(SPSA) Template Plan for Student Achievement€¦ · 9/6/2020 · School Plan for Student Achievement (SPSA) Page 1 of 36 Duveneck Elementary School School Year: 2020-21 SPSA Title

School Plan for Student Achievement (SPSA) Page 1 of 36 Duveneck Elementary School

School Year: 2020-21

SPSA Title Page

School Plan for Student Achievement (SPSA) Template Instructions and requirements for completing the SPSA template may be found in the SPSA Template Instructions.

School Name Duveneck Elementary School

County-District-School (CDS) Code

43-69641-6048292

Schoolsite Council (SSC) Approval Date

5/21/2020

Local Board Approval Date

Purpose and Description


Briefly describe the purpose of this plan (Select from Schoolwide Program, Comprehensive Support and Improvement, Targeted Support and Improvement, or Additional Targeted Support and Improvement) X Schoolwide Program

Briefly describe the school’s plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs. The Principal met with staff members and the School Site Council multiple times throughout the year as part of the planning process for this SPSA and the Annual Review and Update. The Principal ensured that the site's plan was in alignment with the Local Control and Accountability Plan and other federal, state and local programs.


Table of Contents

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

Purpose and Description ...................................................................................................................................1

Table of Contents ..............................................................................................................................................3

Stakeholder Involvement ..................................................................................................................................3

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

Student Enrollment ....................................................................................................................................4

CAASPP Results .......................................................................................................................................6

ELPAC Results .......................................................................................................................................10

Student Population ..................................................................................................................................13

Overall Performance ...............................................................................................................................14

Academic Performance ...........................................................................................................................15

Academic Engagement ...........................................................................................................................20

Conditions & Climate ...............................................................................................................................22

Goals, Strategies, & Proposed Expenditures ..................................................................................................24

Goal 1 ......................................................................................................................................................24

Goal 2 ......................................................................................................................................................26

Goal 3 ......................................................................................................................................................28

Goal 4 ......................................................................................................................................................30

Goal 5 ......................................................................................................................................................32

Budget Summary ............................................................................................................................................34

Budget Summary ....................................................................................................................................34

Other Federal, State, and Local Funds ...................................................................................................34

School Site Council Membership ....................................................................................................................35

Recommendations and Assurances ...............................................................................................................36

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 The Principal met with staff members and the School Site Council multiple times throughout the year as part of the planning process for this SPSA and the Annual Review and Update.


School and Student Performance Data

Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup

Percent of Enrollment Number of Students Student Group

16-17 17-18 18-19 16-17 17-18 18-19

American Indian % 0.23% 0.27% 1 1

African American 0.9% 0.47% 1.34% 4 2 5

Asian 33.5% 32.33% 33.96% 148 139 127

Filipino 0.2% 0.23% 0.27% 1 1 1

Hispanic/Latino 9.5% 11.63% 15.51% 42 50 58

Pacific Islander 0.9% 1.16% 1.34% 4 5 5

White 39.4% 38.37% 33.16% 174 165 124

Multiple/No Response % % %

Total Enrollment 442 430 374

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Number of Students Grade

16-17 17-18 18-19

Kindergarten 52 56 38

Grade 1 57 58 54

Grade 2 78 66 61

Grade3 69 85 65

Grade 4 95 72 84

Grade 5 91 93 72

Total Enrollment 442 430 374 Conclusions based on this data: 1. Our student enrollment has been decreasing over the past 3 years.

2. Duveneck has a cohort of students who fill only two grade level classrooms. This current cohort of students is in first grade for the 2019-20 school year.

3. Our Hispanic/Latino student population has incrementally increased over the past 3 years.



Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment

Number of Students Percent of Students Student Group

16-17 17-18 18-19 16-17 17-18 18-19

English Learners 72 62 57 16.3% 14.4% 15.2%

Fluent English Proficient (FEP) 80 95 76 18.1% 22.1% 20.3%

Reclassified Fluent English Proficient (RFEP)

10 8 6 14.5% 11.1% 9.7% Conclusions based on this data: 1. English learners percentage has stayed relativity the same over the past 3 years, with minor fluctuations up and

down. 2. Fluent English Proficient percentage has stayed relatively the same over the past 3 years, with minor fluctuations

up and down. 3. Reclassified English Proficient percentage has demonstrated a steady decrease over the past 3 years.



CAASPP Results English Language Arts/Literacy (All Students)

Overall Participation for All Students

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

% of Enrolled Students Tested

Grade Level 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 3 69 86 66 67 82 66 67 82 66 97.1 95.3 100

Grade 4 95 74 87 90 68 85 89 68 85 94.7 91.9 97.7

Grade 5 92 94 71 90 90 70 90 90 70 97.8 95.7 98.6 All Grades

256 254 224 247 240 221 246 240 221 96.5 94.5 98.7 * The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students Mean Scale Score % Standard

Exceeded % Standard Met % Standard Nearly

Met % Standard Not

Met Grade Level 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 3 2477.3

2503.3

2460.7

52.24 63.41 40.91 19.40 20.73 27.27 19.40 10.98 15.15 8.96 4.88 16.67

Grade 4 2558.4

2546.5

2551.7

65.17 61.76 70.59 20.22 22.06 16.47 11.24 10.29 7.06 3.37 5.88 5.88

Grade 5 2582.7

2589.7

2588.0

60.00 58.89 58.57 25.56 30.00 28.57 6.67 5.56 8.57 7.78 5.56 4.29

All Grades N/A N/A N/A 59.76 61.25 57.92 21.95 24.58 23.53 11.79 8.75 9.95 6.50 5.42 8.60

Reading Demonstrating understanding of literary and non-fictional texts

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

16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 Grade 3 53.73 59.76 46.97 31.34 34.15 40.91 14.93 6.10 12.12

Grade 4 56.18 55.88 55.29 38.20 38.24 37.65 5.62 5.88 7.06

Grade 5 53.33 60.00 68.57 37.78 33.33 25.71 8.89 6.67 5.71

All Grades 54.47 58.75 57.01 36.18 35.00 34.84 9.35 6.25 8.14

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

Grade Level 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 3 37.31 41.46 24.24 50.75 52.44 60.61 11.94 6.10 15.15

Grade 4 59.55 47.06 52.94 37.08 44.12 37.65 3.37 8.82 9.41

Grade 5 72.22 65.56 44.29 20.00 26.67 50.00 7.78 7.78 5.71

All Grades 58.13 52.08 41.63 34.55 40.42 48.42 7.32 7.50 9.95


Listening Demonstrating effective communication skills


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 Grade 3 32.84 43.90 36.36 61.19 53.66 53.03 5.97 2.44 10.61

Grade 4 48.31 45.59 50.59 46.07 52.94 48.24 5.62 1.47 1.18

Grade 5 50.00 43.33 44.29 45.56 52.22 51.43 4.44 4.44 4.29

All Grades 44.72 44.17 44.34 50.00 52.92 50.68 5.28 2.92 4.98

Research/Inquiry Investigating, analyzing, and presenting information


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 Grade 3 53.73 65.85 27.27 40.30 29.27 56.06 5.97 4.88 16.67

Grade 4 60.67 52.94 50.59 35.96 42.65 44.71 3.37 4.41 4.71

Grade 5 61.11 64.44 60.00 32.22 31.11 32.86 6.67 4.44 7.14

All Grades 58.94 61.67 46.61 35.77 33.75 44.34 5.28 4.58 9.05 Conclusions based on this data: 1. An average of 87% or more of Duveneck students are at or above standard, with 7% or more being near standard

in English Language Arts sub test areas of Reading, Writing, Listening and Research. 2. The overall achievement has stayed relatively constant with an average of 87% of students in grades 3, 4, and 5,

scoring at or above standard for the last two years. 3. Instruction of English Language Arts at Duveneck is supporting a significant majority of Duveneck students to meet

or exceed grade level benchmarks. Our intervention efforts need to target the small sub group of students per grade level not achieving grade level benchmarks, especially in the areas of reading and writing.



CAASPP Results Mathematics (All Students)

Overall Participation for All Students

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

% of Enrolled Students Tested

Grade Level 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 3 69 85 66 67 83 66 67 83 66 97.1 97.6 100

Grade 4 95 73 87 94 71 85 94 71 85 98.9 97.3 97.7

Grade 5 93 94 71 93 91 70 93 91 70 100 96.8 98.6 All Grades

257 252 224 254 245 221 254 245 221 98.8 97.2 98.7 * The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded

% Standard Met % Standard Nearly Met

% Standard Not Met

Grade Level 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 3 2494.7

2536.3

2497.4

47.76 72.29 48.48 32.84 21.69 33.33 10.45 0.00 7.58 8.96 6.02 10.61

Grade 4 2562.7

2564.8

2584.4

58.51 57.75 74.12 29.79 28.17 17.65 9.57 14.08 7.06 2.13 0.00 1.18

Grade 5 2592.9

2604.1

2603.4

66.67 74.73 68.57 16.13 13.19 14.29 11.83 7.69 12.86 5.38 4.40 4.29

All Grades N/A N/A N/A 58.66 68.98 64.71 25.59 20.41 21.27 10.63 6.94 9.05 5.12 3.67 4.98

Concepts & Procedures Applying mathematical concepts and procedures


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 Grade 3 68.66 87.95 69.70 22.39 6.02 19.70 8.96 6.02 10.61

Grade 4 75.53 73.24 81.18 18.09 19.72 14.12 6.38 7.04 4.71

Grade 5 72.04 78.02 72.86 18.28 14.29 20.00 9.68 7.69 7.14

All Grades 72.44 80.00 75.11 19.29 13.06 17.65 8.27 6.94 7.24

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


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 Grade 3 61.19 69.88 62.12 29.85 25.30 30.30 8.96 4.82 7.58

Grade 4 69.15 64.79 72.94 26.60 35.21 25.88 4.26 0.00 1.18

Grade 5 65.59 69.23 62.86 26.88 21.98 30.00 7.53 8.79 7.14

All Grades 65.75 68.16 66.52 27.56 26.94 28.51 6.69 4.90 4.98


Communicating Reasoning Demonstrating ability to support mathematical conclusions


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 Grade 3 50.75 75.90 53.03 40.30 19.28 34.85 8.96 4.82 12.12

Grade 4 67.02 66.20 72.94 28.72 22.54 23.53 4.26 11.27 3.53

Grade 5 64.52 70.33 60.00 27.96 25.27 34.29 7.53 4.40 5.71

All Grades 61.81 71.02 62.90 31.50 22.45 30.32 6.69 6.53 6.79 Conclusions based on this data: 1. Duveneck students in grades 3, 4, and 5 are achieving at similar levels (1-10% below standard) across the sub

categories. This suggests that mathematics instruction is providing appropriate balance of emphasis between these sub categories.

2. 8% of Duveneck students fall into the overall standard nearly met category, indicating groups of students close to the standard will benefit from targeted mathematics instruction to address assessed learning needs in specific areas of mathematics.



ELPAC Results

ELPAC Summative Assessment Data Number of Students and Mean Scale Scores for All Students

Overall Oral Language Written Language Number of Students Tested Grade

Level 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

Grade K * * * * * * * 8

Grade 1 1475.2 * 1471.0 * 1478.8 * 22 *

Grade 2 1497.1 1500.6 1512.6 1504.1 1481.0 1496.7 15 20

Grade 3 * 1513.3 * 1513.7 * 1512.5 * 13

Grade 4 * * * * * * * 6

Grade 5 * * * * * * * 5

All Grades 65 54

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

Level 4 Level 3 Level 2 Level 1 Total Number of Students Grade

Level 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

K * * * * * * * * *

1 54.55 * * * * * * * 22 *

2 * 20.00 * 60.00 20.00 0.00 15 20

3 * 15.38 * 76.92 * 7.69 * 0.00 * 13

4 * * * * * * * *

5 * * * * * * * * *

All Grades 52.31 25.93 27.69 53.70 * 18.52 * 1.85 65 54

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


Level 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

K * * * * * * * * *

1 * * * * * * * * 22 *

2 86.67 40.00 * 45.00 * 10.00 5.00 15 20

3 * 53.85 30.77 * 7.69 * 7.69 * 13

4 * * * * * * * * *

5 * * * * * * * *

All Grades 63.08 44.44 * 37.04 * 12.96 * 5.56 65 54


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


Level 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

K * * * * * * * * *

1 54.55 * * * * * * 22 *

2 * 0.00 80.00 65.00 * 35.00 0.00 15 20

3 * 23.08 * 30.77 46.15 * 0.00 * 13

4 * * * * * * * * *

5 * * * * * * * * * *

All Grades 30.77 11.11 40.00 46.30 * 35.19 16.92 7.41 65 54

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

Well Developed Somewhat/Moderately Beginning Total Number of Students Grade

Level 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

1 63.64 * * * * * 22 *

2 80.00 45.00 * 50.00 * 5.00 15 20

3 * 23.08 * 69.23 * 7.69 * 13

4 * * * * * * * *

5 * * * * * * * *

All Grades 66.15 38.89 21.54 53.70 * 7.41 65 54

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


Level 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

K * * * * * * * *

1 * * * * * * 22 *

2 86.67 40.00 * 55.00 5.00 15 20

3 * 76.92 * 15.38 * 7.69 * 13

All Grades 61.54 55.56 24.62 38.89 * 5.56 65 54


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


Level 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

1 68.18 * * * * * 22 *

2 * 5.00 * 95.00 0.00 15 20

3 * 15.38 * 69.23 * 15.38 * 13

5 * * * * * * * *

All Grades 47.69 14.81 35.38 75.93 16.92 9.26 65 54

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


Level 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

1 * * 54.55 * * * 22 *

2 * 20.00 93.33 80.00 0.00 15 20

3 * 15.38 * 76.92 * 7.69 * 13

4 * * * * * * * *

5 * * * * * * * *

All Grades 26.15 18.52 60.00 72.22 * 9.26 65 54

Conclusions based on this data: 1. Since the ELPAC is a relatively new test, it is very difficult to make accurate conclusions based on the data

presented above. Our EL students in our K-3 grade level classes appear to be making incremental growth through their journey through the grade levels.

2. There will be no data from the Spring 2020 ELPAC as the tests will not have been administered due to COVID 19. This will make it difficult to measure impact of instructional strategies using this data until the 2020-21 school year.



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

2018-19 Student Population

Total Enrollment

374 This is the total number of students enrolled.

Socioeconomically Disadvantaged

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

English Learners

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

Foster Youth

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

2018-19 Enrollment for All Students/Student Group

Student Group Total Percentage

English Learners 57 15.2

Homeless 1 0.3

Socioeconomically Disadvantaged 31 8.3

Students with Disabilities 38 10.2

Enrollment by Race/Ethnicity

Student Group Total Percentage

African American 5 1.3

American Indian 1 0.3

Asian 127 34.0

Filipino 1 0.3

Hispanic 58 15.5

Two or More Races 53 14.2

Pacific Islander 5 1.3

White 124 33.2 Conclusions based on this data: 1. Asian and White are our two largest subpopulations at Duveneck.

2. English Learners, Students with Disabilities and Socioeconomically Disadvantaged students are the other significant subpopulations whose progress as learners is being monitored.



Overall Performance

2019 Fall Dashboard Overall Performance for All Students

Academic Performance

English Language Arts

Green

Mathematics

Green

Academic Engagement

Chronic Absenteeism

Orange

Conditions & Climate

Suspension Rate

Blue

Conclusions based on this data: 1. Overall, performance in ELA and Math is strong.

2. Overall, suspension rates were very low.

3. Chronic Absenteeism needs to be examined and improved at Duveneck School.



Academic Performance English Language Arts

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

Red

Orange

Yellow

Green

Blue

Highest Performance

This section provides number of student groups in each color.

2019 Fall Dashboard English Language Arts Equity Report

Red

0 Orange

0 Yellow

0 Green

2 Blue

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

2019 Fall Dashboard English Language Arts Performance for All Students/Student Group

All Students

Green

67.6 points above standard

Declined -13.8 points

215

English Learners

Green


Declined Significantly -46.4 points

47

Foster Youth

No Performance Color

0 Students

Homeless


0 Students



23.5 points below standard

Declined -15 points

17

Students with Disabilities



Increased ++11.1 points

27


2019 Fall Dashboard English Language Arts Performance by Race/Ethnicity

African American


Less than 11 Students - Data Not Displayed for Privacy

4

American Indian


0 Students

Asian

Blue


Maintained -1.2 points

72

Filipino



1

Hispanic



Declined -12 points

32

Two or More Races




28

Pacific Islander



2

White

Green



76

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

2019 Fall Dashboard English Language Arts Data Comparisons for English Learners

Current English Learner

19 points below standard


22

Reclassified English Learners



25

English Only


Declined -7 points

140

Conclusions based on this data: 1. The curriculum and instruction we are using in ELA has resulted in strong overall performance for the vast majority

of our students. Since we will not be able to use all of the strategies we have been using, we will need to closely monitor student progress using local measures and adjust as needed given the limitations that will be in place for COVID 19.

2. Although our overall English Learners (EL's, RFEP's, & EO's) were in the green box on the dashboard, it is extremely important to note that the EL's significantly declined on the test and this result left them 19 points below standard. It will be important to support these students with the appropriate strategies and interventions to raise their achievement levels back to and above standard.



Academic Performance Mathematics


Red

Orange

Yellow

Green

Blue

Highest Performance


2019 Fall Dashboard Mathematics Equity Report

Red

0 Orange

0 Yellow

0 Green

2 Blue

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

2019 Fall Dashboard Mathematics Performance for All Students/Student Group

All Students

Green

82 points above standard


215

English Learners

Green



47

Foster Youth

Homeless Socioeconomically Disadvantaged



Declined Significantly -16 points

17




Maintained -0.1 points

27


2019 Fall Dashboard Mathematics Performance by Race/Ethnicity

African American



4

American Indian Asian

Blue


Increased ++10.6 points

72

Filipino



1

Hispanic




32

Two or More Races




28

Pacific Islander



2

White

Green



76

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

2019 Fall Dashboard Mathematics Data Comparisons for English Learners

Current English Learner

20 points above standard


22

Reclassified English Learners



25

English Only


Maintained ++0.5 points

140

Conclusions based on this data: 1. The curriculum and instruction we are using in math has resulted in strong overall math performance for our largest

student groups. Since we will not be able to use all of the strategies we have been using, we will need to closely monitor student progress using local measures and adjust as needed given the limitations that will be in place for COVID 19.

2. Although our EL students are performing above standard, they continue to perform lower than our Asian and White subpopulations in math at Duveneck. This warrants attention at all grade levels and scrutiny of the impact of changes due to COVID 19.



Academic Performance English Learner Progress

This section provides a view of the percentage of current EL students making progress towards English language proficiency or maintaining the highest level.

2019 Fall Dashboard English Learner Progress Indicator

English Learner Progress


53.8 making progress towards English language proficiency

Number of EL Students: 39

Performance Level: Medium

This section provides a view of the percentage of current EL students who progressed at least one ELPI level, maintained ELPI level 4, maintained lower ELPI levels (i.e, levels 1, 2L, 2H, 3L, or 3H), or decreased at least one ELPI Level.

2019 Fall Dashboard Student English Language Acquisition Results

Decreased One ELPI Level

7

Maintained ELPI Level 1, 2L, 2H, 3L, or 3H

11

Maintained ELPI Level 4

4

Progressed At Least One ELPI Level

17

Conclusions based on this data: 1. Of the 39 EL students tested, 17 students were able to progress at least one level while only 7 students decreased

one level. We had 15 students maintain their levels. Our EL students are moving in the right direction towards being RFEP in the future.



Academic Engagement Chronic Absenteeism


Red

Orange

Yellow

Green

Blue

Highest Performance


2019 Fall Dashboard Chronic Absenteeism Equity Report

Red 1

Orange 5

Yellow 0

Green 1

Blue 0

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

2019 Fall Dashboard Chronic Absenteeism for All Students/Student Group

All Students

Orange

8

Increased +1.9

389

English Learners

Orange

11.3

Increased +1.6

62

Foster Youth



0

Homeless



4


Red 22

Increased +4.3

41


Orange

14

Increased +3.2

50


2019 Fall Dashboard Chronic Absenteeism by Race/Ethnicity

African American



5

American Indian



1

Asian

Orange

6

Increased +1.3

134

Filipino



1

Hispanic

Green

9.7

Declined -1.6

62

Two or More Races

Orange

7.5

Increased +7.5

53

Pacific Islander



5

White

Orange

8.6

Increased +1.3

128

Conclusions based on this data: 1. There is a chronic absenteeism problem at Duveneck for the following subgroups: White, Asian, two or more races,

English Learners, Socioeconomic Disadvantaged, and Students with Disabilities.



Conditions & Climate Suspension Rate


Red

Orange

Yellow

Green

Blue

Highest Performance


2019 Fall Dashboard Suspension Rate Equity Report

Red

0 Orange

4 Yellow

1 Green

0 Blue

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

2019 Fall Dashboard Suspension Rate for All Students/Student Group

All Students

Blue 0.5

Maintained +0.1

396

English Learners

Orange

1.5

Increased +1.5

65

Foster Youth

Homeless



4


Orange

2.3

Increased +2.3

44


Orange

4

Increased +4

50


2019 Fall Dashboard Suspension Rate by Race/Ethnicity

African American



5

American Indian



1

Asian

Blue

0

Declined -0.7

138

Filipino



1

Hispanic

Orange

1.6

Increased +1.6

64

Two or More Races

Blue

0

Declined -1.5

53

Pacific Islander



5

White

Yellow

0.8

Increased +0.8

129

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

2019 Fall Dashboard Suspension Rate by Year

2017 2018

0.4

2019

0.5

Conclusions based on this data: 1. Suspensions went down by .1 from 2018 to 2019.

2. Hispanic, Socioeconomically Disadvantaged, Students with Disabilities, and English Learners subpopulations made up the entire group of students who were suspended. This warrants a deeper look into the practices and methods used to promote restorative ways of affecting positive change in behavior for these students. It also begs the question, "Why these subpopulations of students? What can Duveneck do to grow its capacity and understanding to support them more effectively?"


Goals, Strategies, & Proposed Expenditures Complete a copy of the following table for each of the school’s goals. Duplicate the table as needed. Goal Subject Chronic Absenteeism

LEA/LCAP Goal Wellness and Safety

Goal 1 The percentage of Socio-Economically Disadvantaged (SED) and Special Education students (SPED) designated as chronically absent will be reduced during the 2020-21 school year as compared to the 2019-20 school year assuming that school remains in session for the year and attendance is regularly recorded. If distance learning is required due to COVID 19, accurate recording of attendance will be problematic.

Identified Need Historically Underrepresented Groups of students who consistently miss more than 10% of school every year.

Annual Measurable Outcomes Metric/Indicator Baseline/Actual Outcome Expected Outcome

Chronic absenteeism rate as defined by absence from school of 10% or more of the school days in the school year.

Unknown for 2019-20 due to school closure in March, 2020.

Move each of the subgroups mentioned above at least one to two levels on the California Dashboard.

CAASPP Data and Infinite Campus Data SED Students were at the red level and SPED students were at the orange level on the dashboard.

SED students will be at the yellow or orange level and SPED students will be at the yellow or green level on the dashboard.


Complete a copy of the Strategy/Activity table for each of the school’s strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategies/Actions to Reach this goal:

Who is responsible for facilitation of this strategy/action item:

Monitoring Implementation Data/evidence we will collect to ensure that this

strategy/action is being implemented: Revised attendance information will be shared with parents through the Principal's newsletter, the school website and face to face parent meetings. All information will be provided in both English and Spanish.

Principal Attendance data

The Duveneck Principal will use current research and best practices to support stronger and more consistent attendance in school for students who have a history of not coming to school on a regular basis.

Principal Attendance data


Goals, Strategies, & Proposed Expenditures Complete a copy of the following table for each of the school’s goals. Duplicate the table as needed. Goal Subject Reading

LEA/LCAP Goal High Quality Teaching and Learning

Goal 2 Elementary Principals will continue to work as a high-functioning professional learning community (PLC) where Principals collaborate around standards-aligned, student data-driven teaching and learning best practices in reading to ensure Underrepresented Students meet grade level reading benchmarks comparable to their advantaged peers.

Identified Need Historically Underrepresented Groups meet grade level reading benchmarks comparable to their advantaged peers.


PAUSD BAS Reading Assessment Beginning of the year, Mid Year and End of Year

By mid third grade, all students in the cohort met the BAS benchmark standards. However, there were 8 underrepresented students outside of the cohort who did not make the benchmark standards. EOY assessments have not been administered due to COVID 19 restriction plans.

Underrepresented students outside of the cohort who have not been identified to receive Tier 3 intervention will increase a minimum of 4 BAS levels in reading by Spring 2021.






strategy/action is being implemented: Time allotted principal meetings to discuss, identify, plan and implement PLC action items.

Elementary Principals and Assistant Superintendent of Elementary Education

Meeting agendas and notes

We will conduct cycles of improvement to focus on closing the achievement gaps and elevating academic performance.

Elementary Principals Meeting agendas and notes

Analyze data (MTSS forms, BAS and ELPAC) progress monitoring and identify students that have mastered specific learning targets to inform best practices.


Collaborate across elementary school sites to determine high leverage instructional practices: *Instructional Rounds *Digital Walkthroughs *Implementation of instructional best practices *Read articles and participate in Teachers College webinars


Monitor student attendance, engagement and participation. Provide supports and resources to reduce chronic absenteeism.

Elementary Principals Meeting notes and agendas


Goals, Strategies, & Proposed Expenditures Complete a copy of the following table for each of the school’s goals. Duplicate the table as needed. Goal Subject English Language Arts


Goal 3 We will maintain or increase by 5% the percentage of 3rd-5th grade Duveneck students meeting or exceeding grade level standards on the CAASPP ELA test.

Identified Need Historically Underrepresented Groups of students in grades 3-5 who perform below benchmark in ELA


CAASPP and California Dashboard Indicator

In the Spring 2018, 84.4% of Duveneck 3rd-5th graders met or exceeded standards on CAASPP ELA.

In the Spring of 2021, 3rd-5th grade students will either maintain achievement at 84.4% or raise their achievement by 5% to 88.8%.






strategy/action is being implemented: We will track progress in volume of reading and consider strategies to help students grow their stamina to read larger volumes of text. Our interest in this area is linked to research identifying volume of reading as a key factor in increasing student academic vocabulary as well as progress across benchmark levels in reading. We believe that this will also influence a student's long term success in reading challenging text in various content areas at the secondary level.

Principal, Duveneck Leadership Team, Duveneck Teachers

Data will be shared with the Duveneck School Site Council 3 times/school year.

Specific attention will be given to the data on volume of reading for our underrepresented groups of students. We will track these identified students on a monthly basis over the course of the school year.

Principal, Duveneck Reading Specialist, Duveneck Teachers

Reading specialist, Principal and grade level teams will review this data and plan interventions in October, February and April.


Goals, Strategies, & Proposed Expenditures Complete a copy of the following table for each of the school’s goals. Duplicate the table as needed. Goal Subject Math


Goal 4 We will maintain or increase by 5% the percentage of 3rd-5th grade Duveneck students meeting or exceeding grade level standards on the CAASPP Math test.

Identified Need Historically Underrepresented Groups of students in grades 3-5 who perform below benchmark in Math.


CAASPP and California Dashboard Indicator

In the Spring 2018, 85.3% of Duveneck 3rd-5th graders met or exceeded standards on CAASPP Math.

In the Spring of 2021, 3rd - 5th grade students will either maintain achievement at 85.3% or raise their achievement by 5% to 89.6%.






strategy/action is being implemented: Use of Bridges assessment, NWEA and other district assessments

Duveneck Principal, Teachers Duveneck Principal and teachers will meet as needed to review the data of our underrepresented students and those that are not meeting benchmark in math.

Continue the use of online programs such as Reflex math, Khan Academy and Dreambox to reinforce learning and skills

Duveneck Principal, Teachers Take the technology we learned and used during school closure and blend it into our work with students who need extra support to get to benchmark. These online tools can also provide students an opportunity to stretch their learning if needed.


Goals, Strategies, & Proposed Expenditures Complete a copy of the following table for each of the school’s goals. Duplicate the table as needed. Goal Subject Social Emotional Learning (SEL)

LEA/LCAP Goal Wellness and Safety

Goal 5 100% of students attending Duveneck will have access to several inter-woven safe and welcoming activities to promote a supportive and inclusive community and environment.

Identified Need COVID 19 School Closure and Schooling Modifications


One measurable indicator is our schools use of a Connectedness Survey.

January 2019 Connectedness Data: Average Staff to Student: 88% of students had 4 or more faculty members who reported having a relationship with students (knowing the students beyond a face and a name) Average Student to Staff: 92% of all Duveneck students reported having three or more adults they felt comfortable going to for help if they had a problem.

Spring 2021 Connectedness Data: Average Staff to Student: Goal of increasing by 5% Average Student to Staff: Goal of increasing by 5%






strategy/action is being implemented: Teachers will use morning meetings, following county safety guidelines during the first 6 weeks of school to build classroom communities. This practice will continue throughout the school year.

Duveneck Principal, Grade Level Teams, Teachers All teachers will follow a similar and predictable structure to promote belonging and membership. Sharing activities and ideas will happen regularly at Staff Meetings.

School-wide morning announcements Principal, other Staff, Students To start the day with a common routine of welcome and to learn the happenings for the day.

Kid-By-Kid meetings held twice a year Duveneck Principal, Specialist Team, Teachers September meeting notes compared with April meeting notes to monitor student's health and SEL supports, if necessary.

Create a new Life Skills Program Principal, School Psychologist, Teachers, School Site Council

Begin to explore a new Life Skills Program that can be used during COVID 19. Kimochi's is an example of a program to examine for Duveneck.


Budget Summary Complete the table below. Schools may include additional information. Adjust the table as needed. The Budget Summary is required for schools funded through the ConApp, and/or that receive funds from the LEA for Comprehensive Support and Improvement (CSI). Budget Summary

Description Amount

Total Funds Provided to the School Through the Consolidated Application $31,066

Total Federal Funds Provided to the School from the LEA for CSI $

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

Other Federal, State, and Local Funds List the additional Federal programs that the school is including in the schoolwide program. Adjust the table as needed. If the school is not operating a Title I schoolwide program this section is not applicable and may be deleted. startcollapse

Federal Programs Allocation ($)

Subtotal of additional federal funds included for this school: $ List the State and local programs that the school is including in the schoolwide program. Duplicate the table as needed. startcollapse

State or Local Programs Allocation ($)

Subtotal of state or local funds included for this school: $ Total of federal, state, and/or local funds for this school: $


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

4 Parent or Community Members startcollapse

Name of Members Role

Sophie Ali X Classroom Teacher

Judy Peng X Classroom Teacher

Doree Tschudy X Classroom Teacher

Leslie Crane X Principal

Linda Henigin X Other School Staff

Lisa Chow X Parent or Community Member

Ami Knoefler X Parent or Community Member

Michelle Chen X Parent or Community Member

Yvette Mangalindan 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 School Plan for Student Achievement (SPSA) requiring board approval. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan:

Signature Committee or Advisory Group Name

Other:

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 May 6, 2019. Attested:

Principal, Leslie Crane on May 21 , 2019

SSC Chairperson, Lisa Chow, Co-Facilitator on May 21, 2019

Documents

(SPSA) Template Plan for Student Achievement€¦ · 9/6/2020 · School Plan for Student Achievement (SPSA) Page 1 of 36 Duveneck Elementary School School Year: 2020-21 SPSA Title