Single Plan for Student Achievement-Part II - Local Educational … Plan/CUHS... · 2015. 9. 11. · CUHS SPSA 2015-2016 Page 2 Form A: Planned Improvements in Student Performance

Central Union

High School

Single Plan for Student Achievement

2015-2016

The Single Plan for Student Achievement

School: Central Union High School

District: Central Union High School District

County-District School (CDS) Code: 13 63115 1333004

Principal: Craig Lyon

Date of this revision: August 2015 The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA. For additional information on school programs and how you may become involved locally, please contact the following person:

Contact Person: Queana Givens

Position: Special Projects Resource Teacher

Telephone Number: 760-336-4317

Address: 1001 Brighton Ave. El Centro, CA 92243

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on _________.

mailto:[email protected]

SHS- SPSA 2014-2015 Page 1

Table of Contents I. Single Plan for Student Achievement

Form A: Planned Improvements in Student Performance Form B: Centralized Services for Planned Improvements in Student

Performance Form C: Programs Included in This Plan

2

31

35

Form D: School Site Council Membership

36

Form E: Recommendations and Assurances

37

Form G: Single Plan for Student Achievement Annual Evaluation 39

Form F: Budget

41

CUHS SPSA 2015-2016 Page 2

Form A: Planned Improvements in Student Performance The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:

Goal #1 School-Wide Focus on Academic Literacy

CUHS GOAL # 1: To improve instruction and student learning in English, with emphasis on reading, writing, listening, speaking and technology. By 2015 students will improve their proficiency level in English from 52% to 55% school-wide and all significant subgroups will earn 3% gains in English Language Arts Benchmark scores. By 2015 SHS will increase the passing rate by 5% as measured by the CAHSEE. CUHS ESLRs: Socially Conscious Problem Solvers Achievers in Academics, Arts and Extra-curriculars Responsible Technologically Literate Analytical Thinkers ALIGNS WITH: LEA GOAL 1A: All students will attain Proficiency in Reading/ELA. LCAP Priority areas # 2, 4 & 8: Implementation of CCSS: Implementation of California’s academic standards, including the Common Core State Standards in English language arts and math, Next Generation Science Standards, English language development, history social science, visual and performing arts, health education and physical education standards. Student Achievement in ELA. Performance on standardized tests, API, number of students college & career ready, number of students passing the Advance Placement exam with 3 or higher, number of students determined prepared for college by the Early Assessment Program (EAP). Other Student Outcomes – other indicators of student performance in required areas of study.

What data did you use to form this goal? CST ELA Proficient/Above 2014: N/A CAHSEE 2014: All: 57.1% (+1.1%) proficient/above, 85% passing (+1%) EL: 35.6% (+8.6%) proficient/above, 57% passing (no change)

What were the findings from the analysis of this data? All findings have indicated that the number of students achieving proficient/advanced has increased. Based on student achievement data , the staff has identified the need to continue to:

Provide and practice content specific literacy strategies in ALL courses

Create authentic, quarterly writing/presenting opportunities to real-world audiences.

How will the school evaluate the progress of this goal? Quarterly and annual program monitoring and evaluation- See specific steps and action dates.


SED: 53.1% (+1.4%) proficient/above, 83% passing (+3%) SPED: 19.1% (-4%) proficient/above, 45% passing (+9%) English Learner Re-designation Rates: For students who were freshmen in 11-12, 18% of EL’s were Redesignated by 13-14.

Frequently and swiftly identity of students who are at-risk

Acquire technology resources and instructional materials to aid in pinpointing skills gaps and providing targeted support and intervention

Offer during the day support classes and after school tutoring and intervention.

AYP (1st–time 10th grade prof. & adv.) Data by Subgroup (ELA) Target: 88.9% Proficient or Advanced (2013)

Student Subgroup

Valid Scores % Proficient and Advanced

2011 2012 2013 2014 2011 2012 2013 2014

Participation Rate 99% 100% 100% 97%

School Wide 409 449 439 457 61.4 62.7 57.1 58.2

Hispanic/Latino 380 407 416 422 61.1 61.4 56.8 57.3

Socio Disadvantaged 284 306 317 324 54.2 57.9 51.7 53.1

English Learners 152 151 166 203 36.8 34.5 27.0 35.6

w/Disabilities 18 33 41 49 27.8 25.0 23.1 19.1

White (Not Hispanic) 13 21 12 19 76.9 89.5 75.0 73.7


California High School Exit Exam (CAHSEE) Results English-Language Arts (ELA) by Program for (Grade 10) – 3 Year Trend

Tested or Passing

Subj.

All Students Special Education Students English Learner (EL) Students Reclassified Fluent-English Proficient (RFEP) Students

Economically Disadvantaged Not Economically Disadvantaged

SY 11-12 12-13 13-14 11-12 12-13 13-14 11-12 12-13 13-14 11-12 12-13 13-14 11-12 12-13 13-14 11-12 12-13 13-14

# Tested ELA

446 436 452 29 33 40 114 114 90 127 140 150 304 239 311 128 182 129

Passing ELA

389

(87%)

367

(84%)

386

(85%)

10

(34%)

12

(36%)

18

(45%)

74

(65%)

65

(57%)

51

(57%)

125

(98%)

134

(96%)

136

(91%)

259

(85%)

192

(80%)

259

(83%)

118

(92%)

161

(88%)

117

(91%)

English Learner Students by Grade (13-14)

Year Grade 9 Grade 10 Grade 11 Grade 12 Total

11-12 159 (37%) 120 (28%) 79 (22%) 75 (17%) 433

12-13 150 (37%) 119 (29%) 84 (21%) 54 (13%) 407

13-14 151 (39%) 112 (29%) 72 (19%) 51 (13%) 386


Strategy: During 2015-2016, the school will promote a school-wide literacy plan, focused on close, careful reading of complex text, across the curriculum, providing support and intervention for struggling readers and English Language Learners as measured by the District Benchmarks, CELDT scores, student self-monitoring, and mid- and end-of-quarter grades.

Objectives Personnel Responsible Actions/Tasks Timeline

Progress Monitoring/ Data Projected Cost

Funding Source

INSTRUCTION 1.1 Core

Use common instructional strategies, tools, and routines that support students in the close careful reading of text.

SOI & Site Admin/ Coaches/ Teachers

SOIs/Admin/Coach/ Teachers Admin

Admin PIRT/ Dept. Chairs Admin/PIRT

Continue to focus on common, high-impact literacy strategies ("Common Language of Instruction") - Learning Targets - Close Reading of Informational Text - Structure of Content and Time - Strategic Questions (increasing in DOK) Continue to use Learning Walks as a method of helping teachers align understanding of the "Common Language of Instruction" Develop and implement a plan for monitoring the consistent and appropriate use of common, high-impact instructional strategies. Share the plan, observation tool, and results of Walk-through observations with staff members. Purchase identified tools that will contribute to planning language rich experiences (ie LACOE Language tool). Purchase, train teachers, encourage and monitor use of TurnItIn.com

ongoing 4 in the 15-16 sy Fall 2015 - Monthly

July/Aug 2015 Aug. 2015 - Monthly

Digital observation tool

Schedules, sign-in, reflections

Digital observation tool

Principal to staff

PO

PO, sign-in, program usage reports

$4,000 subs and supplies

$800.00 materials

$15,000 (2 year subscription-15/16 & 16/17)

Title I:A Title I: A Title I: A


1.2 Low-Income Structure opportunities for students to set personal goals related to reading improvement, track progress, and reflect and refine those goals.

PIRT

Students/ Teachers PIRT/

Provide a variety of goal setting templates Use Advisory Period time to allow students to set, revisit, and refine goals Provide agendas for all freshman and other at risk student groups.

Fall 2015 2-3x/ month Fall 2015

Template on file w. PIRT Plan on file with PIRT PO, sign out to health & intro

$200.00 copies $2200

LCAP- Advisory Title I: A

1.3 English Learners Integrate academic language instruction and provide specially designed academic instruction (SDAIE) in English and bilingual instruction in designated classes.

Admin/ Coaches/ Teachers PIRT/ Dept. Chairs Supervisor of Instruction EL/ PIRT

Provide teachers with a variety of language frames to support academic language expectations in the classroom (posters, handouts, interaction cards) Supply students with language support tools as needed Purchase/Renew English language acquisition instructional materials, software, and applications (Splashtop, Rosetta Stone, Newsela, Edge, Read 180)

Fall 2015

on-going

Reflected in lesson plans or in classroom obs PO

$17,500.00

Title I, Title III, LCFF(2.3)

1.4 Foster Youth/At- Risk Frequently monitor FY/At-risk students to communicate literacy progress and prescribe strategic and/or intensive interventions.

Principal/ SAS coordinator AP Curr/ English 10 teachers

- Student Academic Success Academy/ Intervention Coordinator (TOSA)

- Select students that will be in 8th period SAS program.

- Meet with students and parent to obtain parental consent.

Continue to use diagnostic tools to determine areas of support and intervention for all grade 9 and 10 students

15-16

STAR Results

TOSA (1 period) $16000 sal 3552.40 benes 4 SAS Teachers’ Salaries: $46,800 SAS Mat. & Sup: $1,700

LCAP See 1.8


4 English Teachers SOI EL/AP Curr/ EL Clerks SOI EL/AP Curr/ EL Clerks 4 English Teachers

Continue implementation of English Support and Intervention classes at 10th grade level (for true sophomores) particularly for EL students Ensure master schedule addresses number of sections needed for initial placement and follow up to ensure accurate placement. Analyze grades every quarter for progress and intervention. Provide 3 Skill Improvement Saturdays (English) (4 teachers*12 hours*$31/hr)

15-16 sy Weeks 1-2 Quarterly Quarter 3

Master schedule Master schedule Meeting schedule & plan

$72,540.25 sal & benes (Acc Lang ) $3150.99 salary & benes

LCAP Title I: A

CURRICULUM

1.5 LI Provide frequent and multiple opportunities for students to use literacy skills with technology and library resources to investigate research topics of choice, related to content objectives.

Teachers/ Computer Lab Tech/ Librarian PIRT/Librarian

Continue to employ Computer Lab Technician to increase technology access and create opportunities for students to create and perform research tasks (Zulema). Subscribe to the GALE database that provides scholarly articles available for student’s research.

15-16 sy 15-16 sy

Time card or work log PO; systems usage report

$36,346 classified salary & bene $3,200

Title I: A Title I: A

1.6 EL Ensure access to challenging content by planning for light, moderate, or heavy scaffolding and support.

Admin/ Coaches/ Teachers SOI EL/ Principal/ AP

Provide teachers copies of grade specific ELD Standards, as needed Develop and implement tool for monitoring of EL classrooms and

Fall 2015

Lesson plans and observations Digital


Curr sharing feedback to ensure appropriate focus strategies are being used.

Monthly observation tool

1.7 FY/At- Risk Provide additional time for students to develop foundational reading skills using reading intervention software.

SOI EL/ PIRT Update or renew software licenses (Read 180=40 seats) Provide teacher & training in the use of the reading intervention program.

Fall 2015

PO sign-ins, agendas

$2,100 renewal fee $17,724 sal & benes

LCAP

ASSESSMENT

1.8 Core Use diagnostic/ entry-level assessment tool to evaluate students' literacy levels and provide those reports to all teachers.

Admin/ PIRT/ English Dept. Chair

Identify and purchase (if necessary) a tool to help accurately identify students' current reading Lexile levels and monitor growth

Quarter 1 STAR reports $2500 subscription

1.9 LI Provide opportunities for students to read, write, design, and present to a variety of real-world audiences, encouraging participation in a variety of relevant literacy experiences.

Instr. Coaches/ Department Chairs AP Curr./Department Chairs/Content Leads/All teachers

Share common writing rubrics between departments and develop common writing tasks and assignments. Develop at least 1 task per quarter in which students must address a real world audience (shows or displays on campus, letters to the press/ politicians, presentations or reading to a younger audience, submit to a writing or video contest).

Quarter 1 Quarterly

District google Folder Prompts or task in curriculum guide

1.10 EL Use CELDT (and other measures) to select and integrate the appropriate scaffolds and to measure student progress.

Supervisor EL/Testing clerk/ Intervention Coordinator

Provide an informational meeting for grade 9 English learners, helping them understand the importance and implications of the CELDT. Analyze EL data for student progress or lack of progress

Fall 2015 Quarterly

EL conference/ parent mtg. agenda Conference schedule


1.11 FY/At-Risk Refine reading intervention, focusing on more frequent and immediate monitoring, communication, and implementation of plans for student acceleration.

Admin/ FY/At Risk Counselor/ Intervention Coordinator

Monitor and provide academic counseling each quarter for all intervention students. For those not progressing, determine reasons for non-progression and create a plan to accelerate student progress.

Quarterly Conference schedule Action plans

PROFESSIONAL DEVELOPMENT

1.12 Core Build the capacity of content leaders and department chairs to facilitate the learning of their colleagues, helping connect academic literacy to their own content.

Admin Admin/ Department Chairs/ Content Leads Principal/ AP Curr/ Teachers

Continue to provide an Instructional Coach focused on ELA and Literacy (Martinez). Purchase D. Fisher & N. Frey's platform for job-embedded PD. Foster a school-wide focus on close reading and strengthening students' academic language by providing exponentially more opportunities to speak, read, and collaborate, and write across the curriculum.

15-16 sy Fall 2015 Monthly focus

Work calendar/ work logs content lead sign-in/ training schedule Lesson plans/ curriculum guides/ digital observation tool

$31,773.15 sal & benes $250 - Site License $300 - Materials See expenses in 1.1 &1.3

Title I: A Title I: A PI Title I: A

1.13 LI Develop a system for recognizing, celebrating, and rewarding students who read for pleasure and make other strides in literacy development. 1.14 LI Equip the library with a current fiction and nonfiction catalogue, as well as periodical subscriptions and print and digital resources.

Principal/PIRT/ Counseling/Teachers /Parents SOI TECH/ PIRT/ Librarian PIRT/Librarian

Recruit members (parents and teachers) and provide materials and supplies for a rewards, recognition, and celebration committee (honor roll, perfect attendance, character, service, spirit, etc) Equip library with supply of toner for student use printers. Renew all current print and digital resource yearly subscriptions and increase the titles in current catalogue.

Back to School night - ongoing Quarter 2 Monthly

Aeries attendance a grade reports library usage report based on sign-in out Training schedule

$1,000 Materials/Supplies 2500.00 $708.80 magazines $4,000.00 fiction/nonfiction

Title I: A Title I: A Title I: A


books

1.15 EL Roll out the ELD standards to staff in order to define and develop our understanding of designated and integrated ELD.

Supervisor of Instruction EL/APs Curriculum/Coaches

Contract with CRLP-ICOE to train all academic core teachers in "Engaging ELs in the CCSS: Unpacking and Implementing CA ELD Standards

TBD MOU, sign-ins and agenda

$4800.00 MOU LCAP

FY/At-Risk 1.16- Train ELA/ELD teachers, particularly Special Education teachers working with struggling readers, to be able to identify reading gaps in terms of the foundational skills strand of the CCSS in order to identify and target gaps in reading skills.

Admin/GenEd/SpEd teachers BTSA District Lead/PIRT

Workshops/In-service/Conferences Ensure teachers are highly qualified and receive BTSA Training Hire substitute teachers for PD opportunities

15-16 sy

Ongoing

MOU, sign-ins and flyers/ agenda CRF/ flyers/ agenda

23,000 registration, travel, lodging, meals $4,500 $4200 $840

Title I: A Title II Title I: A Title II

Goal #2- First, Best Instruction in Mathematics & Science, Coupled with a Tiered System of Support and Intervention

CUHS Goal 2: To improve instruction and learning across the curriculum with emphasis on mathematics using data to drive the instruction. By 2016, all students attempting Algebra 1 for the first time will earn a 5% gain in Algebra 1 as measured by the math quarterly district benchmarks. By 2016, EL students, no matter the grade level, will earn a 5% gain in Algebra 1 as measured by the math quarterly district benchmarks scores. By 2016, the first time passing rate on the CAHSEE Math will increase to 90% (pending decision of CA to continue the CAHSEE administration). CUHS ESLRs: Socially Conscious Problem Solvers Achievers in Academics, Arts and Extra-curriculars Responsible Technologically Literate Analytical

Thinkers

LEA GOAL: 1B Mathematics - All students will attain proficiency in Mathematics. LCAP Priorities # 2, 4 & 8: Implementation of CCSS: Implementation of California’s academic standards, including the Common Core State Standards in English language arts and math, Next Generation Science Standards, English language development, history social science, visual and performing arts, health education and physical education standards. Student Achievement in Math. Performance on standardized tests – API, number of students college & career ready, number of students passing the Advance Placement exam with 3 or higher, number of students determined prepared for college by the Early Assessment Program (EAP) Other Student Outcomes – other indicators of student performance in required areas of study.


What data did you use to form this goal? CST Math Proficient/Above 2014: N/A CST Algebra 1 English Learners: N/A CAHSEE 2014: All: 64.7% proficient/above (-1.2%), 87% passing (+2%) EL: 50.3% proficient/above (+4.2%), 63% passing (2%) SED: 61.1% proficient/above (-.1%), 84% passing (+2%) SPED: 27.1% proficient/above (-.4%), 34% passing (-4%)

What were the findings from the analysis of this data? All findings have indicated that the overall number of students achieving proficient/advanced in math has increased. However, students’ achievement in Algebra 1 and Geometry has decreased. EL students continue to struggle with Algebra 1. Based on student achievement data, the staff has identified the need to increase student academic achievement by:

Providing first best instruction in all mathematics courses

Providing a hands-on alternative to the traditional Algebra 1 course

Frequent identification of students who are at-risk

Acquiring technology resources and instructional materials to aid in pinpointing skills gaps and providing targeted support and intervention

Offering during the day support classes and after school tutoring and intervention.

How will the school evaluate the progress of this goal? Quarterly and annual program monitoring and evaluation- See specific steps and action dates.

AYP (1st–time 10th grade prof. & adv.) Data by Subgroup (Mathematics) Target: 88.7% Proficient or Advanced (2013)

Student Subgroup Valid Scores % Proficient and Advanced

2011 2012 2013 2014 2011 2012 2013 2014

Participation Rate 98% 99% 99% 98%

School Wide 407 446 438 465 65.4 68.3 65.9 64.7

Hispanic/Latino 379 404 415 429 65.2 67.3 64.6 64.6

Socio Disadvantaged 282 302 315 328 59.6 66.0 61.2 61.1

English Learners 152 149 165 207 46.1 45.9 46.5 50.3

w/Disabilities 18 32 42 50 22.2 22.6 27.5 27.1


White (Not Hispanic) 13 21 12 20 69.2 94.7 91.7 78.9

CAHSEE Results for Mathematics by Program (Grade 10) – 3 Year Trend

Tested or Passing

Subj.

All Students Special Education Students English Learner (EL) Students Reclassified Fluent-English Proficient (RFEP) Students

Economically Disadvantaged Not Economically Disadvantaged

SY 11-12 12-13 13-14 11-12 12-13 13-14 11-12 12-13 13-14 11-12 12-13 13-14 11-12 12-13 13-14 11-12 12-13 13-14

# Tested Math

443 435 460 29 34 41 113 111 94 126 142 150 300 239 316 129 180 132

Passing Math

393

(89%)

368

(85%)

402

(87%)

8

(28%)

13

(38%)

14

(34%)

84

(74%)

72

(65%)

59

(63%)

123

(98%)

133

(94%)

138

(92%)

262

(87%)

195

(82%)

266

(84%)

120

(93%)

161

(89%)

124

(94%)

Algebra 1 (9th grade – Non-EL)

Year Semester #/% of As

#/% of Bs

#/% of Cs

#/% of Ds

#/% of Fs

#/% of Is

Other/%

GPA

2014-15 1 (1.1) 74/ 17.7

74/ 17.7

72/ 17.2

66/ 15.8

117/ 28

3/ 0.7

12/ 2.9

1.79

2013-14 2 (1.1) 1/ 0.7

7/ 5.3

36/ 27.3

20/ 15.2

64/ 48.5

0/ 0

4/ 3

0.92

2013-14 2 (1.2) 20/ 8.4

53/ 22.2

66 27.6

36/ 15.1

62/ 25.9

0/ 0

2/ 0.8

1.7

2013-14 1 (1.1) 23/ 6.6

76/ 21.8

82/ 23.6

43/ 12.4

121/ 34.8

0/ 0

3/ 0.8

1.5

2012-13 2 (1.2) 35/ 9.4

78/ 21

31/ 8.3

0/ 0

227/ 61

1/ 0.3

0/ 0

1.2


Strategy: During 2015-2016, the school will equip math teachers with the skills and tools they need to further the implementation of the CA CCSS in Mathematics, as well as develop a swift identification and intervention program to ensure that every student working below grade level in mathematics, is provided with strategic or intensive interventions, including appropriate intervention materials and extended learning time.

Objective Personnel

Responsible Actions Timeline

Progress Monitoring/

Data Projected

Cost Funding Source

INSTRUCTION

2.1 Core Provide opportunities for inquiry, critical thinking, and hands-on, relevant learning experiences. 2.2 Core Support the implementation of the revised Freshman science courses (Foundations and Integrated), intended to increase the number of hands-on labs and prepare students for increasingly rigorous science courses.

SOI/Principal/Coach/Teachers/ICOE Consultant Principal/ Science Dept. Chair/ science teachers

Participate in lesson study cycles focused on 3 Act Math and/or other inquiry methods of instruction. - Algebra 1 (6 teachers* $125./sub* 2 days* 2 cycles) - Geometry (6 teachers* $125./sub* 2 days* 2 cycles) Purchase materials and supplies for labs, projects, and presentations.

1 per semester Fall 2015

MOU, teacher reflections PO/ Lab calendar

$4,000 ICOE consultant $3,000 subs $5,000

LCAP LCAP Title I

2.3 LI Structure opportunities for students to set personal goals related to math, track progress, and reflect on learning.

PIRT/Students/ Teachers Students/ Teachers

Provide a variety of goal setting templates Allow students to set, revisit, and refine goals regarding math progress

Fall 2015 2-3x monthly

On file with PIRT

$50.00 copies See objective 1.2

2.4 EL Integrate academic language instruction and provide language support that enable students to listen, speak, read, and write like a mathematician.

Admin/ Coaches/Dept. Chair Teachers

Provide teachers with a variety of language frames to support academic language expectations when using the 8 Mathematical Practices (8MPs) (posters, handouts, interaction cards)

Fall 2015

See objective 1.3


PIRT/ Dept. Chairs Supply students with language support tool on-going

2.5 FY/At-Risk Frequently monitor foster youth and at risk students to communicate progress and prescribe strategic and or intensive interventions.

Principal/TOSA 4 Math Teachers AP Curriculum/PIRT/ AVID teachers (for training) AP Curriculum/PIRT/ AVID teachers (for training)

Student Academic Success Academy Coordinator (TOSA) Select students that will be in 8th period SAS program. Meet with students and parent to obtain parental consent. Employ 4 Algebra I Intervention Teachers (3 days per week x 35 weeks) Continue to hire and train Algebra I Tutors for after school Intervention (8 tutors x 3 hrs per week x 35 weeks) Continue to hire and train Algebra I Tutors during the school day (2 tutors x 15 hrs per week x 35 weeks)

Starting week 3 - cont. 35 weeks Starting week 3 - cont. 35 weeks Starting week 3 - cont. 35 weeks

Work calendar/ Log PFS Work log Work log

See Goal 1.4 $13,020 - cert. salary Benefits $8400 - classified salary $9000 - classified salary

LCAP Title I: A Title I: A Title I: A

CURRICULUM

2.6 Core Develop measurable learning targets for each unit of study based on the 8 mathematical practices and the CCSS for math

Math Teachers Embed and denote the 8MPs into the district curriculum guides

Summer work and CWs

Curriculum guide Posters

LCAP

2.7 LI Support students in planning for projects, monitoring and tracking their own learning, as well as developing grit, perseverance and stamina for problem solving.

PIRT Admin/Coach/

Provide all Freshman and other at risk groups with a school agenda to be monitored in the advisory (maybe college/career) Provide teachers training and resources for developing Grit and Growth Mindset (extension of HOPE) for students struggling in mathematics.

Fall 2015

Site CW agenda

See objective 1.2


2.8 EL Design lessons that facilitate collaboration and academic language use through listening, speaking, reading, and writing.


Supply Math and other content area teachers with tools and supplies that encourage group collaboration and language usage to complete tasks

ongoing Observation Tool

$8,000.00 Title I:A

2.9 FY/At-Risk Provide additional time and support for students to build foundational mathematics skills.

AP Curr/PIRT/Math Teachers

Provide 3 Skill Improvement Saturdays- Math (4 teachers x 4 hours x 3 Saturdays) Employ 1 teacher in RRR Summer Intervention to assist students with mastering standards (change to 3 if there are non-utilized SES funds)

3 Quarter Summer 2016

$1,488 - cert salary $13206.00 - cert salary

Title I: A Title I: A

ASSESSMENT

2.10 EL- Provide multiple opportunities to practice and a variety of ways for English learners to demonstrate their understanding of concepts and skills.

AP Principal/ Math team

Explore instructional models focused on the inquiry model. Seek opportunities to observe strategies in use.

Fall 2015

2.11 FY/At- Risk- Refine math intervention focusing on more frequent and immediate monitoring, communication with parents, and implementing plans for acceleration.

Principal/ PLC teachers

Appoint a lead teacher to analyze data to create placement in the Algebra I intervention program.

15-16 sy Work log


2.12 Core Participate in job embedded learning opportunities such as learning walks and lesson study cycles, as well as attend PD opportunities off-campus focused on the 8 mathematical practices and CaCCSS for math.

Admin/ Department Chairs/ Content Leads/

Hire an Instructional Coach focused on mathematics and science (TBD). Research and provide on and off-site PD opportunities Ensure teachers are highly qualified and receive BTSA Training (repeated form 1.16)

ASAP on-going On-going

$6,440.49 sal & benes $5000 services $4013.50 $4,500 certificated

Title I: A Title I: A Title II Title II


Hire subs for professional development opportunities for teachers to learn instructional strategies consistent with the demands of the CA CCSS for Math.

$4,200 certificated $840.00

Title I: A Title II

2.13 LI Build our own understanding of project based/ inquiry based unit design, for the purpose of building motivation and engagement, especially for students with a negative concept of mathematics.

Principal/ AP Curr Explore possibilities for a PBL framework to roll out in the 15-16 school year.

2.14 EL Introduce the 2012 ELD standard and and build awareness about responsibilities for providing integrated ELD instruction


Contract with CRLP-ICOE to train all academic math teachers in "Engaging ELs in the CCSS: Unpacking and Implementing CA ELD Standards

TBD MOU $3,000.00 LCAP

2.15 FY/At- Risk Thoroughly train teachers working with intervention software, and provide refresher or advanced training for teachers already using these systems.

Principal/ AP Curr/ Dept. Chair/ Teachers

Determine student audiences and strategies to maximize the use of computer software for strategic and intensive intervention and enrichment (ie. AM LearnBop; Study Island w/ English)

Yearly renewal

System attendance & progress reports

$5,000 - licenses and support

Title I: A


Goal #3- Increase Parent Involvement and Improve Communication and Collaboration Between All Stakeholders CUHS GOAL # 3: Improve parent awareness and involvement to support student learning by:

a. Communicating clearly and often with parents regarding student progress and achievement using multiple methods b. Empowering parents to monitor and support student progress. c. Promoting and supporting community events.

CUHS ESLRs: S Problem Solvers Achievers in Academics, Arts and Extra-curriculars Responsible T A LEA GOAL 1E: By June 2016, CUHSD will become an information-driven district where data is accessible, analyzed and used to identify target student subgroups for instructional support, target areas for possible re-teaching, and measure the effectiveness of instructional interventions. LCAP Priorities # 3, 4, 5, 6: Parental Involvement: local community is engaged in the decision-making process and the educational programs of students. Student Achievement: Performance on standardized tests – API, number of students college & career ready, number of students passing the Advance Placement exam with 3 or higher, number of students determined prepared for college by the Early Assessment Program (EAP) Student Engagement: School attendance rates, chronic absenteeism rates, high school dropout rates, high school graduation rate. School Climate: student suspension & expulsion rates. What data did you use to form this goal? LCAP Parent/Teacher Survey Results LCAP Student Focus Groups Findings LCAP Parent Advisory Meeting Feedback

What were the findings from the analysis of this data? All findings have indicated that the transition to improved data access and data usage has been challenging and frustrating for all stakeholders. Based on feedback and data from parents and focus groups, our school is to provide:

Timely and easy access to data that can be used as information for instructional planning

Multiple and varied communications to parents

How will the school evaluate the progress of this goal? The SPSA will be reviewed by the SSC annually


Strategy: During 2015-2016, the school will continue to develop clear systems of communication and collaboration among all stakeholders (teacher to teacher, teacher to student, admin to teacher, teacher/school to parents, school to business community, etc).

Specific Steps Personnel Responsible Actions Timeline

Progress Monitoring/ Data

Projected Cost

Funding Source

INSTRUCTION

3.1 Core Maintain and refine current efforts to communicate with stakeholders regarding student progress, school events, deadlines, policies etc.

SOI Tech/PIRT SOI Tech/PIRT SOI Tech/PIRT SOI Tech/AP Curr ASB Director AP Student Services

Maintain and advertise the Parent Portal. Maintain Blackboard Connect (BBC) Dialing System. Add the texting feature to Blackboard Connect System. Support staff with initial and refresher/follow-up training to use the BBC system effectively. Supply the ASB with advertising supplies for encouraging parent involvement. Increase the assignment of the Community Liaison (truancy officer) from .5 to 1 FTE

Aug. registration - ongoing July 2015 - ongoing July 2015 - ongoing Back to school or fall prep period meeting 15-16 sy 15-16 sy

System usage data PO System usage data Agenda, Sign-in Attendance data Time cards/logs

$2,715 $3,840 No anticipated cost $2,500 $14,013 salary and benefits

LCAP LCAP Title I LCAP

3.2 LI Provide opportunities for stakeholders to come to learn about the resources available on our campus and help them to understand all of the ways to stay connected with the school.

PIRT PIRT

Advertise and Host Title I Parent Night Notify and invite IV Press to cover special events happening at school and advertise school-wide events in the IV Press, as well as on our various social

Aug. registration Ongoing

Dialer and ad in press newspaper clippings

$100- materials, copies, supplies $444 Back to school ad


media pages.

3.3 EL Using curriculum developed by ELD teachers, improve instruction by focusing on key strategies in the classroom.

SOI EL/AP Curriculum Monitor the use of the following instructional Strategies: - Learning Targets - Close Reading of Informational Text - Structure of Content and Time - Strategic Questions (increasing in DOK)

Ongoing

Online observation tool

3.4 FY/At- Risk Provide specific opportunities for FY/At-risk students to develop communication skills in a safe environment.

Principal/At Risk Counselor At Risk Counselor

Train FY/At-risk Counselor in best practices for running small support groups. Support students with individual and group counseling sessions using Overcoming Obstacles curriculum

ongoing ongoing

Flyers/CRF Schedules and sign-ins

LCAP

CURRICULUM

3.5 Core Ensure that all content teams develop the structures that allow teams to operate as a Professional Learning Community focused on the 4 central questions of a PLC.

Principal/ AP Curr/ Department Chairs/Content Leads/ Teachers SOI Tech Admin/Coach/PIRT

Develop team norms and set short and long term goals for curriculum and instruction. Provide teachers training in the use of EADMS Data Management System. Develop a progress reporting form for all content teams to complete after collaborative work.

August back to school July 2015

Submit and update in Google docs Schedules and sign-ins

3.6 LI Identify recommendations from Building a Culture of Hope to implement school-wide and monitor to see that these strategies are implemented

Principal/ AP Curr/ Department Chairs/Content Leads/ Teachers

Recruit a crew of staff members to greet students at the gates. Purchase educational Newsletter to increase school to home communication.

rotating crews- ongoing

Schedules 350.00

Title I


3.7 EL Provide specific opportunities for parents/guardians of ELs to gather information regarding their student, the EL programs and to celebrate successes and progress. 3.8 EL Conduct EL SST (Case Studies) on LTEL CELDT L1/2s

SOI EL/EL Testing Clerk/ EL Program Assistant/Teacher

Make presentations as needed Provide clerical support for invitations, certificates, posters, etc. Conduct information review Interview parents Schedule meetings with APs, SOI, ELPA and families Follow up on decisions made

Agendas and sign-ins

$800 subs & materials

LCFF SC (1.14) & Title III

ASSESSMENT

3.9 Core Monitor and evaluate the frequency with which parents are contacted by phone, text, or email and whether those calls are positive, negative, or neutral.

Principal/ Intervention Coordinator/ Teachers

Collect and monitor school to home communication data.

quarterly System usage data

3.10 EL Continue to provide CELDT information, as well as any other information that will help teachers establish a profile for ELs and scaffold instruction accordingly.

SOI EL/ EL Prog. Assistant/ EL Testing Clerk

Administer the CELDT to all English Learners Employ EL Program Assistant (Tanya) to assist with analyzing data and counseling students Provide Classified Educational Stipend Provide Employee Benefits Erika EL Testing clerk

Semester 1 15-16 sy

Data report Work/call log

$4500- add'l testing hours $21,020 Salary $400 Stipend $12,159 Benefits

LCAP Title III Title III Title III


3.11 FY/At- Risk Ensure regular monitoring of student progress and use the SST process to identify options and supports for identified needs.

Principal/ AP Student Services/ Security Staff/ Teachers Principal/ AP Student Services/ Intervention coordinator

Develop and implement a campaign to combat tardiness and absences in which rewards and consequences are clearly and frequently communicated. Purchase Tardy Tracker Collect and share data from the Tardy Tracker to create school-wide and individualized intervention plans for students.

August kickoff - ongoing Summer 2015 Monthly

Attendance/tardy reports System reports

$8,000 equipment

LCAP


3.12 Core Provide initial/refresher and advanced training regarding all communication software tools for teachers who may need it.

SOI Tech & EL/ Instructional Coach/

BBConnect Training (as needed) with texting feature.

August- ongoing Sign-in and agenda

3.13 LI Continue providing opportunities for low-income families to learn about and participate in specific school programs especially designed to serve their students.

PIRT PIRT/ Teachers PIRT/ Teachers

Host Title I Parent Night and SES Fair (unless suspended) Explore interests and options for a parent education academy. Recruit "Room Parents" and form a Parent Teacher Organization

September Sign-ins/ agenda $200.00 - materials and supplies $200.00 - materials and supplies


Goal #4- Increase Attendance and Graduation Rates and Provide Rich, Relevant Opportunities for Students to Explore Colleges and Careers CUHS GOAL # 4: Monitor and improve school wide student engagement (as measured by state priority #5 & #6) and provide a series of courses and experiences at each grade-level the support students in creating a vision for their future after high school. ESLRs: Socially Conscious Problem Solvers Achievers in Academics, Arts and Extra-curriculars Responsible T Analytical Thinkers LEA GOAL 5A: Our three-year district goal is to increase the overall graduation rate to 89% by June 2016. LEA GOAL 5B: Our three-year district goal is to decrease the dropout rate by 1% annually by June 2016. LCAP Priorities # 5 & 6: Student Engagement: School attendance rates, chronic absenteeism rates, high school dropout rates, high school graduation rate. School Climate: student suspension & expulsion rates.

What data did you use to form this goal? Focus Group Findings Analysis of Graduation rates Graduates completing A-G requirements (UC/CSU eligible) 2011-2013 – (+9.7%) Dropout rates (0.7%) Suspension rates 2012-2014: 34.5% to 4.1% (670 students to 84 students)

What were the findings from the analysis of this data? All findings have indicated that the overall:

Students graduating with A-G requirements completed have increased.

Suspension rate have decreased. Based on data analysis, the school will:

Target Freshman as an at-risk group and develop a Freshmen Program of support and intervention

Proactively seek out students at risk for dropping out

Refine credit recovery

Expand the 8th period program

Employ an Intervention Coordinator

Increase the At-rick counselor from .5 to 1 FTE

Develop a 10-year plan starting with freshmen in the Get Focused, Stay Focused course

Closely and frequently monitor absences and tardy data

How will the school evaluate the progress of this goal? Attendance and tardy rates Graduation, dropout suspension and expulsion rates analysis


Suspension and Expulsion Trends

Year Census Enrollment Cumulative Enrollment Students Suspended Suspension Rate Students Expelled Expulsion Rate

11-12 1813 1943 670 34.5 8 0.4

12-13 1877 2020 606 30.0 2 0.1

13-14 1,896 2,037 84 4.1 1 0.0

Graduates by Ethnic Group

Year Hispanic or Latino

of Any Race American Indian or Alaska

Native, Not Hispanic Asian, Not Hispanic

Pacific Islander, Not Hispanic

Filipino, Not Hispanic

African American, Not Hispanic

White, not Hispanic

Two or More Races, Not Hispanic Total

10-11 309 2 1 0 0 6 19 4 341

11-12 319 0 1 0 0 11 23 6 360

12-13 355 0 4 1 0 8 13 2 383

Graduates Meeting UC/CSU Entrance Requirements

Year Hispanic or Latino of Any Race

American Indian or Alaska Native, Not Hispanic

Asian, Not Hispanic


Filipino, Not Hispanic


White, not Hispanic

Two or More Races, Not Hispanic

Total

10-11 55 0 1 0 0 1 6 0 63

(18.4%)

11-12 70 0 0 0 0 2 9 0 81

(22.5%)

12-13 101 0 2 0 0 0 5 0 108

(28.1%)


Total Dropouts by Ethnic Designation by Grade (12-13)

Ethnic Category Adjusted Grade 9 Dropouts

Adjusted Grade 10 Dropouts



Adjusted Ungraded Secondary Dropouts

Adjusted Grade 9-12 Dropout Total

Grade 9-12 Enrollment Total

Annual Adjusted Grade 9-12 Dropout

Rate

Hispanic or Latino of Any Race

4 3 3 2 0 12 1,733 0.7%

American Indian/Alaska Native, Not Hispanic

0 0 0 0 0 0 9 0

Asian, Not Hispanic 0 0 0 0 0 0 13 0


0 0 0 0 0 0 1 0

Filipino, Not Hispanic 0 0 0 0 0 0 1 0


0 0 0 0 0 0 34 0

White, Not Hispanic 0 1 0 0 0 1 78 1.3%

Two or More Races, Not Hispanic

0 0 0 0 0 0 5 0

School Total 4 4 3 2 0 13 1,874 0.7%


Strategy: During 2015-2016, the school will a) frequently track and communicate tardy and absentee data, and b) refine college and career readiness and exploration activities, events, and courses, creating at least one activity per grade level.

Specific Steps Personnel Responsible

Actions Timeline Progress Monitoring/

Data

Projected Cost Funding Source

INSTRUCTION

4.1 Core Provide school wide and grade-level specific events, activities, and courses aimed at building awareness about post-secondary options and career pathways.

AP Students Services/IVROP Guidance Tech/ Teachers Instr. Coach/ Health/Intro to Computers Teachers Counselors

IVROP Guidance Tech/ CTE Department Chair

AP Student Services/ Counselors

9th- Administer career interest inventory with all 9th grade students (Career Locker/CA Career Zone-SpEd). Incorporate the "Get Focused, Stay Focused" course into Health and Intro to Computers and complete My10YearPlan.com by the end of the year.

10th- Counselors will meet with hold a Sophomore Conference. Provide informational presentations to Sophomores making them of the aware of the career readiness opportunities, pathways, and certifications available through our CTE program. Organize a "Financing for Higher Education" presentation in collaboration with Wells Fargo Bank.

Quarter 1 15-16 sy Quarter 2 and 3 Quarter 3 Semester 2

Report results Curriculum guide reflecting learning targets Schedules Presentation schedule Agenda and presentation materials

$2000 PD & Planning $17,500 class textbook $36.00 TE $7, 500 consumable $99.00 My10YearPlan.com

IVROP Grant


Counselors AP Students Services/IVROP Guidance Tech/ Teachers

11th- Counselors will organize and advertise for Higher Ed Week II (exhibitors, breakout workshops, family night at the mall). Organize a "Employability" presentation in collaboration with Wells Fargo Bank.

12th - Counselors will organize and advertise for Higher Ed Week I (exhibitors, breakout workshops, family night at the mall). Organize a "Personal Financing for Life" in collaboration with Wells Fargo Bank.

Semester 2 Semester 2 Semester 1 Semester 2

Agenda and presentation materials Agenda and presentation materials

4.2 LI Continue AVID Program, to support students that are at risk of not going to college.

AVID Coordinator/ At-Risk Counselor

Recruit, interview and select students each spring for the following fall. Counselors will collaborate with the AVID program during the recruitment time frames, feeder school visits, and throughout the year providing college, career and financial aid information. The At-Risk counselor will accompany the AVID teachers during recruitment, to support the increase in numbers of at-risk students preparing for college.

Quarter 3


4.3 FY/At- Risk Target Freshmen and provide orientation through Link Crew and offer guidance in creating a 10-year-plan, to be revisited and revised in subsequent years.

AP Curriculum/ PIRT PIRT/ Link Crew Leaders

Select and Train 2 Link Crew coordinators (1 lead, 1 assistant) Provide Link Crew materials and supplies for Freshman Orientation and other School Connectivity activities

Spring 2016 Summer 2015

CRF/ flyer PO

$2,170.00 $725.00

Title I Title I

CURRICULUM

4.4 Core Create, supply, equip, and advertise clear course pathways that allow students to graduate high school with a specialization or certification in a specific industry or sector.

AP Curr/ PIRT/ Math Teacher

Robotics Replace/Replenish Barobo Bots (as needed) Renew partnership fee with UC Davis CSTEM program Continue to train teachers in CSTEM Algebra with robotics

Fall 2015 Winter 2016

PO $2000 replacements $1000 fee

LCAP / Title I

4.5 LI Use actual and virtual field trips and conversations with guest speakers to expose students to a variety of future colleges and/or careers.

PIRT/Teachers Invite 50 young ladies to participate in the Expanding Your Horizons Girls STEM Conference.

Spring 2016

Sign-up sheet $500.00 registration $300.00 transportation

Title I

4.6 EL Provide specific opportunities to showcase professions that benefit from biliterate employees.

AP Student Service

Create a Biliteracy presenter strand during the event.

Spring 2016

4.7 FY/At- Risk Continue to provide opportunities for students to recover credits to get and stay on track to earn a diploma.

PIRT PIRT PIRT

Renew our site license to Edginuity (E2020) Continue to employ Supplemental Intervention (E2020) teacher after school (4 hr/wk* $31/hr* 35 weeks) Continue to employ Supplemental Intervention (E2020) teacher during Summer Intervention (7 hrs/day* $31/hr* 20 days)

PO PFS PFS

$7,800 site license $9,190 hrly rate + benes $9,190 hrly rate + benes

LCAP Title I Title I


School Psychologist/ PIRT

Continue to purchase PE uniforms for H/FY students who may need them.

PO

$120 PE uniforms

Title I

ASSESSMENT

4.8 Core Continue to administer surveys and distribute results to students and staff in order to support and foster students' interest and aptitudes.

Principal Employ Program Improvement Resource Teacher(s) for data collection/analysis, program research, etc.

Work calendar / Log

$94,166.02 - Salary & Benes

Title I: A

4.9 LI Support students as they prepare to take certain college entrance exams and supplement cost of certain course requisites and fees for students who demonstrate a financial need

AP Curr/ PIRT AP Curr/ PIRT

Provide a teacher and materials for a 3 day long Saturday prep course for SAT/ACT test taking strategies. (3 sat * 4 hrs * 1 teacher * $31/hr) 3 Saturday AP preparation sessions x 4 teachers (3 sat * 4 hrs * 4 teachers * $31/hr)

PFS PFS

$415.75 - hrly rate + benes $1662.99 - hrly rate + benes

Title I: A Title I:A

4.10 FY/At- Risk Engage students in leadership and training opportunities that build planning, study, coping, and other life readiness skills.

AP Curr AVID Coordinator AVID Coordinator AVID Coordinator/ PIRT AP Curr/ PIRT

Provide a prep period for AVID Coordinator Employ AVID Tutors Provide Employee Benefits Provide AVID Curricular materials (particularly for Critical Thinking, Reading, and Writing skills) Materials and supplies for AVIDs signature events (recruitment, awards, etc.) Continue to provide professional development opportunities (ie. AVID Summer Institute, site team,

15-16 sy Fall 2015 Spring 2016 ongoing

Master schedule Time cards/ logs POs POs CRF

$21,053 $11,500 $13,897.88 $600. $600. 6000.00

Title I: A Title I: A Title I: A Title I: A Title I: A Title I: A


coordinators meetings)


4.11 Core Provide appropriate PD for teachers teaching courses in an identified career pathway sequence.

AP Curr/ PIRT Principal/ AP Curr

Maintain up-to-date training for teachers by participating in the UC Davis C-STEM Conference and Summer Institute (2 teachers + Subs) Create a S.T.E.A.M. Team to explore options for developing career opportunities and pathways. Send S.T.E.A.M. Team to the California STEM Symposium (6 participants)

Fall 2015 Fall 2015

CRF/ flyer CRF/ Flyer

$6,730 travel, registration, lodging, meals $6,000 travel, registration, lodging, meals

LCAP Title II

4.12 LI Provide an option for teachers to engage in a deeper study of Building a Culture of Hope and supporting LI students through Grit and Growth Mindset (mandatory for new teachers).

Principal/ Coach Purchase books (if necessary)

4.13 EL Ensure teachers are equipped with the latest information regarding ELs and tools to support their language development.

AP Curriculum Continue sending teachers to participate in ICOE's Annual English Learner Institute Update classroom equipment (mount projectors, replace elmo, replace chalkboards with white boards or corkboards etc.) Supply classrooms with tools for student collaboration and displaying student work.

Feb. 2016 CRF/ Flyer 1500.00 registration 750.00 subs

Title II

4.14 FY/At- Risk Identify new teacher cohort to participate in the Get Focused,

Principal/ AP Curr

Choose department that will implement follow-up modules in grade 10 and 11.

By Semester 2


Stay Focused Conference in preparation for integrating the next level of modules in grade 10.

Principal/ AP Curr

3-4 Teachers to attend the GFSF Conference.

Spring 2016

CRF/ Flyer

$6,000 travel, registration, lodging, meals

LCAP/ Title II


Form B: Centralized Services for Planned Improvements in Student Performance

To provide direct assistance to schools in implementing categorical programs which enhance the base instructional program and are in compliance with state and federal regulations. The following services in support of this plan are to be provided by district staff from categorical funds allocated to the school through the Consolidated Application and other sources. At least 85 percent of expenditures from Consolidated Application programs must be spent for direct services to students at school sites. The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each categorical program in Form B must be aligned with the Consolidated Application.

Centralized Based on Preliminary BUDGET

Program 2015-2016

Title I $51,700.18

Title II Teacher $12,634.14

Title III $2,093.69

LCFF $

Provides material, staff, and facilities for the Summer Connections eighth grade bridge

program, welcoming new Freshman who struggled in middle/junior high school to ease

the transition to high school

Provides software (iLit) and professional development for the teachers working the

Summer Connections program.

Assists principals, counselors, teachers and parents to develop assessment methods,

improvement ideas, parent involvement activities, and other components to ensure

effective delivery of services.

Maintains attendance records in project funded professional development activities.

Provides staff in-service and information regarding State and Federal legislation,

programmatic requirements and program services and monitors site compliance with

State and Federal Guidelines

Attends special program workshops and training and disseminates pertinent information

as appropriate.

Assists with budget preparation, approves purchase orders and ensures expenditures

are compliant.

Encourages, monitors and assists in the development of new programs and/or services.

Maintains necessary records and develops all reports requisite to special programs and

projects.

Assists with the development of school plans and coordinates compliance self-review

process


Prepares Consolidated Application and other State and Federal reports

Assists principal, Resource Teacher and other site level staff with annual Title 1 parent

meeting

Assists with preparation of the report to the board for evaluation of program

effectiveness.

Works with principals, counselors, teachers and parents to develop identification criteria,

re-designation criteria, assessment methods, improvement ideas, parent involvement

activities, and other components to ensure effective delivery of services.

Coordinates districtwide meetings to facilitate communication among stakeholders

(teachers, students, parents, community members and admin)

Meets with EL Program staff as necessary and submits annual Language Census

Report to the CDE.

Maintains records of instructional materials/equipment purchased for the EL program.

Oversees programs compliance such as the Migrant program.

Monitors credentials of EL program teachers and prepares annual report.

Assists principals in assuring staff obtain appropriate training and certification (CTEL,

BCLAD, and SDAIE).

Supports students’ achievement by monitoring SES.

Provides coordination and support for the English Leaners’ program.

Coordinates inventory of equipment process and maintain records for Perkins funded

equipment.

Conducts annual review of Special Programs and prepares report.

Coordinates leadership in various programs and oversees their implementation.

Oversees the “School Resource Officer” Program.

Maintains records of staff attendance in Career Technical Education funded professional

development activities.

Monitors site level compliance of the Perkins Program in accordance with State/ Federal

Guidelines.

Administers Regional Occupation Program and prepares and submits ROP course

proposals.

Attends Board meetings and Advisory Committee meetings as needed.

Assists with budget preparation and monitors site level expenditures.


Works with Imperial County Office of Education in the implementation of collaborative

projects.

Responsible for coordination, preparation and/or submission of required reports,

budgets, applications and claims for the Cal-SAFE, and Partnership Academies.

Note: Centralized services may include the following direct services:

Research-based instructional strategies, curriculum development, school climate, and

data disaggregation for instructional staff

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

Development Coordinator, Teachers on Special Assignment, Instructional Coaches

After–School and Summer School programs funded by categorical programs

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

Centralized services do not include administrative costs.


Form C: Programs Included in this Plan

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

State Programs Allocation

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

$

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

$

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

$

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

$

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

$

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

$

School Safety and Violence Prevention Act Purpose: Increase school safety

$ 42,000

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

$

List and Describe Other State or Local Funds (e.g., Career and Technical Education [CTE], Gifted and Talented Education [GATE])

$

Total amount of state categorical funds allocated to this school $ 42,000

http://www.cde.ca.gov/fg/aa/co/ca12sguiappcatprog.asp


Federal Programs Allocation

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

$ 280,499.55

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

$2,805

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

$

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

$ 66,752.55

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

$ 17,505

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

$

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

$

Career Technical Education Purpose: Support vocational classes in education

$ 50,000

Other federal funds (list and describe) $

Other federal funds (list and describe) $

Total amount of federal categorical funds allocated to this school $

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

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


Form D: School Site Council Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school.1 The current make-up of the SSC is as follows:

Names of Members

Princip

al

Cla

ssro

om

Teacher

Oth

er

Sch

ool

Sta

ff

Pare

nt or

Com

mun

ity

Mem

ber

Secon

dary

Stu

dent

Tricia Petter

Jose Ramirez

Tom Tacke

Cristina Plancarte

Mildred Lopez

David Henderson

Diana Seanez

Sylvia Lemus

Katia Moukarzel

Ricardo Filipo Rios

Amy Leon

Daniel Nieto

Voting members in each category 1 4 1 3 3

*Other members include: Alexa Navarro, David B. Moreno (alternate students) Gaby Apalategui-Bolin (alternate parent) and Queana Givens (ex-officio member).

1 EC Section 52852


Form E: Recommendations and Assurances

The school site council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following:

1. The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.

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

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

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

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

State Compensatory Education Advisory Committee ____________________ Signature

English Learner Advisory Committee _________________________________ Signature

Special Education Advisory Committee _______________________________ Signature

Gifted and Talented Education Advisory Committee _____________________ Signature

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

Compensatory Education Advisory Committee _________________________ Signature

District Advisory Committee ________________________________________ Signature

Migrant Parent Advisory Committee _________________________________ Signature

4. The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

5. This SPSA is based on a thorough analysis of student academic performance. The

actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This SPSA was adopted by the SSC at a public meeting on: August 25, 2015.

Attested: _________________________ _______________________ ________ Craig Lyon Signature of School Principal Date _________________________ _______________________ ________ Cristina Plancarte Signature of SSC Chairperson Date



SPSA ANNUAL EVALUATION Which activities funded by Title 1, Part A and EIA/SCE were successful at closing the achievement gap for our lowest-performing students?

Activities Results

Use of Title 1 lab in library building to run support classes and offer after school assistance

The students in support classes are able to utilize Study Island, Rosetta Stone, and other programs to improve language, math, and English skills. Students were successful in completing assignments for other classes thus increasing their grade and GPA.

Two periods of ELA 10 Support Increase in Students’ reclassification (CELDT)

Articulation with feeder schools (math) Teachers at both levels are now aware of the skills necessary for students to succeed at the higher level.

AVID tutors Students are very receptive to other adults who are not their teachers. Students who benefitted from AVID tutors raised their overall grade.

Title 1 Night Increase in parent awareness of programs available.

10th grade counseling meetings Increase in parent awareness and involvement.

Algebra 1 Intervention/PLC (7th period and after school)

Increase in students’ grades, mastery of standards, and GPA.

Tutors in Algebra I classes during 7th period Increase in at-risk students’ success in Algebra I; better retention of students for after school purposes.

RRR Math Summer Intervention Increase in students’ ability to receive individualized attention, master standards and pass class

Supplemental Intervention Courses Increase the number of students eligible for graduation by meeting requirements; prepare more students for the next level of instruction so they don’t fall behind.

Counselors meetings with parents Increase in parent awareness of programs and graduation requirement

Meetings with parents who are at-risk Increase in parent awareness and involvement.

Use Blackboard Connect to contact parents Increase in teacher-parent contacts as demonstrated by reports.

Provide teachers with time to plan curriculum and special projects

Increase in teachers’ understanding of CCSS & cross-curricular collaboration.

Use of substitutes to allow teachers to attend conferences, parent meetings, etc.

Increase in parent-teacher contact and teacher subject competence.

Which activities funded by Title 1, Part A and EIA/SCE were not successful at closing the achievement gap for our lowest-performing students?

Activities Results

Administration of Diagnostic exams for Super Saturdays is questionable

Some teachers used data religiously to drive instruction; some did not use the data. Further discussions and analysis is needed to


determine value in continuing practice.

After-school tutorial in Library is questionable More research/analysis is needed to determine if students that attend tutoring have grown/made progress with their grades/GPA.

Which activities should be continued?

All the activities mentioned in # 1.

We will continue these with some changes:

a. Algebra I Intervention will be modified. Four teachers will be involved

rather than three. More tutors will be hired (throughout the day) to assist

with individual student needs. Teachers will receive more training and

more support from admin and support staff. Teachers will be reassigned.

More hands-on/relevant activities/projects will be a part of the

curriculum/instruction of the concepts.

Which activities should be further researched/analyzed?

After-school tutorial for math needs to be more consistent. Algebra 1 content team

will meet regularly and analyze data to determine which standards to reteach,

develop units and tests, and which students should attend.

Administration of Diagnostic exams for Super Saturdays is questionable


Form F: Budget Planning SPSA Form F: Budget Planning Central Union High School Central Union High School District

CDS Code: 13 63115 1333004 Craig Lyon, Principal Revised: 5/28/2015

Fiscal Year Allocation for Funding Sources

Funding Sources Total of Estimated Expenditures from Funding Source

Remaining Balance for Funding Source

Budget/Resource Code Descriptions

Budget/ Resource Codes

Estimated Costs for All Goals by Code Type

$1,716,194.78 LCFF $ Unrestricted 0000

$42,000.00 School Safety and Violence Prevention Act

$42,000 Unrestricted: Locally Defined 0001-0999

$390,150.55 Title 1, Part A: Allocation 327,440.11 $62,710.44 Certificated Personnel Salaries 1000-1999 $174,072.10

$2805.00 Title 1, Part A: Parent Involvement

3600 (795.00) Classified personnel Salaries 2000-2999 $67,902.11

$43,349.00 PI Schools: Title 1, Part A: Professional development

22678.00 $20,671.00 Employee Benefits 3000-3999 $55,894.45

$107,652.55 Title 2, Part A: Improving Teacher Quality

33448.50 $74,204.05 Books and Supplies 4000-4999 $31,047.00

$17,505.00 Title 3, Part A: Language Instruction for LEP Students

$17,505.00 Services and Other Operating Expenditures

5000-5999 $45,550.95

$50,000.00

Career Technical Support $50,000.00 Transfer of Direct Costs 5700-5799 $62,428.01

$ Unrestricted $ Professional/Consulting Services and Operating Expenditures

5800 $45,550.00

Communications 5900 $444.00

Capital Outlay 6000-6999

Other Outgo 7000-7439 $39850.09

Documents

Single Plan for Student Achievement-Part II - Local Educational … Plan/CUHS... · 2015. 9. 11. · CUHS SPSA 2015-2016 Page 2 Form A: Planned Improvements in Student Performance