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School Plan for Student Achievement (SPSA) of 54 Serrano Elementary School

School Year: 2019-20

SPSA Title Page

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

School Name Serrano Elementary School

County-District-School (CDS) Code

33-67124-6106041

Schoolsite Council (SSC) Approval Date

April 30, 2019

Local Board Approval Date

May 24, 2011

Purpose and Description Briefly describe the purpose of this plan (Select from Schoolwide Program, Comprehensive Support and Improvement, Targeted Support and Improvement, or Additional Targeted Support and Improvement) X Additional Targeted Support and Improvement Due to the need for academic improvement and other areas of deficiency based on State indicators, Serrano has been identified as a school under ATSI. Current indicators show that Serrano's ELA, Math, Suspension and Attendance indicators are currently at "orange", signifying the need for improvement in all areas.

Briefly describe the school’s plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs. The School Plan for Student Achievement (SPSA) is designed to consolidate and implement all school-level planning for programs funded through Title I to address student academic achievement and success. In accordance with requirements set forth through the Local Control Accountability Plan, the SPSA provides specific programs and targeted goals that are meant to meet the needs of the entire student population as well as provide support and gather input from parents and all stakeholders. Certificated and Classified staff, parents groups, and Administration provides input or suggestions for funding expenditures that address the needs of all students. School Site Council (SSC), which is


comprised of representation from all groups, votes and approves the SPSA. SSC provides modifications to the SPSA and school budgets as necessary to reflect the needs of students and necessary changes in funding expenditures. Additional funding through LCFF is shared with SSC, parents, and school staff with an explanation of how and why funds are used and how it benefits our students. Parent groups meet regularly to share concerns, provide information for needs assessment, and to provide input for SSC on school programs.


Comprehensive Needs Assessment Components Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided. Surveys This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s). AAPAC parent surveys given at the start of 2018-19 indicate a need for additional resources to support the academic and social emotional needs of African American students, including on-site resources and at-home resources. Needs assessment comments provided by ELAC were related to parent involvement activities, parent trainings, and student academic resources, such as one-to-one devices for students in lower grades (currently grades 3-12) and materials that would help parents help their students at home. Some comments from AAPAC surveys indicate that some parents don't completely understand the need to have AAPAC. Other comments indicate that some parents are not able to participate in AAPAC or other parent/school groups due to other unavoidable constraints. Less than 50% of parents participated in the AAPAC survey. Input at ELAC meetings indicate that parents expressed the need for more parents to be involved in activities, volunteering, and schoolwide events. Parents also expresssed a desire to see additional technology for students and assistance for parents to help their students. Staff budget input survey indicates the following areas of high concern: *Updated teacher laptops to support instruction with online student academic programs and district and State testing. *Additional classroom technology equipment (i.e., mice, headphones, updated Chromebooks, etc) to support instruction. *Teacher release/planning days for professional development. *Continuing to offer After-School tutoring and look into tutoring programs that can be done during the school day. *Continued use of Accelerated Reader and Imagine Learning which have provided support for academic growth and ensuring schoolwide use of both programs with fidelity. *Increased parent and community involvement.

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

• Teachers' instruction continues to develop in grade level CA CCSS.

Teachers continue to develop the implementation of lesson objectives and learning goals for better students understanding.

Evidence of some teachers implementing the District provided professional development such as DII, Step Up to Writing, math, and technology training/workshops in instruction, lesson delivery, and room environment.

Students knowledge of Academic Vocabulary and CA CCSS is increasing due to curricula such as WONDERS, Academic Vocabulary ToolKit, and supplemental materials.

Site teachers regularly collaborate during weekly PLC meetings and grade level meetings towards improving student academic achievement.

Teachers continue to develop proficiency in implementing Best First Instruction supporting English Language Learners using multiple strategies effective with ELL needs such as sentence frames, scaffolding strategies, use of Frayer model, graphic organizers, oral language practice, partners Think/Pair/Share, small group


discussion and collaboration, answering in complete sentences orally and in written expression, high expectations and accountability.

Teachers are integrating technology in the content areas aligned with CAASPP technology needs.

Administrative support is offered to teachers to implement and reinforce CA CCSS and DII with instructional materials and resources.

PBIS (Positive Behavior Interventions and Supports) has been fully implemented as of January 2018, and continues to improve. Serrano received special recognition from our district Superintendent for the success of our PBIS program, which has resulted in a decrease greater than 75% of behavioral infractions and suspensions. Teachers, support staff, and Administration reiterate classroom and schoolwide behavioral expectations.

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

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

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs. Parental Engagement Resources available from family, school, district, and community to assist under-achieving students (ESEA) A special program called "Parenting with Dignity" was provided to parents, and our school continues to work with the Wellness Center to provide resources to parents in the area of housing, transportation, and student resources (i.e., backpacks with school materials, shoes, and clothing). Parents have been provided the opportunity to attend parent conferences/training off-site related to home support, academic expectations, and home-to-school communication.

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

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 Components of the SPSA have been reviewed throughout the school year. Specific items such as Title I Parent Involvement Policies, SSC Bylaws, Schoolwide Mission and Vision are just a few of the items that have been reviewed and modified as needed. Expenditures that were outlined in the SPSA have been presented to staff, parents, and SSC for transparency and for unification of the school's goals. A Title I parent meeting is held at the start of the school year and meetings for specific parent groups are held periodically throughout the school year. Serrano's AAPAC (African American Parent Advisory Council) and ELAC (English Learner Advisory Council) provide input to


School Site Council on addressing student achievement and school site budgets. Certificated and classified staff also provide input to School Site Council on needs to address student achievement. School Site Council held more than 5 meetings where staff and parent input were shared and discussed, including the school's mission and vision, bylaws, and school and state assessment results. Resource Inequities Briefly identify and describe any resource inequities identified as a result of the required needs assessment, as applicable. Resource inequities are identified for Foster Youth and African American student groups. Other resource inequities exist in the area of language resources for Arabic-speaking students/parents and Deaf/Hard-of-hearing students/parents who current attend Serrano Elementary. However, language support tools are available, and the school works closely with the district office to provide the necessary language support. Prior inequities in library resources have been addressed with the purchase of culturally-relevant materials that are available for students and parents. Resource inequities also existed for Students With Disabilities at the start of the year with the lack of specific curricular materials that were not yet available. Since then, these materials have been provided and are in use successfully. However, this student group is still performing below standard academically, as well as students who identify as Homeless.


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 0.2% 0.2% % 1 1

African American 9.0% 8.6% 8.22% 53 48 44

Asian 1.7% 2.1% 1.12% 10 12 6

Filipino 1.0% 1.3% 1.68% 6 7 9

Hispanic/Latino 83.0% 82.7% 85.23% 487 463 456

Pacific Islander 0.5% 0.4% 0.19% 3 2 1

White 1.9% 2.1% 1.31% 11 12 7

Multiple/No Response 2.7% % % 16

Total Enrollment 587 560 535

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Number of Students Grade

2015-16 2016-17 2017-18

Kindergarten 107 99 94

Grade 1 78 75 75

Grade 2 82 74 74

Grade3 100 98 75

Grade 4 103 106 105

Grade 5 117 108 112

Total Enrollment 587 560 535 Conclusions based on this data: 1. Enrollment has dropped from 2015-16 to 2017-18. The change in enrollment is related to factors involving

transiency, homelessness, and students in foster care. 2. The largest ethnic group is Hispanic, which represents over 80% of the population, followed by African American,

which represents slightly over 8% of the population. The percent of student ethnic group has remained consistent or similar over the past few years.

3. Students representing the category of "multiple/no response" is showing no data for the years 2016-17 and 2017-18.



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 270 252 222 46.0% 45.0% 41.5%

Fluent English Proficient (FEP) 26 33 53 4.4% 5.9% 9.9%

Reclassified Fluent English Proficient (RFEP) 31 34 39 10.4% 12.6% 15.5% Conclusions based on this data: 1. Each year, Serrano's reclassification rate has exceeded the reclassification expectation rate of 5% of students

being reclassified. 2. In 2018-19, a larger group of students were reclassified than in the previous year.

3. The number of English Learners represents at least 40% of the school's overall population.



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 3 109 103 74 107 102 74 107 102 74 98.2 99 100

Grade 4 106 113 102 105 113 102 105 113 102 99.1 100 100

Grade 5 115 112 107 113 108 107 113 108 107 98.3 96.4 100

All Grades 330 328 283 325 323 283 325 323 283 98.5 98.5 100

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 3 2393.9

2393.7

2368.3

11 17.65 6.76 19 16.67 17.57 35 26.47 18.92 36 39.22 56.76

Grade 4 2371.4

2405.3

2398.6

5 10.62 8.82 7 8.85 20.59 11 31.86 12.75 77 48.67 57.84

Grade 5 2436.6

2400.9

2424.3

11 3.70 5.61 12 7.41 18.69 18 13.89 17.76 59 75.00 57.94

All Grades N/A N/A N/A 9 10.53 7.07 13 10.84 19.08 21 24.15 16.25 57 54.49 57.60

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 3 7 13.73 4.05 41 31.37 43.24 52 54.90 52.70

Grade 4 4 7.96 11.76 23 43.36 35.29 73 48.67 52.94

Grade 5 12 4.63 12.15 27 27.78 34.58 61 67.59 53.27

All Grades 8 8.67 9.89 30 34.37 37.10 62 56.97 53.00

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 3 10 20.59 9.46 55 38.24 37.84 35 41.18 52.70

Grade 4 3 11.50 11.76 29 43.36 35.29 69 45.13 52.94

Grade 5 14 7.41 9.35 33 29.63 36.45 53 62.96 54.21

All Grades 9 13.00 10.25 39 37.15 36.40 52 49.85 53.36


Listening Demonstrating effective communication skills


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 11 16.67 4.05 67 53.92 63.51 21 29.41 32.43

Grade 4 3 8.85 6.86 62 57.52 60.78 35 33.63 32.35

Grade 5 6 4.63 6.54 55 46.30 49.53 39 49.07 43.93

All Grades 7 9.91 6.01 61 52.63 57.24 32 37.46 36.75

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 3 20 17.65 14.86 54 49.02 45.95 26 33.33 39.19

Grade 4 2 12.39 12.75 36 46.90 42.16 62 40.71 45.10

Grade 5 16 3.70 8.41 50 30.56 34.58 35 65.74 57.01

All Grades 13 11.15 11.66 47 42.11 40.28 41 46.75 48.06 Conclusions based on this data: 1. At least 15% of students are performing at or above expectations on statewide assessments overall in reading.

2. On the California Dashboard, Serrano's indicator for the 2017-18 school year is orange, indicating areas for improvement.

3. In the area of Listening, more than 50% of students are performing at or near standard.



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 3 109 102 74 107 101 74 107 101 74 98.2 99 100

Grade 4 106 113 103 105 113 102 105 113 102 99.1 100 99

Grade 5 115 113 107 113 109 107 113 109 107 98.3 96.5 100

All Grades 330 328 284 325 323 283 325 323 283 98.5 98.5 99.6

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 3 2397.0

2400.3

2393.5

6 7.92 5.41 16 20.79 21.62 41 34.65 22.97 37 36.63 50.00

Grade 4 2377.7

2396.0

2407.5

0 2.65 0.98 3 9.73 12.75 21 28.32 34.31 76 59.29 51.96

Grade 5 2432.2

2417.1

2426.7

6 1.83 8.41 8 5.50 3.74 21 18.35 21.50 65 74.31 66.36

All Grades N/A N/A N/A 4 4.02 4.95 9 11.76 11.66 28 26.93 26.50 59 57.28 56.89

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 3 10 16.83 10.81 39 41.58 29.73 50 41.58 59.46

Grade 4 0 5.31 6.86 8 15.04 26.47 92 79.65 66.67

Grade 5 9 3.67 11.21 20 14.68 11.21 71 81.65 77.57 All Grades

6 8.36 9.54 22 23.22 21.55 71 68.42 68.90

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 3 10 12.87 9.46 56 50.50 44.59 34 36.63 45.95

Grade 4 0 7.08 4.90 23 30.09 33.33 77 62.83 61.76

Grade 5 7 2.75 4.67 27 28.44 30.84 66 68.81 64.49

All Grades 6 7.43 6.01 35 35.91 35.34 59 56.66 58.66


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 3 9 16.83 13.51 64 47.52 54.05 26 35.64 32.43

Grade 4 2 2.65 2.94 23 29.20 43.14 75 68.14 53.92

Grade 5 6 1.83 6.54 37 31.19 26.17 57 66.97 67.29

All Grades 6 6.81 7.07 42 35.60 39.58 53 57.59 53.36 Conclusions based on this data: 1. Approximately 15% of all students tested met or exceeded Mathematics standards in 2017-18.

2. Third grade shows stronger academic results than grades 4 and 5 overall.

3. In 2017-18, at least 9% of students performed above standard in mathematical concepts and procedures.



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 2 1487.9 1492.4 1482.8 30

Grade 3 1487.1 1483.8 1490.0 27

Grade 4 1505.9 1502.3 1509.1 80

Grade 5 1500.3 1500.0 1500.0 32

All Grades 169

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 2 15 50.00 11 36.67 * * * * 30

Grade 3 * * 12 44.44 11 40.74 * * 27

Grade 4 14 17.50 41 51.25 17 21.25 * * 80

Grade 5 * * * * * * * * 32

All Grades 39 23.08 71 42.01 40 23.67 19 11.24 169

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



Grade 2 19 63.33 * * * * 30

Grade 3 * * 12 44.44 * * * * 27

Grade 4 39 48.75 28 35.00 * * * * 80

Grade 5 12 37.50 14 43.75 * * * * 32

All Grades 76 44.97 63 37.28 16 9.47 14 8.28 169

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



Grade 2 11 36.67 * * * * * * 30

Grade 3 * * * * 12 44.44 27

Grade 4 * * 27 33.75 27 33.75 17 21.25 80

Grade 5 * * * * * * 13 40.63 32

All Grades 26 15.38 49 28.99 49 28.99 45 26.63 169


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 2 20 66.67 * * * * 30

Grade 3 * * 20 74.07 * * 27

Grade 4 29 36.25 44 55.00 * * 80

Grade 5 * * 20 62.50 * * 32

All Grades 60 35.50 93 55.03 16 9.47 169

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


Students Grade 2 23 76.67 * * * * 30

Grade 3 14 51.85 11 40.74 * * 27

Grade 4 55 68.75 16 20.00 * * 80

Grade 5 20 62.50 * * * * 32

All Grades 112 66.27 42 24.85 15 8.88 169

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


Students Grade 2 14 46.67 11 36.67 * * 30

Grade 3 12 44.44 15 55.56 27

Grade 4 * * 44 55.00 26 32.50 80

Grade 5 * * * * 16 50.00 32

All Grades 32 18.93 75 44.38 62 36.69 169

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


Students Grade 2 * * 20 66.67 * * 30

Grade 3 * * 19 70.37 * * 27

Grade 4 19 23.75 53 66.25 * * 80

Grade 5 * * 16 50.00 * * 32

All Grades 39 23.08 108 63.91 22 13.02 169

Conclusions based on this data: 1. At least 60% of students are developing English proficiency at levels 3 or 4 overall.

2. Each year, Serrano reclassifies more than 5% of English Learners.


3. The largest group of students tested using ELPAC were fourth grade students.



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

2017-18 Student Population

Total Enrollment

535 This is the total number of students enrolled.

Socioeconomically Disadvantaged

93.3% This is the percent of students who are eligible for free or reduced priced meals; or have parents/guardians who did not receive a high school diploma.

English Learners

41.5% 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

1.5% 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 222 41.5%

Foster Youth 8 1.5%

Homeless 76 14.2%

Socioeconomically Disadvantaged 499 93.3%

Students with Disabilities 80 15.0%

Enrollment by Race/Ethnicity

Student Group Total Percentage

African American 44 8.2%

Asian 6 1.1%

Filipino 9 1.7%

Hispanic 456 85.2%

Two or More Races 12 2.2%

Pacific Islander 1 0.2%

White 7 1.3% Conclusions based on this data: 1. Serrano has a significant amount of English Language Learners. Programs have been implemented to address

student progress in English Language Acquisition, and students are currently being assessed using the ELPAC test (previously the CELDT test). In 2017-18, Serrano was able to reclassify over 10% of it's English Learner population. In 2018-19, Serrano reclassified more students than the previous year.

2. Enrollment at Serrano has slightly decreased over the past few years. The site continues to work with and provide resources for homeless students/families through our district wellness center and available counseling.

3. Serrano's socioeconomically disadvantages population has been consistently at or above 90%; Serrano uses Title I and LCFF funds to address academic needs for all students through special programs and core curriculum.



Overall Performance

2018 Fall Dashboard Overall Performance for All Students

Academic Performance

English Language Arts

Orange

Mathematics

Orange

English Learner Progress

No Performance Color

Academic Engagement

Chronic Absenteeism

Orange

Conditions & Climate

Suspension Rate

Orange

Conclusions based on this data: 1. An effort to decrease the number of suspensions for specific subgroups continues to be an ongoing goal.

2. Serrano is addressing instructional improvement for the purpose of increasing academic achievement in English Language Arts and Mathematics.

3. Serrano's implementation of PBIS has contributed to a decline in student suspensions from 2016-17 to 2017-18 of more than 70%.



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

2 Orange

3 Yellow

0 Green

0 Blue

0 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

Orange

69.7 points below standard

Declined -3.9 points

268 students

English Learners

Orange


Maintained 0.3 points

132 students

Foster Youth


Less than 11 Students - Data Not Displayed for Privacy

5 students

Homeless

Orange


Increased 35.5 points

39 students


Red



252 students

Students with Disabilities

Red


Declined -5 points

58 students


2018 Fall Dashboard English Language Arts Performance by Race/Ethnicity

African American




27 students

American Indian


0 Students

Asian



2 students

Filipino



7 students

Hispanic

Orange

69 points below standard

Maintained -0.3 points

222 students

Two or More Races



8 students

Pacific Islander


0 Students

White



2 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



77 students

Reclassified English Learners

11.8 points above standard


55 students

English Only



133 students

Conclusions based on this data: 1. Serrano has maintained its progress for all students but has declined for specific subgroups - socioeconomically

disadvantaged and students with disabilities. 2. While there are no indicators for African American students, this population represents about 5% of the school

population. Multicultural literature, classroom instruction, and parent resources are put in place to support all ethnic populations within our school regardless of size.

3. Serrano's progress school wide is below standard (orange indicator); an English Language Arts improvement plan has been implemented to address deficiencies in all areas for all students.



Academic Performance Mathematics


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Mathematics Equity Report

Red

1 Orange

1 Yellow

3 Green

0 Blue

0 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

Orange



268 students

English Learners

Yellow


Increased 4 points

132 students

Foster Youth



5 students

Homeless

Yellow


Increased

34.3 points 39 students


Orange



252 students


Red



58 students


2018 Fall Dashboard Mathematics Performance by Race/Ethnicity

African American




27 students

American Indian


0 Students

Asian



2 students

Filipino



7 students

Hispanic

Yellow


Increased 5.2 points

222 students

Two or More Races



8 students

Pacific Islander


0 Students

White



2 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

112 points below standard


77 students

Reclassified English Learners



55 students

English Only



133 students

Conclusions based on this data: 1. Math data for English Learners shows a decline and an increase for English Only learners.

2. Serrano's homeless population shows a significant decline in Mathematics.

3. African American students significantly increased in Mathematics from the previous year. Serrano's progress school wide is below standard; a Mathematics improvement plan schoolwide has been implemented to address deficiencies in these areas for all populations.



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

169

Level 4 Well

Developed 23.1%

Level 3 Moderately Developed

42%

Level 2 Somewhat Developed

23.7%

Level 1 Beginning

Stage 11.2%

Conclusions based on this data: 1. Academic performance indicator shows English Learner progress to be below standard (orange).

2. Suspension data has decreased for English Learners.

3. While academic performance is below standard, English Learners are improving in English acquisition and proficiency at a higher rate.



Academic Engagement Chronic Absenteeism


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Chronic Absenteeism Equity Report

Red 2

Orange 3

Yellow 1

Green 0

Blue 0

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

2018 Fall Dashboard Chronic Absenteeism for All Students/Student Group

All Students

Orange

16.7% chronically absent

Maintained 0.3%

575 students

English Learners

Orange


Maintained 0.1%

237 students

Foster Youth



9 students

Homeless

Red


Increased 11.4%

88 students


Yellow


Declined 0.6%

540 students


Red

22% chronically absent

Increased 1.1%

91 students


2018 Fall Dashboard Chronic Absenteeism by Race/Ethnicity

African American

Orange


Declined 1.1%

54 students

American Indian



0 students

Asian



6 students

Filipino



10 students

Hispanic

Orange


Increased 1%

485 students

Two or More Races



Declined 25%

12 students

Pacific Islander



1 students

White



7 students

Conclusions based on this data: 1. Students with Disabilities are 22% and Homeless students are 31% chronically absent, falling under the "red" indicator

for chronic absenteeism. 2. Socioeconomically disadvantaged students have shown an improvement in attendance.

3. Strategies are in place to address and decrease chronic absenteeism through the SART/SARB process.



Conditions & Climate Suspension Rate


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Suspension Rate Equity Report

Red

3 Orange

2 Yellow

0 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

3.4% suspended at least once

Increased 0.6% 615 students

English Learners

Green


Declined -0.9% 247 students

Foster Youth



Increased 14% 13 students

Homeless

Red




Orange




Red




2018 Fall Dashboard Suspension Rate by Race/Ethnicity

African American

Red



American Indian


0 Students

Asian


Less than 11 Students - Data Not Displayed for Privacy 6 students

Filipino



Hispanic

Orange



Two or More Races




Pacific Islander



White



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

2018 Fall Dashboard Suspension Rate by Year

2016 0.6% suspended at least once



Conclusions based on this data: 1. Serrano Elementary did not fully implement PBIS until January 2018 due to being a "control group" school. However,

since implementation, the rate of behavior infractions and suspensions have decreased significantly. 2. English Learners represent the group with the least amount of suspensions.

3. Strategies have been put in place to support Students with Disabilities and Homeless student to decrease the suspension rate which currently shows under the "red" indicator.


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

Goal 1 SCHOOL STRATEGY 1: All students are proficient in literacy, numeracy, critical thinking and technology skills

Identified Need Academic improvement/growth in English Language Arts and Mathematics.

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

Increase the meets/exceeds standards rate in grades 3-5 on SBAC in ELA and Math by 5% annucally.

26.1% 31.1%

Increase the number of students meeting expected growth in academic achievement in Reading and Math as indicated by growth reports on the Interim MAP assessments with 50% or better of all students.

47% 50%

Increase English Learners' reclassification rate by 2% annually.

15.5% 17.5%

Ensure that all students have access to standards-aligned instructional materials as measured by the Williams Report.

100% 100%

Increase the status of the English Learner Progress Indicator (ELPI) by 2% annually.

N/A N/A

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

Strategy/Activity 1 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups)


All students Strategy/Activity Ensure that Common Core and Intervention materials are in full use for all students: * Teacher Editions * Student Textbooks, including consumable workbooks * Instructional Support Materials, CAASPP Test Prep materials CCSS Resources, technology programs, ink/masters for copiers and paper * Online access to district-wide adopted curriculum & Intervention support * Printing/Repro-graphics * Instructional aide support for all students based on academic/social-emotional need. * English Learner materials and support to increase proficiency in English * District Trimester Assessments * Teacher professional development * Instructional Aides to provide additional academic support through push-in/pull-out for small group instruction. * Purchase additional one-to-one devices as needed for academic support, interim assessments, and access to online core materials. English Learner (EL) students in grades K-3 will be grouped by proficiency levels or ELPAC for ELD instruction. ELD instruction is 30 minutes (minimum) per day. EL Facilitator will: * Coordinate ELPAC testing and instructional materials. * Progress monitor EL students using ELPAC results and classroom data. * Monitor reclassified students * Utilize CCSS for ELLs * Communicate with EL parents on the progress of their student towards English language Proficiency * Provide training for EL Instructional Aides to implement EL strategies. English Learner (EL) students in grades K-5 will utilize District adopted supplemental curriculum for EL support (such as Language Power, Academic Vocabulary Toolkit, and Project Moving Forward) for a minimum of 30 minutes per day. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 5,891.00 Title I 33,227.00 Title I 27,000.00 Title I 1,500.00 Title I 5,000.00 Title I


45,868.00 LCFF 3,024.00 LCFF 6,000.00 LCFF 2,500.00 Title I

Strategy/Activity 2 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students in grades TK-5 will be appropriately placed in intervention programs based on data and other measures of progress. Strategy/Activity All students will receive academic instruction utilizing adopted core programs: * Common Core State Standards will be followed as well as district-suggested checkpoints based on academic progress needs. * Teachers will plan CCSS lessons and administer common formative and district assessments. * Adherence to state mandated instructional minutes and use of instructional programs with fidelity. * Instruction will focus on Common Core State Standards * Interventions and small group instruction will be provided for all students at their instructional level. * Teachers will work in Professional Learning Communities to analyze data, create common formative assessments, and develop lessons that follow a well planned lesson sequence. * Certificated staff will offer and provide after school tutoring for specific students who need additional support. * Teachers will have the opportunity to participate in professional development to improve professional practice. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 600.00 Unrestricted 9,940.00 Title I 1,000.00 Title I 1,000.00 Unrestricted 3,000.00 Title I

Strategy/Activity 3 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students


Strategy/Activity In accordance with MTSS, Serrano interventions will include: * Wonderworks in SDC 4th and 5th grades, and RSP 4th and 5th grades * Kindergarten will use data-bases practices and district-approved curriculum to prepare Kindergarten students for 1st grade reading. * Teachers will track data to monitor interventions * Implementation of PBIS strategies for behavioral intervention and to meet social-emotional needs. * Teacher professional development. * Parent resources for home academic support. * Additional educationally effective programs will be used to supplement instruction (i.e., scholastic news, starfall.com, khan Academy, etc.) to support all students at all grade levels. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 500.00 LCFF 1,000.00 Unrestricted 4,600.00 Unrestricted 2,500.00 LCFF 2,000.00 Unrestricted

Strategy/Activity 4 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) Students identified under Special Education. Strategy/Activity Special education teachers will follow the California Common Core State Standards: *The use of Wonderworks with fidelity through classroom instruction and support through the online component. *RSP teachers will provide instruction in accordance with students' IEP goals and maintain communication with parents. *Teachers will use data to track and monitor student progress. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s)


Annual Review SPSA Year Reviewed: 2018-19 Respond to the following prompts relative to this goal. If the school is in the first year of implementing the goal, an analysis is not required and this section may be deleted. ANALYSIS Describe the overall implementation of the strategies/activities and the overall effectiveness of the strategies/activities to achieve the articulated goal. There is full implementation of academic programs and use of district curriculum school wide. Activities established to address these academic goals is consistently being evaluated for effectiveness. Programs currently being used provide a high level of effectiveness when used with fidelity. Strategies used to address learning goals are modified as needed based on effectiveness. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal. Due to decreases in funding, implementation of some programs has become a challenge. The rising cost of technologically-based educational programs that are effective present the need to make decisions to decrease other school programs that are also effective. Decisions to decrease a specific number of technology licenses are implemented if another program presents greater benefit to students' academic progress and outcomes. Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. This goal has not changed, nor have the annual outcomes. Changes in instructional implementation and resources are considered if current instructional practices are not effective.



Goal 2 All students graduate high school prepared to successfully enter into higher education and/or pursue a viable career path.

Identified Need This goal is not applicable to our student population. However, activities are implemented that foster a college/career-minded mentality.


Progressively increase high school graduation rates to 90% for all students with an emphasis on African American, Hispanic, English Learner and Special Education student groups.

n/a n/a

Decrease high school dropout rate by 2% annually.

n/a n/a


Strategy/Activity 1 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) Strategy/Activity Participation in County-wide college- and career-readiness events at the school site: *College and Career Day schoolwide event. *Mock college-signing event. *Partner with community professionals to bring information and activities to the school site. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 2,000.00 Unrestricted


Strategy/Activity 2 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students. Strategy/Activity Teachers and students will participate in events or assemblies that address college and career readiness. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s)

Strategy/Activity 3 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) Strategy/Activity Participate in College & Career Ready programs for elementary students Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s)

Strategy/Activity 4 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) Strategy/Activity Site level professional development focuses on supporting teachers to fully implement CA State Standards at the rigor necessary to prepare students for college or career. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s)


Annual Review SPSA Year Reviewed: 2018-19 Respond to the following prompts relative to this goal. If the school is in the first year of implementing the goal, an analysis is not required and this section may be deleted. ANALYSIS Describe the overall implementation of the strategies/activities and the overall effectiveness of the strategies/activities to achieve the articulated goal. While this goal does not apply to our school site, our site provides activities designed to foster a college/career readiness mentality and provide information to families. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal. Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA.



Goal 3 SCHOOL STRATEGY 3: Learning environments support all students to thrive academically at the rigor of each grade level

Identified Need Improved interventions for at-risk populations.


Decrease the suspension rate for all students by 5% annually.

2.4% -2.6%

Meet or exceed 95% attendance rate for all students.

94.7% 95%

Decrease the chronic absenteeism rate for all students to 8% or less.

17.6% 8%

Decrease the suspension rate for Foster Youth by 5% annually.

20% 15%

Decrease the suspension rate for African American students by 5% annually.

7.7% 2.7%


Strategy/Activity 1 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students. Strategy/Activity Under the umbrella of Multi-Tiered Systems of Support, the school site will implement PBIS strategies that address behavior and social-emotional learning: * MTSS/PBIS team will monitor student behavior data. * Administration and PBIS team will train other staff members on effective PBIS strategies. * Schoolwide training for staff and students on behavioral expectations.


* SART/SARB meetings held regularly and parents informed of attendance expectations. * Student incentives for maintaining good attendance. * SART/SARB training for applicable staff. * Work with district to provide support and resources for parents. * Collaborate with parent groups to provide information and support to decrease chronic absenteeism. * Student supervision support with Campus Support Aides for safety. * Provide training for Campus Support Aides for student behavior and social-emotional learning. * Counselor materials for guidance lessons. * Provide opportunities for educational field trips and extra-curricular activities. * Incentives for students to promote academic growth and self-efficacy - academic and behavioral (i.e. student of the month, perfect attendance, academic achievement). * Have available access to one-to-one devices as needed to address academic deficiencies and provide additional academic support to all students. To address Chronic Absenteeism, the school will implement strategies that engage parents and students: * Perfect/Good attendance incentives * Increased/strategic parent outreach for students in the early stages of absenteeism * Closely monitory student attendance regularly * Provide information to parents regarding chronic absenteeism and how it impacts student achievement and social-emotional learning * Provide interventions and resources through the SART/SARB process. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 1,000.00 Unrestricted 2,000.00 LCFF 32,367.00 LCFF 7,500.00 Unrestricted 1,000.00 Unrestricted 3,591.00 Title I

Annual Review SPSA Year Reviewed: 2018-19 Respond to the following prompts relative to this goal. If the school is in the first year of implementing the goal, an analysis is not required and this section may be deleted.


ANALYSIS Describe the overall implementation of the strategies/activities and the overall effectiveness of the strategies/activities to achieve the articulated goal. The full implementation of PBIS schoolwide has resulted in a decline of student suspensions and behavior infractions by over 75% for the 2018-19 school year. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal. Budget expenditures provided materials for student incentives at a minimal cost, resulting in strong results. District support through additional funding has helped alleviate the need to decrease funds for student incentives, which has allowed our site to provide additional training to PBIS/MTSS team members. Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. There are no changes to this goal; the site will continue to implement PBIS strategies to meet annual measureable outcomes and will maintain effective activities that meet this goal.



Goal 4 SCHOOL STRATEGY 4: Parents, community members and labor groups in partnership with staff support student academic goals and career aspirations

Identified Need Increase parent involvement from different parent groups to support academic improvement.


Increase parent involvement by at least 5% annually representing all student groups.

0% 5%


Strategy/Activity 1 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students. Strategy/Activity Facilitate communication by aligning the site parent communication plan with the district's communication plan.

Parent Link Newsletters Website Translators Marquee SST's (scheduling and tracking) Parent teacher conferences/ meetings, ongoing communication with parents. Flyers (provided in English and Spanish) ASB Establish and maintain AAPAC and ELAC committees and district representation for AAAC

and DELAC. Participation in district parent group activities and events. Volunteer clearance and information for parents. Ensure that parents of English Learners participate in a functioning English Learner

Advisory Committee.


Ensure that parents of African American students participate in a functioning African American Parent Advisory Council.

Include representation from ELAC and AAPAC on School Site Council when possible.

Identify and provide resources, information, and training for parents based on site needs assessment and input from parent committees, including: ELAC, SSC, AAPAC, LCAP, ASB and PTO.

Family Nights- Math night, Reading night SSC training Parent Training "Coffee chats" with principal Conference opportunities Materials and resources (parent nights and parent committees) Student Recognitions Cultural Events that address the needs of the school's population (i.e., ethnic events/extra-

curricular activities).

Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 1394.00 Title I 5,060.00 Title I 2,000.00 Title I 5,000.00 Unrestricted 1,862.00 Unrestricted 2,000.00 Unrestricted 1,000.00 Unrestricted


Centralized Services for Planned Improvements in Student Performance The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each categorical program must be aligned with the Consolidated Application. School Goal #1: N/A--------

Actions to be Taken to Reach This Goal

Start Date Completion Date Proposed Expenditure Estimated Cost Funding Source

(itemize for each source) Note: Centralized services may include the following direct services:

Research-based instructional strategies, curriculum development, school climate, and data disaggregation for instructional staff

District-wide staff providing specific services to schools, e.g., English Language Development Coordinator, Teachers on Special Assignment, Instructional Coaches

After–School and Summer School programs funded by categorical programs

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

Centralized services do not include administrative costs.


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

Description Amount

Total Funds Provided to the School Through the Consolidated Application $0

Total Federal Funds Provided to the School from the LEA for CSI $0

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA $223,924.00

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

Federal Programs Allocation ($)

Title I $101,103.00

Subtotal of additional federal funds included for this school: $101,103.00 List the State and local programs that the school is including in the schoolwide program. Duplicate the table as needed. startcollapse

State or Local Programs Allocation ($)

LCFF $92,259.00

Unrestricted $30,562.00

Subtotal of state or local funds included for this school: $122,821.00 Total of federal, state, and/or local funds for this school: $223,924.00


School Site Council Membership California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows: 1 School Principal 3 Classroom Teachers

1 Other School Staff

5 Parent or Community Members startcollapse

Name of Members Role

Emilio Gallegos X Principal

Cheri Arakawa X Classroom Teacher

Lori Ott X Classroom Teacher

Penny Rambayon X Other School Staff

Anna Gonzales X Parent or Community Member

Maria Arceo X Parent or Community Member

Janet Garcia X Parent or Community Member

Carlito DeGuzman X Parent or Community Member

Sherika Brown X Parent or Community Member

Tania Cabrera X Classroom Teacher 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: African American Parent Advisory Council Certificated and Classified Staff members.

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 4/30/19. Attested:

Principal, Emilio Gallegos on 4/30/19

SSC Chairperson, Lori Ott on 4/30/19


Instructions The School Plan for Student Achievement (SPSA) is a strategic plan that maximizes the resources available to the school while minimizing duplication of effort with the ultimate goal of increasing student achievement. SPSA development should be aligned with and inform the Local Control and Accountability Plan process. The SPSA consolidates all school-level planning efforts into one plan for programs funded through the consolidated application (ConApp), and for federal school improvement programs, including schoolwide programs, Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), and Additional Targeted Support and Improvement (ATSI), pursuant to California Education Code (EC) Section 64001 and the Elementary and Secondary Education Act as amended by the Every Student Succeeds Act (ESSA). This template is designed to meet schoolwide program planning requirements. It also notes how to meet CSI, TSI, or ATSI requirements, as applicable. California’s ESSA State Plan supports the state’s approach to improving student group performance through the utilization of federal resources. Schools use the SPSA 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). The 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. Consistent with EC 65001, the Schoolsite Council (SSC) is required to develop and annually review the SPSA, establish an annual budget, and make modifications to the plan that reflect changing needs and priorities, as applicable. For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of Contents The SPSA template meets the requirements of schoolwide planning (SWP). Each section also contains a notation of how to meet CSI, TSI, or ATSI requirements. Stakeholder Involvement Goals, Strategies, & Proposed Expenditures Planned Strategies/Activities Annual Review and Update Budget Summary Appendix A: Plan Requirements for Title I Schoolwide Programs Appendix B: Plan Requirements for Schools to Meet Federal School Improvement Planning Requirements Appendix C: Select State and Federal Programs For additional questions or technical assistance related to LEA and school planning, please contact the Local Agency Systems Support Office, at [email protected].

mailto:[email protected]


For programmatic or policy questions regarding Title I schoolwide planning, please contact the local educational agency, or the CDE’s Title I Policy and Program Guidance Office at [email protected]. For questions or technical assistance related to meeting federal school improvement planning requirements (for CSI, TSI, and ATSI), please contact the CDE’s School Improvement and Support Office at [email protected].

Purpose and Description Schools identified for Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), or Additional Targeted Support and Improvement (ATSI) must respond to the following prompts. A school that has not been identified for CSI, TSI, or ATSI may delete the Purpose and Description prompts. Purpose Briefly describe the purpose of this plan by selecting from Schoolwide Program, Comprehensive Support and Improvement, Targeted Support and Improvement, or Additional Targeted Support and Improvement) Description Briefly describe the school’s plan for effectively meeting ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs.

Stakeholder Involvement Meaningful involvement of parents, students, and other stakeholders is critical to the development of the SPSA and the budget process. Schools must share the SPSA with school site-level advisory groups, as applicable (e.g., English Learner Advisory committee, student advisory groups, tribes and tribal organizations present in the community, as appropriate, etc.) and seek input from these advisory groups in the development of the SPSA. The Stakeholder Engagement process is an ongoing, annual process. 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. [This section meets the requirements for TSI and ATSI.] [When completing this section for CSI, the LEA shall partner with the school in the development and implementation of this plan.]

Resource Inequities Schools eligible for CSI or ATSI must identify resource inequities, which may include a review of LEA-and school-level budgeting as a part of the required needs assessment. Identified resource inequities must be addressed through implementation of the CSI or ATSI plan. Briefly identify and describe any resource inequities identified as a result of the required needs assessment and summarize how the identified resource inequities are addressed in the SPSA. [This section meets the requirements for CSI and ATSI. If the school is not identified for CSI or ATSI this section is not applicable and may be deleted.]




Goals, Strategies, Expenditures, & Annual Review 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? It can be helpful to use a framework for writing goals such the S.M.A.R.T. approach. A S.M.A.R.T. goal is one that is Specific, Measurable, Achievable, Realistic, and Time-bound. A level of specificity is needed in order to measure performance relative to the goal as well as to assess whether it is reasonably achievable. Including time constraints, such as milestone dates, ensures a realistic approach that supports student success. A school may number the goals using the “Goal #” for ease of reference. [When completing this section for CSI, TSI, and ATSI, improvement goals shall align to the goals, actions, and services in the LEA LCAP.] Identified Need Describe the basis for establishing the goal. The goal should be based upon an analysis of verifiable state data, including local and state indicator data from the California School Dashboard (Dashboard) and data from the School Accountability Report Card, including local data voluntarily collected by districts to measure pupil achievement. [Completing this section fully addresses all relevant federal planning requirements] 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 make in the coming year. [When completing this section for CSI the school must include school-level metrics related to the metrics that led to the school’s identification.] [When completing this section for TSI/ATSI the school must include metrics related to the specific student group(s) that led to the school’s identification.] Strategies/Activities Describe the strategies and activities being provided to meet the described goal. A school may number the strategy/activity using the “Strategy/Activity #” for ease of reference.


Planned strategies/activities address the findings of the needs assessment consistent with state priorities and resource inequities, which may have been identified through a review of the local educational agency’s budgeting, its local control and accountability plan, and school-level budgeting, if applicable. [When completing this section for CSI, TSI, and ATSI, this plan shall include evidence-based interventions and align to the goals, actions, and services in the LEA LCAP.] [When completing this section for CSI and ATSI, this plan shall address through implementation, identified resource inequities, which may have been identified through a review of LEA- and school-level budgeting.] 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. [This section meets the requirements for CSI.] [When completing this section for TSI and ATSI, at a minimum, the student groups to be served shall include the student groups that are consistently underperforming, for which the school received the TSI or ATSI designation. For TSI, a school may focus on all students or the student group(s) that led to identification based on the evidence-based interventions selected.] Proposed Expenditures for this Strategy/Activity For each strategy/activity, list the amount(s) and funding source(s) for the proposed expenditures for the school year to implement these strategies/activities. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal, identify the Title and Part, as applicable), Other State, and/or Local. 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. Pursuant to Education Code, Section 64001(g)(3)(C), proposed expenditures, based on the projected resource allocation from the governing board or governing body of the LEA, to address the findings of the needs assessment consistent with the state priorities including identifying resource inequities which may include a review of the LEA’s budgeting, its LCAP, and school-level budgeting, if applicable. [This section meets the requirements for CSI, TSI, and ATSI.] [NOTE: Federal funds for CSI shall not be used in schools identified for TSI or ATSI. In addition, funds for CSI shall not be used to hire additional permanent staff.]

Annual Review In the following Analysis prompts, identify any material differences between what was planned and what actually occurred as well as significant changes in strategies/activities and/ or expenditures from the prior year. This annual review and analysis should be the basis for decision-making and updates to the plan.


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. Respond to the following prompts relative to this goal. If the school is in the first year of implementing the goal the Annual Review section is not required and this section may be deleted.

● Describe the overall implementation of the strategies/activities and the overall effectiveness of the strategies/activities to achieve the articulated goal.

● Briefly describe any major differences between either/or the intended implementation or the

budgeted expenditures to implement the strategies/activities to meet the articulated goal. ● Describe any changes that will be made to the goal, expected annual measurable 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.

[When completing this section for CSI, TSI, or ATSI, any changes made to the goals, annual measurable outcomes, metrics/indicators, or strategies/activities, shall meet the CSI, TSI, or ATSI planning requirements. CSI, TSI, and ATSI planning requirements are listed under each section of the Instructions. For example, as a result of the Annual Review and Update, if changes are made to a goal(s), see the Goal section for CSI, TSI, and ATSI planning requirements.]

Budget Summary 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 and that receive federal funds for CSI. If the school is not operating a Title I schoolwide program this section is not applicable and may be deleted. From its total allocation for CSI, the LEA may distribute funds across its schools that meet the criteria for CSI to support implementation of this plan. In addition, the LEA may retain a portion of its total allocation to support LEA-level expenditures that are directly related to serving schools eligible for CSI. 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 receiving federal funds for CSI should complete the Budget Summary as follows:


● Total Federal Funds Provided to the School from the LEA for CSI: This amount is the total amount of funding provided to the school from the LEA.

[NOTE: Federal funds for CSI shall not be used in schools eligible for TSI or ATSI. In addition, funds for CSI shall not be used to hire additional permanent staff.]


Appendix A: Plan Requirements Schoolwide Program Requirements This School Plan for Student Achievement (SPSA) template meets the requirements of a schoolwide program plan. The requirements below are for planning reference. A school that operates a schoolwide program and receives funds allocated through the ConApp is required to develop a SPSA. The SPSA, including proposed expenditures of funds allocated to the school through the ConApp, must be reviewed annually and updated by the SSC. The content of a SPSA must be aligned with school goals for improving student achievement. Requirements for Development of the Plan

I. The development of the SPSA shall include both of the following actions: A. Administration of a comprehensive needs assessment that forms the basis of the school’s

goals contained in the SPSA. 1. The comprehensive needs assessment of the entire school shall:

a. Include an analysis of verifiable state data, consistent with all state priorities as noted in Sections 52060 and 52066, and informed by all indicators described in Section 1111(c)(4)(B) of the federal Every Student Succeeds Act, including pupil performance against state-determined long-term goals. The school may include data voluntarily developed by districts to measure pupil outcomes (described in the Identified Need); and

b. Be based on academic achievement information about all students in the school, including all groups under §200.13(b)(7) and migratory children as defined in section 1309(2) of the ESEA, relative to the State's academic standards under §200.1 to— i. Help the school understand the subjects and skills for which teaching and

learning need to be improved; and ii. Identify the specific academic needs of students and groups of students who are

not yet achieving the State's academic standards; and iii. Assess the needs of the school relative to each of the components of the

schoolwide program under §200.28. iv. Develop the comprehensive needs assessment with the participation of

individuals who will carry out the schoolwide program plan. v. Document how it conducted the needs assessment, the results it obtained, and

the conclusions it drew from those results. B. Identification of the process for evaluating and monitoring the implementation of the SPSA

and progress towards accomplishing the goals set forth in the SPSA (described in the Expected Annual Measurable Outcomes and Annual Review and Update).

Requirements for the Plan

II. The SPSA shall include the following: A. Goals set to improve pupil outcomes, including addressing the needs of student groups as

identified through the needs assessment.


B. Evidence-based strategies, actions, or services (described in Strategies and Activities) 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 children including each of the subgroups of students to

meet the challenging state academic standards b. use methods and instructional strategies that:

i. strengthen the academic program in the school, ii. increase the amount and quality of learning time, and iii. provide an enriched and accelerated curriculum, which may include programs,

activities, and courses necessary to provide a well-rounded education. c. Address the needs of all children in the school, but particularly the needs of those at

risk of not meeting the challenging State academic standards, so that all students demonstrate at least proficiency on the State’s academic standards through activities which may include: 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. C. Proposed expenditures, based on the projected resource allocation from the governing

board or body of the local educational agency (may include funds allocated via the ConApp, federal funds for CSI, any other state or local funds allocated to the school), to address the findings of the needs assessment consistent with the state priorities, including identifying resource inequities, which may include a review of the LEAs budgeting, it’s LCAP, and school-level budgeting, if applicable (described in Proposed Expenditures and Budget Summary). Employees of the schoolwide program may be deemed funded by a single cost objective.

D. 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). 1. Annually evaluate the implementation of, and results achieved by, the schoolwide

program, using data from the State's annual assessments and other indicators of academic achievement;

2. Determine whether the schoolwide program has been effective in increasing the achievement of students in meeting the State's academic standards, particularly for those students who had been furthest from achieving the standards; and

3. Revise the plan, as necessary, based on the results of the evaluation, to ensure continuous improvement of students in the schoolwide program.


E. 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).

F. 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 1. Ensure that those students' difficulties are identified on a timely basis; and 2. Provide sufficient information on which to base effective assistance to those students.

G. 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.

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

I. A description of any other activities and objectives as established by the SSC (described in the Strategies/Activities).

Authority Cited: S Title 34 of the Code of Federal Regulations (34 CFR), sections 200.25-26, and 200.29, and sections-1114(b)(7)(A)(i)-(iii) and 1118(b) of the ESEA. EC sections 6400 et. seq.


Appendix B: Plan Requirements for School to Meet Federal School Improvement Planning Requirements For questions or technical assistance related to meeting Federal School Improvement Planning Requirements, please contact the CDE’s School Improvement and Support Office at [email protected].

Comprehensive Support and Improvement The LEA shall partner with stakeholders (including principals and other school leaders, teachers, and parents) to locally develop and implement the CSI plan for the school to improve student outcomes, and specifically address the metrics that led to eligibility for CSI (Stakeholder Involvement). The CSI plan shall:

1. Be informed by all state indicators, including student performance against state-determined long-term goals (Goal, Identified Need, Expected Annual Measurable Outcomes, Annual Review and Update, as applicable);

2. Include evidence-based interventions (Strategies/Activities, Annual Review and Update, as applicable) (For resources related to evidence-based interventions, see the U.S. Department of Education’s “Using Evidence to Strengthen Education Investments” at https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf);

3. Be based on a school-level needs assessment (Goal, Identified Need, Expected Annual Measurable Outcomes, Annual Review and Update, as applicable); and

4. Identify resource inequities, which may include a review of LEA- and school-level budgeting, to be addressed through implementation of the CSI plan (Goal, Identified Need, Expected Annual Measurable Outcomes, Planned Strategies/Activities; and Annual Review and Update, as applicable).

Authority Cited: Sections 1003(e)(1)(A), 1003(i), 1111(c)(4)(B), and 1111(d)(1) of the ESSA.

Targeted Support and Improvement In partnership with stakeholders (including principals and other school leaders, teachers, and parents) the school shall develop and implement a school-level TSI plan to improve student outcomes for each subgroup of students that was the subject of identification (Stakeholder Involvement). The TSI plan shall:

1. Be informed by all state indicators, including student performance against state-determined long-term goals (Goal, Identified Need, Expected Annual Measurable Outcomes, Annual Review and Update, as applicable); and

2. Include evidence-based interventions (Planned Strategies/Activities, Annual Review and Update, as applicable). (For resources related to evidence-based interventions, see the U.S. Department of Education’s “Using Evidence to Strengthen Education Investments” https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf.)

Authority Cited: Sections 1003(e)(1)(B), 1003(i), 1111(c)(4)(B) and 1111(d)(2) of the ESSA.

https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf

https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf


Additional Targeted Support and Improvement A school identified for ATSI shall:

1. Identify resource inequities, which may include a review of LEA- and school-level budgeting, which will be addressed through implementation of its TSI plan (Goal, Identified Need, Expected Annual Measurable Outcomes, Planned Strategies/Activities, and Annual Review and Update, as applicable).

Authority Cited: Sections 1003(e)(1)(B), 1003(i), 1111(c)(4)(B), and 1111(d)(2)(c) of the ESSA.

Single School Districts and Charter Schools Identified for School Improvement Single school districts (SSDs) or charter schools that are identified for CSI, TSI, or ATSI, shall develop a SPSA that addresses the applicable requirements above as a condition of receiving funds (EC Section 64001[a] as amended by Assembly Bill [AB] 716, effective January 1, 2019). However, a SSD or a charter school may streamline the process by combining state and federal requirements into one document which may include the local control and accountability plan (LCAP) and all federal planning requirements, provided that the combined plan is able to demonstrate that the legal requirements for each of the plans is met (EC Section 52062[a] as amended by AB 716, effective January 1, 2019). Planning requirements for single school districts and charter schools choosing to exercise this option are available in the LCAP Instructions. Authority Cited: EC sections 52062(a) and 64001(a), both as amended by AB 716, effective January 1, 2019.


Appendix C: Select State and Federal Programs For a list of active programs, please see the following links: Programs included on the Consolidated Application: https://www.cde.ca.gov/fg/aa/co/ ESSA Title I, Part A: School Improvement: https://www.cde.ca.gov/sp/sw/t1/schoolsupport.asp Available Funding: https://www.cde.ca.gov/fg/fo/af/ Developed by the California Department of Education, January 2019

https://www.cde.ca.gov/fg/aa/co/

https://www.cde.ca.gov/sp/sw/t1/schoolsupport.asp

https://www.cde.ca.gov/fg/fo/af/

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