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Single Plan for Student Achievement (SPSA)

& School Site Council (SSC)

Support Handbook 2018-2019

Page Table of Contents 2 SPSA Process

Implementing a Title I Schoolwide Program

4 2018-2019 SSC Election Timeline and SPSA Dates

6 Revised Single Plan for Student Achievement Template

Document Tracking System (DTS)- http://www.doc-tracking.com

7 SPSA Updates Checklist

33 Annual Title I Meeting Sample Presentation Notes

34 School Site Council (SSC) Support Items:

SSC Agenda Timeline and Monthly Business List

SSC Agenda & Minute Templates

SSC Monthly Site Reports for SPSA Monitoring

Justification Form(s)

Revised-Justification Form for Site Expenditures

Justification Form for Site Equipment Expenditures

42 School Site Stakeholders Flow Chart for SPSA Evaluation and Development

For Support Contact: State & Federal Programs Department

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Single Plan for Student Achievement Process Title I Schoolwide Program Title I, Part A of the Elementary and Secondary Education Act of 1965 (ESEA) supports reforms and innovations to improve educational opportunities for low achieving students. Title I is designed to provide all children significant opportunities to receive a fair, equitable, and high quality education, and to close educational achievement gaps. A Title I Schoolwide program is a comprehensive reform strategy to upgrade the entire education program in a Title I school in order to improve achievement of the lowest-achieving students. A school may operate a Schoolwide program with 40 percent or more of its students living in poverty. Implementing a Schoolwide Program Under the Every Student Succeeds Act (ESSA), the Department of Education released new Non-Regulatory Guidance on supporting school reform by leveraging federal funds in a Schoolwide program. Per the Department of Education:

There are three required components of a Schoolwide Title I Program are essential to effective implementation: conducting a comprehensive needs assessment, preparing a comprehensive Schoolwide plan, and annually reviewing and revising the Single Plan for Student Achievement.

• Conducting a comprehensive needs assessment. To ensure that a school’s comprehensive plan best serves the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards, the school must conduct a comprehensive needs assessment. (ESEA section 1114(b)(6)). Through the needs assessment, a school must consult with a broad range of stakeholders, including parents, school staff, and others in the community, and examine relevant academic achievement data to understand students’ most pressing needs and their root causes. (ESEA section 1114(b)(2); 34 C.F.R. § 200.26(a)). Where necessary, a school should attempt to engage in interviews, focus groups, or surveys, as well as review data on students, educators, and schools to gain a better understanding of the root causes of the identified needs.

• Preparing a comprehensive Schoolwide plan that describes how the school

will improve academic achievement throughout the school, but particularly for the lowest-achieving students, by addressing the needs identified in the comprehensive needs assessment. (ESEA section 1114(b)(7)). The Schoolwide plan must include a description of how the strategies the school will be implementing will provide opportunities and address the learning needs of all students in the school, particularly the needs of the lowest-achieving students. (ESEA section 1114(b)(7)(A)(i), (iii)). The plan must also contain descriptions

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of how the methods and instructional strategies that the school intends to use will strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, including programs and activities necessary to provide a well-rounded education. (ESEA section 1114(b)(7)(A)(ii)). To ensure that the plan results in progress toward addressing the needs of the school, the plan should include benchmarks for the evaluation of program results. This plan may be integrated into an existing improvement plan.

• Annually evaluating the Schoolwide plan, using data from the State’s

assessments, other student performance data, and perception data to determine if the Schoolwide program has been effective in addressing the major problem areas and, in turn, increasing student achievement, particularly for the lowest-achieving students. Schools must annually revise the plan, as necessary, based on student needs and the results of the evaluation to ensure continuous improvement. (ESEA section 1114(b)(3); 34 C.F.R. § 200.26(c)).

In the Bakersfield City School District, the SPSA aligns to the District’s Local Control Accountability Plan (LCAP) and LCAP Federal Addendum (formerly known as the LEA Plan). Annually School Site Council (SSC):

• Develops/revises the SPSA and recommend it annually to the local governing board,

• Monitors the implementation of the SPSA through SSC Site Reports, and • Evaluates the effectiveness of the planned activities.

Department of Education. Supporting School Reform by Leveraging Federal Funds in a Schoolwide Program Non- Regulatory Guidance. September 2016.

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2018-2019 SSC Election Timeline & SPSA Dates Notes/Reminders

Begin 18-19 SSC Election Process & complete by Friday

Sept 7th

Monday Tuesday Wednesday Thursday Friday August 15

First Day of School

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SFP Training 8-11 in PDC (clerks & APLs)

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Send SSC nomination forms home to parents

Conduct teacher & “other” staff SSC election process

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SSC Parent Nominations returned – call parents to

confirm interest

Upload nomination forms; sample ballot and tally sheet for all

three SSC member categories into

google SSC Hub.

**Keep all election forms and tally records of votes

counted for FPM file

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Create SSC Ballots – send home

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31 SSC ballots returned

SSC Facilitator Training

Topics: SSC & SPSA For: APL, AC & SFC

Principals always welcome 8-10 am in PDC

Complete elections

and update SSC composition form

Publish SSC election

results in school newsletter

September 3

Holiday Labor Day

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Notify new SSC members of

selection & first SSC meeting.

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SSC Composition Form updated in google SSC Hub

and email sent to HollowayK@bcsd.com

Prepare for

Title I Annual Meeting(s):http://bcs

d.com/categorical (PowerPoint link)

10 11 SSC Training for

Teachers & “Other” Staff

members 3:30-4:30 in Main Conference Room

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Elem. Back to School Night

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17 18

SSC Training Parent Members 9-11 am in PDC

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JH/MS Back to School Night

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Title I Job descriptions due

24 25 26

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SPSA Evaluation requires a SSC vote

(separate from SPSA) October 1 2 3 4 5

8 9 10 11

12 18-19 SPSA w/ budget

DUE in DTS with SSC vote

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2018-2019 SSC and SPSA Dates

SCHOOL SITE COUNCIL (SSC)

SSC Elections • SSC nominations- week of August 20th • SSC elections-week of August 27th • SSC composition & election documentation due to AIA- Friday, September 7th

SSC Trainings

• SSC Teacher/ “Other” Staff Member Training- Tuesday, September 11th 3:30-4:30 pm in Main Conference Room

• SSC Parent Member Training- Tuesday, September 18th 9:00 -11:00 am in PDC

SINGLE PLAN FOR STUDENT ACHIEVEMENT (SPSA)

SPSA Trainings • Principal SPSA Training- Summer Institute July 23rd & July 25th • School Site Council Facilitator/ SPSA deadlines August 31st 8-10 am in PDC APL & SFC training

SINGLE PLAN FOR STUDENT ACHIEVMENT (SPSA) 1. 2017-2018 SPSA Evaluation

a. In DTS b. SSC New Business Item

i. 6.1 2017-2018 SPSA Evaluation 2. ELAC Input

a. Prior to SSC’s review of SPSA revisions, share SPSA with ELAC and document ELAC’s recommendations in SSC minutes.

3. SPSA Development a. In DTS SPSA complete with updated Budget Excels b. SSC New Business Item

i. 2018-2019 Single Plan for Student Achievement (SPSA) Development

SPSA Deadline- SPSA and SSC approval due Friday, October 12, 2018

Submit to State & Federal Programs: One (1) hard copy of SPSA (printed landscape with original signatures {blue ink}) Hard copy Excel for Title I & LCFF with SPSA (Excels and SPSA Budget Matrix must match)

Mark your calendars…

2019-2020 SPSA Timeline • January 2019 – Supplemental Staffing Aligned to SPSA Goals • February & March 2019 – Begin SWIFT FIA/SPSA Evaluation • March & April 2019- SPSA current reality, needs assessment, goals, and action updates with

2019-2020 proposed budget • DATE TBD: SPSA due with updated Title I and LCFF excels

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Single Plan for Student Achievement template

DTS-Document Tracking System

http://www.doc-tracking.com

Email Debby Shannon @ Shannond@bcsd.com for passwords and DTS support.

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Include Name Section Last Updated Title Page

Values, Vision and Mission Statements

CAASPP Results (All Students)

Title III Accountability (District Data)

California English Language Development (CELDT) Data

SWIFT-FIA Results (only for reference/not part of SPSA)

2017-2018 SPSA Evaluation - Academic Achievement- Teaching and Learning

English Language Arts Needs Assessment, Goals, & Actions

Language Needs Assessment, Goals, & Actions

Mathematics Needs Assessment, Goals, & Actions

2017-2018 SPSA Evaluation- Social-Emotional Learning

Social-Emotional Learning - LEA Goals, Needs Assessment, Goals, & Actions

2017-2018 SPSA Evaluation- Family and Community Engagement

Family and Parent Engagement - LEA Goals, Needs Assessment, Goals, & Actions

Professional Development Actions

Supplemental Staffing

School Governance Actions

District Services and Technical Assistance

State and Federal Programs Included in this Plan

Summary of Allocations and Expenditures by Funding Source

Summary of Expenditures by Type

Summary of Expenditures by Type/Funding Source

Recommendations and Assurances

SPSA Evaluation

SPSA Evaluation

SPSA Evaluation

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The 2018-2019 Single Plan for Student Achievement

School Name

CDS Code

Date of this revision: ____________ Pursuant to California Education Code (EC) Section 64001 and the federal Elementary and Secondary Education Act (ESEA) reauthorized as the Every Student Succeeds Act (ESSA), schools that receive state and federal funds through the Consolidated Application and Reporting System (CARS) and ESEA Program Improvement funds consolidate all school plans into the Single Plan for Student Achievement (SPSA). The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. For additional information on school programs and how you may become involved locally, please contact the following person:

Principal: Telephone Number: Address: Bakersfield, CA E-mail Address:

Bakersfield City School District

The District Governing Board approved this revision of the School Plan on ______________________.

Date of November Board Meeting

SSC Date- Vote for SPSA

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Values, Vision, and Mission Statements In carrying out the Mission of the Governing Board, the following priorities will be implemented in such a way that adheres to the Bakersfield City School District’s Values in relationships with students, parents, colleagues, and stakeholders. The evaluation of the following priorities will be based on a model of continuous improvement that measures progress toward reaching the District’s Mission.

Bakersfield City School District Values

The Bakersfield City School District is committed to strong values that guide our daily behavior toward student success. To achieve this success, the Bakersfield City School district board of Education defines how we must work with our students, colleagues, and community through the following core values: Equity To ensure students and adults receive impartial treatment and that students have access to educational opportunities according to their unique needs Integrity To demonstrate honesty, trustworthiness, and strong moral principles Caring To treat others with empathy and genuine concern for their well-being Collaboration To work jointly towards common goals through the sharing of our responsibilities, knowledge, and experiences Personal and Collective Accountability To honor our obligations and take ownership of our actions and results

Bakersfield City School District Vision

Our vision in Bakersfield City School District is to be the model of educational excellence, equity and innovation.

Bakersfield City School District Mission

Bakersfield City School District’s mission is to educate all students at the highest levels of academic excellence to become collaborative, creative, and critical thinkers.

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Bakersfield City School District Core Priorities A Culture of Collective Efficacy

We believe in the collective capacity of our staff and the ability of staff at each school to positively affect student achievement. A Culture of Teaching and Learning

We believe grade level mastery of content standards (Language, Literacy, Mathematics and the Sciences) are critical for college and career readiness.

A Culture of Student Center Schools We believe in the power of relationships, the importance of teaching self-awareness and self-management techniques leading to responsible decision making to support the development of the whole child to compete in our global economy.

A Culture of Access and Inclusion to Ensure a Multi-Tiered System of Supports for All Learners We believe implementing a coherent system is vital to meet the academic, behavioral, and social emotional needs of all students.

School Site Vision

DTS will upload- This text box used to be School Site Mission. Make sure this is your vision and mission statement is below. NKROW

School Site Mission

DTS will upload- can revise if applicable

DTS WILL INPUT STATE DATA

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2017-2018 SPSA Evaluation Academic Achievement- Teaching and Learning

The SSC annually evaluates the goals and strategies described in the SPSA activities to determine if the needs of all children have been met, particularly the academic achievement needs of low-achieving students, and those at risk of not meeting the challenging state’s academic standards. The evaluation and needs assessment are based on a review of performance of the state, district, and school performance indicators, progress toward SPSA goals, stakeholder input, as well as other information that may include Schoolwide Integrated Framework for Transformation- Fidelity Integrity Assessment (SWIFT-FIA) results. (SWIFT-FIA Academic Achievement items 3.1,3.2, 3.3, 5.1, 5.2) Comprehensive Needs Assessment- The SPSA is based on a comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging state academic standards. English Language Arts 1. Narrative analysis of SBAC data 2. Identified needs of students at risk of failing to meet state standards - (Available upon CDE release of 17-18 dashboard ) 3. Analysis of District/site data (such as BAS, STAR) Language - English Learner Program 1. Analysis of State ELPAC data (Language development data) -

2. Analysis of disaggregated English Learner Benchmark data (Academic performance data) -

3. Qualitative analysis of language supports to include: success criteria and learning intentions, academic vocabulary, student discourse, language frames, and EL

supplemental resources (English 3D, ELPAC (ALD) warm-ups)

Example 1: All classrooms include success criteria and language intentions for Reading, Writing, and Mathematics lessons daily, display and communicate academic vocabulary, and provide opportunities for student centered collaborative conversations with the support of language frames Example 2: Teachers are planning, posting and communicating success criteria and language intentions to students on a daily basis. The success criteria and language intentions address the need to develop language through vocabulary development, sentence structures and functions of language. Vocabulary development is addressed, however, is does need to be address in a more systematic and consistent matter across the school. Student discourse also occurs. Students do a good job of communicating their understanding to one another, but one area of growth needs to be that students are able to discuss and collaborate with greater depth and independence.

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Mathematics 1. Narrative analysis of SBAC data 2. Identified needs of students at risk of failing to meet state standards - (Available upon CDE release of 17-18 dashboard ) 3. Analysis of District/site data ACADEMIC ACHIEVEMENT OUTCOMES Based on a review of performance on the state indicators and local performance indicators, progress toward SPSA goals, stakeholder input, or other information: What academic progress is your school most proud of and how does your school plan to maintain or build upon that success?

GREATEST PROGRESS

List the SPSA actions that are working.

Identify any areas that the school has determined need significant improvement based on review of state or local performance indicators: What steps is the school planning to take to address these areas with the greatest need of improvement?

GREATEST NEEDS

List the SPSA actions that need refinement.

2017-2018 SPSA GOALS

RESULT

DATA ANALYSIS Using school, district, and state data, what does the evidence lead you to conclude about the progress made towards goal(s)?

*DTS TO UPLOAD GOALS ❏Goal Met

❏Goal Not Met

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ACADEMIC ACHIEVEMENT- TEACHING AND LEARNING Goal 1: Academic Achievement Establish a culture of high quality teaching and learning through individual and collective accountability with high expectations for all students.

ENGLISH LANGUAGE ARTS - LITERACY Integrating Science/Social Studies

NEEDS ASSESSMENT, GOALS, & ACTIONS ENGLISH LANGUAGE ARTS (ELA) NEEDS ASSESSMENT 1. Identified student needs based on state, district, and site data

2. Identified professional learning needs for ELA

ENGLISH LANGUAGE ARTS (ELA) GOALS- based on an analysis of verifiable data. Goals should be prioritized, measurable, and focused on identified student learning needs.

Metric of Success Metric/Indicator to monitor and evaluate goal.

Goal 1 ELA

Goal 2 ELA Integrated ELD (Academic Goal for English Learners)-

Goal 3 ELA (optional)

Goal 4 ELA (optional)

English Language Arts Actions # Strategy/Activity

Describe the effective methods and instructional strategies that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education to address the needs of participating students, particularly the needs of low-achieving students and those at risk of not meeting the challenging state academic standards.

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

Metrics of Success (Data to be analyzed for monitoring of action)

Description of Related Resources/Expenditures

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1 Tier I Core & Universal Access Remember to include, if applicable: Science & Social Studies embedded in ELA Inquiry based learning -STEAM

All Students

1a Tier I- Integrated Language

2 Tier II /III

3 Special Education

4 Enrichment Learning Opportunities (STEAM, electives, field trips, assemblies, after school tutoring, clubs, etc.)

5 Supplemental Resources /Support provided for students and teachers to use in classrooms, instructional settings, and for other identified areas. (i.e. supplies, equipment, duplicating)

6 Other:

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ACADEMIC ACHIEVEMENT- TEACHING AND LEARNING Goal 1: Academic Achievement Establish a culture of high quality teaching and learning through individual and collective accountability with high expectations for all students.

LANGUAGE SUPPORTS (INTEGRATED & DESIGNATED ELD)

NEEDS ASSESSMENT, GOALS, & ACTIONS LANGUAGE SUPPORTS NEEDS ASSESSMENT 1. Identified needs of “Newcomer” students

2. Identified needs of L1-L2 “Emerging” students

3. Identified needs of L3-L4 “Expanding” students 4. Identified needs of L4-L5 “Bridging” students 5. Identified needs of Long Term English Learners (LTEL) 6. Identified professional learning needs for Language supports Recommended PD: How to differentiate language demands during designated and integrated ELD. Language Supports- Integrated and Designated ELD Goals- based on an analysis of verifiable data. (Goals should be prioritized, measurable, and focused on identified student learning needs.)

Metric of Success Metric/Indicator to monitor and evaluate goal.

Goal 1 Designated ELD (Language goal for English Learners)-

Goal 2 Integrated ELD (Academic goal for English Learners)

Goal 3 Language Supports (optional)-

Language Support Actions # Strategy/Activity

Students to be Served by this Strategy/Activity

Metric(s) of Success

Description of Related Resources/Expenditures

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Describe the activities to reach school goals to improve the academic performance and language development of EL students.

(Identify either All Students or one or more specific student groups)

(Data to be analyzed for monitoring of action)

7 Designated English Language Development (ELD) Action to address identified needs for: “Newcomer” students L1-L2 “Emerging” students L3-L4 “Expanding” student L4-L5 “Bridging” student Long Term English Learners (LTEL)

8 RFEP Monitoring & Support

9 Special Education support for English Learners

10 PLC/grade level team current practice to review, discuss and plan for EL & RFEP student progress monitoring

11 Dual Immersion (if applicable)

12 Other:

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ACADEMIC ACHIEVEMENT- TEACHING AND LEARNING Goal 1: Academic Achievement Establish a culture of high quality teaching and learning through individual and collective accountability with high expectations for all students. MATHEMATICS NEEDS ASSESSMENT, GOALS, & ACTIONS MATHEMATIC NEEDS ASSESSMENT

1. Identified student needs 2. Identified professional learning needs for mathematics MATHEMATIC GOALS - based on an analysis of verifiable data. (Goals should be prioritized, measurable, and focused on identified student learning needs.)

Metric of Success Metric/Indicator to monitor and evaluate goal

Goal 1 Mathematics

Goal 2 Mathematics -Integrated Academic ELD Goal

Goal 3 Mathematics (optional)

MATHEMATICS ACTIONS SPSA ACTION

Strategy/Activity Include effective methods and instructional strategies that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education to address the needs of participating students, particularly the needs of low-achieving students and those at risk of not meeting the challenging state academic standards.

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

Metric of Success (Data to be analyzed for monitoring of action)

Description of Related Resources/Expenditures

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Tier I

Tier 1- Integrated ELD

Tier II/ III

Special Education

Enrichment Learning Opportunities (STEAM, electives, field trips, assemblies, after school tutoring, clubs, etc.)

STEAM

Supplemental Resources /Support provided for students and teachers to use in classrooms, instructional settings, and for other identified areas. (i.e. supplies, equipment, duplicating)

Other:

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Social-Emotional Learning 2017-2018 SPSA Evaluation

The SSC must evaluate at least annually the effectiveness of planned activities. SWIFT-FIA Items: 4.1, 4.2, 4.3, 6.1, 6.2 Comprehensive Needs Assessment- The SPSA is based on a comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging state academic standards. Social-Emotional Learning 1. Analysis of District/site data aligned to goals (TFI, Behavior Data, Attendance, SWISS) Based on a review of performance on the state and local performance indicators, progress toward SPSA goals, stakeholder input, or other information: What progress is your school most proud of and how does your school plan to maintain or build upon that success? GREATEST PROGRESS

List the SPSA actions that are working

Identify any areas that the school has determined need significant improvement based on review of state or local performance indicators: What steps is the school planning to take to address these areas with the greatest need of improvement?

GREATEST NEEDS

List the SPSA actions that need refinement

2017-2018 SPSA GOALS

RESULT

DATA ANALYSIS Using school, district, and state data, what does the evidence lead you to conclude about the progress made towards goal(s)?

*DTS TO UPLOAD 17-18 GOALS

❏Goal Met

❏Goal Not Met

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SOCIAL- EMOTIONAL LEARNING Goal 2 : Social Emotional Learning Ensure a safe, healthy, and secure environment for all students, parents, guardians, and employees. SOCIAL-EMOTIONAL LEARNING NEEDS ASSESSMENT 1. Identified student needs 2. Identified professional learning needs for Social-Emotional Learning

SOCIAL-EMOTIONAL LEARNING GOALS

Metrics of Success Evidence to monitor and evaluate goal

2a. attendance goal 2b. behavior goal 2c. *additional goals based on needs assessment 2d. 2e. SOCIAL-EMOTIONAL LEARNING ACTIONS #

Strategy/Activity

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

Metric of Success Description of Related Resources/Expenditures

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School Safety Plan SSC annually updates the comprehensive school safety plan relevant to the needs and resources of our school.

All Students

Safety Plan SSC Minutes

17 Positive Behavioral Interventions and Supports (PBIS)- Tier I

PBIS- Tier II

PBIS- Tier III

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Extracurricular/Enrichment Activities to support SEL goals

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19 Attendance Structures/Incentives

Student Transitions- describe applicable plans for transition of students into TK/K, Jr High & Middle school, or High School

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Cultural & Linguistic Responsiveness

FYI: Culturally and linguistically responsive pedagogy, according to Richards, Brown, and Forde (2006), is a form of instruction that supports the achievement of all students. It is learner- centered and ensures that students’ strengths are identified https://files.eric.ed.gov/fulltext/EJ1065903.pdf

22 Other:

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2017-2018 SPSA Evaluation Family & Community Engagement (FACE)

The SSC must evaluate at least annually the effectiveness of planned activities. SWIFT-FIA Items: 7.1, 7.2, 8.1, 8.2 Comprehensive Needs Assessment The SPSA is based on a comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging state academic standards. 1. Analysis of District/site data (FACE Climate Survey, parent participation in FACE activities) FAMILY AND COMMUNITY ENGAGEMENT OUTCOMES Based on a review of performance on the state and local performance indicators, progress toward SPSA goals, stakeholder input, or other information: What progress is your school most proud of and how does your school plan to maintain or build upon that success? GREATEST PROGRESS

List FACE actions that are working

Identify any areas that the school has determined need significant improvement based on review of state or local performance indicators: What steps is the school planning to take to address these areas with the greatest need of improvement?

GREATEST NEEDS

List FACE actions that need refinement

2017-2018 SPSA GOALS

RESULT

DATA ANALYSIS Using school, district, and state data, what does the evidence lead you to conclude about the progress made towards goal(s)?

*DTS TO UPLOAD 17-18 GOALS

❏Goal Met

❏Goal Not Met

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FAMILY AND COMMUNITY ENGAGEMENT (FACE) Goal 3: Family and Community Engagement Ensure all parents and community members are welcomed and engaged in the learning process. FAMILY AND COMMUNITY ENGAGEMENT NEEDS ASSESSMENT 1. Identify Family and Community needs 2. Identified professional learning needs for all staff

FAMILY AND COMMUNITY ENGAGEMENT GOALS

Metrics of Success Evidence to monitor and evaluate goal

3a. 3b. 3c. 3d. FACE Actions #

Strategy/Activity

Students to be Served by this Strategy/Activity

Metric of Success Description of Related Resources/Expenditures

Education Opportunities Family Education Nights Parent cafe

All Students

Communication Annual Title I Meeting Back to School Parent Conferences Monthly Parent Cafe Newsletter

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Involvement SSC ELAC DAAPAC Parents as Leaders (PALS)

Work with SSC to annually review, update, implement, and distribute our Home-School compact and Parent Involvement Policy.

Other:

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PROFESSIONAL LEARNING PLAN PROFESSIONAL LEARNING PLAN NEEDS & ACTIONS PROFESSIONAL LEARNING NEEDS ASSESSMENT

***Checking to see if DTS can embed from ELA, Language, Math, SEL, FACE sections Cut and paste from Sections above

1. Identified professional learning needs for ELA 2. Identified professional learning needs for Language Supports 3. Identified professional learning needs for Mathematics 4. Identified professional learning needs for Social-Emotional Learning 5. Identified FACE professional learning needs for all staff

PROFESSIONAL LEARNING PLAN ACTIONS #

Strategy/Activity

Professional Learning aligned to SPSA Goals & Actions

Metric of Success

Description of Related Resources/Expenditures ELA Language

Supports Math SEL FACE

Professional Learning Community/Collaboration to provide time for teachers to be included in decisions, development, and analysis of academic assessments/data. (1110-1000 $20/hr.) Describe PLC/collaboration structure here

Professional Learning Needs: ● Coaching ● Consultant Services ● Conference and Travel

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● Certificated Extra Time for Participating & Planning PD (1940-1000 $40/hr.)

Describe coaching structure & planned PD

PD Supplies

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Supplemental Support Staff Aligned to SPSA Goals Supports SPSA Goal(s)

Identified Need How will this position close the achievement gap?

Metric of Success Description of Related Resources/Expenditures

◻ ELA ◻ Language

Supports ◻ Mathematics ◻ Social

Emotional Learning

◻ Family And Community Engagement

◻ ELA ◻ Language

Supports ◻ Mathematics ◻ Social

Emotional Learning

◻ Family And Community Engagement

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School Governance ~ SPSA Monitoring Committee and Purpose Meeting Dates

Council and Committee Actions

School Site Council (SSC): Develop, monitor, and evaluate SPSA

Share your school’s SSC process to evaluate, develop, and implement SPSA Sample: SPSA Evaluation and Needs Assessment: In the Fall of 2018, SSC reviewed state, district and site data to determine needs of students. Using the data and the SWIFT-FIA results, the SSC analyzed the effectiveness of SPSA goals and actions. Date of SSC Meeting: SPSA Development: SSC developed SPSA using Evaluation, Needs Assessment, input from Site Leadership Team, ELAC, ___ other parent committees at the following SSC Meeting(s): SSC Monitors the SPSA through Site Reports during monthly SSC meetings.

English Learner Advisory Committee (ELAC): Advise on needs of EL students, if not delegated to SSC

◻ Functioning ELAC ◻ Delegated ELAC to SSC

Leadership Team

Describe the purpose and tasks of leadership team Sample: Our Leadership Team meets once a month to progress monitor and make necessary refinements on SWIFT-FIA and SPSA actions. SWIFT Fidelity Integrity Assessment (SWIFT-FIA) is a self-assessment used by School Leadership Teams to examine the current status of Schoolwide practices that have been demonstrated through research to provide a basis for successfully including all students who live in the school community. School-based teams can administer SWIFT-FIA through a structured conversation accompanied by a review of evidence to substantiate the ratings assigned. By assessing the extent of current implementation of SWIFT Core Features during the school year, teams can monitor their progress over time.

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District Services and Technical Assistance The LEA Plan goals and actions support student achievement for all students. District Department Teams function as a Professional Learning Community working in a coordinated effort to provide assistance to schools. Site level technical assistance needs are identified through the annual SPSA evaluation:

● Data: analyzing data from assessments and other examples of student work to identify and address problems in instruction, implementing parent ● involvement, and professional development needs ● Professional Development: identifying and implementing professional development, instructional strategies, and methods of instruction to meet specific needs of schools

via actions of the LEA Plan ● Fiscal: assistance in analyzing and revising the schools’ budgets and allocations of resources to increase student achievement

X Programs Description After-School Education and

Safety Program (ASESP) Expands academic and enriched learning for participants

Community Based English Tutoring (CBET)

Provides services for parents and students to interactively develop English skills and support at home learning.

District Summer Learning

Provides opportunities to all students and targeted instruction to strategic or intensive Title I students, English learners, and migrant students, as funds are available.

English Learner Services (Title III)

Provides scheduled site visits, coaching, professional development. Provides training and oversight of the English Learner Advisory Committees (ELAC) and District English Learner Advisory Committee (DELAC).

Family and Community Engagement (LCFF & Title I)

Coordinates District wide and targeted training for staff and parents. Provides training and oversight of District Advisory Committee (DAC), District African American Parent Advisory Council (DAAPAC), Parent University, Now We’re Cooking, FACE Teams,

Regional Parent Learning Centers (LCFF)

Builds capacity of parents and families to support student learning and build partnerships with community resources.

Parent Cafes Builds positive relationships and communication among parents, families, and staff Quarterly Family Education

Nights Provides multiple opportunities for parents and families to engage with their child’s school and staff

Migrant (Region XXI)

Provides services to extend and enrich learning for identified students through actions of the Regional Application. Provides training and oversight of the Regional Advisory Committees (RAC).

National Youth Sports Program (NYSP) (Title I)

Offers a supplemental summer program for targeted students to increase access to positive roles models and participation in productive activities, as well as improving participants’ self-esteem and confidence. Students are taught goal setting in addition to identifying careers that they want to pursue. The program is held on a university campus to get students acquainted with college so that they can aspire to higher education.

Pre-Kindergarten (State Pre-school Funds)

Provides instruction in a secure, developmentally appropriate environment using district adopted curriculum that addresses the social, emotional, cognitive, and physical needs of 3 and 4 year olds. To transition pre- kinder students to kindergarten, opportunities are provided to visit kindergarten classes, eat in the cafeteria, and utilize the school library.

School Readiness Program (Proposition 10 Funds)

Promotes a smooth transition to kindergarten meeting weekly to support parents in the transition and preparation to kindergarten.

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Special Education Special Education Services are provided through each student’s Individual Education Plan. In addition, Program Managers, Program Specialist, School Psychologist, Speech and Language, Behavior Specialists are also available for consultation and school site staff trainings services.

McKinney-Vento/ Homeless/Foster

Provides immediate enrollment of homeless and foster students, assists with their attendance and academic success, and ensures that homeless students have equal access to a free and appropriate public education granted to all other students.

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Programs Included in this Plan Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. (The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.)

State Programs Allocation Expenditures

[ ] Local Control Funding Formula (LCFF) $0

Total amount of state categorical funds allocated to this school $0

Federal Programs under the Elementary and Secondary Education Action (ESEA) Allocation

Expenditures

[ ] Title I, Part A: To improve basic programs operated by the District ◻ Schoolwide Program (Does not consolidate funds as part of an operating SWP)

$0

[ ] Title I, Part A: Parent Involvement

$

Total amount of federal categorical funds allocated to this school $0

Total amount of state and federal categorical funds allocated to this school $0

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Recommendations and Assurances The school site council recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following: 1. The school site council is correctly constituted and was formed in accordance with district governing board policy and state law. 2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in

the school plan requiring board approval. 3. The school site council sought and considered all recommendations from the following committee before adopting this plan:

English Learner Advisory Committee

[ ] Delegated (Date: ) [ ] Not Delegated Other (list):

4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the LEA Plan.

5. This school plan 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 school plan was adopted by the school site council at a public meeting on: Date of SSC Meeting: ______________________________

Attested: Typed name of school principal Signature of school principal Date

Typed name of SSC chairperson Signature of SSC chairperson Date

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Annual Title I Schoolwide Meeting - Presentation Notes Presentation Notes and PowerPoint posted in AIA English & Spanish

on State and Federal Program Web Site http://bcsd.com/categorical/

What is the Title 1 Program? On December 10, 2015, President Obama signed the Every Student Succeeds Act (ESSA), reauthorizing the federal Elementary and Secondary Education Act (ESEA) and replacing the No Child Left Behind Act (NCLB), the 2001 reauthorization of ESEA. Title I is one part of the Every Student Succeed Act (ESSA). It is a federally funded program that provides support for students and groups of students who at risk of not mastering Common Core State Standards.

Information regarding the ESSA and the development of California's plan to implement the new federal education act can be found on the California Department of Education website http://www.cde.ca.gov/re/es/index.asp.

What is a Title I Schoolwide (SWP) Program? A Title I Schoolwide Program allows funds in the School’s Plan to be used to provide services and support instructional needs for all students not yet demonstrating proficiency on the Common Core State Standards. What does the Title I Program look like at our school? Structures are in place to support at-risk students and monitor student learning:

• List structures here… •

Title I funds support improved student academic achievement by: • List Title I funded staff, SPSA actions that are applicable... •

How are parents involved in the Single Plan for Student Achievement (SPSA)? Elected parents participate in the School Site Council (SSC). The SSC is involved in the development of the Single Plan for Student Achievement (SPSA), as well as the annual evaluation of the SPSA and monitoring the implementation of the SPSA actions toward achieving the School goals. The SPSA describes the Title I Program at our school. Parent Engagement – Family & Community Engagement (FACE) Opportunities

• Introduce site staff that support FACE • Provide calendar of events

Suggested topics for discussion: How will you provide parents information about the Common Core State Standards, the assessments used to measure student progress, and the expected levels of proficiency for students? You may describe the school’s instructional programs. You may also present data results and provide support on how parents may help at home. Title I Parent Involvement Policy & Home-School Compact The Parent Policy and Home-School Compact are jointly developed with parents, reviewed by the School Site Council and distributed to all parents. The Policy includes how the site will implement the Title I required components of parent involvement. The Compact describes the parents’, student’s and school’s responsibility for the education of the each student.

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School Site Council Support Items

NEW -SSC Documentation

Uploaded into google school folder

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School Site Council Agenda Timeline and Monthly Business List SSC Responsibilities / SPSA Alignment

SSC Contacts: Kathy Holloway #14668, Debby Shannon #14695 ELAC Contact is Adriana Dotson #14682

August

SSC: � Begin election process for new SSC members � If ELAC is delegated to SSC- Assure SSC is compliant with requirements of ELAC (i.e.

memberships and training on role of ELAC)

September

SSC Basic Business: � Schedule SSC meetings – submit master list to SFP by 9/7/18 (upload in google school

folder) � Complete SSC Election. Announce SSC membership in school newsletter and document

new members in the first SSC minutes- link election documentation to SSC hub � Submit completed SSC Composition Form to SFP by 9/7/18 (update composition form in

google SSC hub) At First SSC Meeting:

� Assure SSC election process is described and documented in SSC minutes (FPM item) � Train SSC members on roles and responsibilities (power point available on SFP website) � Elect SSC officers (Chairperson, Vice Chairperson, Secretary)/Document in SSC minutes � Review English Learner Advisory Committee(ELAC) responsibilities (if delegated to SSC) � Present last SSC minutes from last spring at the first SSC meeting- vote required � Review bylaws (2/3 vote to amend with proper notice to SSC members. Always date

revised Bylaws) –upload and/or revise in google SSC HUB � Explain Title I Schoolwide status- 40% SED/ address the needs of all students � Invite members to SSC trainings provided by SFP – distribute training invitations to

members � Announce date(s) of Annual Title I meeting(s) � Review, approve and distribute Home/School/Parent Compact and Parent Policy

Document distribution to parents via email or bulletin to teachers for FPM purposes � Elect DELAC and Select DAC representatives as needed-contact English Learner and

Family And Community Engagement Departments for assistance) � Provide Teacher Advisory Committee (TAC) Member a master list of SSC meetings – and

invite them to report at monthly SSC / SPSA Development: • Complete SPSA Evaluation, share with SSC, and present for SSC vote • Seek input from ELAC, if ELAC not delegated to SSC. Document in SSC minutes • Begin SPSA development for SSC vote (- if not complete, table to next meeting: document

motion, second, and vote in minutes)

October

SSC / SPSA Development: • Complete SPSA development with funded actions for SSC vote (document motion, second,

and vote in minutes) Submit a hard copy of approved SPSA with original signatures to State and Federal Programs by October 12, 2018

November

SPSA Monitoring � Site Reports align to SPSA implementation:

o Present any current data reflective of progress made toward current school goals (academic results, CELDT results for initials and annual testing, other academic data, ELD, attendance, behavior, professional development, etc.)

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o Progress monitoring of SPSA actions – may include personnel presenting their role and alignment to SPSA goals, demonstration of instruction practices, curriculum overviews, PLC process, Social-Emotional Learning, FACE, and other structures aligned to achieving SPSA goals, etc.

December

Supplemental Staffing Review o Review current supplemental staffing alignment to SPSA goals and discuss

needs for next year Prepare supplemental staffing presentation for January SSC

� Present Site Reports aligned to SPSA implementation & progress monitoring of SPSA actions

January

Begin 2018-2019

SPSA Process

Supplemental Staffing Vote: o Upon receipt of 2019-20 projected allocations, present supplemental staffing

recommendations for next school year to include surpluses, additions, or retention of current supplemental staffing aligned to meet school goals- both Title LCFF and I. (Title I positions require SSC vote)

o Please note: SSC Staffing minutes must list all SPSA positons: retain/ surplus/ add and their funding sources (copy electronic staffing form into minutes)

SPSA Monitoring

� Present Site Reports aligned to SPSA implementation & Progress monitoring of SPSA actions

� Site Representatives attend Safety Plan Training February

School Safety Plan review and approval process (Safety Plan due to Student Services) • Must send letters to Safety Plan Public Hearing 72 hours prior to SSC meeting

March

SPSA Monitoring � Present Site Reports aligned to SPSA implementation & progress monitoring of SPSA

actions

April

SPSA Monitoring � Present Site Reports aligned to SPSA implementation & progress monitoring of SPSA

actions

May

SPSA Monitoring � Present Site Reports aligned to SPSA implementation & progress monitoring of SPSA

actions

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School______________________ School Site Council Meeting Agenda

Date / Time / Location

AGENDA ITEMS PERSON RESPONSIBLE

1.0 Opening/Roll Call

Name, Chairperson

2.0 Minutes

Name, Chairperson

3.0 Open Forum

Name, Chairperson

4.0 Site Report

Name, Principal Name, Designee/APL

5.0 Unfinished Business Name, Principal Name, Designee/APL

6.0 New Business

Name, Principal Name, Designee/APL

7.0 District Reports 7.1 DAC 7.2 DELAC 7.3 DAAPAC 7.4 RAC (Migrant) 7.5 FACE 7.6 TAC (Teacher Advisory Committee)

Name, Principal Name, Committee Representative

8.0 Announcements 8.1 List dates of upcoming events 8.2 List next SSC meeting date/time/location

Name, Principal Name, Designee

9.0 Adjournment Name, Chairperson Date and Time Agenda was posted: _________________________Reference: CA Ed Code 35147

SSC Templates posted on SFP Web Site http://bcsd.com/categorical/school-site-council/

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School_____________ School Site Council Minutes

Date / Time / Location

1.0 Opening/Roll Call: Meeting called to order at __________________(time) The meeting was held in the ________________(location) Members/Officers present: (list names and titles i.e., Principal, parent, teacher, etc. of those present) Members/Officers absent: (list names and titles i.e., Principal, parent, teacher, etc. of those absent) Visitors: Names listed here Quorum

□Yes □ No 2.0 Minutes

The minutes from the ________meeting were read and approved. _______________moved to approve the minutes. _________________ seconded the motion. Motion carried.

3.0 Open Forum 4.0 Site Report

4.1

5.0 Unfinished Business 5.1

6.0 New Business 6.1

7.0 District Reports 7.1 DAC

� No Report � Attended DAC & Reported… � Did not attend DAC & Reported…

7.2 DELAC No Report Attended DELAC & Reported… Did not attend DELAC & Reported…

7.3 DAAPAC 7.4 RAC (Migrant) 7.5 FACE 7.6 TAC (Teacher Advisory Committee)

8.0 Announcements 8.1 List dates of upcoming events 8.2 List next SSC meeting date/time/location

9.0 Adjournment

Meeting adjourned at ___________________. Motion made by ______________ and seconded by ___________. Respectfully submitted, SSC Secretary ____________________ Principal _______________________

SSC Templates posted on AIA – Categorical

Support Web Site http://bcsd.com/categorical/school-site-council/

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SSC Monthly Site Reports for SPSA Monitoring

Sept. Oct. Nov. Dec. Jan. Feb. March April May ELA

Math

ELL

Social-Emotional Learning

FACE

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______________

________________________

Site Number

Bakersfield City School District

State and Federal Programs

Revised 5/25/18

Supplemental use of Title I Funds Justification Form for SPSA Title I Expenditures

Complete this Justification Form with signatures, scan and attach in SMARTETOOLS with Purchasing Requisition for the following Title I expenditures: Personnel (Submit Electronic Request to Human Resources AND submit Justification Form to Fiscal Services)

Agreement for Consultant/Contract Services (Submit forms to Chief Business Office)

Conference and Travel (Submit Request to Attend and Justification Form to Fiscal Services)

Field Trips (Submit Field Trip Request Form with copy of Requisition or Revolving Fund to Instructional Support Services Division)

Transfer of Title I Funds exceeding $5000 requires a Justification Form (Complete items in the box below & signatures. Attach to SMARTETOOLS budget transfer request)

School Name: ______________________________________________Site Number: _____ Funding Source: Title I (3150) Requisition #: Alignment to SPSA Goal # and Action # Signing of this document indicates:

• This Title I request is supplemental • The SSC discussed and approved this expenditure aligned to the SPSA.

Date of SSC Meeting:

Describe the proposed Title I expenditure/action:

Complete the following questions for Personnel, Consultant, Conference, and Field Trips: How was this need identified?

How will this (researched-based) action close the achievement gap for identified student groups?

How will this Title I action be monitored/evaluated?

________________________________________________________ ____________________ Principal Signature Date __________________________________________________________ _____________________ SSC Chairperson Signature Date

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Title I Justification Form for Equipment Expenditures Complete, Scan, & Attach to Purchasing Requisition in SMARTETOOLS School Name: Site Number_________

Requisition # ____

Funding Source: Title I (3150) • Equipment costing $500 or more per item requires a justification form. • Equipment inventories updated annually and documentation kept in the FPM files.

Itemized Equipment Cost per unit # of units

1. Describe the proposed Title I expenditure/action: 2. Describe the identified need for this Equipment purchase: 3. How will this (researched-based) action close the achievement gap for identified student groups? 4. How will this Title I action be monitored/evaluated?

Signing of this document indicates: • This Title I request is supplemental. • The SSC discussed and approved this expenditure aligned to the

SPSA. (Date of SSC Meeting: )

_____________________________________________________ ___________ Principal Signature Date ________________________________________________ __________ SSC Chairperson Signature Date

Bakersfield City School District Revised 5/25/18 State and Federal Programs

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School Site Stakeholders

Flow Chart for SPSA Evaluation and Development

Site Support Team

Site Leadership Team

Instructional Staff

Committee Input Functioning ELAC

School Site Council Input & Approval