elementaryplan for student achievement (spsa) template · 2019. 5. 28. · school plan for student...

School Plan for Student Achievement (SPSA) of 45 Ellen Fletcher Middle School

School Year: 2019-20

SPSA Title Page

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

Address 655 Arastradero Rd. Palo Alto, CA 94306

County-District-School (CDS) Code 436964106118707

Principal Melissa Howell

District Name Palo Alto Unified School District

SPSA Revision Date 02/05/19

Schoolsite Council (SSC) Approval Date

Local Board Approval Date

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


Table of Contents

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

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

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

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

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

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

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

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

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

Student Population ..................................................................................................................................12

Overall Performance ...............................................................................................................................13

Academic Performance ...........................................................................................................................14

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

Conditions & Climate ...............................................................................................................................23

Goals, Strategies, & Proposed Expenditures ..................................................................................................25

Goal 1 ......................................................................................................................................................25

Goal 2 ......................................................................................................................................................27

Goal 3 ......................................................................................................................................................30

Goal 4 ......................................................................................................................................................33

Goal 5 ......................................................................................................................................................35

Goal 6 ......................................................................................................................................................36

Budget Summary and Consolidation ..............................................................................................................37

Budget Summary ....................................................................................................................................37

Allocations by Funding Source ................................................................................................................37

School Site Council Membership ....................................................................................................................38

Recommendations and Assurances ...............................................................................................................39

Addendum .......................................................................................................................................................40

Instructions: Linked Table of Contents ....................................................................................................40

Appendix A: Plan Requirements for Schools Funded Through the ConApp ...........................................43

Appendix B: Select State and Federal Programs ....................................................................................45


School Vision and Mission Ellen Fletcher Middle School is the home to approximately 700 sixth, seventh, and eighth grade students from Palo Alto, Stanford, and Los Altos Hills. Our elementary feeder schools are Barron Park, Juana Briones, and Lucille Nixon Elementary Schools, as well as students from Hoover, and Ohlone Elementary Schools. Most of our students will go on to Gunn High School. Our Mission Statement: Ellen Fletcher Middle School is an inclusive community of students, families, and educators engaged in achieving high academic and social standards with respect for diversity in a positive school climate. In order to achieve our Mission Statement we will: hire and retain a highly qualified staff committed to the middle school vision; have rigorous content and performance standards that are clear and measurable; design, implement, and maintain a clear communication system; commit to, collaborate on, and follow through with all actions supporting the Mission Statement and school's vision; establish and implement clear social standards; foster a sense of personal responsibility in each community member, develop and implement proactive interventions informed by data and research; plan and apply coherent staff development that supports our mission; solicit and respond to input from our diverse population; and, develop a sense of community through ongoing meaningful activities.

School Profile

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


School and Student Performance Data

Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup

Percent of Enrollment Number of Students Student Group

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

American Indian 0.1% 0.1% 0.14% 1 1 1

African American 1.6% 1.5% 1.30% 12 11 9

Asian 37.2% 37.1% 37.34% 279 265 258

Filipino 1.3% 1.5% 1.16% 10 11 8

Hispanic/Latino 13.1% 14.0% 15.48% 98 100 107

Pacific Islander 0.4% % 0.43% 3 3

White 37.8% 36.5% 33.86% 284 261 234

Multiple/No Response 8.5% % % 64

Total Enrollment 751 715 691

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Number of Students Grade

2015-16 2016-17 2017-18

Grade 6 225 229

Grade 7 243 226

Grade 8 247 236

Total Enrollment 715 691



Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment

Number of Students Percent of Students Student Group

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

English Learners 65 45 44 8.7% 6.3% 6.4%

Fluent English Proficient (FEP) 239 256 249 31.8% 35.8% 36.0%

Reclassified Fluent English Proficient 8 28 16 25.0% 43.1% 35.6%



CAASPP Results English Language Arts/Literacy (All Students)

Overall Participation for All Students

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

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

Grade 6 256 221 231 244 212 227 244 212 227 95.3 95.9 98.3

Grade 7 258 241 224 248 240 214 248 240 214 96.1 99.6 95.5

Grade 8 238 246 240 230 244 229 230 244 229 96.6 99.2 95.4

All Grades 752 708 695 722 696 670 722 696 670 96 98.3 96.4

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded

% Standard Met

% Standard Nearly Met

% Standard Not Met Grade

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

Grade 6 2606.0

2613.8

2611.0

49 53.30 54.63 34 33.49 28.63 12 6.13 10.57 5 7.08 6.17

Grade 7 2640.4

2628.1

2636.7

50 45.42 53.27 37 38.75 31.78 9 6.25 7.48 4 9.58 7.48

Grade 8 2649.8

2642.1

2638.4

48 43.44 43.23 34 38.52 36.24 11 12.30 10.48 7 5.74 10.04

All Grades N/A N/A N/A 49 47.13 50.30 35 37.07 32.24 11 8.33 9.55 5 7.47 7.91

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

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

Grade 6 50 57.35 59.91 39 34.12 29.07 11 8.53 11.01

Grade 7 57 60.83 62.15 37 28.33 29.44 6 10.83 8.41

Grade 8 63 52.46 54.59 29 38.93 34.06 8 8.61 11.35

All Grades 57 56.83 58.81 35 33.81 30.90 8 9.35 10.30

Writing Producing clear and purposeful writing

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

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 6 55 61.14 64.32 38 31.28 29.07 7 7.58 6.61

Grade 7 63 57.50 61.68 31 31.67 31.31 6 10.83 7.01

Grade 8 59 53.91 57.21 34 39.09 29.69 7 7.00 13.10

All Grades 59 57.35 61.04 35 34.15 30.00 7 8.50 8.96


Listening Demonstrating effective communication skills


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 6 36 42.65 37.44 61 51.66 59.47 3 5.69 3.08

Grade 7 40 32.08 35.51 54 62.08 58.41 6 5.83 6.07

Grade 8 42 37.30 40.61 52 59.43 52.84 6 3.28 6.55

All Grades 39 37.12 37.91 55 57.99 56.87 5 4.89 5.22

Research/Inquiry Investigating, analyzing, and presenting information


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 6 58 66.35 64.32 38 27.96 29.52 4 5.69 6.17

Grade 7 65 60.83 63.55 31 31.25 29.91 4 7.92 6.54

Grade 8 58 54.92 55.46 37 39.75 35.37 5 5.33 9.17

All Grades 60 60.43 61.04 36 33.24 31.64 4 6.33 7.31



CAASPP Results Mathematics (All Students)

Overall Participation for All Students

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

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

Grade 6 256 221 231 251 219 228 251 219 228 98 99.1 98.7

Grade 7 258 241 224 254 240 216 254 240 215 98.4 99.6 96.4

Grade 8 238 246 240 231 244 227 231 244 226 97.1 99.2 94.6

All Grades 752 708 695 736 703 671 736 703 669 97.9 99.3 96.5

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded

% Standard Met

% Standard Nearly Met

% Standard Not Met Grade

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

Grade 6 2610.8

2634.1

2630.9

57 64.84 65.35 20 18.26 17.98 13 10.96 9.65 10 5.94 7.02

Grade 7 2643.2

2643.5

2658.3

61 63.75 67.91 20 14.17 15.81 13 13.75 7.91 7 8.33 8.37

Grade 8 2686.6

2676.8

2679.3

68 63.93 68.14 18 14.75 9.73 6 13.93 11.50 8 7.38 10.62

All Grades N/A N/A N/A 62 64.15 67.12 19 15.65 14.50 11 12.94 9.72 8 7.25 8.67

Concepts & Procedures Applying mathematical concepts and procedures


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 6 65 70.32 70.18 21 20.09 19.30 14 9.59 10.53

Grade 7 68 69.17 72.56 21 17.50 17.21 11 13.33 10.23

Grade 8 75 65.98 71.24 16 22.13 17.26 9 11.89 11.50 All Grades

69 68.42 71.30 19 19.91 17.94 12 11.66 10.76

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


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 6 55 61.64 66.23 33 30.59 25.44 13 7.76 8.33

Grade 7 63 65.83 69.30 28 24.17 22.33 9 10.00 8.37

Grade 8 70 62.30 66.81 24 29.10 25.22 7 8.61 7.96

All Grades 62 63.30 67.41 28 27.88 24.36 10 8.82 8.22


Communicating Reasoning Demonstrating ability to support mathematical conclusions


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 6 51 64.84 62.28 41 27.40 29.39 8 7.76 8.33

Grade 7 63 60.83 63.72 30 32.08 29.77 7 7.08 6.51

Grade 8 63 64.34 66.81 31 28.28 23.89 6 7.38 9.29

All Grades 59 63.30 64.28 34 29.30 27.65 7 7.40 8.07



ELPAC Results

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

Grade Level Overall Oral Language Written Language Number of

Students Tested Grade 6 1576.3 1567.5 1584.8 13

Grade 7 * * * *

Grade 8 * * * *

All Grades 26

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

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

Total Number of Students

Grade 6 * * * * * * 13

Grade 7 * * * * * * *

Grade 8 * * * * *

All Grades 13 50.00 * * * * 26

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



Grade 6 * * * * 13

Grade 7 * * * * * * *

Grade 8 * * * * *

All Grades 16 61.54 * * * * 26

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



Grade 6 * * * * * * 13

Grade 7 * * * * * * *

Grade 8 * * * * *

All Grades 12 46.15 * * * * 26


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

Grade Level Well Developed Somewhat/Moderately Beginning Total Number of

Students Grade 6 * * * * 13

Grade 7 * * * * *

Grade 8 * * * * *

All Grades 16 61.54 * * 26

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



Grade 7 * * * * *

Grade 8 * * * * *

All Grades 16 61.54 * * 26

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


Students Grade 6 * * * * * * 13

Grade 7 * * * * *

Grade 8 * * * * *

All Grades 13 50.00 * * * * 26

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



Grade 7 * * *

Grade 8 * * *

All Grades * * 21 80.77 26



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

2017-18 Student Population

Total Enrollment

691 This is the total number of students enrolled.

Socioeconomically Disadvantaged

13.5% 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

6.4% 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

0.1% This is the percent of students whose well-being is the responsibility of a court.

2017-18 Enrollment for All Students/Student Group

Student Group Total Percentage

English Learners 44 6.4%

Foster Youth 1 0.1%

Socioeconomically Disadvantaged 93 13.5%

Students with Disabilities 76 11.0%

Enrollment by Race/Ethnicity

Student Group Total Percentage

African American 9 1.3%

American Indian 1 0.1%

Asian 258 37.3%

Filipino 8 1.2%

Hispanic 107 15.5%

Two or More Races 71 10.3%

Pacific Islander 3 0.4%

White 234 33.9%



Overall Performance

2018 Fall Dashboard Overall Performance for All Students

Academic Performance

English Language Arts

Blue

Mathematics

Blue

English Learner Progress

No Performance Color

Academic Engagement

Chronic Absenteeism

Orange

Conditions & Climate

Suspension Rate

Orange



Academic Performance English Language Arts

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

Red

Orange

Yellow

Green

Blue

Highest Performance

This section provides number of student groups in each color.

2018 Fall Dashboard English Language Arts Equity Report

Red

0 Orange

2 Yellow

2 Green

0 Blue

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

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

All Students

Blue

80.1 points above standard

Maintained 1.4 points

651 students

English Learners

Yellow


Maintained -1.2 points

134 students

Foster Youth


0 Students

Homeless


0 Students


Yellow

17.2 points below standard

Increased 17 points

92 students

Students with Disabilities

Orange



79 students


2018 Fall Dashboard English Language Arts Performance by Race/Ethnicity

African American


Less than 11 Students - Data Not Displayed for Privacy

8 students

American Indian



1 students

Asian

Blue


Increased 8 points

247 students

Filipino



7 students

Hispanic

Orange



101 students

Two or More Races

Blue


Increased 3.9 points

68 students

Pacific Islander



3 students

White

Blue



216 students

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

2018 Fall Dashboard English Language Arts Data Comparisons for English Learners

Current English Learner



25 students

Reclassified English Learners


Declined -4.1 points

109 students

English Only



377 students



Academic Performance Mathematics


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Mathematics Equity Report

Red

0 Orange

2 Yellow

1 Green

1 Blue

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

2018 Fall Dashboard Mathematics Performance for All Students/Student Group

All Students

Blue


Increased 3 points

651 students

English Learners

Green



134 students

Foster Youth


0 Students

Homeless


0 Students


Yellow



92 students


Orange



80 students


2018 Fall Dashboard Mathematics Performance by Race/Ethnicity

African American



8 students

American Indian



1 students

Asian

Blue



248 students

Filipino



7 students

Hispanic

Orange



101 students

Two or More Races

Blue


Increased

18 points 68 students

Pacific Islander



3 students

White

Blue



215 students

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

2018 Fall Dashboard Mathematics Data Comparisons for English Learners

Current English Learner



25 students

Reclassified English Learners



109 students

English Only



377 students



Academic Performance English Learner Progress

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

2018 Fall Dashboard English Language Proficiency Assessments for California Results

Number of Students

26

Level 4 Well

Developed 50%

Level 3 Moderately Developed

38.5%

Level 2 Somewhat Developed

11.5%

Level 1 Beginning

Stage



Academic Performance College/Career


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard College/Career Equity Report

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

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

All Students English Learners Foster Youth

Homeless Socioeconomically Disadvantaged Students with Disabilities

2018 Fall Dashboard College/Career by Race/Ethnicity

African American American Indian Asian Filipino

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

2018 Fall Dashboard College/Career 3-Year Performance

Class of 2016 Prepared

Approaching Prepared Not Prepared







Academic Engagement Chronic Absenteeism


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Chronic Absenteeism Equity Report

Red 0

Orange 5

Yellow 0

Green 1

Blue 1

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

2018 Fall Dashboard Chronic Absenteeism for All Students/Student Group

All Students

Orange

5.3% chronically absent

Increased 0.5%

711 students

English Learners

Orange


Increased 6.4%

47 students

Foster Youth



1 students

Homeless



1 students


Orange

15% chronically absent

Increased 5.4%

107 students


Orange


Increased 1.8%

85 students


2018 Fall Dashboard Chronic Absenteeism by Race/Ethnicity

African American



10 students

American Indian



2 students

Asian

Blue


Declined 1.1%

262 students

Filipino



8 students

Hispanic

Orange


Increased 7.2%

115 students

Two or More Races

Orange


Increased 4.1%

70 students

Pacific Islander



4 students

White

Green


Declined 1.8%

240 students



Academic Engagement Graduation Rate


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Graduation Rate Equity Report

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

2018 Fall Dashboard Graduation Rate for All Students/Student Group

All Students English Learners Foster Youth

Homeless Socioeconomically Disadvantaged Students with Disabilities

2018 Fall Dashboard Graduation Rate by Race/Ethnicity

African American American Indian Asian Filipino

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

2018 Fall Dashboard Graduation Rate by Year

2017 2018



Conditions & Climate Suspension Rate


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Suspension Rate Equity Report

Red

0 Orange

4 Yellow

2 Green

1 Blue

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

2018 Fall Dashboard Suspension Rate for All Students/Student Group

All Students

Orange

2.4% suspended at least once

Increased 1.4% 716 students

English Learners

Yellow


Maintained 0% 48 students

Foster Youth


Less than 11 Students - Data Not Displayed for Privacy 1 students

Homeless




Orange




Orange




2018 Fall Dashboard Suspension Rate by Race/Ethnicity

African American




American Indian



Asian

Yellow



Filipino



Hispanic

Orange


Increased 5% 116 students

Two or More Races

Orange



Pacific Islander



White

Green


Declined -0.3% 241 students

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

2018 Fall Dashboard Suspension Rate by Year

2016 0.4% suspended at least once

2017 1% suspended at least once

2018 2.4% suspended at least once


Goals, Strategies, & Proposed Expenditures

Goal 1 Subject Learning Targets and Learning Assessments

Goal Statement 1) 2019-2020 Course-alike classes/courses will implement two (2) common assessments. 2) 100% of teachers will self-report on a teacher survey that they will always or sometimes use learning targets (verbal and written) to guide instructions. 3) 80% of students will self-report that they understand the learning target and criteria for success in Math, Social Studies, Science, English, electives and PE. 4) The percentage of teachers fully implementing Evidenced Based Grading will increase by the end of 2019-2020 school year.

LCAP Goal Goal 1. High Quality Teaching and Learning

Basis for this Goal The Promise (PAUSD), High Quality Teaching and Learning goal: Fletcher Department Instructional Leaders will record the work around common assessments and grading during the school year. During the spring semester, we will schedule reflection meetings to give teachers an opportunity to discuss success, and growth areas for improvement and next steps.

Expected Annual Measurable Outcomes

Metric/Indicator Baseline Expected Outcome

Students will be surveyed during the 2019-2020 school year.

Varied levels of grading and assessment practices by grade and subject reported by Instructional Leads

Alignment grading practices by course-alike groups by Spring 2021.

Teachers will be surveyed during the 2019-202 school year.

80% of teachers will use standards based grading practices by fall 2022.

Establish a baseline by gathering student and teacher feedback.

Planned Strategies/Activities


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: Site and district professional development Administrators, Department Instructional Leaders,

district administrators, and teachers Coordination and participation in strategic professional development at site and district office throughout the school year

Focused classroom observations w/feedback to specifically monitor the implementation of verbal and written learning targets

Administrators, Department Instructional Leaders, district coaches, and teachers

Informal and formal feedback, review of teacher PLC growth plans, PLC notes from release days, pre-post observations, classroom observations

Department instructional leaders will lead site based teacher release time for continued professional development and design/revision of learning targets


Release time and department (grade/course- alike) meeting agendas and notes; common learning targets

Department instructional leaders will lead site based teacher release time for continued professional development and design/revision of common assessment and calibration


Release time and department (grade/course- alike) meeting agendas and minutes; common grading policy and procedures

Common prep periods will be built into the school master schedule for curriculum teams to create consistency and integrity within courses

Administrators, Department Instructional Leaders, district coaches and teachers

Weekly meeting and team meeting agendas and minutes

Train new teachers with learning targets and Assessment for Learning at the PAUSD New Teacher Orientation,n addition to ongoing professional development throughout the school year

Administrators, district administrators, Department Instructional Leaders, and teachers

New teacher institute agenda and attendance

Full-day professional development with Kate Kinsella on Academic Language October 2017. Send a group of teachers/admin/El coordinators to the Grading and Assessment Conference June 2019. Summer PD Assessment for Learning offerings include trainings presented by Tom Shimmer, Cassandra Erkens, Nicole Dimich Vagel and Myron Dueck

Administrators, Department Instructional leaders, and teachers

Encourage teachers to work collaboratively on unpacking standards, writing learning targets, designing and engaging instruction, and creating common assessments.

Grade Level Leads, Instructional Leaders

Align course guides Instructional leads, department leaders



Goal 2 Subject Academic Equity

Goal Statement The percentage on CAASPP English Language Art/Literacy and Mathematics assessment for Black or African American, Hispanic or Latin, English Language Learners and Students w/Disabilities will equal of exceed the Spring 2018 score report.

LCAP Goal Goal 2. Equity and Access

Basis for this Goal The percentage of HUR & SED students meeting standard to reflect that of other student groups.



CAASPP ELA Scores for historically under-represented (HUR) and socio-economically disadvangtaged (SED) students

Spring, 2018 ELA results show: EL (green - 9.5 points above standard, declined -8.3 points) SED (yellow - 36.4 points below standard, increased 8.3 points) Students w/disabilities (orange - 47.6 points below standard, declined -5.6 points)

All categories will increase on level (color band) on the California State Dashboard measurement by 20-21 school year.

CAASPP Math Scores for historically under-represented (HUR) and socio-economically disadvangtaged (SED) students

Spring, 2018 Math results show: EL (yellow - 7.8 points above standards and maintained -1.2 points) SED (yellow - 17.2 points below standard, increased 17 points) Students w/disabilities (orange - 30.8 points below standard, maintained 0.5 points)







strategy/action is being implemented: Teachers will review student data through the use of a site based data-collection tool to identify all students in their classes and teams

Administrators, Department Instructional Leaders, teachers, counselors

Data collection tool, DataZone, team data chats

Teachers will engage in professional learning around implementing engaging learning strategies and differentiating instruction for all students

Administrators, Department Instructional Leaders, teachers

Professional development agendas, Friday Memos, department/grade level meeting agendas, class observation and feedback

Weekly PACT and HST meetings with grade level administrators, counselors, health clerks and mental health specialist to share, discuss and thought-partner around data for students not meeting expectation

Administrators, counselors, health office professionals

Team meeting agendas and minutes

Strategically offer 6th grade extension and intervention class 3x weekly during FLEX period

Math Instructional Leader, teachers Formative assessment and teacher input

Provide Homework Habitat and Math Advantage after school 3x weekly for those students who need and want extra support

Counselors, teachers Homework Habitat and Math Advantage attendance

By 2021, all secondary school students in grades 6 through 8 who have "not met" or "nearly met" standard on the CAASPP ELA assessment will receive targeted intervention through the general education and/or intervention specialist

Administrators, specialists, teachers Various data points (formative, summative, CAASPP)

Convene Student Study Team (SST) meetings for those students of concern

Counselors, grade level administrators, teachers SST notes and data

Continue ELA / Reading support through the use of adapted learning program LEXIA, in ALD, Academic Support classes, and 6th grade FLEX (all students)

Teachers, Instructional Leads, Grade level administrators, case managers

Data monitor online, reteach opportunities, IEP goal monitoring specifically related to reading and math interventions

Continue Math support through the use of adapted learning program, Dreambox, in Academic Support classes, Math 7/8 classes, and 6th grade FLEX (all students)

Teachers, Instructional Leads, Grade level administrators, case managers

Data monitor online, reteach opportunities

Strategic 1:1 Tutoring for students in need after school

Administrators, Department Instructional Leaders, teachers, counselors

Teacher feedback

Saturday Interventions for strategically targeted student need, based on teacher feedback, counselors feedback, and student data

Administrators, Department Instructional Leaders, teachers, counselor

Data from LEXIA, Dreambox usage and teacher feedback



Goal 3 Subject Academic Supports Opportunities for all students

Goal Statement Increase and improve learning for all students, including a focus on historically under-represented (HUR) and socioeconomically disadvantaged students, through targeted interventions and opportunities, as well as targeted professional development for teachers and support staff. 1) Use data to identify strategic and targeted interventions for struggling general education students in literacy and math. 2) Increase learning opportunity during and beyond the school day to provide targeted supports for struggling students.

LCAP Goal Goal 2. Equity and Access

Basis for this Goal In addition to the achievement gap, Fletcher has a strong commitment to closing the opportunity gap for all students



CAASPP ELA Scores for historically under-represented (HUR) and socio-economically disadvangtaged (SED) students

Spring, 2018 ELA results show: EL (green - 9.5 points above standard, declined -8.3 points) Socioeconomically disadvantaged (yellow - 36.4 points below standard, increased 8.3 points) Students w/disabilities (orange - 47.6 points below standard declined -5.6 points)


CAASPP Math Scores for historically under-represented (HUR) and socio-economically disadvangtaged (SED) students

Spring, 2018 Math results show: EL (yellow - 7.8 points above standard, maintained -1.2 points) Socioeconomically disadvantaged (yellow - 17.2 points below standard, increased 17 points)




Students w/disabilities (orange - 30.8 points below standard maintained 0.5 points)





strategy/action is being implemented: Early identification of targeted students through DataZone and Data Chats

Counselors, grade level administrators, teachers DataZone data queries

Ongoing targeted professional development for teachers on maximizing use of DataZone for student data queries

Administrators, counselors, district data team administrators, teachers,

Staff meeting agenda devoted to training

One-on-One / Team Data chats with administratiors Administrators, Department Instructional Leaders, teachers

Meeting agenda, student data reports, strategic groups of students (lists)

"Hour of Code" event specifically for HUR students and parents

Administrators, computer technology teachers, technology leaders,

Hour of code attendance, parent invitation and agenda

Strategically offer 6th grade extension and intervention class 3x weekly during FLEX period

Department Instructional Leaders, teachers Formative assessment and teacher input

Take advantage of enrichment field trip when available, Spring 2018 (i.e.: African American College Readiness Summit at SJSU)

Administrators, district equity administrators, family engagement specialist

List of attendees and agenda

Support AVID Site Team and share and implement AVID strategies schoolwide

Administrators, AVID site team, teachers Site meeting agendas, AVID site goals, agenda and minutes

Provide oral translation services in both Mandarin and Spanish at school functions/events

Administrators, counselors, family engagement specialist

Agendas, service agreements

Provide written translation of necessary school documents in Mandarin and Spanish

Administrators, family engagement specialist Translated documents

Strategic 1:1 Tutoring for students in need after school

Administrators, counselors, district data team administrators, teachers,

Teacher feedback

Saturday Interventions for strategically targeted student need, based on teacher feedback, counselors feedback, and student data

Administrators, counselors, teachers Data from LEXIA, Dreambox usage and teacher feedback

Continue Math support through the use of adapted learning program Dreambox in Academic Support classes, Math 7/8 classes, and 6th grade FLEX (all students)

Administrators, counselors, teachers Data monitoring through district data resources, reteach opportunities, IEP goal monitoring specifically related to math interventions





strategy/action is being implemented: Continue ELA / Reading support through the use of adapted learning program LEXIA in ALD, Academic Support classes, and 6th grade FLEX (all students)

Administrators, counselors, teachers Data monitoring through district data resources, reteach opportunities, IEP goal monitoring specifically related to reading intervention



Goal 4 Subject Social-Emotional Learning

Goal Statement Social-emotional lessons during Advisory periods, with the support of the Fletcher Social Kindness Programs, as well as the consider: PARCS results. Students will self-report that they: 1) Feel connected to one or more staff members (adults) that they can talk to 2) Feel like other students are cared about and are liked by 3) Feel both emotionally and physically safe at school

LCAP Goal Goal 3. Wellness and Safety

Basis for this Goal Students need to feel safe and connected while at school.



PARCS Survey CHKS Survey

PARCS results CHKS results

Will equal or exceed in percentage from the prior year.

Chronic Absenteeism All students:5.3% chronically absent, English learners: 8.5% chronically absent, SED: 15% chronically absent, students with disabilities: 14.1% chronically absent, Hispanic: 14.8% chronically absent, two or more races: 7.1% chronically absent, White: 5.4% chronically absent, Asian: 0.4% chronically absent.

Improvement on the California State Dashboard






strategy/action is being implemented: Social Kindness Program - revisions, expansio, when needed

Administrators, advisory teachers, counselors, staff Advisory lessons on social kindness; schoolwide activities to increase social awareness and inclusion

Thoughtfully create advisory classes partnering students and teachers

Administrators, counselors, teachers Team meetings, weekly PACT and HST meetings to discuss

Continue expanding Terman Day of Service Administrators, parents, staff, YCS Participation and sign-up for Terman Day of Service

Schoolwide SEL activities including Inclusive Schools Week, Unity Day, and Not in Our Schools Week

Administrators, counselors, teachers Student friendly inclusive activities for each event/week

Explore Staff / Student mentor program Administrators, counselors,, teachers Mentoring lists, monitoring monthly, revisions when needed

Teaming of students and staff - students are with the same core and teams of teachers throughout the school day and school year

Administrators, counselors, teachers Weekly team meeting agendas, PACT and HEST meeting agendas, PLC meetings

Professional Learning with all staff and students for the purpose of reducing bias and increasing equity and understanding: LGBTQ+ trainings, Culture and Consent, Implicit Bias, Inclusion and Tolerance, classroom behavior management

Administrators, counselors, teachers Professional learning opportunities for staff and students



Goal 5 Subject

Goal Statement

LCAP Goal

Basis for this Goal


Metric/Indicator Baseline Expected Outcome startcollapse Planned Strategies/Activities




strategy/action is being implemented: startcollapse


Goals, Strategies, & Proposed Expenditures Goal 6 Subject

Goal Statement

LCAP Goal

Basis for this Goal


Metric/Indicator Baseline Expected Outcome startcollapse Planned Strategies/Activities




strategy/action is being implemented: startcollapse


Budget Summary and Consolidation

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

Description Amount

Total Funds Provided to the School Through the Consolidated Application

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA 23, 392

Allocations by Funding Source startcollapse

Funding Source Amount Balance


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 4 Classroom Teachers

1 Other School Staff

4 Parent or Community Members

2 Secondary Students startcollapse

Name of Members Role

Lois Caires X Classroom Teacher

Heather Rose X Parent or Community Member

Ivette Daugherty X Classroom Teacher

Aileen Delaney X Classroom Teacher

Cindi Durchslag X Classroom Teacher

Lauren Hahn X Parent or Community Member

Joy Helsaple X Other School Staff

Anne LaWer X Parent or Community Member

Zhiyin Pan X Parent or Community Member

Jennifer Schultz X Parent or Community Member

Nathan Levy X Secondary Student

Lucia Perez Rubalcaba X Secondary Student

Melissa Howell X Principal At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.


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

Signature Committee or Advisory Group Name

X English Learner Advisory Committee

X Other: Ed Council

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 9/18/18. Attested:

Principal, Melissa Howell on 9/18/18

SSC Chairperson, Anne LaWer on


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

Instructions: Linked Table of Contents

Stakeholder Involvement



Annual Review and Update

Budget Summary and Consolidation

Appendix A: Plan Requirements for Schools Funded Through the ConApp

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


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

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

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

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

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


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

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

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

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


Appendix A: Plan Requirements for Schools Funded Through the ConApp

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

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

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

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

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

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

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

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

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

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


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

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

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

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

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

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

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

to local elementary school programs.

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

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

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

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

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

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

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

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

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

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

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

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


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

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