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Federal and State Education Programs James Mundy
February 27, 2014
2014-2016 Single Plan for
Student Achievement
∗[February 2013] New SPSA template is released by the California Department of Education (CDE)
∗[June 2013] Governor Jerry Brown signs California budget establishing LCFF
∗[August 2013] California Office to Reform Education (CORE) Waiver is accepted by the U.S. Department of Education (USDE)
∗[September 2013] State of California Legislature votes to discontinue administration of California Standards Tests (CST) as state transitions to Common Core State Standards (CCSS) and use of the Smarter Balanced Assessment Consortium (SBAC) assessments
SPSA BACKGROUND
THE PLAN
The School Goal sets a measurable target for improvement based upon the LEA Goal and Findings from student data
[limit: one (1) School Goal per each Goal Matrix section]
Writing SMART School Goals – See Resource Guide pp. 75-76
School Goals Should Be SMART
∗ Sample School Goal Linguistic Pattern: By ________ (e.g., June 2016), students will improve/gain ___% in the area of _________ (e.g., reading comprehension) as measured by ____________ (e.g., student grades, CAHSEE, DIBELS, Accelerated Reader unit assessments).
∗By June 2016, school-wide proficiency marks in mathematics will increase 9% from 60.4% in 2014 to 69.4% in 2016 as measured by student grades (3s and 4s) .
Sample School Goal
Indicate all student data used to determine Findings and School Goal
Use the guiding questions to help
determine Findings
Sample Findings During the last three years, our Saturday School Math Intervention Academy focused on students performing at proficiency levels of Below Basic and Far Below Basic. Data analysis supports the finding that participating students increased proficiency in mathematics, and the implementation of JiJi Math as a Tier 2 math intervention improved students’ proficiency. Despite these efforts, the school did not meet AYP targets and student grading marks in grades 2-5 showed little improvement. ∗ MyData content strand analysis indicates that students in grades 2-5 need
additional instructional support in statistics, data analysis and probability ∗ Continuous monitoring of student performance using data charts, weekly
assessments, and district assessments has led to progress being made in targeted content standards
∗ The percentage of students scoring proficient or advanced on the CST increased 14.1% over the last five years, but only increased 1% last year. Teachers agree that the school needs to expand after-school and in-class interventions to include any students scoring below proficient and not just those students in the BB or FBB range
Determine Key Strategy(ies) needed to achieve the School
Goal
Sample Key Strategy
∗ Implement a mathematics intervention program in grades 2 through 5 to address the needs of students not meeting proficiency levels in the content area of statistics, data analysis and probability.
Determine Actions/ Tasks needed to
execute Key Strategy(ies)
∗Specific acts designed to lead to successful implementation of the key strategy(ies) and achievement of the school goal.
Actions
∗ Steps needed to complete an action. Tasks have due dates and persons responsible. Each action may have multiple Tasks.
∗ Schools may or may not need to identify Tasks depending upon the degree of specificity in their Actions narrative.
Tasks
Maximizing Instructional Time ∗ Instructional Coach will conduct demonstration
mathematics lessons and facilitate the analysis of data and work that reflects the problem-solving approach. Instructional Coach will develop and deliver professional development training for staff on strategies to better implement lesson delivery on statistics, data analysis and probability as well as other math content standards where students are not meeting grade-level standards.
Sample Action
∗ Identify targeted students for Saturday intervention and communicate with parents regarding intervention services
∗ Coordinate math intervention programs for 2nd through 5th grades
∗ Coordinate lesson studies and facilitate debriefing sessions with staff
∗ Work with teachers to: (a) manage, interpret, and use formative assessment data, (b) systematically examine student work, and (c) plan and deliver appropriate instruction, intervention and accommodation strategies for all students
Sample Tasks
List Projected Costs,
Expenditures, and Funding
Sources
Sample Projected Costs, Expenditures, and Funding Sources
∗$99,130 Instructional Coach Title I *Dollar amount derived from Estimated Rate Sheet at School Fiscal Services Division website
Briefly describe how Actions/Tasks will be monitored: by whom, what tool, how often?
Sample How will the school monitor the actions/tasks?
∗ Principal will monitor the Instructional Coach’s activities by meeting weekly with the Coach to assess Action progress, as well as through bi-weekly observation of the Instructional Coach’s work with teachers.
List staff responsible for monitoring each
Action/Task to completion
Start August 2014
End June 2016 [Focus & Support]
End June 2017 [Priority]
100% GRADUATION – Go to LAUSD MyData website (at CA High School Exit Examination) to obtain data to answer guiding question re CAHSEE subgroup data; also see Resource Guide (page 28)
ENGLISH LANGUAGE ARTS – See Resource Guide (page 28) for steps to obtain data to answer guiding question re content strands subgroup data
MATHEMATICS – See Resource Guide (page 28) for steps to obtain data to answer guiding question re content strands subgroup data
PARENT AND COMMUNITY ENGAGEMENT – See Resource Guide (page 29) for steps to obtain Annual Parent Survey to answer guiding questions re Parent and Community Engagement
SPSA CHECKLIST
∗ American Indian Students look-up: Go to “Find A School,” Click on “Performance Indicators,” Select “SARC,” scroll down on right
∗ Homeless Students look-up: (a) elementary schools go to SIS Screen 4, Field 52 (b) secondary schools go to SIS Field 216.
∗ Migrant Students look-up: Contact Nellie Barrientos at 213-241-0510 for real-time information
Student Groups
Avoid Updates – Add Now, Not Later
∗ Monique Epps, Director, Division of Intensive Support and Intervention [email protected] 213-241-5104
∗ Eduardo Solorzano, Division of Intensive Support and Intervention [email protected]
∗ James Mundy, Plan Writing Coordinator, Fed. & State Educ. Programs [email protected] 213-241-6990
∗ Gerardo Cervantes, Specialist, Federal & State Educ. Programs [email protected] 213-241-6990 ∗ Jose Jarquin, Specialist, Federal & State Educ. Programs [email protected] 213-241-6990 ∗ Nellie Barrientos, Migrant Students
[email protected] 213-241-0510 ∗ Nancy Gutierrez, Homeless Education
[email protected] 213-202-7581 ∗ LAUSD demographic information: MyData, Performance Indicators (SARC) ∗ Demographic information: zipwho.com or zip-codes.com
Resources
QUESTIONS???
