those surveyed who are satisfied or very satisfied with instruction for using technology will increase to 80% on the 2018-19 survey.

California Healthy Kids Survey - Meaningful Participation

Of the 42 5th grade students who finished the survey with parent permission, only 40% felt they had opportunities to provide input on school and class activities and rules.

The percent of those surveyed who feel that they have meaningful participation will increase to at least 60% on the 2018-19 survey.

LCAP Survey - Participation in Survey

Only 17 families participated in the school-wide survey

Ensure that at least 50 families respond to the LCAP 2018-19 survey.


Strategy/Activity 1 Build positive culture and Improve educational outcomes by providing a multi-tiered system of academic, behavioral and social-emotional supports focused on growth and achievement (MTSS).

Students to be Served by this Strategy/Activity


All Timeline August, 2018 - May, 2019

Person(s) Responsible Principal, Administrative Intern, Teacher, Support Staff


Amount 3000



Description Paper, materials, and supplies to support Student Council, Wellness activities, and PBIS assemblies, procedures and activities

Amount 0



Description Already Accounted for in Goal 1: Substitute Teachers for CAST

Amount 0



Description School Counselor and Outreach Concern Interns

Amount 600



Description Paper for flyers - Extracurricular Family Events

Amount 6000



Description Transportation for Common Core Standards-based Field Trips

Amount 9000




Description Contracts with Outiside Providers and Venues including OCDE, La Mirada Theater, and Capistrano Mission for Common Core Standards-based Field Trips, the History Walk Through Program, the Traveling Scientists Program, and other Standards-based support services

Amount 500



Description Paper, Materials to Advertise Activities Funded by the OCDE Supported Whitaker Wellness Grant and GRIP

Amount 0

Description One HSO funded field trip for each grade level offered as a result of fundraising opportunities

Amount 3000



Description Equipment for Physical Education, Recess Social Play, and Fit Room supplies

Amount 7000

Source Title I

Budget Reference 5800: Professional/Consulting Services And Operating Expenditures

Description Contract with New England Academy to provide a Hybrid Speech and Debate Program as enrichment during the school day and an after-school team-based activity in collaboration with Whitaker staff in order to build student and staff capacity in the area of critical thinking and communication skills and for supporting a Whitaker Debate team in the future

Strategy/Activity 2 Ensure and enhance productive 21st-century learning environments by providing and maintaining educational technology hardware, digital content, and supplies.

Students to be Served by this Strategy/Activity All

Timeline August, 2018 - May, 2019



Amount 0



Description Accounted for in Goal 1 - Additional iPad Headphones to support supplemental programs

Amount 0



Description ZEARN, Math Space - Digital Math Programs

Amount 0


Description Already Accounted for in Goal 1 - ST Math Digital Math Program

Amount 4473

Source Title I


Description Additional Technology - hardware and/or software to support access to core curriculum

Amount 1300



Description Additional Technology - hardware and/or software to support access to core curriculum

Strategy/Activity 3 Promote and maintain a safe learning environment by implementing and monitoring comprehensive policies and procedures dedicated to the security of students, staff, and others approved to be on campus.

Students to be Served by this Strategy/Activity Timeline August, 2018 - May, 2019



Amount 15200



Description Playground, Cafeteria, and Gate Supervision

Amount 0




Description Raptor Visitor and Volunteer Digital Check-in System

Amount 0



Description Administrative Intern

Amount 0

Description GRIP Greeter Volunteers - Welcoming, Safe and Secure presence

Amount 4500



Description New and increased number of two-way radios to ensure good communication

Amount 0



Description PBIS Coach training through OCDE to improve Whitaker POWER3

Amount 300

Source Title I


Description Cost of substitute for 2-day training

Amount 0



Description Staff Meetings, District and Site Safety Trainings, Monthly Emergency Drills

Amount 400



Description Red Ribbon Week and Other Safety Activities - Supplies and Incentives

Amount 0

Description Monthly Classified Meetings and Professional Development




Goal 3 Subject Recruit and retain highly qualified staff

Goal Statement Recruit, retain, and support all staff to increase student achievement and build capacity.

LCAP Goal Recruit, retain, and support all staff to increase student achievement.

Basis for this Goal The basis for the goal reflects the need to build capacity in staff to support ongoing initiatives in order to provide high quality instruction to increase student achievement.



SBA ELA: Grades 3-6 Out of 281 students tested, 39% Met or Exceeded, 22% Standards Nearly Met, 39% Standards not Met

By May 2019, a minimum of 35 students scoring "standard nearly met" and "standard not met" (approximately 20%) will increase on ELA achievement.

SBA Math: Grades 3-6 38% Met or Exceeded, 29% Standard Nearly Met, 33% scored Standard not Met

By May 2019, a minimum of of 35 students scoring "standard nearly met" and "standard not met" (approximately 20%) will increase on math achievement.

ELPAC Initial Assessment given in 2018-19. Out of 199 students tested, 36% are Level 4, 32% are Level 3, 19% are Level 2, and 13% are Level 1.

By May 2019, a minimum of 57 students (80% of the students at Level 4) will be reclassified fluent English proficient(R-FEP)

DIBELS Composite: Grades K-2 In spring of 2018, overall 68% of students scored in Core, 13% scored in Strategic, 19% scored in Intensive for areas of support

By May 2019, a minimum of 30 students scoring below benchmark expectations (approximately 15% of all students k-2) will increase basic early literacy skills proficiency.


Strategy/Activity 1


Support new and continuing staff through effective communication practices and professional development through district provided trainings, TOSA support and lesson studies, staff meeting trainings, and outside opportunities to build capacity.



Person(s) Responsible District Staff, Principal, Administrative Intern, Teachers, Support Staff


Amount 0



Description Already Accounted for in Goal 1 - Substitutes for TOSA Supported Lesson Studies

Amount 0



Description District Contracted Professional Development including OCDE - GATE and BELIEF and MIT-Reading/Writing Workshop

Amount 0



Description Substitutes for District Provided Trainings

Amount 0



Description Already Acounted for in Goal 1 - Substitute Teachers - Lesson Studies

Amount 1000



Description Supplies and Materials for Bi-monthly Staff Meetings and Weekly Collaboration

Amount 900




Description Roving Substitutes for Pre and Post Observation and Evaluation Meetings

Amount 200



Description Detailed Weekly Whitaker Bulletin with Transcript of Weekly Teleparent Message and Staff Meeting Agendas

Strategy/Activity 2 Utilize strategies to promote staff morale, to build teams, and to create a positive working environment.



Person(s) Responsible Principal, Administrative Intern, Teachers and Support Staff


Amount 1500



Description Instructional materials and supplies

Amount 0



Description Already Accounted for in Strategy 1 - Weekly Whitaker Bulletin - Contains clear communication/expectations/Shout Outs and Thank You messages to appreciate staff

Amount 0

Description Weekly Facebook Posts and Website stories - Highlighting and Promoting Teacher and School Positive Actions and Best Practices

Amount 0

Description Mercy Triumphs Foundation - Staff Lounge and Coffee Adoption - New Coffee Station, Seasonal decorations and restocking

Strategy/Activity 3


Teachers will enhance their instructional practices through collaborative lesson planning and analysis of student assessment data through grade-level professional dialogue, including weekly Collaborative Thursdays and periodic Data Days.



Person(s) Responsible Principal, Administrative Intern, Teachers and Support Staff


Amount 1500



Description Instructional materials and supplies



Goal 4 Subject Enhance Parent & Community Communication & engagement

Goal Statement Parents will have multiple opportunities to be engaged in their children's education.

LCAP Goal Enhance communication, participation and outreach for parents and community members.

Basis for this Goal Parent involvement in their child's education is essential for student success.



LCAP Parent Survey - Communication

Of the 17 families responding to the survey question, 23.5% were Dissatisfied or Very Dissatisfied with Communication from School to Home

100% of the families responding to the survey will choose Satisfied or Very Satisfied on the Communication from School to Home question

LCAP Parent Survey - Engagement While 56.3% of those responding Agreed or Strongly Agreed that they feel they have a say in decision making at our school, 37.5% Neither Agreed or Disagreed and 6.3% Strongly Disagreed on this point.

Increase the number of respondents who Agree or Strongly Agree that they have a say in decision making at our school to at least 70%

LCAP Parent Survey - Increased Participation in Survey

Only 17 families completed to the LCAP Survey.

Increase the number of respondents to at least 50 families


Strategy/Activity 1 Committees for ELAC, SSC, and HSO will provide input on the SPSA including student programs, parents supports, and school-wide activities. ELAC, SCC and HSO parent meetings will be held to update parents on school-wide progress being made toward goals.


Timeline


August 2018 - May 2019 Person(s) Responsible Principal, Administrative Intern, Teachers, and Parent Leaders


Amount 2000



Description Office Supplies Including Paper and Toner

Strategy/Activity 2 Encourage more parent participation in school activities, workshops, and school parent organization by enhancing support for and providing opportunities for parents to be involved.



Person(s) Responsible Principal, Administrative Intern, Bilingual Support Provider, Staff


Amount 1500



Description Office Supplies

Amount 4500

Source Title I


Description Provide opportunities for Parent Workshops and Classes including purchased and donated services such as, Giving Children Hope financial literacy classes, OCDE Parent Presentations, GRIP Parents Supporting Parents, and Padres en Accion to provide training and presentations at times aligned to other meetings or events

Amount 0



Description Work with HSO to provide engaging and supportive family nights throughout the year.


Amount 300



Description Provide child care for some parent meetings/workshops to encourage attendance

Strategy/Activity 3 Increase opportunities to inform parents and provide consistent and regular communication channels including weekly edulink messages, Monthly Whitaker Wave Publication, Updated Whitaker Website and Weekly Facebook Posts, Announcement and reminder flyers, and reminder edulink messages. Provide report cards 3 times a year and Parent-Teacher Conferences at least once a year in September. All communication will be provided in English and Spanish.



Person(s) Responsible Principal, Administrative Intern, Staff


Amount 1000



Description Office Supplies

Amount 0



Description Intouch notification system for weekly teleparent messages

Amount 1000



Description Supplies for Monthly Whitaker Wave

Amount 300


Budget Reference 5900: Communications

Description Postage for communication sent by mail


Amount 1250



Description Bilingual Stipend

Amount 0



Description Already Accounted for in Goal 1 - Bilingual Service Provider and other bilingual staff authorized to translate - Provide translation for meetings including Parent-Teacher/Admin Conferences, IEP meetings, and messages sent via phone or paper.



Goal 5 Subject

Goal Statement

LCAP Goal

Basis for this Goal


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

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


Annual Review and Update SPSA Year Reviewed: 2018-19 Goal 1 Increase student achievement through state standards based instruction and assessment in order to prepare for college and career.

Annual Measurable Outcomes

Metric/Indicator Expected Outcomes Actual Outcomes startcollapse Strategies/Activities for Goal 1

Planned Actions/Services

Actual Actions/Services

Proposed Expenditures

Estimated Actual Expenditures

Whitaker staff utilizes best practices to meet state standards by delivering BPSD core curriculum and instruction in English Language Arts, Math, Science, Social Studies, PE, and the Arts. Emphases for the 2018-19 school year include Balanced Literacy (including Reading/Writing Workshop), Eureka Math/Zearn, NGSS/Mystery Science.

Supplemental Instructional Materials and Supplies 4000-4999: Books And Supplies Title I 6000

Paper and Toner to support instruction 4000-4999: Books And Supplies Discretionary 5521

Instructional Materials and Supplies 4000-4999: Books And Supplies Discretionary 5000

Supplemental programs to support the core intruction including Meet the Masters Art Program 5000-5999: Services And Other Operating Expenditures Title I 6000

Computer-based Math Program - ST Math 4000-4999: Books And Supplies Discretionary 4000

Non fiction and current events texts including Storyworks and other Scholastic subscriptions - Common Core Standards-based






Reading Magazines with Digital Component 4000-4999: Books And Supplies Discretionary 2000

Staff frequently analyzes student assessment data to monitor student progress in order to provide interventions to enhance student outcomes and address the achievement gap within subgroups such as English Learners, low income students, and foster youth.

Additional iPad Headphones to support supplemental programs 4000-4999: Books And Supplies Title I 3000

Summer Operation Good Start 1000-1999: Certificated Personnel Salaries Title I 1000

Writing Workshop - Materials and Supplies 4000-4999: Books And Supplies Discretionary 1000

Reading Workshop - Leveled Reading Books 4000-4999: Books And Supplies Discretionary 6500

Part-time Intervention Teacher to support upper-grade Tier 2 group Interventions 1000-1999: Certificated Personnel Salaries Discretionary 6000

Instructional Assistant - After School Reading Intervention 2000-2999: Classified Personnel Salaries Discretionary 2800

Benefits for Insructional Assistant - After School Reading Intervention 3000-3999: Employee Benefits Discretionary 500

Substitute Teachers - CAST, Leadership, Lesson Studies 1000-1999: Certificated






Personnel Salaries Title I 7847

Benefits - Substitute Teachers - CAST, Leadership, Lesson Studies 3000-3999: Employee Benefits Discretionary 2153

Collaboration Hours for Teachers 1000-1999: Certificated Personnel Salaries Title I 3700

Early Literacy: Continue to modify and improve the components of balanced literacy and execute strategic literacy support in order to increase reading achievement.

Instructional and Technology Supplies 4000-4999: Books And Supplies Discretionary 2000

Computer-based Reading Program - Accelerated Reader 5000-5999: Services And Other Operating Expenditures Title I 3000

Instructional Aide to provide additional support for technology based resources. 2000-2999: Classified Personnel Salaries Title I 15700

Computer Instructional Assistant Benefits 3000-3999: Employee Benefits Title I 4300

Instructional and Technology Supplies 4000-4999: Books And Supplies Title I 2000

Computer-based Reading Program - Footsteps to Brilliance 5000-5999: Services And Other Operating Expenditures District Funded 0

Early Literacy TOSA 1000-1999: Certificated






Personnel Salaries District Funded 0

Kindergarten Instructional Assistant - TK 2000-2999: Classified Personnel Salaries Discretionary 6400

Benefits for - Kindergarten Instructional Assistant - TK 3000-3999: Employee Benefits Discretionary 1800

Additional fiction and nonfiction library books to increase choice and student engagement with reading 4000-4999: Books And Supplies Discretionary 4000

Provide integrated and designated ELD time to support the language needs of all English Learners that incorporates research-based instructional strategies and integrates the ELA/ELD Framework. Maximize learning time with strategy groups during Reading and Writing Workshop for specific interventions.

Accounted for in Strategy 2: Subs for teacher lesson studies with ELD TOSA 1000-1999: Certificated Personnel Salaries None Specified 0

Bilingual Service Provider 2000-2999: Classified Personnel Salaries Discretionary 17700

Instructional Assistant - Bilingual 2000-2999: Classified Personnel Salaries Discretionary 18000

Benefits - Bilingual Service Provider 3000-3999: Employee Benefits Discretionary 5100

Benefits - Instructional Assistant - Bilingual 3000-3999: Employee Benefits Discretionary 3600






Computer-based English Development - Rosetta Stone 4000-4999: Books And Supplies District Funded 0

Modify and provide a tiered structure and implement key operational procedures that support MTSS (Multi-tiered Systems of Support) and provide necessary supplies for instruction to also address the achievement gap within subgroups such as English Learners, socioeconomically disadvantaged and foster youth.

Support the CAST Process to monitor student progress and intervene when concerns arise and address the achievement gap within subgroups such as English Learners, socioeconomically disadvantaged and foster youth.

Subs for CAST members to be released for meetings. 1000-1999: Certificated Personnel Salaries Title I 1000

Provide supplemental Accelerated Reader program on-line for students to practice reading and demonstrate comprehension. The on-line version greatly increases the number of books including access to non-fiction for Common Core.

Supplemental Accelerated Reader Contract 5000-5999: Services And Other Operating Expenditures Title I 4259

Purchase supplemental non-fiction subscriptions for grades K-2 to provide access to informational text for use during close reading.

Subscription to supplemental non-fiction texts 4000-4999: Books And Supplies Title I 800

Support Leadership Team focus of Engaging

Substitutes for Leadership Meetings






Students, Building Character, & Supporting Families with time for planning to support all student programs and academic progress.

1000-1999: Certificated Personnel Salaries Title I 2700

Fund Instructional Assistants for Tier II interventions within the classroom to assist with Early Literacy and Math interventions.

Monitor implementation of GATE classroom program and support identification process. Provide necessary instructional materials for GATE clusters.

Fund hourly intervention teachers to provide support for Tier II and Tier III intervention

Cost of Personnel 1000-1999: Certificated Personnel Salaries LCFF - Discretionary 14290

Monitor English learners progress from initial school registration to 6th grade promotion /through 8th grade promotion (BPJH) including yearly CELDT over-all, and CELDT subtest scores.

Ensure that Long-Term English Learners (LTELs) are provided with appropriate language and content support in all classes to increase their language acquisition level.

Provide Spanish speaking bilingual support provider to implement and monitor CELDT assessments.

Bilingual support provider regular hours and additional hours. 2000-2999: Classified Personnel Salaries LCFF - Discretionary 25124

Provide Professional Development for ELD -






Integrated and Designated instructional support. Monitor implementation of Integrated and Designated instructional strategies.

Provide Staff Development in the area of the CA ELD Standards focusing on moving students to next CELDT level. (in staff meetings as well as collaborative meetings)

Conduct observations, both formal and informal throughout the school year for ELA and ELD classes

Train one teacher in each grade level to administer the CELDT.

Subs for Training 1000-1999: Certificated Personnel Salaries LCFF - Discretionary 1000

Conduct ELAC meetings to support parents of English learners and provide child care to enhance participation and maximize student achievement.

Office supplies for communication needs 4000-4999: Books And Supplies LCFF - Discretionary 200

Implement Parent Education specifically designed for parents of English Learners.

Parent Education classes (Crecer) 5000-5999: Services And Other Operating Expenditures Title I 2000

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.


Annual Review and Update SPSA Year Reviewed: 2018-19 Goal 2 All students will be educated in learning environments that are safe, drug free, and conducive to learning.







Build positive culture and Improve educational outcomes by providing a multi-tiered system of academic, behavioral and social-emotional supports focused on growth and achievement (MTSS).

Paper, materials, and supplies to support Student Council, Wellness activities, and PBIS procedures and activities 4000-4999: Books And Supplies Discretionary 3000

Already Accounted for in Goal 1: Substitute Teachers for CAST 1000-1999: Certificated Personnel Salaries None Specified 0

School Counselor and Outreach Concern Interns 2000-2999: Classified Personnel Salaries District Funded 0

Paper for flyers - Extracurricular Family Events 4000-4999: Books And Supplies Discretionary 500

Transportation for Common Core Standards-based Field Trips 5000-5999: Services And Other Operating Expenditures Discretionary 7000






Contracts with Outiside Providers and Venues including OCDE, La Mirada Theater, and Capistrano Mission for Common Core Standards-based Field Trips, the History Walk Through Program, the Traveling Scientists Program, and other Standards-based support services. 5000-5999: Services And Other Operating Expenditures Discretionary 11000

Paper, Materials to Advertise Activities Funded by the OCDE Supported Whitaker Wellness Grant and GRIP 4000-4999: Books And Supplies Discretionary 500

One HSO funded field trip for each grade level offered as a result of fundraising opportunities 0

Equipment for Physical Education, Recess Social Play, and Fit Room supplies 4000-4999: Books And Supplies Discretionary 3000

Contract with New England Academy to provide a Hybrid Speech and Debate Program as enrichment during the school day and an after-school team-based activity in collaboration with Whitaker staff in order to build student and staff capacity in the area of critical thinking and communication skills and for supporting






a Whitaker Debate team in the future. 5800: Professional/Consulting Services And Operating Expenditures Title I 7000

Ensure and enhance productive 21st-century learning environments by providing and maintaining educational technology hardware, digital content, and supplies.

Accounted for in Goal 1 - Additional iPad Headphones to support supplemental programs 4000-4999: Books And Supplies 0

ZEARN, Math Space - Digital Math Programs 4000-4999: Books And Supplies District Funded 0

Already Accounted for in Goal 1 - ST Math Digital Math Program 4000-4999: Books And Supplies 0

Additional Technology - hardware and/or software to support access to core curriculum 4000-4999: Books And Supplies Title I 4473

Additional Technology - hardware and/or software to support access to core curriculum 4000-4999: Books And Supplies Discretionary 2300

Promote and maintain a safe learning environment by implementing and monitoring comprehensive policies and procedures dedicated to the security of students, staff, and others approved to be on campus.

Playground, Cafeteria, and Gate Supervision 2000-2999: Classified Personnel Salaries Discretionary 15200

Raptor Visitor and Volunteer Digital Check-in System 5000-5999: Services And Other Operating Expenditures District Funded 0

Administrative Intern 1000-1999: Certificated






Personnel Salaries District Funded 0

GRIP Greeter Volunteers - Welcoming, Safe and Secure presence 0

New and increased number of two-way radios to ensure good communication 4000-4999: Books And Supplies Discretionary 4500

PBIS Coach training through OCDE to improve Whitaker POWER3. 5800: Professional/Consulting Services And Operating Expenditures District Funded 0

Cost of substitute for 2-day training 1000-1999: Certificated Personnel Salaries Title I 300

Staff Meetings, District and Site Safety Trainings, Monthly Emergency Drills 5800: Professional/Consulting Services And Operating Expenditures District Funded 0

Red Ribbon Week and Other Safety Activities - Supplies and Incentives 4000-4999: Books And Supplies Discretionary 400

Monthly Classified Meetings and Professional Development 0


Analysis






Annual Review and Update SPSA Year Reviewed: 2018-19 Goal 3 Recruit, retain, and support all staff to increase student achievement and build capacity.







Support new and continuing staff through effective communication practices and professional development through district provided trainings, TOSA support and lesson studies, staff meeting trainings, and outside opportunities to build capacity.

Already Accounted for in Goal 1 - Substitutes for TOSA Supported Lesson Studies 1000-1999: Certificated Personnel Salaries None Specified 0

District Contracted Professional Development including OCDE - GATE and BELIEF and MIT-Reading/Writing Workshop 5800: Professional/Consulting Services And Operating Expenditures District Funded 0

Substitutes for District Provided Trainings 1000-1999: Certificated Personnel Salaries District Funded 0

Already Acounted for in Goal 1 - Substitute Teachers - Lesson Studies 1000-1999: Certificated Personnel Salaries None Specified 0

Supplies and Materials for Bi-monthly Staff Meetings and Weekly






Collaboration 4000-4999: Books And Supplies Discretionary 1000

Roving Substitutes for Pre and Post Observation and Evaluation Meetings 1000-1999: Certificated Personnel Salaries Discretionary 900

Detailed Weekly Whitaker Bulletin with Transcript of Weekly Teleparent Message and Staff Meeting Agendas 4000-4999: Books And Supplies Discretionary 200

Utilize strategies to promote staff morale, to build teams, and to create a positive working environment.

Instructional materials and supplies 4000-4999: Books And Supplies Discretionary 1500

Already Accounted for in Strategy 1 - Weekly Whitaker Bulletin - Contains clear communication/expectations/Shout Outs and Thank You messages to appreciate staff 4000-4999: Books And Supplies None Specified 0

Weekly Facebook Posts and Website stories - Highlighting and Promoting Teacher and School Positive Actions and Best Practices 0

Mercy Triumphs Foundation - Staff Lounge and Coffee Adoption - New Coffee Station, Seasonal decorations and restocking 0






Teachers will enhance their instructional practices through collaborative lesson planning and analysis of student assessment data through grade-level professional dialogue, including weekly Collaborative Thursdays and periodic Data Days.

Instructional materials and supplies 4000-4999: Books And Supplies Discretionary 1500

Analysis






Annual Review and Update SPSA Year Reviewed: 2018-19 Goal 4 Parents will have multiple opportunities to be engaged in their children's education.







Committees for ELAC, SSC, and HSO will provide input on the SPSA including student programs, parents supports, and school-wide activities. ELAC, SCC and HSO parent meetings will be held to update parents on school-wide progress being made toward goals.

Office Supplies Including Paper and Toner 4000-4999: Books And Supplies Discretionary 2000

Encourage more parent participation in school activities, workshops, and school parent organization by enhancing support for and providing opportunities for parents to be involved.

Office Supplies 4000-4999: Books And Supplies Discretionary 1500

Provide opportunities for Parent Workshops and Classes including purchased and donated services such as, Giving Children Hope financial literacy classes, OCDE Parent Presentations, GRIP Parents Supporting Parents, and Padres en Accion to provide training and presentations at times aligned to other meetings or events 5800: Professional/Consulting Services And Operating Expenditures Title I 2500






Work with HSO to provide engaging and supportive family nights throughout the year. 4000-4999: Books And Supplies None Specified 0

Provide child care for some parent meetings/workshops to encourage attendance 2000-2999: Classified Personnel Salaries Discretionary 300

Increase opportunities to inform parents and provide consistent and regular communication channels including weekly edulink messages, Monthly Whitaker Wave Publication, Updated Whitaker Website and Weekly Facebook Posts, Announcement and reminder flyers, and reminder edulink messages. Provide report cards 3 times a year and Parent-Teacher Conferences at least once a year in September. All communication will be provided in English and Spanish.

Office Supplies 4000-4999: Books And Supplies Discretionary 1000

Intouch notification system for weekly teleparent messages 5000-5999: Services And Other Operating Expenditures District Funded 0

Supplies for Monthly Whitaker Wave 4000-4999: Books And Supplies Discretionary 1000

Postage for communication sent by mail 5900: Communications Discretionary 300

Bilingual Stipend 2000-2999: Classified Personnel Salaries Discretionary 1250

Already Accounted for in Goal 1 - Bilingual Service Provider and other bilingual staff authorized to translate - Provide translation for meetings including Parent-Teacher/Admin Conferences, IEP meetings, and






messages sent via phone or paper. 2000-2999: Classified Personnel Salaries None Specified 0

Analysis






Annual Review and Update SPSA Year Reviewed: 2018-19 Goal 5







startcollapse Analysis






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 84350

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA 227389

Allocations by Funding Source startcollapse

Funding Source Amount Balance

Discretionary 143,039.00 0.00

Title I 84,350 0.00


Expenditures by Funding Source startcollapse

Funding Source Amount

0.00

Discretionary 143,039.00

District Funded 0.00

None Specified 0.00

Title I 84,350.00


Expenditures by Budget Reference startcollapse

Budget Reference Amount

0.00

1000-1999: Certificated Personnel Salaries 19,747.00

2000-2999: Classified Personnel Salaries 77,350.00

3000-3999: Employee Benefits 17,453.00

4000-4999: Books And Supplies 67,154.00

5000-5999: Services And Other Operating Expenditures

33,885.00

5800: Professional/Consulting Services And Operating Expenditures

11,500.00

5900: Communications 300.00


Expenditures by Budget Reference and Funding Source startcollapse

Budget Reference Funding Source Amount

0.00

4000-4999: Books And Supplies 0.00

1000-1999: Certificated Personnel Salaries


2000-2999: Classified Personnel Salaries


3000-3999: Employee Benefits Discretionary 13,153.00

4000-4999: Books And Supplies Discretionary 46,036.00



5900: Communications Discretionary 300.00





4000-4999: Books And Supplies District Funded 0.00






None Specified 0.00


None Specified 0.00

4000-4999: Books And Supplies None Specified 0.00


Title I 12,847.00


Title I 15,700.00

3000-3999: Employee Benefits Title I 4,300.00

4000-4999: Books And Supplies Title I 21,118.00


Title I 18,885.00


Title I 11,500.00


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 startcollapse

Name of Members Role

Scott Francisco X Classroom Teacher

Carolyn Revtyak X Classroom Teacher

Janet Goldgorin X Classroom Teacher

Maria Gross X Other School Staff

Mary Beckelheimer X Principal

Lizeth Acosta X Parent or Community Member

Anita Cruz X Parent or Community Member

Lationa Scott X Parent or Community Member

Javier Gutierrez X Parent or Community Member

Carlos Arreola X Parent or Community Member 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 Single Plan for Student Achievement (SPSA) requiring board approval. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan:

Signature Committee or Advisory Group Name

X English Learner Advisory Committee The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. This SPSA was adopted by the SSC at a public meeting on 10/24/18. Attested:

Principal, Mary Beckelheimer on

SSC Chairperson, Lationa Scott on


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

Documents

Plan forSecondaryStudent Achievement (SPSA) Template · Single Plan forSecondaryStudent Achievement (SPSA) Template The Single Plan for Student Achievement (SPSA) is meant to consolidate