school goals for improving student achievement

School Goals for Improving Student Achievement

Goal #1: Increase the percentage of LTELs, socio-economically disadvantaged, homeless, and foster students scoring standards met or standards exceeded on the ELA and math state assessment by 10% over the next five years.

Describe how this goal aligns to the district’s LEA Plan goals:

Our sub-groups that require the most support are LTELS, SED and our foster and

homeless youth. This is aligned to LCAP Goal 1. A focus on these sub-groups will

lead to an increase in proficiency across the board in ELA and Math.

LCAP Goal #1 – Increase academic achievement at all grade levels in ELA and

Math and implement the California State Standards in all core subjects.

What data was used to form this goal:

LTEL re-designation rates, grades, performance on state assessments, Annual Measurable Academic Objectives

Individuals Involved in analyzing data and formulating goal:

School Site Council, SPHS Leadership Team (Area Chairs and Team Leads), WASC Subcommittees (Certificated, Classified Staff, Parents, Students), ELAC, LCAP District Committee

What did the analysis of the data reveal that led to this goal:

Academic achievement by Long Term English Learners, SED, Homeless and Foster youth has not grown at the rate needed to meet current annual targets.

Identify targeted student groups and expected growth:

The targeted student groups include Long Term English Learners (LTELs), SED, Homeless and Foster Youth. The expected growth is 10% scoring standards met or standards exceeded on the ELA and math State Assessment over the next five years.

What data will be collected to measure student achievement?

State Assessments

Identify the process for monitoring and evaluating collected data:

Staff Members (teachers, administrators, counselors) will collaborate and analyze results that will inform their instructional practices and student placement.

Describe the actions to improve achievement to exit program improvement (if applicable):

Not applicable

Strategies/Action Plans

Start & Completion

Dates Personnel

Responsible

Funding Source & Amount

Process for Evaluation of Implementation

1. Throughout the year, teachers will do an in depth review of the current English Language Development framework and align curriculum, interweave the standards (including Schoolwide Learning Outcomes, SLOs) into lessons/units that support and meet the needs of long term English Learners using research based strategies (i.e. Zwiers, Echevarria, Henneman, Soto, Olson, etc.)

June 2018 Administration and Area Chairs

Analysis of Alignment of ELD Standards and SLOs to Curriculum Guides and Pacing Calendars

Documented use of

language objectives to

increase rigor in the

classroom using Bloom’s

Taxonomy and Hess’

Cognitive Rigor Matrix

2. Professional development to support school-wide strategies for LTELs.

Professional Development to

support English Learners: focus

on reading, writing, listening,

and speaking. There will be a

particular emphasis on

developing students’ abilities to

have academic

discourse/conversation (Zwiers,

J and Soto, I, 2018)

School-wide Instructional

rounds

Differentiated instruction

AVID PD and Summer

Institutes to promote literacy

strategies for LTELs

PD for teachers using

technology to support LTELs

(i.e. Achieve 3000) to promote

academic

conversation/discourse focused

on writing, close reading and

rigor.

July 1, 2017 – June 30, 2018

Title I $36,703 Professional

Development surveys

Instructional Round

school wide visitation

data

Common Summative

Assessment and

Performance Task scores

State Assessment Data

• Student Work analysis

from PLC teams

• Student data from

Common Formative

Assessments

• Classroom Observation

Data (Academic

Discourse by Students in

the Classroom)

3. EL Assembly and individual Reclassification Meetings to provide and discuss student scores.

Jan-Feb 2018 EL Teachers and AP

Documentation that

assembly was held for

English Learners

Effectiveness and

Awareness Student

Survey for EL Assembly

and Reclassification

Meetings

Documentation of

meeting w/ all students to

determine placement and

provide tutoring

EL Placement review

Pre/post assembly and

survey

4. Supplemental instructional and assessment materials and will be identified to support the core ELD Curricula and subject specific support materials for designated and integrated ELD (supplements may include but are not limited to English 3D, Achieve 3000, content supports etc.) and are intended to be utilized for enhancement of the general instructional program during the school year for all English Learners.

2017-2018

school year

Principal

English

Department

Chair

ELD

Teacher(s)

ELD

Counselor

Content

Teachers

District Funding • ELD Assessment Scores

& EL Summer Academy

Scores

• Grades for all ELs,

including LTELs in ELD

and content classes

• Formative Assessment

and Common Summative

Assessment Results

• State EL Assessment

progress of ELD students

• State Assessment data

on English Learners

5. An ELD Summer Academy to support English Learners, will be held to provide supplemental intensive English instruction to ELs

June 2018 Principal

English

Department

Chair

EL Counselor,

Migrant

Coordinator,

EL Summer

Academy

Teacher

District Categorical

Funds

Pre and Post Assessment

ELD Curriculum Development

6. Migrant After School Tutoring Collaboration

Wed. 2017-

2018

District

Categorical

Funds & Migrant

Funding

• Student sign-in sheets

• Grade analysis

8. Title I meeting for parents 2017-2018 Principal Letters mailed home, Blackboard Connect

9. All ELD Students will meet with a(n) appropriate certificated staff member(s) (counselor and EL/Migrant Coordinator) for an individual review of State EL Assessment scores and placement in the ELD program (combine with #3)

Spring 2018 Certificated Staff

ELD Counselor ELD/Migrant Coordinator

• Q/SIS documentation of

counselor/student review

of State EL Assessment

scores

• Documentation of

Academic Review Form

Meeting and review of

State EL Assessment

score & placement in

ELD program


counselor’s and

EL/Migrant Coordinator

with ELs

10. Technology, such as tablets, laptops, or other mobile computing devices will be used for supplemental educational purposes to promote academic conversation/discourse focused on writing and close reading with rigor.

• 1 set of (24) laptops for the ALD class

• 4 sets of 1:2 tablets for math classes

• 2 laptop carts 1:1 for the AVID elective classes

2017-2018 EL Coordinator, AVID Coordinator, Math Department

Title I $26,800

Carryover $67,500

Documentation of use during Professional Development & Staff Meetings

Grade Reports Comparison (classrooms w technology vs classrooms without)

11. Instructional materials/equipment to support standards-based instruction, such as translation devices, dictionaries/thesauri, foreign language fiction and informational texts, visuals and graphic organizers, personalized learning technology, computer assisted technology, interactive technology to accelerate English language acquisition, assistive reading devices, videos, maps and emaps, educational posters, magazine subscriptions to promote literacy, hi/low books for reluctant readers, text to speech devices, technology support for ELs in mathematics, science, history and English, etc.

Timeline: 6

months – Qtr

2 and 3)

Principal Area Chair Principal’s Secretary

Title I - $1000

• Teacher effectiveness survey: Impact on instruction

• Documentation of requisitions/requisition history

12. There will be additional support provided to English Learners by bilingual instructional aides in the classroom and after school interventions.

Quarter 2,3

2017-2018

Bilingual Instructional Aides

• Documentation of time on timesheets

• Student Effectiveness Survey

• Bilingual Aide Schedule for Quarters 2-4

Goal #2: Within 5 years, increase standardized test scores (ELA/Math State Assessments), GPAs, graduation rates, and A-G completion rates, with an emphasis on narrowing the achievement gap between males and females to within 10%.


LCAP Goal #1 – Increase academic achievement at all grade levels in ELA and Math and implement the California State Standards in all core subjects. LCAP Goal #3 – Increase graduation rates and reduce suspensions and expulsions.


State assessment data, GPA/A-G completion rates, graduation/dropout rates


School Site Council, WASC Subcommittees (Certificated, Classified Staff, Parents, Students), ELAC


This goal was developed during the WASC Self-Study process. In particular, this goal was created after analysis of proficiency measures for CAASPP for the 2014-2015 and 2015-2016 school years and average GPAs. Additionally, measurable differences existed in the achievement of males and females at SPHS.


The focus students are 9th-12th grade students. The students groups include both males and females.


State assessment data, GPA/A-G completion rates, graduation/dropout rates


This goal will be monitored by the Administration, Intervention Coordinator, Link Coordinator, and WASC Coordinator will be responsible for collecting data and bringing it to relevant committees for discussion and further action (i.e. School Site Council, RtI Committee, WASC Home/Focus grops)


Not applicable


Start & Completion

Dates

Personnel Responsible



1. There will be a

school-wide focus on

teachers’ use of the

Common Core

Literacy and content

standards to

increase rigor in the

classroom and

lesson plans to

increase student

content literacy and

opportunities for

academic discourse.

• use of rigorous and

differentiated

instruction

• application of

interactive research-

based strategies in

everyday classroom

instruction

• focus on reading,

writing, listening, and

speaking

• formative

assessments

including frequent

checks for

understand

Full day

pullouts for

2017-2018

school year

Principal

Assistant

Principals

Dept. Area

Chairs

All Teachers

• Common Summative

Assessment scores

• State Assessment Scores

2. Implement a

Reading and English

Intervention Program

for 9th to 12th grade

students identified

through universal

screen tools (i.e.

STAR Diagnostic)

• The Accelerated

Reader Programs

will be purchased to

support universal

screening,

schoolwide literacy

program and

monitoring of student

progress and have

an AR Coordinator

Fall 2018 Principal

Assistant

Principal

English Dept.

Chair

Reading

Intervention

Teacher

• Pre and Post Reading

Diagnostic Tests

indicating a growth in

lexile scores

• Diagnostic Testing

Grades 9-12 (STAR,

Renaissance Learning,

etc.)


Start & Completion

Dates




3. Accelerated

Reading

Requirements will be

incorporated into all

classes schoolwide

and will be web-

based

• Support from an

Accelerated

Reader

Coordinator to

promote school

wide reading and

writing

2017-2018 Principal

English Dept.

Chair

English

Teachers

Librarian and

Library

Technician

• Measure number of

students participating in

Accelerated Reading

Program

• Teacher/Student

Effectiveness Survey

• Accelerated Reader data

report on average lexile

growth at beginning and

end of school year

4. Subject Matter

Collaborative Teams

will receive

professional

development to

provide support with

development of

professional learning

communities,

implementation of

AVID strategies,

project based

teaching, common

formative &

summative

assessments, and

development of

research based

lessons that support

standards-based

instruction and

content pedagogy

3-4 Full day pullouts for 2017-2018

AVID, EL, and

LINK

Coordinators

LCAP • Evaluation Surveys of

Professional

Development

5. Increase access for

males in AVID,

academies,

pathways, Link Crew,

campus clubs, and

EAOP.

2017-2018 school year

• Gender achievement data

using State Assessment

data

• Participation rates in

academic programs,

clubs, EAOP

• Link Crew Freshmen

Impact and Achievement

Surveys

6. Professional

Development will be

provided school wide

to support higher

engagement by

2017-2018 Principal

Dept. Area

Chairs

LCAP • Professional

Development Survey

• Lesson Plans that

demonstrate use of

engagement strategies


Start & Completion

Dates




males in classrooms

that includes time for

curriculum

development,

professional

development, males

mentoring systems,

male/females only,

culturally relevant

teaching.

All Teachers • Analysis of Student Work

• Classroom Observation

data

7. Provide at risk

students with

appropriate

interventions through

a Response to

Intervention

Approach (RtI2) in

the following manner

• Have an

Intervention and

Instructional

Support

Coordinator

• After School

Academic

Tutoring

• Behavior

Interventions

(PDAP, VCBH

Counseling,

Mentor Program

etc.)

2017-2018 @ Quarter 1

Principal

Assistant

Principals

Dept. Area

Chairs

All Teachers

Intervention

Teachers

Intervention and

Instruction

Coordinator

Counselors

Title I $5000 • D & F Quarter and

Semester Reports

• Pre and Post

Assessment/Effectiveness

Survey for Intervention

Programs

• Q/SIS Documentation of

Student Meetings

• Intervention and

Instructional Support

Coordinator

Documentation and

Communication of

Academic and Social

Emotional Supports

• Records of Academic

Review Forms

8. Expand Library

resources to support

common core

content and anchor

standards for all

content areas


Librarian

Library

Technician

Principal

District Title I and Principal’s budget

• Teacher/Student

Effectiveness Survey:

Extent of use & impact on

student support of non-

fiction

• List of non-fiction

resources

• Library Technician report

at staff meetings

• Online database thru

Renaissance Learning

9. Instructional Aides to

support learning in

the classroom


Principal

Instructional

Aides

District Title I • Observations and

measurement of

effectiveness based on

interactions


Start & Completion

Dates




Director of

Educational

Services

• Student effectiveness

survey

• Schedule of placement

throughout the day

10. Saturday School

Intervention to

provide students with

an alternative way to

achieve proficiency

on the standards

• Credit recovery

• Make up

opportunities (PE,

Cyber High,

Academies (HSA,

Ag, CTE, etc.)


Principal

Assistant

Principal

Saturday School

Teachers

• Attendance Records @

Saturday School

• Grade Reports of

students attending

Saturday School

Goal #3: Increase the percentage of all students scoring standard met and standard exceeded on the math CAASPP by 10% over the next five years, and an increase of the overall math passing rate and math A-G completion rate increase by 10% over the next five years as shown on end of semester grade reports.


An analysis of the available data show that students at SPHS are performing below proficient on the math CAASPP and in math courses. This goal is directly aligned to LCAP Goal #1 which is focused on increasing academic achievement at all grade levels in ELA and math.


CAASPP math data from 2014-2015 and 2015-2016, A-G rates for math courses


School Site Council, WASC Subcommittees (Certificated, Classified Staff, Parents, Students)


On the 2015-2016 math CAASPP the percentage of students who scored standard met and standard exceeded fell by 8%.


The targeted group of students are those in math classes, particularly in freshmen level math courses.


Quarterly Common Summative Exams (Interim and Benchmarks) in Math 1 or Math 1A, Math State Assessment Scores and grade reports


Teachers will collaborate and analyze results in collaborative teams to inform their instructional practices and student placement. This data and others (state assessment data) will be gathered by administration, School Site Council, and the RtI team for monitoring and evaluation


Not applicable


Start & Completion

Dates Personnel

Responsible


Process for Evaluation of

Implementation

1. To support a school-wide focus on research-based instructional strategies and to support teachers’ application of said strategies in mathematics, there will be support to attend professional development and conferences prior to the start of the school year and throughout the school year.

• There will be

Professional

Development at the

start of the school year

and throughout the

school year to help

teachers incorporate

research based

strategies, including,

but not limited to,

elements of Sheltered

Instruction Observation

Protocol,

collaboratively

developed curriculum

guides and guaranteed

curriculum, pacing

plans. Professional

Development supports

curriculum

development to align

instruction to the

Common Core Math

state content

standards.

• Using, curriculum development time, all teachers will continue to work with subject matter teams to collaboratively develop and implement

• Common Summative

Assessments, IABs,

performance tasks and

common formative and

summative

assessments (i.e. unit

tests, Common

summative exams,

etc.)

• Lesson plans with

elements of SIOP, and

an inquiry based

Task ongoing

during

collaboration

Wednesdays

throughout

2017-2018

school year.

Completion

and

submission of

curriculum

guide and

pacing

calendar by

June 2018.

Principal

Math Dept.

Chair

Math Teachers

• Evaluation of

Alignment to Content

Standards by

departments and

administration

• Teacher Evaluation of

Professional

Development

• State Assessment

results

• District/Department

assessment results


Start & Completion

Dates Personnel

Responsible



Implementation

approach to teaching

mathematics

• Curriculum aligned to

Common Core Math

Standards ELD and

ESLRs/SLOs

2. Professional

Development Training will

be provided for teachers,

counselors of the UCSB

Math Summer Secondary

Math I Academy for

incoming 9th graders.

2017-2018

school year Principal

Math Dept.

Chair

Math Teachers

Counselor

District LCAP • Subsequent

Semester 1 Math

results

3. Math intervention

courses may be offered

during the school day,

before or after school &

some Saturdays.

2017-2018


Math Dept.

Chair

• Student growth

overtime (pre-post

grade data

comparison)

• Intervention course

4. After School Homework

Center in the Library on

selected weekdays staffed

by math tutors with

nutritional snack provided

Principal

Assistant

Principals

After School

Homework

Tutors

Title I: $17,000 • Sign-in logs showing

students that used

Homework Center

• Pre/Post Assessment

and Survey on grade

improvement

5. Recruit and train Peer Tutors to assist students in Mathematics and/or provide community service hours to peer tutors (registration form)

2017-2018


Assistant Principals

Library staff

Human

Resources

• Student Effectiveness

surveys

6. Instructional materials/equipment to support and supplement standards-based mathematics instruction (i.e. scientific and graphing calculators, math intervention materials, math technology & software to to increase engagement, supplemental textbooks and activity books, math

2017-2018


Math Teachers

Principal’s

Secretary



requisitions/requisition

history


Start & Completion

Dates Personnel

Responsible



Implementation

academic discourse tools, discovery materials, multimedia, manipulatives, etc.)

7. Support an interactive math curriculum and supplemental resources through technology (i.e. tablets, laptops, smart screens).

2017-2018

school year

8. Lower the number of students in Math Reasoning courses.

2017-2018

school year Title I$15,000 Quarterly Grade Reports

9. Create or implement a math diagnostic/universal screen

2017-2018

school year

10. Increase the number of math instructional aides and AVID tutors for math tutorials in the AVID Tutorial.

2017-2018

school year

11. Math instructional rounds and instructional coaching

2017-2018

school year

12. PD on new curriculum, math coaching (VCOE),

2017-2018

school year

Goal #4: During the 2017-2018 school year, SPHS will maintain and evaluate the existing interventions for 9th graders, as well as develop and implement an RtI program.


This goal is directly aligned to LCAP Goal 1, increase academic achievement at all grade levels, and LCAP Goal 3, increase graduation rates and reduce suspensions and expulsions .


Discipline Data, Attendance Data, Report on the Number of Students with Ds and Fs, Link Crew Data, Grading Period Progress Report, Common Summative/Benchmark Report Card, WASC Demographic Report


School Site Council, WASC Subcommittees (Certified, Classified Staff, Parents, Students), ELAC


Although SPHS has experienced a trend of decreased suspensions and referrals, defiance, drug use, and fights still occur on campus above acceptable rates. Additionally, the A-G completion rates have slipped over the last three years at SPHS from 40.5% in 2013-2014 to 34.9% in 2015-2016.


The targeted population is all students with a focus on 9th graders. Growth targets for the A-G rate are 3% per year (same as LCAP Goal 1).


A-G rates, behavior data


Quarterly D and F reports are generated, Departments receive achievement data at the beginning of each year and are analyzed by Collaborative Teams. Staff Members (teachers, administrators, counselors) will collaborate and analyze achievement data/results that will inform their instructional practices and student placement. Additionally, administration and School Site Council will monitor A-G rates.


Not Applicable


Start & Completion

Dates Personnel

Responsible



Implementation

1. Develop an articulation plan with feeder schools to identify needs of incoming 9th grade students based on assessment & diagnostic data for placement in instructional intervention or enrichment.

• Prepare for incoming 9th

grade students with

individual and grouping

of departments

(Science, English, Social

Studies, Math, Physical

Education, Special

Education, AVID).

• Counselors will review

assessment and

diagnostic data with

Area Chairs and feeder

middle schools to

accurately place

students

• Link Crew will support

mentees and review a-g

requirements as part of

their intervention support

January 2018

– May 2018

Principal

Assistant

Principals

Counselors

Instruction &

Intervention

Coordinator

Dept. Area

Chairs

• April 2018 –

Documentation of

articulation meetings

• Development of an

articulation plan

(Honors Reading,

SPED, Math)

• Student Placement

determined by feeder

school department

members of feeder

middle school and

high school

department members

• Semester 1 – Math

Collab with middle

school

• Content collaboration

with middle school

2. Provide registration & outreach services to incoming 9th grade students & parents at feeder schools with an effective communication strategy

• Meet with future

freshmen & parents in

the Spring of 8th grade

year and at the

beginning of the 9th

grade year to inform

students about high

school academic and

behavioral expectations

• Provide parent

workshops to support 9th

grade parents (i.e.

healthy choices,

decision-making, anti-

bullying, drug

prevention, time

management, study-

skills development,

March-

August 2018

Principal

Assistant

Principals

Counselors

Dept. Area

Chairs

Title I $15,000 • Spring 2018 – Q/SIS

Course Request

Report

• Parent Workshop

Schedule

• Parent/Student

Effectiveness survey

• Workshop evaluations


Start & Completion

Dates Personnel

Responsible



Implementation

organization in high

school etc.)

• Provide Student

Planners

• Cardinal Writing Guide

• Link crew extra-

curricular events to

increase school

connection for freshmen

• Provide counselor for at-

risk and other students

needing support (i.e.

drug and alcohol abuse,

support groups for

social-emotional needs,

anger management,

etc.); counselor will also

support restorative

justice practices

3. 9th Grade Introductory Courses (9th Grade Choices College and Career, AVID 1, Ag Academy, Intro to Human Services) will focus on educating students about college and career pathways, monitoring 9th grade progress, provide ongoing feedback on progress toward graduation requirements (Academic Review Form), build resumes and create a 10 year plan. Ninth graders will be taken on college field trips to improve college-going rates at Santa Paula High School

• All 9th grade introductory

courses will include

college and career

presentations

• Presentation that

reviews

behavior/discipline

expectations

• Counselors will give presentations on: graduation requirements, requirements for

1st & 2nd

semesters in

courses for

2017-2018

school year

Principal

Assistant

Principals

Choices,

College and

Career, AVID,

and Human

Services

Teachers &

Program

Coordinator

• 9th Choices College

and Career Survey

reviewed by 9th Grade

introductory Course

teachers that focuses

on career and college

goals – freshmen

participation in

support programs

• Verification of college

visitation each

semester

• College going rates of

students 9th grade

Choices College and

Career course

• Assessment of 9th

grade progress

toward graduation

each semester shared

with School site

Council, District, and

Area Chairs


Start & Completion

Dates Personnel

Responsible



Implementation

admission to college and universities, and support services.

4. Provide Freshman Parent Night and Link Crew Freshman Orientation and Registration, provide a campus tour for all incoming 9th grade students, including those interested in CTE Academy Programs. LINK Crew continue to develop mechanisms to support academic success of freshman.

• Implement a Campus

Watch Program

• LINK Crew will support

all 9th grade students by

providing mentoring and

other support programs

(i.e. Cookie Cram,

Challenge Day Tail Gate

Party, Anti-Bullying,

Academic

Support/Tutoring etc.)

• Instructional materials

o LINK Crew

Advisor

April 2017-

2018

Principal

Assistant

Principals

Link Crew

Advisor

• Documentation that

9th grade students

received a campus

tour and were

introduced to high

school programs

• Freshmen & Link

Mentor survey data

5. A school wide program to address and recognize academic achievement will be developed (Shows Outstanding Academic Results).

• Identify students who are not recognized by SOAR, and build a program designed to motivate students to improve academics, students of the month and/or honorable mentions.

• Link Crew recognition events

Principal

Assistant

Principals

ASB Advisor

All Teachers

Link Crew

• Quarterly reports

documenting students

in the SOAR program

• Data Dashboard

• GPA breakdown

6. Develop RtI Behavior

System of Interventions

• Implement Saturday

Academic/Intervention

2017-2018

School Year

Principal

Assistant

Principals

• Attendance at

Saturday School


Start & Completion

Dates Personnel

Responsible



Implementation

Classes for specific

subjects

• Grade Level Assemblies

with students getting Ds

and Fs

• Develop a Freshmen

First Mentoring program

with focus on At Risk

Freshman program Pilot

(3 or more F’s)

• After school tutoring as

needed (credit recovery)

with documented

attendance

• Link Crew – Activities

and services to provide

a foundation for

freshmen and high

school success

Counselors

Area Chairs

Instruction &

Intervention

Coordinator

Teacher

Intervention

Teachers

Link Crew

• Pass Rates of

Students


meetings

7. Instructional

materials/equipment to

support and supplement

standards-based instruction

and provide needed

interventions (i.e.

organization and study

materials, after school

tutoring, Link, CyberHigh

support materials, diagnostic

assessments, differentiated

materials, supplemental ELA,

math, science and history

materials and associated

equipment for skills

development, etc. )

2017-2018

school year

Principal

Area Chair

Principal’s

Secretary



requisitions/requisition

history

Goal #5: During the 2017-2018 school year, referrals will decrease by 5%, suspension for California Ed Code 48900 a-j will decrease by 5%, and documentation of required safety drills. Additionally by the next administration of the CHKS SPHS will improve by 5% the measures in the following areas on the Summary of Key Indicators: “School connectedness (high)”, “Academic motivation”, and “School perceived as safe or very safe”. Furthermore SPHS will decrease by 5% on the CHKS on the following measures: “Experienced any harassment or bullying”, and “Had mean rumors or life spread about you”


This goal is aligned to LCAP Goal 4, a welcoming and efficient school climate for students, parents, and staff.


Although SPHS has experienced a trend of decreased suspensions and referrals, defiance, drug use, and fights still occur on campus above acceptable rates. Additionally, CHKS data on bullying was used to form this goal.




The 2015-2016 CHKS indicated the 29% of students at SPHS had experienced bullying in the last year, and 42% had experience rumors and lies being spread about them.


The focus students are all students. Expected results on the CHKS include 43% of student reporting a high level of connectedness at school, 35% reporting high academic motivation, 24% reporting experience of harassment or bullying, and 38% reporting means lies or rumors spread about them.


Healthy Kids Survey, and discipline records for number of referrals; documentation of school wide effort to adopt CHAMPS behavior intervention strategy.


Teachers, administrators, counselors will collaborate, and analyze survey results that will inform them regarding school safety and climate.


Not Applicable


Start & Completion

Dates Personnel

Responsible



Implementation

1. Administration will monitor

school safety with the support

of campus security and

maintain accurate discipline

records and monitoring of

campus and school related

activities. All gates and

entrants will also be closely

monitored.

• Administer and create a short

safety survey annually to be

given at the beginning and end

of the school year to 9th and

12th graders.

June 2018 Principal

Assistant

Principals

Campus

Security Team

Counselors

General Fund • Student safety

will be

monitored

monthly and a

report will be

provided to both

district and staff

• Records of

students on

behavior

contracts

• Records of

students

leaving campus

• Healthy Kids

Survey

2. Safety drills and scenarios will

be carried out in conjunction

with City of Santa Paula to

ensure Santa Paula High

School is prepared for an

emergency.

• Replace/purchase emergency

kits for all classrooms and

offices/departments (Granola

bars and water) -

replace/purchase supplies

• Various announcements via

the P.A. system, as well as

other various forms of

communication

• Provide First Aid/CPR for staff

members based on

requirements developed by

district’s safety committee

June 2018 Principal

Assistant

Principals

Campus

Security Team

Safety

Committee

Faculty and

Staff

• Documentation

of school wide

drills, safety

meetings will be

maintained by

the school

3. A school wide strategy for

positive behavior intervention

support will be adopted and

support teachers’ use of a

positive classroom

management system and use

of standardized progressive

discipline system in all

classrooms that will be

included in course description

and syllabi (i.e. CHAMPs,

Restorative Justice, respect

agreements).


Principal

Assistant

Principals

All Teachers

Counselors

RtI Coordinator

• Positive

Behavior

Support

Records of

Referrals &

Restorative

Justice

• Documented

CHAMPs use in

Classrooms


Start & Completion

Dates Personnel

Responsible



Implementation

• Professional development, including facilitator training will be provided to faculty and staff on an ongoing basis.

• Documentation

of training of

administration

and teachers in

positive

behavior

intervention

program

• Monthly and

Annual reports

of student

referrals

• Documentation

of faculty

meeting agenda

items focused

on PBIS

4. A comprehensive behavior and

counseling program will be

developed to address safety

concerns (i.e. bullying,

harassment, anger

management, suicide, etc.)

that includes workshops,

activities, assemblies,

counseling services and

referrals. Anti-bullying and

cyberbullying workshops,

assemblies, activities

• Anti-bullying booklet handed

out at Freshman Orientation,

or in 9th Grade Choices

College and Career classes

• Enhance Library resources to

provide education materials on

bullying and safety

• Develop resource library for

teachers

• Develop a Peer Mediation

Program

• Group Counseling intervention

(Anger Management, PDAP..)

• VCOE or other training for

Peer Counseling

• LINK/ASB Challenge Day


Principal

Assistant

Principals

Counselors

LINK Cred

Advisor

Club Advisors &

Teachers

ELD

Coordinator

Intervention and

Instruction

Coordinator

School

Psychologist

Program

Specialist

Principal’s Budget

• Documentation

of school wide

behavior

intervention

workshops,

assemblies,

activities

• Comprehensive

database that is

maintained for

all counseling

services

provided to

students

• Planning

documentation

for Peer

Mediation

5. Administration and Teachers

will utilize a daily system of

communication (Blackboard

Connect Callout System - Q


Principal

Assistant

Principals

• Records of

Callout

Messages


Start & Completion

Dates Personnel

Responsible



Implementation

SIS, and social media) to track

attendance, truancy, provide

updates on academic progress

and communicate with parents

about workshops and special

events

All Teachers

Attendance

Technician

6. Instructional materials/equipment

to support school climate and

safety (i.e. counseling, group

facilitation materials, etc.)


Principal

Area Chair

Principal’s

Secretary


• Requisition

History

7. Restorative Justice

• Professional development

• Facilitator training


Principal

Assistant

Principals

RtI Coordinator

Counseling Staff

Restorative

Justice District

Facilitator

District LCAP • Documentation

of Restorative

Justice process

8. Develop Crisis Intervention

Team who will provide information

for staff with regards to overall

school safety e.g. lockdowns, fire

drills, disasters.


Principal

Assistant

Principals

Certificated and

Classified Staff

Committee

Members


• Agenda, emails

and newsletters

• Documentation

of drills

Goal #6: In 2017-2018 Santa Paula High School will increase, by 5%, the number of students attending 2 year and 4 year colleges, as well as vocational schools that issue certifications, and ensure that 45% of 9th, 10th, 11th, and 12th graders meet a-g requirements by the end of the school year.


This goal is aligned to LCAP Goal 2, enhance student engagement


College going rates of SPHS students




Approximately 20% of SPHS students applied and were accepted to University of California schools.


45% percent of 9th-12th Grade students are expected to meet a-g requirements by the end of each year of high school.


The data to be collected is number of students meeting a-g requirements and 12th graders matriculating to 2 and 4 year colleges, Common Formative Assessments


Administrators and counselors will collect the data and meet with students individually using Academic Review Forms that document students’ career and college goals and a-g courses taken.


Not Applicable


Start & Completion

Dates Personnel

Responsible



Implementation

1. Counselors will meet with all

students at a minimum of twice

a year to ensure a course of

study that fulfills graduation

requirements and a-g. This is

in order to increase graduation

rate. All students will have a

minimum of 2 face to face

meetings with a counselor to

discuss career and college

pathways and monitor progress

toward high school graduation

and college entrance

requirements using the

Academic Review Form.

• Students failing to meet

criteria will be closely

monitored and have more

frequent scheduled

meetings with counselors

to determine appropriate

interventions

• Counselors to regularly

visit 9th Grade Choices

College and Career

classes, as well as all

Common Core classes

• Create reality check plan

for post-graduation


Principal

Assistant

Principals

Counselors

General Fund • Q/SIS Data Report using Notes of Student Meetings & Number of Visits per student

• Academic Review

2. Provide academic supports

to all students by offering:

• After school tutoring in the

homework center in all

subject areas focusing on

subject areas with greatest

need according to growth

data. For 2017-2018 there

needs to be a specific

focus on Math growth,

specifically in Secondary

Math I

• Have identified students

pulled out in the regular

school day to provide small

groups of students with

intensive Tier 2

Interventions addressing

content or skill

weaknesses.

• Provide supplemental

instructional and course

materials to at-risk


Principal

Assistant

Principals

Counselors

Teacher Tutors

AVID Tutors

Get Focused,

Stay Focused

Title I $5935 • Sign-in Sheets

from After School

Homework

Center

• Timesheets for

AVID Tutors

• Grade Reports in

Math


Start & Completion

Dates Personnel

Responsible



Implementation

students and additional

supports for homeless

students

• Additional purchase of

computers for assistance

in homework center

• Software and books to

support expansion of the

Accelerated Reader

program

• AVID Coordinator will

provide support services to

students and provide

instructional materials to

support achievement and

alignment to UC/CSU a-g

• AVID tutors to support

AVID courses and tutorials

for AVID program

3. Provide academic

interventions for students if they

are:

• Struggling to meet a-g and

graduation requirements

through intervention

programs available:

migrant education

program, PASS and online

learning support options


Principal

Director of

Educational

Services

Assistant

Principals

Counselors

Intervention

Teachers

Migrant

Coordinator

LCAP • Transcript

Evaluation

Service (TES)

from University of

California

• RtI Student List

w/ Interventions

4. Increase parent

engagement with parent

outreach programs (i.e.

PIQE and improve school to

home communications

about PI status, and support

mechanisms to parents and

students about college

entrance requirements and

ways to finance college,

through outreach, school

advisory committee

meetings, print

communication/mailers,

parent & community

workshops and PTA parent

seminars, Migrant Parent


Principal

Assistant

Principals

Parent Outreach

Coordinator

• Document

communications

and attendance

records at parent,

student, college

readiness

workshops

• Data about

college going

rates


Start & Completion

Dates Personnel

Responsible



Implementation

Workshops (including

Family Migrant/EL

Conference), PTA programs

5. Support college going

culture by providing

students with test

preparation services to

become competitive

through the college

entrance process

• Host alumni and

college/university and

industry

representatives

assemblies

• Plaque for those

students who score

2,000 or higher on

SAT, publish in SP

Times


Principal

Assistant

Principal

Counselors


• Record of

students

receiving services

• Report number of

students taking

college entrance

exams and

average score

• Document

students

attending Career

and Higher

Education Wee

6. Focus on academic

preparations to increase the

number of students enrolled

in Honors and Advanced

Placement Courses and

increase the number of AP

offerings.


Principal

Assistant

Principals

Counselors

Career

Technician

Dept. Area

Chairs

Honors and AP

Teachers

LCAP • Enrollment

reports of

students in

Honors and

Advanced

Placement

Courses

• Report of

students taking

AP exams

7. Increase course offerings to

increase student enrollment

and retention.


High School

Administration

Area Chairs

• Master Schedule

course offerings

compared to

previous 3 years

8. Instructional

materials/equipment to support

supplements to standards-

based instruction (i.e. college

and career support materials,

etc.)


Principal

Area Chair

Principal’s

Secretary

• Requisition

History


Start & Completion

Dates Personnel

Responsible



Implementation

9. Continue increased

enrollment to Career Education

Center (VCOE CEC) and

pathway elective courses


Assistant

Principal

• Enrollment

increase

documentation

11. Administer WASC surveys

to students in both

freshman and senior years

Principal

WASC

Coordinator

District General Fund

• WASC survey

results

12. Establish university and

college and industry

partnerships that, may

include college and

industry tours and will

support student

acquisition of skills

necessary to succeed in

college and career.

• Create follow up survey

to track SPHS alumni

attending universities and

colleges.

Students will be taken on

college field trips to

improve college going

rates at Santa Paula High

School


Principal

Assistant

Principals

Counselors

MESA Advisors

AVID

VC Innovates

LCAP

VC Innovates

• Report of college

matriculation for

students

participating in

partnership

programs

Goal #7: Santa Paula High School will develop a community of learners focused on building collaborative teams and sustained professional development. We will increase parental and community relations between the students, parents and community of Santa Paula (Parent Involvement Team, ASB Welcome committee, etc) by 10%.


This goal is aligned to LCAP Goal 1, increase student performance, and LCAP Goal 4, efficient school climate.


This goal was formed in response to an analysis of PLCs during the 2017 WASC Self-Study and in review of the 2014-2015 and 2015-2016 state assessment results.




PLCs are not functioning as efficiently as desired and students are not performing at the desired level on the LCAP.


All students, grades 9-12. Average student GPA will increase and grades schoolwide will show less than 15% Ds and Fs overall.


Common Core Data, AYP, Common Summative Assessments, Pass Rates, Common Formative Assessments


Administrators and Teachers will collaborate, and analyze results that will inform their instructional practices and student placement.


Not Applicable


Start & Completion

Dates Personnel

Responsible



Implementation

1. Provide information to

Area Chairs. Have more

cross department

curriculum coordination.

• Common Core content

literacy/articulation across

departments

Principal

Collaboration

Teams

• Documentation of work accomplished through cross-curricular coordination

2. Faculty and staff will

develop professional learning

plans that complement school

wide professional development

goals and that provide

enrichment opportunities in

research based instructional

strategies and in content

pedagogical knowledge

2017-2018 Principal

Department

Area Chairs

Counselors

All Teachers &

Staff


professional

learning

plans/calendar for

each department

3. Provide monthly

communication entitled “State

of the School” from the

principal, centered on best

teaching practices, celebrating

staff and student achievements

and updating them on school

events

2017-2018 Principal

Assistant

Principals


“State of the

School”

4. Implement Collaborative

Teams in a Professional

Learning Community focused

on research based strategies to

support English Learners in

(lesson plans), WASC

recommendations, Curriculum

Guides, Pacing Calendars,

best teaching practices,

Common Summative and

Common Core Assessments,

differentiation, data analysis,

and reteaching. Area Chairs

will complete progress reports

on accomplishments and next

steps with faculty and

administration.

• SPHS will contract VCOE

consultants to work with

school departments and

their Professional Learning

Communities to use data

to drive instruction and to

provide professional

development on research

2017-2018 Principal

Assistant

Principals

Dept. Area

Chairs

Counselors

All Teachers

• Curriculum Guides

and Pacing

Calendars will be

evaluated for

modifications,

including

reteaching and

differentiation

• Common

Summative Data

will be evaluated

for students

scoring proficient

or above


progress of

Collaborative

Teams (minutes)

maintained by

Dept. Area Chairs


Start & Completion

Dates Personnel

Responsible



Implementation

based instructional

practices.

• VCOE trainers will conduct

walkthroughs once per

month

• Provide PLC training to all

teams through onsite and

off-site professional

development

5. Up to two Professional

Development Days prior to the

opening of school in order to

provide training to staff and

time to collaborate on the

WASC recommendations

• Provide monthly

faculty meetings

focused on Response

to Intervention, WASC

Recommendations,

Understanding

Program

Improvement, SIOP,

Use of data to drive

instruction, student

and staff celebration

and best teaching

practices

• Provide professional

development for

faculty and staff for

Cultural Proficiency

and At-Risk students

2017-2018 Principal

Assistant

Principals

Dept. Area

Chairs

• Faculty sign-in

sheets for PD

Days

• Teacher

Evaluations

• Outside evaluation

of quality of

professional

development

6. A professional learning

community leadership team will

be developed that includes

department area chairs, and

content specialists teachers

that will provide input on the

design of professional

development and development

of a Response to Intervention

approach. The team will

receive specialized training for

collaborative team-building

• 2017-2018

Principal

Assistant

Principals

Counselors

Teachers

Professional

Learning

Community

Team

Content

specialists

LCAP • Teacher

evaluations and

surveys


Start & Completion

Dates Personnel

Responsible



Implementation

7. Provide for faculty to attend

professional development

conferences and workshops

aligned with programs and

courses that are taught

including supplemental

programs such as AVID, SIOP,

Link Crew, Foreign Language,

Special Education, English,

Language Development,

Reading, Advanced Placement,

California Partnership

Academies, Math,

Science/STEM Education,

English, Social Science,

Physical Education, Art,

Computer Technology, Career

Technical Education,

Technology, and Counseling

• Provide for faculty to

attend professional

development conferences

and workshops aligned

with improving instructional

practice including

Response to Intervention,

positive behavior support,

classroom management,

technical training, training

on instruction technology,

student motivation,

bullying and harassment,

mental and behavioral

health, a-g requirements,

etc.

2017-2018 Principal

Director of

Educational

Services

Assistant

Principals

Counselors

Teachers

Instructional

Aides

Title 1- $15,200 • Documentation of

faculty and staff

attendance at

conferences and

workshops

8. Revisit the WASC process

and Focus on Learning and re-

write chapters in preparation

for future WASC visits

2017-2018 Principal Assistant Principals

WASC Coordinator

Focus Group Leaders

Classified and Certified Staff

Director of Educational Services

• Written narrative of

WASC Chapters

• Identification of

critical academic

needs

• Data Dashboard


Start & Completion

Dates Personnel

Responsible



Implementation

District

Administration

9. Ensure all teachers have

certification to be highly

qualified. The district will

provide a teacher mentoring

program & coordinator to

mentor new teachers

(Induction)

Principal

Assistant

Principals

All Teachers

Counselors

Induction

Coordinator

• Record of

certifications in

District Office

• New Teacher

meetings and

trainings (sign in

sheets)

• Evaluations

10. Provide translators and

childcare at School Site

Council Meetings to support

parental involvement

2017-2018 Principal • Documentation of

meetings

translated and

childcare provided

11. Support parental

involvement through

workshops, conferences and

field trips.

Title I $3039 • Documentation of

attendance

school goals for improving student achievement

Documents