The Single Plan For Student Achievement · 2018-02-23 · The Single Plan for Student Achievement 1 of 34 2/14/18 The Single Plan for Student Achievement School: Santa Fe Computer

The Single Plan for Student Achievement 1 of 34 2/14/18

The Single Plan for Student Achievement

School: Santa Fe Computer Science Magnet School

CDS Code: 19-64790-6020481

District: Monrovia Unified School District

Principal: Dr. Geoffrey Zamarripa

Revision Date: 2-13-18

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: Dr. Geoffrey Zamarripa

Position: Principal

Phone Number: (626) 471-2752

Address: 148 West Duarte RoadMonrovia, CA 91016

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on February 28, 2018.


Table of Contents

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

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

Comprehensive Needs Assessment Components ..................................................................................................................4

Data Analysis .................................................................................................................................................................4

Surveys ..........................................................................................................................................................................4

Classroom Observations................................................................................................................................................4

Analysis of Current Instructional Program ....................................................................................................................5

Description of Barriers and Related School Goals ..................................................................................................................7

School and Student Performance Data ..................................................................................................................................9

CAASPP Results (All Students) .......................................................................................................................................9

CELDT (Annual Assessment) Results............................................................................................................................13

CELDT (All Assessment) Results...................................................................................................................................14

Planned Improvements in Student Performance .................................................................................................................15

School Goal #1.............................................................................................................................................................15

School Goal #2.............................................................................................................................................................17

School Goal #3.............................................................................................................................................................19

School Goal #4.............................................................................................................................................................21

School Goal #5.............................................................................................................................................................22

Centralized Services for Planned Improvements in Student Performance ..........................................................................24

Centralized Service Goal #1.........................................................................................................................................24





Summary of Expenditures in this Plan..................................................................................................................................29

Total Allocations and Expenditures by Funding Source ..............................................................................................29

Total Expenditures by Object Type..............................................................................................................................30

Total Expenditures by Object Type and Funding Source.............................................................................................31

Total Expenditures by Goal .........................................................................................................................................32

School Site Council Membership ..........................................................................................................................................33

Recommendations and Assurances......................................................................................................................................34


School Vision and Mission

Santa Fe Computer Science Magnet School’s Vision and Mission StatementsSchool’s MissionSanta Fe Computer Science Magnet School is committed to providing every student the opportunity to succeed at the highest possible level. By providing a safe educational environment, a continuously rigorous curriculum, advanced technology and specialized programs for our students, Santa Fe will continue to work as a cohesive unit to better prepare all students for high school and beyond.

School’s VisionHigh expectations for all students – academic, personal and social; providing all students with the tools and materials necessary for continued success. An instilled belief, along with a carefully planned and individualized curriculum, which will allow all students the opportunity to reach their maximum potential.

School Profile

The following description provides the context for the school plan and is helpful to individuals who may not be familiar with the school.

Located approximately 9 miles east of Pasadena, in the southern part of Monrovia, Santa Fe is one of two middle schools that serve the Monrovia Unified School District. Santa Fe has approximately 545 ethnically diverse students in grades 6-8: 181 6th grade, 195 7th grade, and 198 8th grade. Our demographics may fluctuate throughout the year but at the present time, our student body is made up of 69% Hispanic, 12% White, 6% African- American, 6% Filipino, 5% Asian, and less than 1% Pacific Islander and American Indian. Of these students, 75% of our students are SED, while 8% are ELL students with a break down of 2 student at level 1, 1 students at level 2, 9 students at level 3, 18 students at level 4, and 15 students at level 5. Santa Fe also has 145 RFEP students and 32 IFEP students with the total EL population thus being 40%. The teaching staff consists of 22 full-time general education teachers, 3 full-time special education teachers, and 2 part-time general education teachers. Certificated main office personnel consists of one Principal, one Assistant Principal, and one Counselor. We also have an array of classified staff that includes an office manager, attendance clerk, part-time librarian, health clerk, three custodians, six food service staff, two campus aides, an instructional assistant and the equivalent of six special education instructional aides. We are currently 100% compliant with regard to NCLB requirements with our teaching staff. All of our paraprofessionals that work with our special education students meet state requirements to work with these students.

There are 20 classrooms, 3 science labs, four computer labs, eight mobile computer class sets, one Home Ec/Art room, one band/choir room, one library, one cafeteria, and one state-of-the art gymnasium which includes both boys and girls locker rooms. Twelve classrooms in the four core curricular areas are equipped with smart technology. All teachers on campus have been equipped with district provided IPAD’s which were purchased through a grant. The computer labs, library, and smart board rooms all have mounted LCD projectors and documents cameras while classrooms that do not have smart boards have a technology cart that includes a Mac Mini, an LCD projector, a document camera, and speakers. All Santa Fe classrooms also have wired and wireless internet.

Santa Fe boasts the highest attendance rate of all the schools in Monrovia Unified School District. Attendance percentage will vary throughout the year but our average attendance for last year was nearly 98%. Discipline Issues do arise at Santa Fe but because of the Behavioral Response to Intervention model known as Positive Behavioral Support Systems, or PBIS, our discipline data has decreased significantly. At Santa Fe, we stress taking a very strong proactive, rather than reactive, approach to discipline. Phone calls and meetings with parents occur should a situation needing parental intervention occur.

Major programs available at Santa Fe include Special Education, READ 180 (a specialized reading-intervention program for English-Language students and students deemed in the lowest 10% of tested lexile levels), honors courses in all core disciplines, data-based intervention classes for both ELA and Mathematics, GATE, Visual and Performing Arts, Graphic Design, Robotics and Science Olympiad teams that have competed at the state level, Yearbook, and technology. A point of pride for Santa Fe is the Leadership and Renaissance programs which not only govern the student body but give positive reinforcement for academics and attendance as well as social-emotional support. Middle School can be a tough time and we at Santa Fe make sure that the learning atmosphere is as conducive as possible.


Parents and guardians have a multitude of ways they can get involved at Santa Fe: School Site Council, English Language Advisory Committee (ELAC) and District ELAC (DELAC), PTSA, District Advisory Committee (DAC), Library aides, classroom tutors, field trip chaperones, playground volunteers and through various parent nights throughout the year. OUR PTSA works with the school, staff, local businesses and families to financially support various activities, programs and events that help keep Santa Fe moving in a positive direction.

The Santa Fe Middle School community continues to utilize all its resources in providing a safe and secure learning environment for all students that promotes lifelong-learning, self-discipline, self-esteem, responsible citizenship and a deep appreciation of our diverse, democratic society. A strong partnership exists between Santa Fe and the local police department, which has been instrumental in providing safety and awareness to students and families, as well as providing a School Resource Officer to work together on school-related issues. Santa Fe also utilizes its church partners to fulfill some of the students' material needs that can hinder our students from being successful.

Santa Fe continues to provide all teachers with staff development focused on implementing the common core and strengthening instructional methodology. In English we are implementing the Expository Reading and Writing Curriculum (ERWC) that was created by the UC and Cal State system to strengthen core English instruction in the public school system. In Mathematics we are utilizing Strategic Math Instruction (SMI) to implement reach students in the common core. Both Social Studies and English are implementing Document-Based Questions (DBQ's) to address literacy standards. In Science, most teachers are participating in in-depth Next Generation Science Standards (NGSSs) training through the iAM Science Grant.

In 2009, Santa Fe was recognized as a California Distinguished School. Our 2013 reported AYP proficiency rate was 54% for ELA and 45.2% for mathematics. The last recorded API, in 2013, was 797 up from 601 in 1999. Santa Fe continues to make its top priority closing the achievement gap. Currently Santa Fe students are struggling with Common Core State Standards so Santa Fe is working diligently to address the needs of all students.

Comprehensive Needs Assessment Components

Data AnalysisPlease refer to the School and Student Performance Data section where an analysis is provided.

SurveysThis section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s).

The California Healthy Kids Survey was analyzed to determine to what degree students felt "safe" at school. An analysis of the results showed that as a whole, students felt safe at Santa Fe and felt there was at least one adult they could go to on campus should they need support.

Classroom ObservationsThis section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings.

Monrovia Unified has a traditional evaluation system. All teachers that are on an evaluation year are being evaluated with one full period observation and as many informal observations as is deemed necessary.

In addition to the traditional evaluation system, Santa Fe also made a commitment to be in every classroom, every week, to monitor schoolwide and department initiatives. These informal observations were used to have discussions with teachers regarding strength of instruction and fidelity of use of the Common Core State Standards.


Analysis of Current Instructional ProgramThe following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

• Not meeting performance goals• Meeting performance goals• Exceeding performance goals

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs.

Standards, Assessment, and Accountability

1. Use of state and local assessments to modify instruction and improve student achievement (ESEA)

The 2015 SBAC testing data is the first type of state data that has been available since 2013. Because of that lack of data, Santa Fe and Monrovia Unified has used internal measure such as quarterly benchmark data to evaluate the effectiveness of the instructional strategies. In the 2014-2015 school year, ELA, Math, Science, and Social Studies all had quarterly benchmarks. In the 2015-2016 school year the benchmark process is going into revision. In the 2015-2016 school year Santa Fe again administered the SBAC test in the Spring but also completed the Scholastic Reading Inventory and the Scholastic Math Inventory schoolwide. Santa Fe also uses an English module entitled ERWC as a dipstick measurement, an On-Demand writing assessment through English departments, and Social Studies administered the Document-Based Question series as a way to evaluate writing effectiveness schoolwide.

2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)

When analyzing data, a data protocol is necessary. Santa Fe uses that data protocol in it's Professional Learning Communities. We then use the data results to inform instruction.

Staffing and Professional Development

3. Status of meeting requirements for highly qualified staff (ESEA)

All Santa Fe teachers meet the requirements of highly qualified teachers in accordance with their credentials.

4. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC)

All of Santa Fe's needs are met with appropriately credentialed teachers who have received professional development in their respective subjects with training on the materials used in their subject areas. This includes recently adopted ERWC, DBQ, and Read 180 curriculum.

5. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)

All of Santa Fe's core subjects have been aligned to the Common Core State Standards. English is using Expository Reading and Writing Curriculum (ERWC) modules to implement the core and DBQ units to improve writing. Mathematics is using Strategic Math Instruction (SMI) to change instruction. Science is being trained in Next Generation Science Standards for their shift in instruction while focusing on evidence-based claims to implement Common Core literacy standards. Social Studies is being trained in Document-Based Questions (DBQ's) to implement Common Core Literacy Standards.

In addition to this, Santa Fe is using it's Professional Learning Communities (PLC's) to monitor schoolwide campaigns and subject-specific needs.


6. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)

Monrovia Unified provides Instructional Coaches in English, ELD and Math. There is an instructional coach that supports Science and the NGSS iAM Science Grant. Both Science and Social Studies use the English instructional coaches to help implement the literacy standards of the Common Core.

7. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC)

Santa Fe began implementing Professional Learning Communities in the 2015-2016 school year and has continued this year.

Teaching and Learning

8. Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)

Monrovia Unified, and Santa Fe specifically, utilizes pacing guides in all core courses. These pacing guides are aligned to the Common Core State Standards.

9. Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC)

The instructional minutes of Santa Fe Middle School far exceed those mandated by the Federal Government and the State of California. All students get instruction in both English Language Arts and Mathematics as well as intervention courses if deemed appropriate.

10. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)

Pacing guides integrate time for reteaching and the master schedule reflects intervention in both Mathematics and English.

11. Availability of standards-based instructional materials appropriate to all student groups (ESEA)

Santa Fe has met all of the needs as outlined in the Williams Act. This is inclusive of regular education, special education, and English Language Development students.

12. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC)

With the transition to the Common Core, Monrovia Unified is in the adoption process at the middle school level for Mathematics and English resources aligned to the Common Core. English currently uses SBE-adopted materials in core classes. English intervention uses Read 180, and Reading Plus. Math intervention is using ST Math.

Opportunity and Equal Educational Access

13. Services provided by the regular program that enable underperforming students to meet standards (ESEA)

Santa Fe has several programs that aid underperforming students, including but not limited to: intervention courses, AVID, Academic TA's for targeted students, and integration of an intervention/enrichment period for all students where placement is based on need.

14. Research-based educational practices to raise student achievement

Santa Fe has multiple programs that have been implemented schoolwide to raise student achievement: Kagan, fast framework lesson design, ERWC, DBQ's, and SIOP.


Parental Involvement

15. Resources available from family, school, district, and community to assist under-achieving students (ESEA)

Resources are available for our varying populations at Santa Fe. All students have access to after-school tutoring, district and community counseling services, Village After School programs, Athletics, and our co-curricular and extra-curricular activities which includes robotics, science olympiad, and other growth opportunities.

16. Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932)

Parents have a multitude of ways that they can stay involved at Santa Fe. Through Parent Teacher Student Association (PTSA), School Site Council, and the English Language Advisory Committee (ELAC), parents get to have a say in the strategic planning of the school. Parents also have the ability to volunteer at Santa Fe and are often seen on the school campus building relationship with students.

Funding

17. Services provided by categorical funds that enable underperforming students to meet standards (ESEA)

There are many opportunities for professional development and teacher collaboration for core subjects and the PBIS schoolwide curriculum. In addition to this, Santa Fe provides translator, co-curricular and extra curricular activities for all students to become engaged and increase their proficiency in all standards. Santa Fe is just as invested in it's parent population as the parent raises the child. To that end we hold Parent Universities and have participated in the Parent Quality Education Institute (PIQUE). Translators are always available at all school functions.

18. Fiscal support (EPC)

All of the opportunities at Santa Fe are provided through S&C funding, general fund, and grants.

Description of Barriers and Related School Goals

The following are Santa Fe's Barriers as outlined by the SPSA.

CAASPP• All grade levels increased the percent of students that nearly met or did not meet standards in overall achievement in ELA.• 6th and 7th grade increased the percent of students nearly or not meeting standards.• 8th grade increased the percent of students that met or exceeded standard in overall achievement and increased their percent

at, near, or above standard in concepts and communicating reasoning.

CELDT• A majority of English Language Learners scored Early Advanced or Advanced on the CELDT across all grade levels on the annual

assessment.• A majority of English Language Learners scored Early Advanced or Advanced on the CELDT across all grade levels on both initial

and annual assessments combined.

AMAO's• In the 2015-2016 school year Santa Fe met AMAO 1.• In the 2015-2016 school year Santa Fe met AMAO 2.

The following are the Related School Goals that Addresses the Aforementioned Barriers:1) A schoolwide goal of having a majority of students in the met or exceeds standards bands on the ELA SBAC through implementation of the ERWC writing modules, usage of Document-Based Questions (DBQ's) , and review of SRI data to inform instruction.


2) All EL students will show progress in English Language Development as shown by progress on their CELDT, CAASPP, site and district-based assessments.3) A schoolwide goal of having a majority of students in the met or exceeds standards band on the Math SBAC through implementation of Strategic Math Instruction (SMI), targeted implementation of math practices and review of SMI data to inform instruction.4)All teachers will obtain professional development in the Next Generation Science Standards; including but not limited to shift in standards, instructional strategies for implementation, strategic lesson design, and shift in assessment implementation.5) A schoolwide goal of continuous implementation of the behavioral expectation system entitled Positive Behavior Intervention System (PBIS).


School and Student Performance Data

CAASPP Results (All Students)

English Language Arts/Literacy

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students TestedGrade Level

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 6 199 208 180 197 202 178 197 202 178 99.0 97.6 98.9

Grade 7 208 203 198 202 199 193 202 198 193 97.1 98 97.5

Grade 8 206 214 201 205 210 199 203 210 198 99.5 98.1 99

All Grades 613 625 579 604 611 570 602 610 569 98.5 97.9 98.4

* 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 MetGrade Level

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 6 2501.2 2489.6 2522.5 9 9 16.29 25 22 35.39 37 35 21.35 30 35 26.97

Grade 7 2546.1 2540.9 2558.3 17 13 14.51 32 33 39.90 22 30 25.39 28 24 20.21

Grade 8 2574.6 2552.3 2581.1 12 14 17.68 44 31 37.88 27 26 27.27 16 30 17.17

All Grades N/A N/A N/A 13 12 16.17 34 29 37.79 29 30 24.78 25 29 21.27

ReadingDemonstrating understanding of literary and non-fictional texts

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

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 6 12 9 15.82 44 37 53.67 45 54 30.51

Grade 7 19 16 23.32 42 41 49.22 40 42 27.46

Grade 8 25 20 28.79 52 36 45.96 24 44 25.25

All Grades 18 15 22.89 46 38 49.47 36 47 27.64

WritingProducing clear and purposeful writing


14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 6 13 16 26.40 54 45 44.38 32 39 29.21

Grade 7 34 30 35.23 41 52 46.63 25 18 18.13

Grade 8 26 28 35.86 59 49 47.47 15 24 16.67

All Grades 25 25 32.69 51 48 46.22 24 27 21.09


ListeningDemonstrating effective communication skills


14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 6 9 7 19.10 73 72 61.24 19 21 19.66

Grade 7 10 10 10.36 61 66 67.88 29 24 21.76

Grade 8 13 14 18.69 67 65 65.66 20 21 15.66

All Grades 11 10 15.99 67 68 65.03 22 22 18.98

Research/InquiryInvestigating, analyzing, and presenting information


14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 6 20 19 26.55 62 60 49.72 18 21 23.73

Grade 7 27 21 27.98 49 55 55.44 24 24 16.58

Grade 8 28 25 38.38 57 47 44.44 15 28 17.17

All Grades 25 22 31.16 56 54 49.82 19 25 19.01

Conclusions based on this data:

1. All grade levels increased the percent of students that nearly met or did not meet standards in overall achievement.

2. All grade levels increased their percent below standard in reading.

3. 7th grade decreased the percent of students below standard in writing, listening, and research/inquiry.



CAASPP Results (All Students)

Mathematics

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students TestedGrade Level

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 6 199 208 180 197 202 177 197 201 177 99.0 97.6 98.3

Grade 7 208 203 198 202 199 194 202 199 194 97.1 98 98

Grade 8 206 214 201 205 210 200 204 210 200 99.5 98.1 99.5

All Grades 613 625 579 604 611 571 603 610 571 98.5 97.9 98.6

* 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 MetGrade Level

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 6 2505.1 2480.1 2516.8 12 7 16.38 15 14 22.60 39 34 29.38 34 45 31.64

Grade 7 2527.2 2506.7 2515.1 17 12 13.92 19 18 21.13 32 27 24.74 32 43 40.21

Grade 8 2541.5 2558.0 2553.3 14 22 20.50 20 21 18.50 27 27 24.00 39 29 37.00

All Grades N/A N/A N/A 14 14 16.99 18 18 20.67 33 29 25.92 35 39 36.43

Concepts & ProceduresApplying mathematical concepts and procedures


14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 6 15 11 23.16 38 33 37.29 47 56 39.55

Grade 7 26 17 22.16 29 30 27.84 45 53 50.00

Grade 8 26 36 28.50 30 31 33.00 43 32 38.50

All Grades 23 22 24.69 32 31 32.57 45 47 42.73

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


14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 6 15 10 15.25 48 45 50.28 37 44 34.46

Grade 7 14 14 13.40 51 44 50.52 35 42 36.08

Grade 8 11 18 20.00 57 49 39.00 32 34 41.00

All Grades 13 14 16.29 52 46 46.41 34 40 37.30


Communicating ReasoningDemonstrating ability to support mathematical conclusions


14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 6 10 8 18.64 56 41 45.20 34 51 36.16

Grade 7 16 14 19.07 70 51 51.55 14 35 29.38

Grade 8 12 20 18.50 55 53 57.50 33 28 24.00

All Grades 13 14 18.74 61 48 51.66 27 38 29.60


1. 8th grade increased the percent of students that met or exceeded standard in overall achievement and increased their percent at, near, or above standard in concepts and communicating reasoning.

2. 6th and 7th grade increased the percent of students nearly or not meeting standards.

3. All grades increased their percent in below standard in problem solving and modeling/data analysis.



CELDT (Annual Assessment) Results

Percent of Students by Proficiency Level on CELDT Annual Assessment

Advanced Early Advanced Intermediate Early Intermediate BeginningGrade

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

6 9 5 20 35 45 27 35 40 40 22 5 13 5

7 6 12 25 41 65 58 41 18 8 6 6 6 8

8 13 36 70 47 55 30 20 9 20

Total 6 10 26 44 52 45 36 27 21 12 10 5 2 2 3


1. A majority of English Language Learners scored Early Advanced or Advanced on the CELDT across all grade levels on the annual assessment.

2. Santa Fe decreased the percent of students scoring Beginning, Early Intermediate, and Intermediate from last year to this year on the annual assessment.



CELDT (All Assessment) Results

Percent of Students by Proficiency Level on CELDT All Assessments (Initial and Annual Combined)

Advanced Early Advanced Intermediate Early Intermediate BeginningGrade

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

6 8 12 18 33 44 29 33 32 35 25 4 12 8 6

7 10 10 23 33 62 54 33 24 8 5 5 19 15

8 8 11 36 58 39 57 33 17 7 28 6

Total 9 11 25 39 48 45 33 25 18 12 11 5 7 5 7


1. A majority of English Language Learners scored Early Advanced or Advanced on the CELDT across all grade levels on both initial and annual assessments combined.

2. Santa Fe decreased the percent of students scoring Beginning, Early Intermediate, and Intermediate from last year to this year on both initial and annual assessments combined.


Planned Improvements in Student Performance

School Goal #1

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 (API) and adequate yearly progress growth (AYP) 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:

SUBJECT: English Language Arts

LEA/LCAP GOAL:

Implementation of Common Core State Standards. (LCAP Goal 2)--------

SCHOOL GOAL #1:

A schoolwide goal of having a majority of students in the met or exceeds standards bands on the ELA SBAC through implementation of the ERWC writing modules, usage of Document-Based Questions (DBQ's) , and review of SRI data to inform instruction. --------

Data Used to Form this Goal:

SBAC scores, ERWC end of module products, DBQ scores, SRI scores, English-Language Arts grades--------

Findings from the Analysis of this Data:

A majority of students do not meet or exceed standards in English-Language Arts nor do they score proficient in district and site-based assessments. --------

How the School will Evaluate the Progress of this Goal:

ERWC end of module scores, DBQ scores, SRI scores, information from administrative observations, and English-Language Arts grades.--------

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

ResponsibleProposed Expenditure(s)

Description Type Funding Source Amount

English-Language Arts intervention courses whose participants are chosen using data-based criteria.

2016-2017 school year

Administration, ELA teachers, counselor

Quarterly SRI assessment 2016-2017school year

Administration, teachers, instructional coaches

Purchase of SRI logins for all students

5000-5999: Services And Other Operating Expenditures

S&C 3,500





Professional Development 2016-2017 school year

Administration, Teachers, Instructional Coaches

Sub costs for professional development

1000-1999: Certificated Personnel Salaries

S&C 10,000

Professional Development Costs

5800: Professional/Consulting Services And Operating Expenditures

S&C 20,000

Implementation of intervention/enrichment time based on students needs.

2016-2017school year

Teachers, Administration

Reading Plus Website Access


S&C 8,000

Instructional coaching to shore up knowledge of checking for understanding, purposeful lesson design, and content and academic language objectives.


Instructional Coaches, administration

Instructional Coaches 0

Use of relevant technology to assist students in common core state standards and test-taking strategies


iCoach, instructional coaches, teachers, administrations

Chromebook Cart 4000-4999: Books And Supplies

S&C 21,000

ProfessionalDevelopment

0

Website Subscriptions 5000-5999: Services And Other Operating Expenditures

S&C 2,000

Subject-Specific After-School Tutoring 2015-2016school year

Teachers, administration

Certificated Hourly 1000-1999: Certificated Personnel Salaries

S&C 10,000

Implementation of Interime SBAC assessments.


Administration, teacher, Instructional Coaches

Staff Development in assessment implementation

0

Professional Development on SBAC assessments

0



School Goal #2


SUBJECT: English Language Development (ELD) for English Learners

LEA/LCAP GOAL:

EL students will continue to show progress in English Language Development as shown by progress on the CELDT and CAASPP and redesignation. (LCAP Goal 5)--------

SCHOOL GOAL #2:

All EL students will show progress in English Language Development as shown by progress on their CELDT, CAASPP, site and district-based assessments. --------


CELDT scores, SBAC scores, SRI scores, English-Language Development and English-Language Arts grades--------


Although Santa Fe is making gains in reducing the number of students in the English Language Development program through redesignation.. There is still a need to decrease the amount of long-term English Learners. --------


CELDT and CAASPP scores.--------




All courses at all grade levels are SDAIE courses.


Administration, teachers

English-Language Arts Intervention courses whose participants are chosen using data-based criteria.



Professional Development in English Language Learner lesson planning and instructional strategies


Administration, instructional coaches, teachers



S&C 3000

Instructional Coach Support

0

A double-block class for CELDT level 1,2, and 3 students.


Administration





Monthly logged meetings with all members of the English Language Learner subgroup


Administration, counselor

Counselor 0

Administrator 0

Use of relevant technology to assist students in common core state standards, test-taking strategies, and the CELDT skills of Reading, Writing, Listening, and Speaking



Computers 4000-4999: Books And Supplies

S&C 2,000

Headphones 4000-4999: Books And Supplies

S&C 500

Microphones 4000-4999: Books And Supplies

S&C 500

iTouch 4000-4999: Books And Supplies

S&C 1000



School Goal #3


SUBJECT: Mathematics

LEA/LCAP GOAL:

Implementation of Common Core State Standards. (LCAP Goal 2)--------

SCHOOL GOAL #3:

A schoolwide goal of having a majority of students in the met or exceeds standards band on the Math SBAC through implementation of Strategic Math Instruction (SMI), targeted implementation of math practices and review of SMI data to inform instruction--------


Summative SBAC data, SBAC interim assessment data, common formative assessment data, information from administrative observations, Mathematics grades--------


Students are not meeting or exceeding standards in Mathematics and are struggling with the switch from California State Standards to Common Core State Standards. --------


Summative SBAC data, SMI scores, and benchmark data. --------




All mathematics courses at all grade levels are SDAIE courses.



Implementation of intervention time for students not on grade level in Mathematics.



ST Math Website Access 4000-4999: Books And Supplies

S&C 8000

Professional Development and Teacher Collaboration





S&C 5,000

Professional Development


S&C 5,000





Implementation of Interim SBAC assessments


Administration, Teachers, Instructional Coaches

Staff development in assessment implementation

0

Professional Development on SBAC assessments

0

Use of relevant technology to assist students in common core state standards and test-taking strategies.



Instructional Software 4000-4999: Books And Supplies

S&C 1,000

Subject-Specific After School Tutoring 2016-2017 school year


Certificated Hourly 1000-1999: Certificated Personnel Salaries

S&C 10,000



School Goal #4


SUBJECT: Science

LEA/LCAP GOAL:

Although not a specific LCAP goal, Monrovia Unified is committed to training all teachers in the Next Generation Science Standards (NGSSs).--------

SCHOOL GOAL #4:

All teachers will obtain professional development in the Next Generation Science Standards; including but not limited to shift in standards, instructional strategies for implementation, strategic lesson design, and shift in assessment implementation. --------


There is no current data in use to inform this goal. Santa Fe will still be looking at 8th grade CST data to identify student understanding of concepts and skills. --------


Because the Next Generation Science Standards are the next phase of instruction and curricular change, this goal is meant to get us into allignment once testing begins in 2018. --------


Professional development participation, implementation of NGSS strategies --------




Professional Development and Teacher Collaboration



Sub Coverage for Professional Development

0


0

Use of relevant technology to as it relates to NGSS Science standards



Chrome Cart 4000-4999: Books And Supplies

S&C 8000



School Goal #5


SUBJECT: Student Connectedness

LEA/LCAP GOAL:

Ensure every child has a clear and readily accessible support system at school. (LCAP Goal 11)--------

SCHOOL GOAL #5:

A schoolwide goal of continuous implementation of the behavioral expectation system entitled Positive Behavior Intervention System (PBIS). --------


Discipline data, California Healthy Kids Survey results--------


Santa Fe is still refining ots data collection but has seen a significant decrease in suspensions as well as students reporting they feel safe. --------


Discipline Data Analysis, survey results--------




Continued refinement and evolvement of the campuswide PBIS system.

2016-17 School Year




S&C 2,000

School-wide campaign materials

4000-4999: Books And Supplies

S&C 5000



S&C 1000

Parent and Student Education Events 2016-2017 school year

Administration, counselor, teachers

Counselor 0





Renaissance and Leadership Classes 2016-2017 school year


AVID Courses 2016-2017 school year

Teachers, Administration



S&C 8000

Subs for Professional Development


S&C 8000


Centralized Services for Planned Improvements in Student Performance

The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each categorical program in this section must be aligned with the Consolidated Application.

Centralized Service Goal #1

SUBJECT: Centralized Services for Planned Improvements in Student Performance in

SCHOOL GOAL #1:

--------








SCHOOL GOAL #2:

--------








SCHOOL GOAL #3:

--------








SCHOOL GOAL #4:

--------








SCHOOL GOAL #5:

--------





Summary of Expenditures in this Plan

Total Allocations and Expenditures by Funding Source

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

S&C 145,207 2,707.00

Total Expenditures by Funding Source

Funding Source Total ExpendituresS&C 142,500.00



Total Expenditures by Object Type

Object Type Total Expenditures1000-1999: Certificated Personnel Salaries 47,000.00

4000-4999: Books And Supplies 47,000.00

5000-5999: Services And Other Operating Expenditures 13,500.00


35,000.00



Total Expenditures by Object Type and Funding Source

Object Type Funding Source Total Expenditures

1000-1999: Certificated Personnel Salaries S&C 47,000.00

4000-4999: Books And Supplies S&C 47,000.00


S&C 13,500.00


S&C 35,000.00



Total Expenditures by Goal

Goal Number Total ExpendituresGoal 1 74,500.00

Goal 2 7,000.00

Goal 3 29,000.00

Goal 4 8,000.00

Goal 5 24,000.00


School Site Council Membership

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

Name of Members

Prin

cipa

l

Clas

sroo

mTe

ache

r

Oth

erSc

hool

Sta

ff

Pare

nt o

rCo

mm

unity

Mem

ber

Seco

ndar

ySt

uden

ts

Geoffrey Zamarripa X

Maria Sandoval X

Nedra Graham X

Yvonne Koskela X

Maria Sandoval

Erik Nordahl X

Mary-Ann Lutz X

Cathy McCallum X

Numbers of members of each category: 1 2 1 3

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.

Documents

The Single Plan For Student Achievement · 2018-02-23 · The Single Plan for Student Achievement 1 of 34 2/14/18 The Single Plan for Student Achievement School: Santa Fe Computer