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Single Plan for Student Achievement

Renaissance High School 56725955636170

Contact Information:

Robin Gillette, Principal [email protected] 325 N. Palm Ave. Santa Paula, CA 93060-0710 (805) 525-4407

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Renaissance High School Single Plan for Student Achievement October 2015

Table of Contents

The Single Plan for Student Achievement .................................................................................................................. 1

School Site Council Membership................................................................................................................................ 1

English Language Advisory Council (ELAC) Membership ......................................................................................... 2

Recommendations and Assurances ........................................................................................................................... 3

District information ...................................................................................................................................................... 4

District Profile ..........................................................................................................................................................4

District Beliefs: ........................................................................................................................................................4

District Vision: .........................................................................................................................................................4

District Mission: .......................................................................................................................................................4

District LEA Plan Goals ..........................................................................................................................................5

District LCAP Goals ................................................................................................................................................5

School Information ...................................................................................................................................................... 6

School Profile ..........................................................................................................................................................6

School Mission ........................................................................................................................................................6

Student Enrollment by Grade .................................................................................................................................6

Student Enrollment by Ethnicity ..............................................................................................................................7

Student Enrollment by Subgroup ............................................................................................................................7

Highly Qualified Teachers ......................................................................................................................................8

Program Improvement School ................................................................................................................................8

Comprehensive Needs Assessment ......................................................................................................................9

Violence Prevention, Bully Prevention, and Student Safety ...................................................................................9

Nutrition Programs & Fitness Programs .............................................................................................................. 10

Extended Learning Programs .............................................................................................................................. 10

Programs Included in This Plan................................................................................................................................ 11

Planned Improvements in Student Performance...................................................................................................... 12

School Goals for Improving Student Achievement .............................................................................................. 12

School Goals for Improving Student Achievement ................................................................................................... 13

References ............................................................................................................................................................... 37

CAASPP – Grade 11 English Language Arts/Literacy 2014-15 .......................................................................... 37

CAASPP – Grade 11 Mathematics 2014-15 ....................................................................................................... 38

CST Science – Grade 10 – 3 Year Comparison ................................................................................................. 39

CELDT 2014-15 ................................................................................................................................................... 40

CELDT 3 Year Comparison ................................................................................................................................. 40

School-Parent/Home Compact ............................................................................................................................ 42

Parent Involvement Policy – Santa Paula USD ................................................................................................... 43

Parent Involvement Calendar .............................................................................................................................. 45

Teacher Mentoring Programs .............................................................................................................................. 46

Professional Development Plan .......................................................................................................................... 47


Principal’s Training Aimed at Improving Student Achievement ........................................................................... 48

School Accountability Report Card ...................................................................................................................... 49

School Site Council Bylaws ................................................................................................................................. 61

Title I – School Plan Reference of Required Components (SW schools only) .................................................... 66

Chart of Requirements......................................................................................................................................... 67


1

The Single Plan for Student Achievement

The Single Plan for Student Achievement (SPSA) for Renaissance High School is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code section 41507, 41572, and 64001 and the Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the Consolidated Application and ESEA Program Improvement into the Single Plan for Student Achievement. For additional information on school programs and how you may become involved locally, please contact: Robin Gillette, Principal Renaissance High School 325 N. Palm Ave. Santa Paula, CA 93060-0710 (805) 525-4407 [email protected] The district’s Governing Board approved this revision of the school plan on January 13, 2016.

School Site Council Membership

California Education Code Section 64001(g) requires that the Single Plan for Student Achievement be reviewed and updated at least annually, including proposed expenditures of funds allocated through the ConApp, by the School Site Council (SSC). The current make-up of the 2015-16 SSC is as follows:

Name of Members Principal Certificated

Staff Classified

Staff

Parent or Community

Member Student

Robin Gillette X

Nick Dalton X

George Conrad X

Geoffrey Kida X

Annette Campbell X

Omar Ruiz X

Irene Carrillo X

Maria Manzo X

Darlene Garcia X

Jennifer Manzo X

Chailey Garcia X

Serenity Marquez X

Number of members in each category 1 4 1 3 3


2

English Language Advisory Council (ELAC) Membership

Education Code Section 52176 (a) states that each school with more than 20 English Learners shall establish a school level advisory committee. Parents or guardians, or both, of EL pupils who are not employed by the district shall constitute a majority of the committee.

Name of Members

Principal

Certificated Staff

Classified Staff

Parents/Guardians of English Learners Other

Robin Gillette X

Nick Dalton X

George Conrad X

Geoffrey Kida X

Annette Campbell X

Omar Ruiz X

Irene Carrillo X

Maria Manzo X

Darlene Garcia X

Number of members in each category

1 4 1 3

(If the members of a properly constituted English Language Advisory Council (ELAC) voted to give over their governance to the School Site Council (SSC), please list the names of those people who voted. Giving over governance needs to be re-voted every 2 years.)

The ELAC has voted to give governance to the SSC on this date: October 27, 2015.

The name of the parent ELAC representative to SSC is: Maria Manzo.


3

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: 1) The SSC is correctly constituted and was formed in accordance with district governing board policy and state

law.

2) The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.

3) The SSC sought and considered all recommendations from the following groups or committees before

adopting this plan: Signature of Authorized

Representative

English Learner Advisory Council

Leadership Team

4) 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.

5) 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.

6) This SPSA was adopted by the SSC at a public meeting on: ________________________ Attested:

Robin Gillette, Principal Date

SSC Chairperson Date


4

District information

District Profile

Santa Paula Unified District is located in the city of Santa Paula, a small historical community serving approximately 30,000 residents within a 4.6 square-mile radius surrounded by rolling hills and citrus groves. Santa Paula City is approximately 65 miles northwest of Los Angeles and 14 miles east of Ventura. Santa Paula is situated in the rich agricultural Santa Clara River Valley. The City is surrounded by rolling hills and rugged mountain peaks in addition to orange, lemon and avocado groves. In fact, Santa Paula is referred to as the “Citrus Capital of the World.” The community of Santa Paula was founded in 1872. Originally the area that is today Santa Paula was inhabited by the Chumash, a Native American people. Santa Paula Unified operates six elementary schools, one middle school, one comprehensive high school, and one continuation high school. Santa Paula Unified School District has a large Latino and English Learner population that has made tremendous improvements in student achievement in the past few years. We are proud of the accomplishments of our students, teachers, staff, parents and the community that has made that achievement possible. In November of 2012, the community of Santa Paula voted to unify Santa Paula Union High School District (SPUHSD) and Santa Paula Elementary School District (SPESD). This unification became effective July 1, 2013. The Santa Paula Unified School District is the first district to unify in Ventura County since 1980. The unification of SPUHSD and SPESD will allow for coherent professional learning opportunities and collaboration for all staff K-12. The unified school district and community stakeholders are working together to ensure that all students in the Santa Paula Unified School District are prepared to succeed in college and career.

District Beliefs:

All of our students can succeed. They are optimistic, enthusiastic learners with great resiliency and determination to meet and overcome challenges. Each day our students share their diverse interests and abilities, and their cultural, linguistic, and socio-economic perspectives. Together they develop a strong sense of community as each develops his or her unique potential and talents.

The pursuit of education is a shared responsibility that begins at home and continues with the guidance and support of parent, school, and community mentors. It takes the whole “village” to raise a 21

st Century

child.

Our common vision comes from diverse perspectives. By working together for the future of our children, the district and the community of Santa Paula can enable our young people to reach their greatest potential as individuals and as citizens of a 21

st Century world.

District Vision:

The Santa Paula Unified School District will provide a learning environment that includes high expectations, accountability, exemplary programs, innovative teaching, stimulating ideas, and safe, well equipped schools to inspire and empower our students to discover their interests, achieve at their greatest potential, contribute to civic progress, and become life-long learners.

District Mission:

The Santa Paula Unified School District will prepare each student academically and socially for college, career, and global citizenship by providing rich, diverse experiences and differentiated learning opportunities , a highly skilled and dedicated educational team, and safe, attractive schools. The Santa Paula Unified School District, in collaboration with educators, parents, businesses, and other partners, will ensure that our graduates are responsible community members who are prepared for college and career and have the skills to become lifelong learners and productive citizens in a global world.


5

District LEA Plan Goals

Goal #1 All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013-2014. Goal #2 All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Goal #3 By 2013-2014, all students will be taught by highly qualified teachers. Goal #4 All students will be educated in learning environments that are safe, drug-free, and conducive to learning. Goal #5 All students will graduate from high school.

District LCAP Goals

Goal #1 All students read at grade level, focusing first on K-5 and then any other students needing additional support. Goal #2 Provide enrichment opportunities and course access. Goal #3 Increase parent involvement/student engagement. Goal #4 Implement Common Core, Next Generation Science Standards (NGSS), ELD. Goal #5 Increase graduation rates and reduce suspensions and expulsions. Goal #6 Create a welcoming and efficient school climate for staff, students, parents, and public.


6

School Information

School Profile

Renaissance High School is located in the city of Santa Paula and serves students in grades nine through twelve, and is the continuation high school for the district. In the 2014-15 school year, 121 students were enrolled, including 51.2% qualifying for English Language Learner support, 82.6% qualifying for free or reduced price lunch, and 0.8% students with disabilities.

School Mission

It is the mission of Renaissance High School to ensure that all students are afforded an opportunity to earn a high school diploma in a safe and clean learning environment. The staff is committed to provide opportunities for students to refocus their career, educational, and personal goals. Renaissance means “new start,” and the staff, valuing human dignity in each student, is dedicated to assisting them in realizing that their past does not necessarily determine their potential for the future.

Student Enrollment by Grade Source: CALPADS 2014-15

0

20

40

60

80

Grade 9 Grade 10 Grade 11 Grade 12

0 0

55

66


7

Student Enrollment by Ethnicity Source: CALPADS 2014-15

Student Enrollment by Subgroup Data Source: CALPADS 2014-15

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

SocioeconomicallyDisadvantaged

EnglishLearners

Students withDisabilities

82.6

51.2

0.8

Perc

enta

ge


8

Highly Qualified Teachers

During the 2014-15 school year, 100% of Renaissance High School’s classes were taught by highly qualified teachers. The Santa Paula Unified School District and its governing board “desires to employ the most highly qualified and appropriate person available for each open position in order to improve student achievement and efficiency in district operations. The Superintendent or designee shall recruit candidates for open positions based on an assessment of the district's needs for specific skills, knowledge and abilities. Santa Paula Unified School District is not considered a high-need district in regards to acquisition of high quality, highly-qualified teachers; therefore its schools do not qualify as “high-need” schools. A “high need local educational agency” is defined (NCLB, Public Law 107–110) as:

that serves not fewer than 10,000 children from families with incomes below the poverty line; or ‘‘(ii) for which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line; and

for which there is a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach; or ‘‘(ii) for which there is a high percentage of teachers with emergency, provisional, or temporary certification or licensing.

Based upon the most current data available (2010 U.S. Census Bureau), the district’s estimated percentage of student population of children ages 5-17 living in poverty is 21.4%. However, there are currently no teachers working out of field, on an emergency provision, or temporary certification or licensing. The Santa Paula Unified School District’s Human Resources Division is responsible, in partnership with Renaissance High School’s administrative team, for recruiting and placing qualified teachers in the classroom. To date, the district only employs highly qualified teachers to fill vacant teaching positions. When a vacancy exists, teaching positions are posted on EdJoin.org. All applicants must have the following to apply:

Valid California Credential (with authorization to teach in applicable area)

Resume

Two Letters of Recommendation

English Learner Authorization/CLAD Certificate

NCLB compliant The Ventura County Office of Education (VCOE) conducts a review of teaching assignments for schools in Deciles 1-3 on an annual basis; any irregularities noted are corrected immediately by the Human Resources Division.

Program Improvement School

Renaissance High School is not a Program Improvement school.


9

Comprehensive Needs Assessment

Renaissance High School completed a comprehensive needs assessment survey of all students enrolled, including migratory students, which included the analysis of student performance in relation to the state academic content standards. During staff development activities and staff meetings, school administrators and the leadership team considered the results of the following to identify areas of strength and weakness:

Academic Program Survey Analysis of Student Performance Data:

o CELDT Reports o Re-designation Criteria o CAHSEE Results (2014-15 School year) o Common Assessments o Transcript Evaluation o Teacher Feedback

Conclusions from the needs assessment survey were used to identify SPSA goals and program support goals.

Violence Prevention, Bully Prevention, and Student Safety

Renaissance High School supports efforts to maintain a safe and healthy environment by accessing professional resources through local law enforcement and public health agencies. The District works with school administrators to provide resources and support for both students and parents. During the 2015-16 school year, Renaissance High School will provide the following programs for its students (and parents as applicable):

Anti-bullying Presentations

Safe Neighborhood Prevention Program Presentations

Parent Project Classes

SAFE (Sexual Assault Felony Enforcement Task Force) for Internet Safety Presentation

Suicide Prevention Program - Mentoring Model

Parent Institute for Quality Education (PIQE - Parent Workshops) Renaissance High School supplements district-sponsored programs with site-based curriculum aimed at developing positive behaviors through character education, substance abuse prevention education, and healthy life styles education. These programs include:

CHAMPS - Champions Against Bullying (CHAMPS) is a classwide positive behavior support program focused on improving classroom behavior, establishing clear behavior expectations, reduce misbehavior, motivating students to put forth their best effort, increasing academic engagement, and teaching students to behave respectfully and to value diversity.

SARB Committee – Renaissance High is a recognized State SARB Model school in California, and is the only alternative education site that has received this distinction by CDE.

Clinicas Counselor – A counselor is on site one day per week to provide counseling services to those students in need.

Interface Children & Family Services – Resource Center partnering with families to foster thriving, healthy, empowered children, families and communities offering programs such as the Triple P (Positive Parenting Program), community outreach programs, and mental health and wellbeing programs.

Community Service Program Support – Support for our positive incentive programs from community service organizations such as the Latino Town Hall, and the Optimist and Rotary Clubs.

PDAP – Drug and alcohol prevention program held at SPHS that RHS students attend.


10

Nutrition Programs & Fitness Programs

Santa Paula Unified School District’s Wellness Program was adopted in August of 2013 after the unification of the elementary and high school district into the new unified school district. The policy contains four components: nutrition education, physical activity, health services, and other school-based activities that are designed to promote student wellness. The policy was developed to provide school environments that enhance learning and encourage the development of lifelong wellness practices. The current Wellness Policy is available on the district’s website under board policy number 5030. The district offers a variety of free and reduce-meal programs through the National School Lunch Program (NSLP), School Breakfast Program (SBP), and the Seamless Summer Feeding Option Program (SSFOP). Renaissance High School follows the nutritional guidelines component of the policy and incorporates the physical activity and health/nutrition education components into daily curricula. Nutritional programs sponsored at the school include:

National School Lunch Program - a federally assisted meal program which provides nutritionally balanced, low-cost or free lunches to children each school day.

School Breakfast Program - a federally funded program which provides nutritious breakfasts to children at reasonable prices.

Seamless Summer Feeding Option Program - students participating in summer school receive nutritious snacks and meals through the National School Lunch and School Breakfast programs.

Extended Learning Programs

Renaissance High offers the following extended learning programs:

Online Credit Recovery Classes

Tutoring

STAR Reading/Math Intervention Program

Access to Adult Education Classes

Ventura College, Oxnard College & Moorpark College

Regional Occupation Programs (ROP)

Community Service Learning Program

http://www.fns.usda.gov/cnd/lunch/

http://www.fns.usda.gov/cnd/lunch/

http://www.cde.ca.gov/ls/nu/sn/sbp.asp

http://www.fns.usda.gov/cnd/seamless_summer.htm


11

Programs Included in This Plan

The School Site Council intends for Renaissance High School to participate in the following programs: State Programs Allocation Economic Impact Aide/State Compensatory Education

Purpose: Help educationally disadvantaged students succeed in the regular program.

$ 0.00

Economic Impact Aide/English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners.

$ 0.00

English Learner Acquisition Program, Teacher Training & Student Assistance

Purpose: support English acquisition for English learners in grades 4-8. Program has been discontinued.

$ 0.00

Total amount of state categorical funds allocated to this school:

$

0.00

Federal Programs Under the Elementary Secondary Education Act Allocation

Title I, Part A: Basic Grant 2015-16 $19,136 (includes parent involvement) Purpose: support effective, research-based educational strategies that close the achievement gap between high-and low-performing students and enable the students to meet the state's academic standards

$

19,136.00

Total amount of federal categorical funds allocated to this school: $ 19,136.00

Total amount of state and federal categorical funds allocated to this school: $ 19,136.00


12

Planned Improvements in Student Performance

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards.

School Goals for Improving Student Achievement

Goal #1: English Language Learners will increase proficiency rate on the state assessments, common summative exams, CELDT by 5% as compared to the current achievement system through a focus on school-wide use of research-based instructional strategies. Goal #2: RHS students will increase the practice of reading and writing across the curriculum, including non-core classes thus improving their reading and writing skills by 5% as measured by diagnostic reading test, formative and common summative exams. Goal #3: All students including EL learners to increase proficiency rate in algebraic concepts/mathematics on the common formative and State assessments by 5%. Goal #4: Increase the GPA, attendance and graduation rate while decreasing the number of referrals, suspensions, and expulsions of all students including the at-risk student at RHS. Goal #5: All students will be educated in a safe campus with a positive school climate that is conducive to learning. Goal #6: RHS will continue to establish a culture and provide opportunities to students that encourage post-secondary education and offer opportunities to become workforce ready. RHS will increase by 10% the number of students attending 2 and 4 year colleges. Goal #7: RHS will develop a community of learners focused on building collaborative teams and sustained professional development. In addition, RHS will strive to build parental and community relations between the students, parents, and community of Santa Paula. Goal #8: RHS will provide services for credit recovery to ensure that all students will have an opportunity to attain a high school diploma.


13

School Goals for Improving Student Achievement

Goal #1: English Language Learners will increase proficiency rate on the state assessments, common summative exams, CELDT by 5% as compared to the current achievement system through a focus on school-wide use of research-based instructional strategies.

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

Plan focuses on specific goals and targets for students consistent with LEA. (LEA Goals 1, 2 and 5) (LCAP #1 Pupil Achievement, #4 Common Core and #5 Increase Graduation Rates/Reduce Suspension and Expulsions)

What data was used to form this goal:

Common Summative Exams

CELDT data

State data

Individuals Involved in analyzing data and formulating goal:

Administration

Certificated

Classified

SSC

ELAC Committee

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

There is a consistent trend of incremental growth by EL learners toward the target however it does not grow at the rate needed to meet current annual targets.

Identify targeted student groups and expected growth:

EL’s, 5% proficiency as compared CELDT pass rate

What data will be collected to measure student achievement?

CELDT

Benchmark data

Identify the process for monitoring and evaluating collected data:

Teachers will collaborate (on site and with SPHS), and analyze results that will inform their instructional practices and student placement.

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

RHS is not in Program Improvement. However, alignment of curriculum guides, pacing plans to language objectives and ELA/ELD Standards, school-wide use of Sheltered Instruction Observation Protocol (SIOP) and SDAIE strategies to address ELL’s needs.


14

Strategies/Action Plans

Start & Completion

Dates Personnel

Responsible

Funding Source & Amount

Process for Evaluation of Implementation

1.) District will provide district level ELD coaching for all staff members

Ongoing through 2015-16 SY

Assistant Supt. of C & I Principal

District funds Through on-going meetings with district staff and monitor of classroom presentation

2.) ELA/ELD standards and ESLR’s will align to curriculum guides, benchmark assessments, and pacing calendars; emphasis to move to Common Core

Timeline to submit: May 2016

Principal District funds Analysis and verification of alignment of ELA/ELD standards to curriculum guides and pacing calendars

3.) School-wide focus on teachers’ use of:

SIOP strategies

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 understanding

Use of language objectives to increase rigor (Bloom’s Taxonomy)

EL strategies

Ongoing modification and revision thru 2015-2016 SY

Administration Director of Educational Services Principal English Instructor ELD/Migrant Coordinator

District/Site funds

Successful completion of courses with a C grade or better Improvement in CELDT scores & Common Summative Assessments Benchmark assessments

4.) CELDT scores will be reviewed to determine students’ needs and drive the curriculum with emphasis on English classes

Throughout the 2015-2016 SY

Administration Counselor Teaching Staff

District funds Successful completion of courses with a C grade or better Improvement in CELDT scores

5.) Continue 3 ½ hour bilingual math aide to assist in Algebra and Geometry classes to assist ELL and other students in need of additional support


Principal Counselor Instructor

Title I (inclusive) $12,000

Increase pass rate on state tests and completion rate of math credits

6.) To increase the hours of the bilingual math aid by two and a half hours per day to further assist in the classroom and for a “Pull Out” program to work with identified struggling students and also assist with other core subject matters


Principal Counselor Instructor Math Aide

District funds Title I $5,136

Increase pass rate on state tests and completion rate of math credits and overall core credits

7.) Admin and teachers will attend workshops and conferences that will provide training and assessment of content learning, reading, and writing strategies. Emphasis on Common Core.


District C&I Administration Teaching Staff

Title II funds District provided

Successful completion of courses with a C grade or better Improvement in CELDT

8.) Admin and all teachers will attend collaboration with SPHS teachers in accordance with MOU.


District C&I Administration Teaching Staff

District funds Alignment with Common Core. Successful completion of courses with a C grade or better Improvement in CELDT


15


Start & Completion

Dates Personnel

Responsible



9.) Additional purchase of laptops for to provide students additional access to core curriculum


District level Principal

District/Site funds

Assessment to determine growth in specific content areas, increase in credits.

10.) Use of Renaissance STAR reading and math assessment program to drive the curriculum and student class placement.

2015-2016 SY Principal Counselor Computer Instructor

District/Site funds

Student increase in reading and math levels based on pre and post assessment

11.) Instructors will utilize collaboration time in order to develop and align curriculum to state ELA/ELD content standards.

Emphasis towards the Common Core State Standards (CCSS)

Develop lesson plans and analyze assessment results to modify curriculum to meet the needs of the EL student


Principal Instructors Counselor

District funds Formal and informal classroom observations, formative and summative assessments benchmark assessments, student grades, transcripts, attendance and CELDT data

12.) Parents and the community will become partners in the education of EL students


Superintendent Director of Educational Services Principal Counselor Outreach Coordinator EL/Migrant Coordinator Certificated Staff Classified Staff

District funds EL students will demonstrate progress towards mastery of the English Language through CELDT scores EL parents will meet monthly as ELAC (sign-in sheets) At least one EL parent will participate on SSC (sign-in sheets) Counselor and outreach coordinator will present at least one workshop each focused on resources for student success College and career exploration, finance, and social issues (agendas)

13.) Professional development for all staff.


Assistant Supt, C&I Principal

District funds EL students will demonstrate progress towards mastery of the English Language through CELDT scores Evidence of PD to be collected

14.) Appropriate materials and supplies including technology needed to support teachers/staff/students and programs will be purchased


Principal Teachers

Title I $2,000 District funds

Successful implementation of goal #1.


16

Goal #2: RHS students will increase the practice of reading and writing across the curriculum, including non-core classes thus improving their reading and writing skills by 5% as measured by diagnostic reading test, formative and common summative exams.


Plan focuses on specific goals and targets for students consistent with LEA. LEA Goal # 1, 2 and 5 LCAP #1 (Pupil Achievement and #4 Common Core Implementation)


Diagnostic data

CAHSEE (2014-15)

CELDT data


Administration

Certificated

SSC

ELAC Committee


Previous pass rates on the CAHSEE reflect students will need assistance in order to pass with proficient or better (2014-15).


All students will increase proficiency rates on benchmarks and common assessment pass rates by 5%.


Benchmarks

CELDT scores

CAHSEE results (2014-15)

Quarter grades

Semester grades


Teachers will collaborate (on site and with SPHS) with a focus on curricular instructional alignment and analyze results that will inform their instructional practices.


N/A. RHS not in program improvement.


17


Start & Completion

Dates Personnel

Responsible



1.) All teachers will continue to work collaboratively (inclusively with SPHS PD) to develop and implement pacing calendars, curriculum guides, benchmarks, common summative assessments, aligned to content standards with emphasis moving towards Common Core ELD standards, and ESLR’s


Administration Teaching Staff

District funds Verification of alignment to the California Content Standards

2.) School-wide focus on teacher’s use of SIOP to be used to increase:

Student content literacy

Use of differentiated instruction

Focus on reading, writing, listening, and speaking

Formative assessments including frequent checks for understanding

Summative assessments

Use of language objectives to increase rigor (Bloom’s Taxonomy)

Staff meetings to address Common Core school wide needs


Administration Principal Counselor All Instructors

District/Site funds

Successful completion of course work with a C grade or better Improvements on pass rates of CELDT and state assessment results.

3.) Administration, counseling, and certificated staff will routinely collect and analyze data of all students

Principal Counselor All Instructors

District funds Successful completion of course work with a C grade or better CELDT scores

4.) To identify students reading below grade level through the use of Renaissance Learning Diagnostics and provide additional support

2015-2016 SY Administration Counseling Teachers

District/Site funds Pre and post diagnostic measure growth

5.) Implementation of English 3D to support long term EL students


Administration Counselor English Instructor

General fund Analysis of pre and post evaluations

6.) Provide after school tutoring 3 days a week for 1 ½ hours each day for assistance in academics and credit recovery


Principal Counselor Outreach Coordinator Instructors

Title I (inclusive) will take place should funding be available

Daily sign-in sheets 2015-2016 SY

7.) Curriculum Guides and Pacing Calendars will reflect how each course is incorporating reading and writing into its curriculum using ELA/ELD standards

Timeline: 2015-2016 SY

Principal All Teachers

District funds

Confirmation of assignment in Curriculum Guides and Pacing Calendars


18


Start & Completion

Dates Personnel

Responsible



8.) Teachers will develop (with emphasis from English dept.) a sample writing rubric to address Common Core Writing to support student expository, narrative and argumentative writing


All teachers District Submission of rubric to administration

9.) Professional development will be provided school-wide through site based collaboration and with SPHS to support writing.


All teachers District Successful implementation of goal #2

10.) Appropriate professional development will be offered/provided to all staff members


Assist. Supt. of C & I Principal

District funds Successful implementation of goal #2.


Ongoing throughout 2015-16 SY

Principal Teachers

District/Site funds Successful implementation of goal #2.


19

Goal #3: All students including EL learners to increase proficiency rate in algebraic concepts/mathematics on the common formative and State assessments by 5%.


Plan focuses on specific goals and targets for students consistent with LEA. LEA goal # 1 and 2 LCAP # 1 (Pupil Achievement and #4 Common Core Implementation)


Diagnostics

Course Assessments

State Assessments

CAHSEE data (2014-15)


Administration

Certificated Staff

SSC

ELAC Committee


Algebra students show a trend of no growth in students proficiency


The focus students are students in Algebra and 10th grade.


Algebra/Math 1 benchmark data

Benchmarks, formative and common summative assessments

Quarter grades/credits earned

Semester grades/credits earned


Teachers will collaborate (on site and with SPHS) with focus on curricular instructional alignment using analyzed results to inform their instructional practices.


N/A. RHS is not in program improvement.


20

Strategies/Action Plans Start & Completion

Dates

Personnel Responsible



1.) District will provide district level ELD coaching for all staff members in all core subjects including math


Assistant Supt. of C & I Principal

District funds Through on-going meetings with district staff and monitor of classroom presentation

2.) All teachers will continue to collaboratively develop and implement:

Pacing Calendars

Curriculum Guides

Lesson plans with elements of SIOP, and inquiry based approach to teaching mathematics

Benchmarks and common assessments aligned to content standards

ESLR’s

Common Core

Ongoing modification and revision thru 2015-2016 SY. Final submission May 2016.

Administration All Teachers

District funds and LCAP

Evaluation of alignment to content standards Continued use of curriculum guides and pacing calendars Benchmark assessments aligned to standards

3.) To identify students with below grade level math skills through the use of Renaissance Learning Diagnostics and provide additional support


Principal Math Instructor Bilingual Aide

District/Site funds Successful completion of courses with a C grade or better

4.) Continue 3 ½ hour bilingual math aide in Algebra and Geometry classes to assist ELL and other students in need of additional support (Transition to Math 1 and Math 2)


Principal Title I funds (See Goal #1)

Student schedules and classroom assignments

5.) To increase the hours of the bilingual math aide by two and a half hours per day for a total of 6 hours per day. Additional class time and “Pull Out” program to work with identified struggling students



Title I (See Goal #1)

Increase scores

6.) Provide after school tutoring 3 days a week for 1 ½ hours each day for assistance in academics and credit recovery

Spring 2016 Principal Title I (inclusive) when funds become available

Increase in credit recovery

7.) Credit recovery classes will be offered with the purchase of additional laptops.


District Level Principal Counselor

District funds Increase in credit recovery and expansion of the master schedule


21


Start & Completion

Dates Personnel

Responsible Funding Source

& Amount Process for Evaluation

of Implementation

8.) Appropriate professional development will be provided for all staff. Professional development will consist of VCOE workshops, district organized PD, and collaboration with SPHS.



District funds Verification of attendance by sign-in sheets



Principal Teachers

General fund Successful implementation of goal #3.


22

Goal #4: Increase the GPA, attendance and graduation rate while decreasing the number of referrals, suspensions, and expulsions of all students including the at-risk student at RHS.


Plan focuses on specific goals and targets for students consistent with LEA. LEA Goal # 1, 2 and 5 LCAP Goal #1 (Pupil Achievements), #3 (Pupil Engagement), #4 (Common Core) and #6 (School Climate)


Transcript evaluation

Grades

GPA’s

Attendance data

Discipline data


Administration

Certificated Staff

Classified Staff

SSC

ELAC Committee


Analysis of attendance record, transcripts, and discipline files. Indications are both attendance rates and GPA’s are low. When students initially enter RHS GPAs are initially low from other institutions.


All students are to be monitored with emphasis on identified students “more at risk.”


Attendance data

Grades/Credits achieved

Discipline records

GPA


Administration, counseling, outreach coordinator will continue to monitor GPA, credits earned, discipline records, attendance records, and conduct comparative analysis of data. Attendance reviewed on a daily basis with respect to overall ADA.




23


Start & Completion

Dates Personnel



of Implementation

1.) Evaluate GPA and credits earned on quarterly basis


Principal Counselor Outreach Coordinator

General funds Private community donations positive recognition program

Evaluation of transcripts and quarterly report cards

2.) Continue to monitor attendance, use SARB more effectively, assign identified truant students to Saturday school, implement EdConnect for early morning notification/reminder for Saturday school; continue a “positive” recognition program for students that have “Perfect Attendance” or have improved attendance through SARB program


Principal Outreach Coordinator Counselor

General funds Monitoring of daily attendance, recapture ADA through Saturday school attendance sign-in sheets. Monitor EdConnect generated call lists.

3.) Continue to utilize the EdConnect system daily to notify parents of student’s attendance (truancy) and tardies; conduct early morning call out for students with habitually (morning tutoring) and 1

st period

tardies; provide notification for upcoming meeting and school-wide events


Principal Outreach Coordinator

General Monitor EdConnect generated call out lists

4.) Continue daily mailing to parents and guardians for attendance letter(s) for truancy and tardies



General funds Monitor communications through Zangle

5.) Postcard Program: Mailings sent to parent from teachers and staff to either acknowledge a student’s improvement or good act or to notify parent that student is performing below their ability


All staff members General funds Greater parent notification and involvement within the school

6.) Develop a school-wide positive reinforcement program for all students that have increased their attendance, GPA, credits, scores, and behavioral improvement when applicable



General fund Private donations

Keep historical account for all activities related to “Positive Reinforcement Activities”

7.) Develop RtI System of intervention through mandatory morning tutoring for identified students


Principal Counselor Teachers

District funds Increase in GPA and credits earnings.


24


Start & Completion

Dates Personnel



of Implementation

8.) Develop student early grad recognition and scholarship recipient recognition program


Principal Private donation Increase in GPA and attendance rates as evidenced by transcripts and attendance records.

9.) Development of after school Folkorico class to increase school attendance.


Principal District funds Increase in GPA and attendance rates as evidenced by transcripts and attendance records.

10.) Add Naviance Spring 2016 Principal General fund and site Student interviews and surveys

11.) Provide parent workshops to inform parents of college and career opportunities. Also conduct drug and gang identification/awareness workshops for parents. Continue district PIQE program


Principal SPPD

SPPD support Parental increase in awareness of college/career opportunities. Awareness of drug and gangs in the community. Sign-in sheets of meetings.



Principal District funds Principals budget Personal funds of principal Community donations

Increase in GPA and attendance rates as evidenced by transcripts and attendance records

13.) Appropriate staff training will be provided to all staff members for attendance discipline, CHAMPS and school safety


Principal District funds Increase in GPA and attendance rates as evidenced by transcripts and attendance records


25

Goal #5: All students will be educated in a safe campus with a positive school climate that is conductive to learning.


Plan focuses on specific goals and targets for groups consistent with LEA. (LEA Goal # 4) LCAP Goal #3 (Parent involvement) and Goal #6 School Climate


Attendance records

Discipline records


Administration

Certificated Staff

Classified Staff

SSC

ELAC Committee


Analysis of student attendance and behavior revealed that the majority of the offenses were under item 48900 (K) which requires all staff training and district support for implementation of Restorative Justice practices.


All students.


Student behavior records

Attendance records

Certification of completion of CERT program (when available – outside resource)


Principal, counselor, outreach coordinator, and teachers will evaluate campus/classroom behavioral climate.




26


Start & Completion

Dates Personnel



of Implementation

1.) Campus security will work alongside administration to monitor school safety and student behavior in the classroom, campus, and at extracurricular events. Development and administration of student school safety survey to take place at the end of each semester.


School Administration All Staff School Security

General fund Through open lines of communication between all staff members including security staff, school climate will be effectively monitored.

2.) Principal will continue to participate in Santa Paula City core meetings and safety/disaster training.


School Administration All Staff School Security

General funds Through open lines of communication between all staff members including security staff, school climate will be effectively monitored.

3.) Safety drills will be carried out in conjunction with the City of SP PD and FD to ensure that RHS is prepared for any emergency. Safety drills will consist of one fire drill each semester, Shake-Out earthquake drills and/or lock down drills/active shooter.


Administration Security

Within school day – general fund

Documentation of school-wide drills, agendas of meetings, safety plans

4.) Training for staff in the areas of safety, discipline, bullying (school behavioral culture). Training in Restorative Justice with district support. (PD provided by district at the beginning of school year).


Principal All Staff Members Students

District funds Decrease in negative student behavior as evidenced by discipline records. Incorporation of positive behavior system and descriptions in classroom syllabi

5.) Provide additional training for students through SPFD student CERT program. (When available)


Principal General fund Students will be actively trained in safety measures and considered as 1

st

responders. Evidenced by student/staff certification.

6.) Update safety plans and ensure that all staff are aware of all safety procedures.


Principal General fund Evidence of safety plans and notes of drills

7.) Students will participate in school-wide assemblies that specifically address bullying, cyber bullying, harassment, and suicide.


Principal Counselor Outreach Coordinator All Staff Members SPPD

General fund Reduction of negative behaviors and suspension based in harassment and bullying.


27


Start & Completion

Dates Personnel



of Implementation

8.) Canine searches to continue Throughout the 2015-2016 SY

Principal $2,200 District funds Reduction of drugs on campus as evidenced by canine search records

9.) Implementation of TUPE coordinator to conduct TUPE programs for all students


Principal Outreach Coordinator Teachers

TUPE funds Reduction of negative behaviors and suspension based in harassment and bullying.



Principal District/Site funds Successful implementation of goal #5.


28

Goal #6: RHS will continue to establish a culture and provide opportunities to students that encourage post-secondary education and offer opportunities to become workforce ready. RHS will increase by 10% the number of students attending 2 and 4 year colleges.


Plan focuses on specific goals and target groups consistent with LEA. LEA Goal #5 and LCAP Goal #1 (Pupil Achievement), # 2 (Course Access), #3 (Pupil Engagement & Parent Involvement) and #4 (Common Core)


College going rates of RHS students, career readiness rates program (program certification).


Administration

Certificated Staff

Classified Staff

Counselors

SSC

ELAC Committee


Greater emphasis needs to be placed on college or career.


All students including EL’s.


Transcripts

Attendance records

Track students numbers for college applications

EAP tests


Administrator and counselor will collect the data and meet with students using Academic Review Forms that document student career and college goals.




29


Start & Completion

Dates Personnel


& Amount

Process for Evaluation of

Implementation

1.) Parent/student orientation meeting with all students new to RHS



General fund Meeting agenda and sign-in sheets

2.) Counselor will meet with all students/parents to collaboratively design individual academic plan based on student need to either graduate from RHS or return to SPHS with emphasis placed on post-secondary plans.


Principal Counselor

District funds Documentation of meetings in Zangle and copies of academic plans. All seniors will have 230 credits toward graduation. RHS dropout rate will remain below county and state averages.

3.) Develop new curricula with the assistance of post- secondary institutions in the area of psychology and mental health to replace SPHS 9

th grade transitions

class on transcripts to meet 2.0 GPA grad requirements. Offer curriculum with career focus certificate completion.


Principal Counselor Teacher

District funds Board acceptance of classes designed to accomplish this goal.

4.) Work towards developing relationships with Ventura County College system to develop stronger college/career focus

On-going 2015-16 SY

Superintendent Principal

District funds Increase in community college and career focus.

5.) Provide academic support to all students by offering:

Before and after school tutoring with emphasis in math/English

Identified students pulled out of regular school day to provide small group and one-to-one instructions in math. Tier 2 intervention.

Additional hours for IA

2015-2016 SY Principal Counselor Teacher

District/Site funds Pre and post evaluation of student progress.

6.) Initiate/develop pull out program to support all identified students with emphasis on EL’s in the area of reading.

Spring 2016 SY Principal Counselor Teacher Outreach Coordinator

Title I (See Goal #1)

Pre and post evaluation of student progress.

7.) Encourage college going culture through college presentations, visits to campuses, and meetings with college counselors. Field trips to various college campuses.

2015-2016 SY Principal Counselor Teacher Outreach Coordinator

District/Site funds Greater emphasis on students’ part to attend college as evidence by completion of college applications.


30


Start & Completion

Dates Personnel


& Amount


Implementation

8.) After school tutoring available to assist struggling students in core areas

2015-2016 SY District Principal

Title I funds (inclusive). When funds become available.

Feedback from after school tutor, student grade reports, and classroom teacher observations of student success.

8.) Addition of .33 teacher for periods 5 and 6. Shared position with SPHS

2015-2016 SY District Principal

District funds Additional course offering in master schedule

9.) Purchase additional laptops (replace antiquated laptops) to provide students opportunity for additional course access.

2015-2016 SY District IT & budget dept. Principal

LCAP when available through District funds

10.) Provide opportunity for additional after school credit recovery. When funding levels allow.

2015-2016 SY Principal Title I funds (inclusive). When funding levels allow.

Feedback from after student tutor, student grade reports, and classroom teacher observations of student success.

11.) Provide opportunity for 11th

grade students to participate in STAR EAP.

2015-2016 SY Principal District funds List of students that take the STAR EAP.

12.) Encourage career readiness through CTE orientated business MOS

2015-2016 SY Principal Counselor Outreach Coordinator Teachers

Title I funds (inclusive)

Students receiving certification in CTE fields.

13.) Implementation of MOS program

2015-2016 SY Principal IT instructor


Students receiving certification in program

14.) Implementation of CertiPort 2015-2016 SY Principal IT instructor


Certification opportunity

15.) Appropriate professional development to be offered to all staff members, emphasis on the Common Core

2015-2016 SY Asst. Supt. of C & I Principal

Title II (inclusive) District funds

Attendance Professional Development, sign-in sheets


2015-2016 SY Principal Title I District fund Principals budget (when necessary)

Successful implementation of goal #6.


31

Goal #7: RHS will develop a community of learners focused on building collaborative teams and sustained professional development. In addition, RHS will strive to build parental and community relations between the students, parents, and community of Santa Paula.


The plan focuses on specific goals and target groups consistent with LEA. LEA Goal #3 LCAP Goal #1 (Pupil Achievement), #3 (Pupil Engagement & Parent Involvement) and #4 (Common Core)


Professional development schedules for the 2014-15 SY Professional development schedules through VCOE Staff participation in on site and collaboration with SPHS State assessments Parent participation (sign-in)


Administration

Certificated Staff

SSC

ELAC Committee


Targets have been set for next year.


All students are the focus including parents and community members.


Common summative assessments

Formative assessments

Professional development participation

State assessments


Teachers will collaborate (on site and at SPHS site) and analyze results that will inform their instructional practices and student placement.




32


Start & Completion

Dates Personnel


& Amount


Implementation

1.) All faculty members will meet once a week as a professional learning community (on site and in collaboration with SPHS) with a focus on the following:

WASC exit recommendations

Curriculum Guides

Pacing Calendars

Benchmark Assessments

Common Assessments – summative

Formative assessments

ELD (defined)

Provide opportunity for instructors to discuss student success and students in need of assistance and formulate avenues in which to provide additional assistance to struggling students

Conduct SST’s for additional parent involvement in student learning process


Administration Counselor Teachers

General fund (inclusive)

Verification of alignment to the California Standards.

2.) Provide for all faculty to attend professional development workshops and conferences aligned with programs and courses they teach.


Administration All Staff Members

District funds Title II

Confirmation of attendance at conference/workshops Verification of alignment to the California Standards.

3.) Provide for all faculty to attend professional development workshops and conferences aligned with improving instructional practice including:

RtI

Common Core Standards

Classroom management

Bullying and harassment

Mental health

Behavioral health

A-G requirements

Smarter Balance

ELD

Champs

Restorative Discipline


Administration All Staff Members

Title II funds (inclusive)

Confirmation of attendance at conference/workshops Verification of alignment to the California Standards. Teacher evaluations will reflect changes in quality of classroom management, assessment rigor, and expectations of student progress. Students will demonstrate greater progress towards graduation, college, and career awareness.

4.) Professional development days prior to the opening of school in order to enhance training for staff.

On-going through 2015-2016 SY

Asst. Supt. of C & I Principal

District funds (general)

Confirmation of attendance thru sign-in sheets. Through process students will demonstrate progress towards graduation.

5.) Parent meeting will be held to encourage greater “buy-in” of parents to become “Partners in Education” for students’ educational process/programs.



District funds Greater parental interest as evidenced by parent attendance to meetings and workshops

6.) Parent workshop will be held to inform them of financial options available for students



District funds Greater parental interest as evidenced by parent attendance to meetings and workshops


33


Start & Completion

Dates Personnel


& Amount


Implementation

7.) Foster greater community involvement between students and community members/activities.



General fund Private donations

To align with specific request of EL/SCC. To be monitored and reported out during meetings.



Principal District/Site funds Successful implementation of goal #7.


34

Goal #8: RHS will provide services for credit recovery to ensure that all students will have an opportunity to attain a high school diploma.


The plan focuses on specific goals of Renaissance High School. LEA Goal #5 and LCAP Goal #1 (Pupil Achievement), # 2 (Course Access), #3 (Pupil Engagement & Parent Involvement) and #4 (Common Core)


Transcripts

Quarterly grades


Administration

Certificated Staff

SSC

ELAC Committee


Students transferring to RHS are credit deficient.


All students are the focus including parents and community members.


Transcripts, quarterly grades, and reports of credits earned


Principal, counselor, outreach coordinator, and teachers will collaborate and analyze results that will inform their instructional practices and student placement.




35


Start & Completion

Dates Personnel


& Amount


Implementation

1.) All students will have transcripts evaluated to determine needs in order to attain graduation requirements. Parents of students will be included in the process.


Principal Counselor

District/Site funds Verification of individual academic plans.

2.) Student test data from, CELDT, and State assessment results will be used to formulate each student’s academic schedule of classes.


Principal Counselor

District/Site funds Verification of academic plans.

3.) Mandatory before school tutoring will be assigned to those students in need of individualized attention in core subject area.


Principal Counselor Teachers

District funds Confirmation of attendance roll sheets

4.) The use of APEX distance learning class (during regular scheduled period) will provide support to students who have not met this requirement.



District funds Through process students will demonstrate process towards graduation.

5.) Most classes have a 25:1 student teacher ratio to enable teachers and students the opportunity to spend quality time working in specific skill areas.


Principal Counselor

District funds Transcript evaluation, quarterly grades, and credit earned analysis. Teacher class size analysis for teacher to student ratios.

6.) On-line courses are offered to provide students with the ability to accelerate credits.


Principal Counselor

District funds Transcript evaluation, quarterly grades, and credit earned analysis.

7.) Addition of .33 teacher for intervention class


Principal District funds Increase in master schedule

8.) Constant communication between staff and parents through conferences with principal, counselor, and outreach coordinator:

Weekly progress reports

Parent-teacher conferences

Site council meetings

Quarterly progress reports enable parents to stay informed of student’s progress

Postcard Program


Principal Counselor Outreach Coordinator Teachers All Staff

Title I (inclusive)

Zangle logs

9.) Additional elective courses to be offered to meet WASC visitation goals and for state assessments

Spring 2016 Principal Counselor

District funds

Greater credit recovery and meeting of WASC exit goals, monitor through student transcripts and master schedule

10.) Additional elective course, such as psychology to be offered to offset failed 9

th

grade transitions class at SPHS, grade to offset “F” grade in transitions. APEX Distance Learning

Spring 2016 Principal Counselor

District/Site funds Greater credit recovery and meeting of WASC exit goals, monitor through student transcripts and master schedule

11.) Additional teacher to be on-site for period 5 and 6 in order to provide additional


Principal Counselor

District funds Greater credit recovery and meeting of WASC exit goals, monitor through student


36


Start & Completion

Dates Personnel


& Amount


Implementation

opportunities for interventions and credit recovery

transcripts and master schedule

12.) Purchase of additional laptops to provide students opportunity for greater course access.


Asst. Supt. Business District IT Principal

District funds LCAP

Higher level of student achievement in terms of credit recovery.

13.) Appropriate professional development to be provided including opportunity for research/development of/for classes


Asst. Supt., C& I Principal

District funds Transcript and master schedule evaluation. Greater credit and GPA recovery. Teacher and student success.



Principal District/site funds Transcript and master schedule evaluation. Greater credit and GPA recovery. Teacher and student success.


37

References

CAASPP – Grade 11 English Language Arts/Literacy 2014-15

Nu

mb

er

of

Stu

den

ts E

nro

lled

Nu

mb

er

of

Stu

den

ts T

este

d

Perc

en

t o

f

En

rolled

Stu

den

ts

Teste

d

Nu

mb

er

of

Stu

den

ts W

ith

Sco

res

Mean

Scale

Sco

re

Sta

nd

ard

Exceed

ed

Sta

nd

ard

Met

Sta

nd

ard

Nearl

y

Met

Sta

nd

ard

No

t M

et

All Students Tested 69 68 98.6% 68 2448.5 0% 6% 21% 74%

Male 69 42 60.9% 42 2435.9 0% 7% 17% 76%

Female 69 26 37.7% 26 2469.0 0% 4% 27% 69%

African American

American Indian or Alaskan Native

Asian

Filipino

Hispanic or Latino 69 67 97.1% 67 2450.8 0% 6% 21% 73%

Hawaiian or Pacific Islander

White (not Hispanic) 69 1 1.4% 1 * * * * *

Two or More Races

Socioeconomically Disadvantaged 69 64 92.8% 64 2446.0 0% 6% 19% 75%

English Learners 69 34 49.3% 34 2429.6 0% 3% 12% 85%

Students with Disabilities

Migrant Education 69 4 5.8% 4 * * * * *

Foster Youth

English Language Arts/Literacy

14-15

Grade 11


38

CAASPP – Grade 11 Mathematics 2014-15

Nu

mb

er

of

Stu

den

ts E

nro

lled

Nu

mb

er

of

Stu

den

ts T

este

d

Perc

en

t o

f

En

rolled

Stu

den

ts

Teste

d

Nu

mb

er

of

Stu

den

ts W

ith

Sco

res

Mean

Scale

Sco

re

Sta

nd

ard

Exceed

ed

Sta

nd

ard

Met

Sta

nd

ard

Nearl

y

Met

Sta

nd

ard

No

t M

et

All Students Tested 69 67 97.1% 67 2415.7 0% 0% 3% 97%

Male 69 42 60.9% 42 2414.3 0% 0% 5% 95%

Female 69 25 36.2% 25 2418.2 0% 0% 0% 100%

African American

American Indian or Alaskan Native

Asian

Filipino

Hispanic or Latino 69 66 95.7% 66 2415.8 0% 0% 3% 97%

Hawaiian or Pacific Islander

White (not Hispanic) 69 1 1.4% 1 * * * * *

Two or More Races

Socioeconomically Disadvantaged 69 63 91.3% 63 2412.3 0% 0% 3% 97%

English Learners 69 33 47.8% 33 2408.6 0% 0% 0% 100%

Students with Disabilities

Migrant Education 69 4 5.8% 4 * * * * *

Foster Youth

Grade 11

Mathematics

14-15


39

CST Science – Grade 10 – 3 Year Comparison

12-13 13-14 14-15

Students Tested 9 13 9

% of Enrollment 100.0% 100.0% 100.0%

Students with Scores 9 13 8

Mean Scale Score * 283.5 *

% Advanced * 0% *

% Proficient * 8% *

% Basic * 31% *

% Below Basic * 15% *

% Far Below Basic * 46% *

CST Science

Grade 10


40

CELDT 2014-15

CELDT 3 Year Comparison

2014-15

Stude

nts

Teste

Beginni

ng

Early

Interme

diate

Interme

diate

Early

Advanc

ed

Advanc

ed

Grade 9 0 0% 0% 0% 0% 0%

Grade 10 0 0% 0% 0% 0% 0%

Grade 11 27 0% 0% 44% 41% 15%

Grade 12 35 0% 0% 34% 46% 20%

Results Shown as Percentage

0%

20%

40%

60%

80%

100%


0% *** 0% 0% 0% *** 0% 0% 0% 0% 0% 0%

2012-13 Beginning 2013-14 Beginning 2014-15 Beginning

0%

5%

10%

15%

20%


0% ***

7%

2% 0% ***

16%

3%

0% 0% 0% 0%

2012-13 EarlyIntermediate




41

Summary data is not provided when there are a total of three or fewer students tested in a particular subgroup (indicated by three asterisks ***).

0%

10%

20%

30%

40%

50%


0% ***

21%

15%

0% ***

28% 26%

0% 0%

44%

34%

2012-13 Intermediate 2013-14 Intermediate 2014-15 Intermediate

0%

20%

40%

60%


0% ***

43%

60%

0% ***

48% 41%

0% 0%

41% 46%

2012-13 EarlyAdvanced



0%

5%

10%

15%

20%

25%

30%


0% ***

29%

23%

0% ***

8%

29%

0% 0%

15%

20%

2012-13 Advanced 2013-14 Advanced 2014-15 Advanced


42

School-Parent/Home Compact

Renaissance High School


43

Parent Involvement Policy – Santa Paula USD

Board Policy #6020 – Parent Involvement

The Board of Education recognizes that parents/guardians are their children's first and most influential

teachers and that sustained parent involvement in the education of their children contributes greatly to

student achievement and a positive school environment. The Superintendent or designee shall work with

staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians

to be involved in district and school activities; advisory, decision-making, and advocacy roles; and

activities to support learning at home.

(cf. 0420 - School Plans/Site Councils)

(cf. 0420.1 - School-Based Program Coordination)

(cf. 0520.1 - High Priority Schools Grant Program)

(cf. 0520.2 - Title I Program Improvement Schools)

(cf. 1220 - Citizen Advisory Committees)

(cf. 1230 - School-Connected Organizations)

(cf. 1240 - Volunteer Assistance)

(cf. 1250 - Visitors/Outsiders)

Parents/guardians shall be notified of their rights to be informed about and to participate in their

children's education and of the opportunities available to them to do so.

(cf. 5020 - Parent Rights and Responsibilities)

(cf. 5145.6 - Parental Notifications)

The Superintendent or designee shall regularly evaluate and report to the Board on the effectiveness of

the district's parent involvement efforts, including, but not limited to, input from parents/guardians and

school staff on the adequacy of parent involvement opportunities and barriers that may inhibit

parent/guardian participation.

(cf. 0500 - Accountability)

Each year the Superintendent or designee shall identify specific objectives of the district's parent

involvement program for schools that receive Title I funding. He/she shall ensure that parents/guardians

are consulted and participate in the planning, design, implementation, and evaluation of the parent

involvement program. (Education Code 11503)

(cf. 6171 - Title I Programs)

The Superintendent or designee shall ensure that the district's parent involvement strategies are jointly

developed with and agreed upon by parents/guardians of students participating in Title I programs.

Those strategies shall establish expectations for parent involvement and describe how the district will

carry out each activity listed in 20 USC 6318. (20 USC 6318)

The Superintendent or designee shall consult with parents/guardians of participating students in the

planning and implementation of parent involvement programs, activities, and regulations. He/she also

http://www.gamutonline.net/district/santapaulausd/displayPolicy/854349/6















44

shall involve parents/guardians of participating students in decisions regarding how the district's Title I

funds will be allotted for parent involvement activities. (20 USC 6318)

(cf. 3100 - Budget)

The Superintendent or designee shall ensure that each school receiving Title I funds develops a school-

level parent involvement policy in accordance with 20 USC 6318.

Policy SANTA PAULA UNIFIED SCHOOL DISTRICT

adopted: August 15, 2013 Santa Paula, California





45

Parent Involvement Calendar

July

January Back to School Night Parent Orientation SSC/ELAC SARB

August Back To School Night New Parent Orientation SSC ELAC

February SSC/ELAC SARB College Night (Financial Aid Workshop)

September SSC/ELAC SARB

March SSC/ELAC SARB

October SSC/ELAC SARB

April SSC/ELAC SARB

November SSC/ELAC SARB

May SSC/ELAC SARB

December SSC/ELAC SARB

June


46

Teacher Mentoring Programs

The district offers two distinct programs to support professional growth and improve instruction in the classroom. The Beginning Teacher Support and Assessment (BTSA) program offers support and assistance to newly credentialed teachers. All participating new teachers are provided peer support over a two-year period. The Peer Assistance and Review (PAR) program is available to veteran teachers who need to improve instructional skills, classroom management strategies, subject knowledge, and/or related aspects of their teaching performance. Experienced and knowledgeable veteran teachers, referred to as “coaches”, are paired with teachers referred to the PAR program to provide individualized guidance, support, and training. Site-based Mentoring Programs: Renaissance High School supports teacher mentoring through classroom observation and modeling, and through ELD Coaches provided by the District Office. Teachers are provided opportunities to visit other classrooms on and off campus to observe effective teaching strategies. Substitute services are provided during instructional time.


47

Professional Development Plan

All teachers at Renaissance High School have been afforded the opportunity to attend the AB466 Teacher Training in Reading/Language Arts and Math. Ongoing instructional assistance and support is available for Isbell’s teachers as follows:

Professional Development focusing on instructional delivery strategies to meet the needs of students at all ability and language development levels

ELD Coach provided by the District Office During the 2015-16 school year, Renaissance High School teachers will focus on the following staff development topics:

Smarter Balanced Assessments

CHAMPS Positive Behavior Program

Annual Ventura County Alternative Education Summit hosted by VCOE

ELD Coaching (District provided)

Strategies for Working with English Learners


Total School Solutions – Common Core

Curriculum Design (Standards Based)

VCOE

Collaboration with SPHS


48

Principal’s Training Aimed at Improving Student Achievement

Principal Robin Gillette has attended training opportunities sponsored by the Ventura County Office of Education; training activities were aimed to support schools in Program Improvement and providing effective strategies to exit PI status. During the 2015-16 school year, Principal Gillette will attend the following workshops:

Smarter Balanced Assessments

Total School Solutions – Common Core

ACSA Leadership Summit (November)

ACSA Every Child Counts Symposium (January)

ACSA Annual Conference (May)

County SARB

Active Shooter Training


CHAMPS

Alternative Education Council

RtI2

VCOE

Collaboration with SPHS


49

School Accountability Report Card


50


51


52


53


54


55


56


57


58


59


60


61

School Site Council Bylaws


62


63


64


65


66

Title I – School Plan Reference of Required Components (SW schools only)

The following components of this plan comply with ESEA Title I, Part A Section 1114 for Title I Schoolwide Schools

Addressed in SPSA?

Comprehensive Needs Assessment

Preparation of a comprehensive needs assessment of all children enrolled in the school, including migratory children, which includes the analysis of student performance data in relation to the state academic content standards.

Described in the School Information Section of this

plan.

Schoolwide Reform Strategies

Provide opportunities for all students to meet the academic standards at the proficient and advanced levels:

Use instructional strategies that are based on scientifically-based research that strengthen the core academic program that: o Increase the amount and quality of learning time such as through an

extended school year, before- and after-school, and summer school programs and help provide an enriched and accelerated curriculum

o Include strategies for meeting the educational needs of historically underserved populations.

Include strategies to address the needs of all children in the school, and in particular, the needs of low-achieving students and those at-risk of not meeting the state content standards:

Description of a process of revaluating whether the needs of students have been met and are consistent with the LEA plan

Included in school goals and action plans.

Student Support Strategies

Strategies for timely and effective assistance to students that need additional help. Included in school goals and

action plans.

Teacher Involvement in Planning Academic Assessments

Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on and to improve student achievement and the overall instructional program.

Included in school goals and action plans.

Transition from Preschool to Kindergarten

Plans for assisting preschool children in the transition from early childhood programs, such as Head start, Even Start, Early Reading First, or a state-run preschool program to local elementary school programs.

Identified in the School Information Section of this

plan.

Highly Qualified Teachers

Instruction by highly qualified teachers. Strategies to attract high quality highly-qualified teachers to high-need schools.

Identified in the School Information Section of this

plan.

Professional Development

Provisions for high quality and ongoing professional development for teachers, principals, and paraprofessional and other staff to enable all children to meet the state’s academic achievement standards.

Included in school goals and action plans. Additional

information available in the Professional Development

Plan located in the Reference Section of this plan.

Coordination of Programs

Coordination and integration of federal, state, and local services and program. o Violence prevention programs o Nutrition Programs o Housing Programs o Head Start o Adult Education o Vocation and Technical Education o Job Training

Included in school goals and action plans. Additional details

available in the School Information Section of this

plan. Vocational and Technical Education programs and job

training programs are identified in the SARC located

in the Reference Section of this plan.

Parent Involvement

Strategies to increase parental involvement in accordance with Section 1118, such as parents training parents, in-home conferences, parent centers, collaboration with government-sponsored preschool programs, literacy services.

School-Parent/Home Compact included in the Reference

Section of this plan.


67

Chart of Requirements

REQUIREMENTS LEGAL CITATION

EIA

, Englis

h

Learn

ers

EIA

, Sta

te

Com

pensato

ry

Educatio

n

Title

I, Ta

rgete

d

Assis

tance

Title

I, Schoolw

ide

Title

I, Pro

gra

m

Imp

rovem

ent

Quality

Educatio

n

Investm

ent A

ct

Title

II, Imp

rovin

g

Te

acher Q

uality

Title

III, Englis

h

Learn

ers

School S

afe

ty

Blo

ck G

rant

Pupil R

ete

ntio

n

Blo

ck G

rant

School &

Lib

rary

Imp

rovem

ent B

G

I. Involvement

Involve parents and community in planning and implementing the school plan

EC 52055.750(b) X

EC 35294.1(b)(2)(C) X

5CCR 3932 X X X X X X

20 USC 7115(a)(1)(E) X

20 USC 6315(c)(1)(G) X

20 USC 6314(b)(1), (2)(A) X

Advisory committee review and recommendations

EC 64001(a) X X X X X X

EC 52055.755 X

Written notice of program improvement status

20 USC 6316(b)(3) X

II. Governance and Administration

Single, comprehensive plan

EC 64001(a), (d) X X X X X X X X X

EC 52853 X X X X X

EC 41572 X

EC 41507 X

EC 35294.1(a) X

20 USC 6315(c)(1)(B) X

20 USC 6314(b)(2)(A) X

School Site Council (SSC) constituted per former EC 52012

EC 64001(g) X X X X X X X X X

SSC developed SPSA and expenditures

EC 64001(a) EC 41572 EC 41507 EC 35294.1(b)(1)

X X X X X X X X X

X

X

X

SSC annually updates the SPSA

EC 64001(g) X X X X X X X X X

EC 35294.2(e) X

Governing board approves SPSA

EC 64001(h) X X X X X X X X X X X

EC 52055.750(a)(5) X

Policies to ensure all groups succeed (specify role of school, LEA, and SEA; and coordination with other organizations)

20 USC 6316(b)(3) X

20 USC 6316(b)(3) X

III. Funding

Plan includes proposed expenditures to improve academic performance

EC 64001(g) X X X X X X X

EC 52853 X X X X X


68

20 USC 6316(b)(3) X

20 USC 6315(c) X

20 USC 6314(b)(2)(A) X

Describe centralized services expenditures

5 CCR 3947(b) X X

IV. Standards, Assessment, and Accountability

Comprehensive assessment and analysis of data

EC 64001(f) X X X X X X X

EC 52055.740(a)(1)(D)(5) X

20 USC 6314(b)(1), (2)(A) X

Evaluation of improvement strategies


EC 52853 X X X X X

EC 35294.2(e) X

EC 32228.5(b) X

Assessment results available to parents

EC 35294.2(e) X

20 USC 6314(b)(2)(A) X

V. Staffing and Professional Development

Provide staff development EC 52853 X X X X X

EC 52055.750I X

EC 32228(b)(2) X

20 USC 6316(b)(3) X

20 USC 6315I(1)(F) X

20 USC 6314(b)(1), (2)(A) X

Budget 10 percent of Title I for staff development

20 USC 6316(b)(3) X

Provide highly qualified staff

EC 52055.740(a)(1)(D)(3) X

20 USC 6315I(1)(E) X

20 USC 6314(b)(1), (2)(A) X

Distribute experienced teachers

EC 52055.750(a)(10) X

VI. Opportunity and Learning

Describe instruction for at-risk students

EC 52853 X X X X X

Describe the help for students to meet state standards


20 USC 6314(b)(1), (2)(A) X

20 USC 6315(c) X

Describe auxiliary services for at-risk students

EC 52853 X X X X X

20 USC 6315(c) X

20 USC 6314(b)(1), (2)(A) X

Avoid isolation or segregation

5CCR 3934 X X X X X

VII. Teaching and Learning

Goals based on performance



69

Define objectives 20 USC 6316(b)(3) X

Steps to intended outcomes

5CCR 3930 X X X X X

Account for all services 5CCR 3930 X X X X X

Provide strategies responsive to student needs


20 USC 6315(c) X

20 USC 6314(b)(2)(A) X

Describe reform strategies that:

20 USC 6314(b)(1), (2)(A) X

-Allow all to meet/exceed standards

20 USC 6315(c) X X

-Are effective, research-based

20 USC 6316(b)(3) X X

20 USC 6315(c)(1)(c) X

20 USC 6314(b)(1)(B) X

-Strengthen core academics

EC 52054 X

-Address under-served populations

EC 52054 X

-Provide effective, timely assistance

20 USC 6314(b)(1)(I), (2)(A) X

-Increase learning time 20 USC 6316(b)(3); X

20 USC 6314(b)(1)(B),(2) X

-Meet needs of low-performing students

20 USC 6315(c)(A); X

20 USC 6314(b)(1)(B),(2) X

-Involve teachers in academic Assessments

20 USC 6314(b)(1)(H), (2) X

-Coordinate state and federal programs

20 USC 6315(c)(1)(H) X

-Transition from preschool

20 USC 6314(b)(1)(J), (2)(A) X

20 USC 6315(c)(1)(D) X

20 USC 6314(b)(1)(G), (2)(A) X

Enable continuous progress Acquire basic skills, literacy


5CCR 3937 X X X X X

Align curriculum, strategies, and materials with state standards or law

EC 52853 X X X X X

Provide high school career preparation

5CCR 4403 X

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