2018-19 - San Diego Unified School District · Filipino, Hispanic, Indochinese, Native American, Pacific Islander, and White. There are also students who are economically disadvantaged,

THE SINGLE PLAN FOR STUDENT ACHIEVEMENT

AT WANGENHEIM MIDDLE SCHOOL

2018-19

37-68338-6097844 CDS Code

This is a plan of actions to be taken to raise the academic performance of students and improve the school’s educational program. For additional information on school programs and how you may become involved, please contact the following person:

Principal: Fallon, Matthew Contact Person: Fallon, Matthew Position: Principal Telephone Number: (858) 578-1400 Address: 9230 Gold Coast Dr, Wangenheim Middle, San Diego, CA, 92126-3725,

E-mail Address: [email protected]

The following items are included: Recommendations and Assurances Data Reports SPSA Assessment and Evaluation Summary Title I Parent Involvement Policy Home/School Compact

Board Approval: Tuesday, June 26, 2018

SAN DIEGO UNIFIED SCHOOL DISTRICT

All San Diego students will graduate with the skills, motivation, curiosity and resilience to succeed in their choice of college and career in order to lead and participate in the society of tomorrow.

Wangenheim Middle SINGLE PLAN FOR STUDENT ACHIEVEMENT

SPSA Template Revised 5/3/2018 2

TABLE OF CONTENTS

1. Introduction

2. Executive Summary

3. SPSA Template

4. Appendix

A. Data Reports

B. Title I Parent Involvement Policy

C. Home/School Compact

D. Title I/MPP Budget Allocations Summary Grid

E. 2018-19 SPSA Assessment and Evaluation



SINGLE PLAN FOR STUDENT ACHIEVEMENT: EXECUTIVE SUMMARY

INTRODUCTION

The mission of Wangenheim Middle School is to provide a meaningful and high quality academic experience based on Common Core State standards,

along with a broad elective program and supported by character education, counseling, personal management systems, and opportunities for

extracurricular involvement. We believe in meeting the diverse academic, social, and personal needs of our students while fostering curiosity and creativity in a safe and supportive

learning environment. We work to accomplish this mission by creating a positive school culture of cohesive stakeholders (parents, staff, community, and students).

The SPSA supports our school in fulfilling its mission by providing us with SMART goals. It provides a plan for monitoring the goals, a plan for

expenditures that support the goals and strategies and actions that must take place in order to achieve the goal

Wangenheim has a diverse student population including students from the following state identifying groups: African American, Asian,

Filipino, Hispanic, Indochinese, Native American, Pacific Islander, and White. There are also students who are economically disadvantaged, English

Learners, and students with disabilities. In order to close the achievement gap, our target sub groups are African Americans, Hispanics, and EL students.

Our focus area of need is writing applications, writing strategies, exponents, measurement and geometry. Our related area of focus is mastery of

the Common Core Standards and the corresponding assessments.

Factors causing the needs of the greatest concerns to occur

Parity of high curriculum and resources in the area of instruction and pedagogy to guarantee rigorous and reliable instruction to master Common Core

Standards. Key Actions/ Strategies

Part time (hourly) push-in teacher to work with English Learners

Updated and well maintained teacher/student computer devices and computer labs for use by subject classes

Professional development opportunities specifically for English and math teachers around Common Core topics of instruction and learning

How are challenges and barriers being addressed?

- On-going data analysis - On-going professional development - On-going involvement of ILT, SGT, SSC

- PLC’s continue to co-plan

SCHOOL VISION AND REALITY Vision Statement: Wangenheim Middle School - where we develop the next generation of innovators, collaborative problem solvers and positive agents of change with a

global worldview.



Mission Statement: The mission of Wangenheim Middle School is to provide a meaningful and high quality academic experience based on Common Core State standards,

along with a broad elective program and supported by character education, counseling, personal management systems, and opportunities for

extracurricular involvement.

We believe in meeting the diverse academic, social, and personal needs of our students while fostering curiosity and creativity in a safe and supportive

learning environment.

"Enter as cubs, leave as wildcats"

CORE AND SUPPLEMENTAL SUPPORTS TEACHER ALLOCATIONS: Teacher Allocations are based on dividing General Education Enrollment by the approved class size.

Grades 6-8: 1:28.73

NURSE: Allocated to schools based on Contract and managed centrally. Schools at 60% FRL (Free and Reduced Lunch) or greater receive one additional day. Enrollment/Days Per Week

1-592 = 1 day per week

593-1,185 = 2 days per week

1,186-1,774 = 3 days per week

1,775-2,366 = 4 days per week

2,367 and above = 5 days per week

COUNSELOR

Allocated to schools based on Contract. FTE Allocations are calculated by taking the total enrollment at the school and divide by the ratio below to

determine the number of FTE allocated to the site. Any assignment portion that is less than a 1.0 allocation is rounded up to the nearest 0.5 allocation.

Middle School counselor ratio is 1:481

HEALTH TECHNCIAN

Allocation is based on projected enrollment and managed centrally.

Enrollment Days Per Week

1-374 1

375-1511 2



1512-2267 3

2268 and Above 4

The categorical expenses identified in this SPSA are supplemental to these core academic staffing and supports.

PROFESSIONAL DEVELOPMENT

Professional learning is a top priority for our school community. We recognize universal high expectations for all students require ambitious and

continual improvements in curriculum, instruction, assessment, leadership practices and support systems. These improvements require effective

professional learning to expand educators' knowledge, skills, practices and dispositions. Schools demand effective professional learning focused on

substantive results for themselves, their colleagues, and their students. We artfully combine deep understanding and cultural responsiveness to the

community we serve. We hold high expectations with support for adult learning by providing multiple structures for professional development in

order to achieve school goals. Professional learning is embedded into our vision by communicating that it is a core function for improvement and by

establishing and maintaining a public and persistent focus on educator professional learning. With this understanding, professional development time is provided within the structure of Professional Learning Communities. Analysis of student

data is through the lens of identified learning outcomes and improving instructional practices.

Professional Learning Communities (PLCs) analyze student data in order to monitor student progress toward these goals. Analysis results in

responsive instruction. Findings and progress are shared with parents and community via advisory groups and School Site Councils (SSCs).

SPSA ALIGNMENT TO THE LEA PLAN

SDUSD’s LEA goals (12 Quality Indicators for Success) are articulated throughout the SPSA. Each of the 5 Area Goals contained in the SPSA have

Title I budgets allocated to supports identified within the LEA plan. Supports include but are not limited to CCSS curriculum alignment via PLC and

professional development, extended and intensive learning opportunities, etc. as they are described in the “Budget: Resources Aligned to Area Goals” section of this plan.

PROCESS FOR MODIFYING THE SPSA AND CONCLUSIONS The SSC 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 CAASPP growth targets. In order to achieve the SMART goals and implement the major strategies and action

steps set forth in the plan the following related actions and expenditures have been adopted to raise the academic performance of student groups not

meeting state standards. Advisory groups were consulted during the SPSA development process as documented on the Recommendations and Assurances page.

LCFF COMMUNITY AND STAFF ENGAGEMENT

Staff and community were involved in the budget process through a number of meetings. At each meeting, site budget information was shared, current

priorities were explained and time was provided for questions and identification of new priorities. A variety of groups and meeting times were



conducted. These were publicly announced and included Principal's Coffee, Site Governance, All Staff meeting, and School Site Council. At the

close of every meeting stakeholders were encouraged to contact the Principal for any questions that may arise at a later date.

SCHOOL SITE COUNCIL MEMBERSHIP

Member Name Role

1. Matt Fallon Principal 2. Priscilla Borders Other School Representative 3. Lindsey Mack Classroom Teacher

4. Libby Garrett Classroom Teacher 5. Katie Budaj Classroom Teacher

6. Kim Nelson-Morris Classroom Teacher 7. Gabriel Student

8. Davita Student 9. Danielle Student 10. Gina Welsh Parent

11. Danielle Do Parent

12. Delores Wallace Parent



SINGLE PLAN FOR STUDENT ACHIEVEMENT

Area 1: English/Language Arts English/Language Arts SMART Goal:

By June 2019, 73% (approx. 204/323 8th graders) will meet or exceed standards in ELA on the SBAC exam.

Closing the Gap SMART Goal:

Subgroup: African American students

By June 2019, 65% (approx. 18 8th graders) will meet or exceed standards in ELA on the SBAC exam.

Subgroup: English Learners students


Subgroup: Hispanic/Latino students


Subgroup: Students with Disabilities

By June 2019, 40% (approx. 20 8th graders) will meet or exceed standards in ELA on the SBAC exam. WHAT DATA DID YOU USE TO FORM THESE GOALS?

CELDT Interim Assessments End-Of-Course

Exams SBAC DRA2 SMI SRI KDS ELPAC ARI MDTP Report Cards End-Of-Unit

Assessments PowerSchool Sign In Sheets Other Other Assessments (Please Specify):

Site developed common assessments, in addition to student work samples and teacher gathered anecdotal data. Progress and Growth Monitoring: How and when will you monitor progress towards your ELA goal?

Teachers will meet by grade level/department to analyze Common Assessment and SRI achievement multiple times per year. Analysis will inform

subsequent instruction.



Area 2: Mathematics Mathematics SMART Goal:

By June 2019, 65% (approx. 210/323 8th graders) will meet or exceed standards in Math on the SBAC exam.

Closing the Gap SMART Goal:


By June 2019, 65% (approx. 18 8th graders) will meet or exceed standards in Math on the SBAC exam.






By June 2019, 40% (approx. 20 8th graders) will meet or exceed standards in Math on the SBAC exam. WHAT DATA DID YOU USE TO FORM THESE GOALS?




Site developed common assessments, in addition to student work samples and teacher gathered anecdotal data. Progress and Growth Monitoring: How and when will you monitor progress towards your Math goal?

Teachers will meet by grade level/department to analyze Common Assessment and diagnostic achievement multiple times per year. Analysis will inform




Area 3: English Learner English Learner SMART Goal:

By June 2019, a minimum of 80% of my site’s English Learner Potential Reclassification students will be reclassified using the Fall and/or Spring

Reclassification Criteria or the Alternate Reclassification process for student who are dually-identified as receiving EL and Special Ed. services. WHAT DATA DID YOU USE TO FORM THESE GOALS?



Assessments PowerSchool Sign In Sheets Other Other Assessments (Please Specify): Progress and Growth Monitoring: How and when will you monitor progress towards your English Learner goal?

Professional development time is provided within the structure of Professional Learning Communities. Analysis of student data is through the lens of

SDUSD's learning cycle focus, directly reflected in our vision - "How do we develop students who take an active stance in their own learning and

become actively literate, contributing members of a society who make a positive difference in the world?" The school year is broken in to four learning

cycles, each cycle building student capacity around this goal.

Professional Learning Communities (PLCs) analyze student data in order to monitor student progress toward these goals. Analysis results in responsive

instruction. Findings and progress are shared with parents and community via advisory groups and School Site Councils (SSCs).



Area 4: Graduation/Promotion Rate Graduation Rate SMART Goal:

By June 2019, the number of 6th graders earning D-F grades in English will decrease by 10% (approx. 7 students).



By June 2019, the number of 6th graders earning D-F grades in Math will decrease by 10% (approx. 16 students).



Closing the Gap SMART Goal



























By June 2019, the number of 8th graders earning D-F grades in English will decrease by 50% (approx.4 students).



By June 2019, the number of 8th graders earning D-F grades in Math will decrease by 50% (approx. 11 students). WHAT DATA DID YOU USE TO FORM THESE GOALS?




A number of reports, generated from PowerSchool for the grading periods, were used to determine students earning Ds and Fs in ELA and Math. Progress and Growth Monitoring: How and when will you monitor progress towards your Graduation/Promotion goal?

Teachers and counselors will meet to analyze student assessment data and grading period reporting multiple times per year. Analysis will inform




Area 5: Parent Involvement and Community Engagement Parent Involvement and Community Engagement SMART Goal:

By June 2019, 100% (approx. 900 families) will receive information regarding academic and citizenship progress of their children.

By June 2019, at least 30% (approx. 270 families) will receive 1 in-service on Academic support and Teacher communication through using Powerschool

to increase the milestones necessary for meaningful graduation. Targeted Population:

Parents/Guardians of our students.

What data did you use to form these goals? Monitoring most frequently asked questions from parents to staff. Progress and Growth Monitoring: How and when will you monitor progress towards your Parent Involvement and Community goal?

Administration will monitor PowerSchool accounts and parent participation in PowerSchool in-service.



BUDGET: Resources Aligned to Area Goals Core Program:

Universal Access to Strong Core Instructional Program (Tier 1)

· Teachers will create a physical environment that engages all students;

· Teachers will use best teaching practices;

· School will utilize a 6-period schedule to extend learning time in all core curricular areas and provide for interventions within the school day;

· Classroom teachers will be provided daily common planning and professional development via a small school structure to better support shared

students (supports Tier I, II & III);

· Teachers will use varied instructional strategies, including differentiated assignments based on addressing IEP/ ELD goals;

· Teachers will assess student’s understanding on an ongoing basis, including the use of site-developed benchmark assessments

· Teachers will use Specialized Academic Instruction (SAI) for students with disabilities (special education services model, students provided equal

access to classroom instruction with a support teacher) ;

· Administrators will support classroom teachers with planning, curriculum mapping, benchmark development and calibration for the benefit of all

students.

Strategic Support (Tier 2)

· Teachers will modify instructional plans to adjust for student needs;

· Teachers will provide small group instruction;

· Students performing at Basic will be provided dedicated intervention classes in the appropriate core area (ELA or math);

· Teachers will teach extended Math classes including small-group interventions;

· After school instructional support will be provided by the Extreme Learning, Primetime and Extended Day Math Program (EDMP);

· Teachers will work in quads (7th and 8th grade) and dyads (6th grade), and in houses to develop additional intervention strategies;

· Head Counselor and counselors will provide direct services to students and families to support academic success in all curricular areas and

social/emotional well-being.

Intensive Intervention (Tier 3)

· Students performing at below Proficient will be provided daily academy/intervention classes in appropriate core area (ELA or math);

· Teachers will make SST referrals where appropriate;

· Study skills classes are in place as an elective course for students who qualify;

· Head counselor and counselors will assist low-performing students in modifying behavior issues by providing behavior intervention supports;

· Head counselor will lead growth groups of students who are low-performing and/or failing;

· Teachers will develop contract for attendance, behavior or work completion, where appropriate;

· Teachers will encourage students to enroll and attend Intersession and Summer School, where offered and appropriate.



1. Strategies to meet ELA/Math/ELD goals (Maximizing Instructional Time) (7/1/2018 - 6/30/2019):

Instructional supplies for teaching and learning of core content to develop mastery around the implementation of CCSS. Materials will support

collaborative tasks in Math, literature circles and classroom libraries in ELA, and consumables in the content areas for English Learners. Proposed

Expenditures

FTE Salary Estimated

Cost Funding Source

Budget Code Funding

Source Area

Goal(s)

Rationale

Supplies $15,847.00 $15,847.00 0328-30100-00-4301-

1000-1110-01000-0000 Title I Basic

Program 01, 02, 03,

04 Instructional supplies for teaching and learning of core content to

develop mastery of Common Core State Standards for all students.

How will you monitor these strategies/activities?

Principal will monitor implementation of the plan and progress towards subject achievement goals. Achievement data will be gathered from a number of

sources including running records, student work samples, departmental diagnostic and formative common assessments. He will share information with

SSC, ELAC, SGT, ILT, and at Principal’s Coffee.

2. Strategies to meet ELA/Math/ELD goals (Closing the Gap) (7/1/2018 - 6/30/2019):

Materials and staff compensation will support academic intervention for students who are underachieving. Daily support will be provided by teachers

and library tech and will be reinforced through online enrichment software intended to strengthen areas of student need. Enrichment opportunities will

also be provided through field trips to broaden students' perspectives and understanding of the applications of their learning. Proposed

Expenditures


Cost

Funding Source

Budget Code

Funding

Source

Area

Goal(s)

Rationale

School Library Techn

II 0.4000 $15,090.40 $26,438.67 0328-30100-00-2230-

2420-0000-01000-0000 Title I Basic

Program 01, 02, 03,

04 Support and increased access to the Media Center is its resources

for students to improve academic success. Interprogram

Svcs/Field Trip $1,200.00 $1,200.00 0328-30100-00-5735-

1000-1110-01000-0000 Title I Basic

Program 01, 02, 03,

04 Provides for enrichment opportunities beyond classroom learning

for students to see real world applications for instructional content. Libry Media Tech

OTBS Hly $3,000.00 $3,852.30 0328-30100-00-2280-

2420-0000-01000-0000 Title I Basic

Program 01, 02, 03,

04 Support and increased access to the Media Center is its resources

for students to improve academic success. Classroom Teacher

Hrly $12,000.00 $14,446.80 0328-30100-00-1157-

1000-1110-01000-0000 Title I Basic

Program 01, 02, 03,

04 Provides for structured tutoring and mentoring support of students

to increase achievement and promote healthy relationships


Principal will monitor implementation of the plan and progress towards subject achievement goals. Achievement data will be gathered from a number of

sources including running records, student work samples, departmental diagnostic and formative common assessments. He will share information with

SSC, ELAC, SGT, ILT, and at Principal’s Coffee.

3. Strategies to meet ELA/Math/ELD goals (Professional Development) (7/1/2018 - 6/30/2019):

Visiting Teacher release time for department teams to develop curriculum and strengthen best practices aligned to CCSS. Professional learning

opportunities that match the differentiated departmental goals will be made available to teachers.



Proposed

Expenditures


Cost Funding Source Budget

Code Funding

Source Area

Goal(s)

Rationale

Prof&Curriclm Dev Vist

Tchr $12,000.00 $14,446.80 0328-30100-00-1192-1000-1110-

01000-0000 Title I Basic

Program 01, 02, 03, 04 Visiting teachers to release teacher for

professional development.


Principal will monitor implementation of the plan and progress towards designated PD goals. Progress data will be gathered from a number of sources

including meeting agendas, meeting minutes, classroom and PD observations, departmental diagnostic and formative common assessments, anecdotal

data from teacher conferences and ILT discussions. He will share information with SSC, ELAC, SGT, and ILT.

4. Strategies to meet graduation/promotion rates (Social/Emotional Supports) (7/1/2018 - 6/30/2019):

Instructional aides support our school wide PBIS program through their building and maintaining supportive relationship with students outside the

classroom in addition to providing added academic support. These interactions and academic support occur before/after school and during lunch. Proposed

Expenditures FTE Salary Estimated

Cost Funding Source

Budget Code Funding

Source Area

Goal(s) Rationale

Classroom PARAS

Hrly $8,500.00 $10,914.85 0328-30100-00-2151-1000-

1110-01000-0000 Title I Basic

Program 01, 02, 03,

04 Provides for structured tutoring and mentoring support of students

to increase achievement and promote healthy relationships


Principal will monitor implementation of the plan and progress towards Goal 4. Data will be gathered from a number of sources including teacher grade

reports, counseling monitoring conferences, classroom observations, departmental diagnostic and formative common assessments. He will share

information with SSC, ELAC, SGT, and ILT.

5. Strategies to meet parent engagement goals (7/1/2018 - 6/30/2019):

Materials and supplies for PowerSchool inservice, our monthly parent meetings, annual parent/family events i.e.; Fall/Spring Open House, Family Math

Night, Family Science Night, Spring Showcase, etc.; and communications (parent newsletters, flyers, brochures, etc). Compensation for our OTBS staff

who work additional hours in support of our family activities and events. Expense for district duplication services of parent newsletters and

brochure. Postage costs for individual parent mailings as related to student records and communications. Bulk mailing postage for parent notifications

and newsletters. Proposed

Expenditures FTE Salary Estimated

Cost Funding Source

Budget Code Funding

Source Area

Goal(s) Rationale

Clerical OTBS Hrly $900.00 $1,155.69 0328-30103-00-2451-

2495-0000-01000-

0000

Title I Parent

Involvement 05 Additional staff support for our monthly parent meetings, annual

parent/family events i.e.; Fall/Spring Open House, Family Math Night,

Family Science Night, Music Concerts, Awards ceremonies, etc.



Supplies $1,661.00 $1,661.00 0328-30103-00-4301-

2495-0000-01000-

0000

Title I Parent

Involvement 05 Materials and supplies for our monthly parent meetings, annual parent/family

events i.e.; Fall/Spring Open House, Family Math Night, Family Science

Night, Music Concerts, Awards ceremonies, etc. Postage Expense $150.00 $150.00 0328-30103-00-5920-

2495-0000-01000-

0000

Title I Parent

Involvement 05 Postage costs for individual parent mailings as related to student records and

communications

Interprogram

Svcs/Postage $300.00 $300.00 0328-30103-00-5726-

2495-0000-01000-

0000

Title I Parent

Involvement 05 Bulk Mailing postage for parent notifications and newsletters


Principal will monitor implementation of the plan and progress towards parent engagement goal. Progress data will be gathered from a number of sources

including inservice attendance, stakeholder meeting attendance, evening event attendance, special event attendance and Open House attendance. He will

share information with SSC, ELAC, SGT, ILT, and at Principal’s Coffee.



Local Control Funding Formula Goals and Budget Goal 1: Intervention Supports Student learning is analyzed in real time, resulting in a plan that responds to identified needs, the supports are timely on-going and linked to the outcomes

of the core instructional program, how will you utilize your funds to maximize results for students? Intervention Support Goal::

By 06/30/2019, 65 % of Wangenheim Middle English Learner will perform at meet or exceed expectation of Making Annual Progress level in California

English Language Development Test , increasing from 55 % to 65 % , a gain of 10.00 %

Identified Need::

Additional academic support, Individual and Small Group instruction for greater differentiation and personalization.

Target Group:: EL Students Monitoring::

ELPAC, District and classroom teacher developed assessments, academic grades. Personnel Responsible::

ESL Teacher, Support teacher Goal 2: Classroom Supports A variety of classroom supports expand or enhance core instructional programs, how do these supports align to your instructional program? Classroom Support Goal::

By 06/30/2019, 65 % of Wangenheim Middle English Learner will perform at meet or exceed expectation of Making Annual Progress level in California

English Language Development Test , increasing from 55 % to 65 % , a gain of 10.00 %

Identified Need:: Additional academic support, Individual and Small Group instruction for greater differentiation and personalization. Target Group:: EL Students

Monitoring::

CELDT, District and classroom teacher developed assessments, academic grades.

Personnel Responsible:: ESL Teacher, Support teacher Goal 3: Professional Development Professional learning is a response to student and adult need--according to your current reality, what type of teacher learning will you lead at your site

and how will you utilize your funds to maximize results for students?



Professional Development Goal:

To increase the element of lesson design framework that incorporates the student experience with the lesson outcomes and tasks.

Identified Need:: Teachers across PLCs have a wide range of experience and understanding of this element which results in a lack of coherence with regard to cognitive

engagement of students. Target Group::

By strengthening the teacher understanding of the student experience, lesson design and intervention can be adjusted to better meet the needs of all our

students and increase learning Monitoring::

Will be conducted through collaborative lesson study by PLCs, review of common assessments by departments, Observational data gathering by ILT

when monitoring students who struggle.

Personnel Responsible:: Principal, PLC leaders, ILT members, individual teachers and the students.

LCFF Intervention Supports

Proposed

Expenditures


Cost Funding Source

Budget Code Funding

Source Area

Goal(s)

Rationale

School Library

Techn II 0.2000 $7,545.20 $13,219.34 0328-09800-00-2230-

2420-0000-01000-0000 LCFF

Intervention

Support

LCFF 1, LCFF

2 Support and increased access to the Media Center is it's resources

for students to improve academic success.

Retired Clsrm

Teacher Hrly $43,000.00 $51,767.70 0328-09800-00-1189-

1000-1110-01000-0000 LCFF

Intervention

Support

LCFF 1, LCFF

2 Additional support for students learning English through push-in,

pull-out, individual and small group instruction for greater

differentiation and personalization Supplies $8,716.00 $8,716.00 0328-09800-00-4301-

1000-1110-01000-0000 LCFF

Intervention

Support

LCFF 1, LCFF

2, LCFF 3 Instructional supplies for teaching and learning of core content to

develop mastery of Common Core State Standards for all students.

Travel Conference $1,200.00 $1,200.00 0328-09800-00-5207-

1000-1110-01000-0000 LCFF

Intervention

Support

LCFF 3 Professional development conference registration fees

Conference Local $850.00 $850.00 0328-09800-00-5209-

1000-1110-01000-0000 LCFF

Intervention

Support

LCFF 3 Professional development conference registration fees

Library Books $3,500.00 $3,500.00 0328-09800-00-4201-

1000-1110-01000-0000 LCFF

Intervention

Support

LCFF 1, LCFF

2 To secure and repair high interest and level appropriate texts for all

levels of readers and for students learning English.



APPENDICES

This section contains the following appendices that will assist the School Site Council in

completing the Single Plan for Student Achievement (SPSA) and in maintaining a cycle of

continuous improvement:

A. Data Reports

B. Title I Parent Involvement Policy

C. Home/School Compact

D. Title I/MPP Budget Allocations Summary Grid

E. 2018-19 SPSA Assessment and Evaluation



APPENDIX A

DATA REPORTS

Data Reports: Attached Data comes from www.sandi.net/my-school :ELA/Math Multi-year

Demographic Summary Additional data for schools can be found in:

• Illuminate

• CDE: http://caaspp.cde.ca.gov/sb2017/Search

* Enrollment, participation date, ethnicity demographics, and language demographics will

impact the results of data. Data is organized and reported differently amongst the data

sources above.

http://sandi.net/my-school

http://caaspp.cde.ca.gov/sb2017/Search

2015 2016 2015 2016Student Group N % N % N % % % N % N % N % % %Total 897 56.6 892 58.9 859 58.7 2.1 -0.2 885 44.3 892 44.3 872 45.2 0.9 0.9

Female 415 65.5 425 66.6 401 64.8 -0.7 -1.8 415 45.5 424 46.9 407 45.5 0.0 -1.4Male 482 49.0 467 51.8 458 53.3 4.3 1.5 470 43.2 468 41.9 465 44.9 1.7 3.0

African American 57 36.8 59 23.7 45 40.0 3.2 16.3 57 24.6 59 11.9 45 24.4 -0.2 12.5Asian 48 62.5 58 65.5 47 74.5 12.0 9.0 48 64.6 58 65.5 50 70.0 5.4 4.5Filipino 198 62.1 183 67.8 179 63.7 1.6 -4.1 197 47.7 183 45.4 181 48.1 0.4 2.7Hispanic 226 43.8 226 44.7 232 44.0 0.2 -0.7 221 26.2 226 26.5 232 25.9 -0.3 -0.6Indochinese 121 66.1 112 76.8 112 69.6 3.5 -7.2 119 68.1 112 66.1 114 63.2 -4.9 -2.9Native American 2 - 0 - 1 - - - 2 - 0 - 1 - - -Pacific Islander 8 - 9 - 10 70.0 - - 8 - 9 - 10 50.0 - -White 125 62.4 115 60.0 89 57.3 -5.1 -2.7 122 46.7 116 48.3 92 45.7 -1.0 -2.6Multiracial 112 65.2 130 68.5 144 68.8 3.6 0.3 111 49.5 129 57.4 147 55.8 6.3 -1.6

English Learner 100 5.0 89 6.7 80 5.0 0.0 -1.7 97 8.2 89 11.2 92 14.1 5.9 2.9English-Speaking 797 63.1 803 64.6 779 64.2 1.1 -0.4 788 48.7 803 47.9 780 48.8 0.1 0.9

Reclassified† 300 68.7 293 70.0 290 67.6 -1.1 -2.4 296 55.4 293 49.1 290 51.7 -3.7 2.6Initially Eng. Speaking 497 59.8 510 61.6 489 62.2 2.4 0.6 492 44.7 510 47.3 490 47.1 2.4 -0.2

Econ. Disadv.* 499 47.9 500 48.0 478 47.5 -0.4 -0.5 491 35.2 500 34.2 488 35.2 0.0 1.0Non-Econ. Disadv. 398 67.6 392 72.7 381 72.7 5.1 0.0 394 55.6 392 57.1 384 57.8 2.2 0.7

Gifted 263 81.7 252 83.3 237 84.4 2.7 1.1 261 72.0 252 74.6 237 78.1 6.1 3.5Not Gifted 634 46.2 640 49.2 622 48.9 2.7 -0.3 624 32.7 640 32.3 635 32.9 0.2 0.6

With Disabilities 92 17.4 92 12.0 86 14.0 -3.4 2.0 88 13.6 92 12.0 85 9.4 -4.2 -2.6WO Disabilities 805 61.1 800 64.3 773 63.6 2.5 -0.7 797 47.7 800 48.0 787 49.0 1.3 1.0

Homeless 40 30.0 52 44.2 52 36.5 6.5 -7.7 40 15.0 52 25.0 52 23.1 8.1 -1.9Foster 6 - 4 - 0 - - - 5 - 0 - 0 - - -Military 120 61.7 111 64.9 106 62.3 0.6 -2.6 120 39.2 111 42.3 107 43.9 4.7 1.6

* In Provision 2 schools, only students who meet free or reduced-price meal eligibility criteria are counted as economically disadvantaged.† All students redesignated during the school year from English learner to reclassified fluent English proficient are counted here as fluent English speaking.

English Language Arts Mathematics Chg From2015 2016 20172015 2016 2017

Chg From

Research and Evaluation2015-2017 California Smarter Balanced Summative Test Results

Percentage of Students Meeting or Exceeding Standard by Grade LevelWangenheim

All Grades Combined

2015 2016 2015 2016Student Group N % N % N % % % N % N % N % % %Total 268 56.0 303 58.1 294 60.9 4.9 2.8 264 38.3 303 38.0 298 43.3 5.0 5.3

Female 113 65.5 153 60.1 148 60.8 -4.7 0.7 114 40.4 153 39.9 148 39.2 -1.2 -0.7Male 155 49.0 150 56.0 146 61.0 12.0 5.0 150 36.7 150 36.0 150 47.3 10.6 11.3

African American 17 41.2 18 16.7 12 75.0 33.8 58.3 17 17.6 18 16.7 12 33.3 15.7 16.6Asian 18 61.1 17 70.6 11 72.7 11.6 2.1 18 61.1 17 47.1 12 75.0 13.9 27.9Filipino 55 63.6 60 63.3 62 62.9 -0.7 -0.4 54 40.7 60 35.0 64 42.2 1.5 7.2Hispanic 74 41.9 84 48.8 76 43.4 1.5 -5.4 72 20.8 84 25.0 75 20.0 -0.8 -5.0Indochinese 24 83.3 41 75.6 45 68.9 -14.4 -6.7 23 69.6 41 48.8 45 60.0 -9.6 11.2Native American 0 - 0 - 0 - - - 0 - 0 - 0 - - -Pacific Islander 2 - 3 - 3 - - - 2 - 3 - 3 - - -White 40 57.5 34 61.8 27 55.6 -1.9 -6.2 40 37.5 34 47.1 29 44.8 7.3 -2.3Multiracial 38 60.5 46 63.0 58 72.4 11.9 9.4 38 50.0 46 56.5 58 55.2 5.2 -1.3

English Learner 36 11.1 36 11.1 27 3.7 -7.4 -7.4 36 11.1 36 11.1 32 15.6 4.5 4.5English-Speaking 232 62.9 267 64.4 267 66.7 3.8 2.3 228 42.5 267 41.6 266 46.6 4.1 5.0

Reclassified† 81 79.0 108 69.4 87 66.7 -12.3 -2.7 78 55.1 108 39.8 87 47.1 -8.0 7.3Initially Eng. Speaking 151 54.3 159 61.0 180 66.7 12.4 5.7 150 36.0 159 42.8 179 46.4 10.4 3.6

Econ. Disadv.* 147 44.2 189 47.6 174 52.9 8.7 5.3 142 24.6 189 31.2 178 36.0 11.4 4.8Non-Econ. Disadv. 121 70.2 114 75.4 120 72.5 2.3 -2.9 122 54.1 114 49.1 120 54.2 0.1 5.1

Gifted 84 81.0 90 78.9 84 85.7 4.7 6.8 83 65.1 90 66.7 84 76.2 11.1 9.5Not Gifted 184 44.6 213 49.3 210 51.0 6.4 1.7 181 26.0 213 25.8 214 30.4 4.4 4.6

With Disabilities 25 24.0 40 17.5 27 11.1 -12.9 -6.4 26 7.7 40 17.5 27 7.4 -0.3 -10.1WO Disabilities 243 59.3 263 64.3 267 65.9 6.6 1.6 238 41.6 263 41.1 271 46.9 5.3 5.8

Homeless 15 33.3 26 42.3 12 33.3 0.0 -9.0 15 6.7 26 30.8 13 23.1 16.4 -7.7Foster 2 - 0 - 0 - - - 2 - 0 - 0 - - -Military 42 61.9 30 70.0 41 65.9 4.0 -4.1 42 42.9 30 40.0 42 45.2 2.3 5.2



Chg From



Grade 6

2015 2016 2015 2016Student Group N % N % N % % % N % N % N % % %Total 303 54.5 280 56.1 299 61.2 6.7 5.1 299 45.8 280 43.6 304 47.4 1.6 3.8

Female 152 61.8 119 70.6 147 66.0 4.2 -4.6 152 47.4 118 45.8 150 48.0 0.6 2.2Male 151 47.0 161 45.3 152 56.6 9.6 11.3 147 44.2 162 42.0 154 46.8 2.6 4.8

African American 24 29.2 18 44.4 21 23.8 -5.4 -20.6 24 25.0 18 5.6 21 23.8 -1.2 18.2Asian 14 57.1 21 66.7 20 80.0 22.9 13.3 14 57.1 21 76.2 21 61.9 4.8 -14.3Filipino 64 60.9 58 67.2 64 65.6 4.7 -1.6 64 46.9 58 50.0 63 50.8 3.9 0.8Hispanic 76 44.7 68 36.8 80 47.5 2.8 10.7 75 29.3 68 20.6 81 29.6 0.3 9.0Indochinese 46 63.0 25 76.0 37 75.7 12.7 -0.3 45 66.7 25 80.0 38 68.4 1.7 -11.6Native American 0 - 0 - 0 - - - 0 - 0 - 0 - - -Pacific Islander 4 - 2 - 4 - - - 4 - 2 - 4 - - -White 41 61.0 44 50.0 27 63.0 2.0 13.0 40 50.0 45 35.6 27 48.1 -1.9 12.5Multiracial 34 64.7 44 63.6 46 73.9 9.2 10.3 33 60.6 43 55.8 49 61.2 0.6 5.4

English Learner 33 3.0 29 3.4 27 0.0 -3.0 -3.4 31 6.5 29 6.9 31 6.5 0.0 -0.4English-Speaking 270 60.7 251 62.2 272 67.3 6.6 5.1 268 50.4 251 47.8 273 52.0 1.6 4.2

Reclassified† 89 64.0 90 68.9 111 71.2 7.2 2.3 89 52.8 90 58.9 111 53.2 0.4 -5.7Initially Eng. Speaking 181 59.1 161 58.4 161 64.6 5.5 6.2 179 49.2 161 41.6 162 51.2 2.0 9.6

Econ. Disadv.* 164 48.2 150 46.0 165 49.1 0.9 3.1 162 35.2 150 32.0 168 36.3 1.1 4.3Non-Econ. Disadv. 139 61.9 130 67.7 134 76.1 14.2 8.4 137 58.4 130 56.9 136 61.0 2.6 4.1

Gifted 90 84.4 74 85.1 82 85.4 1.0 0.3 90 77.8 74 81.1 82 80.5 2.7 -0.6Not Gifted 213 41.8 206 45.6 217 52.1 10.3 6.5 209 32.1 206 30.1 222 35.1 3.0 5.0

With Disabilities 31 6.5 26 15.4 36 16.7 10.2 1.3 28 17.9 26 11.5 35 11.4 -6.5 -0.1WO Disabilities 272 59.9 254 60.2 263 67.3 7.4 7.1 271 48.7 254 46.9 269 52.0 3.3 5.1

Homeless 14 28.6 17 41.2 22 40.9 12.3 -0.3 14 7.1 17 29.4 21 33.3 26.2 3.9Foster 2 - 0 - 0 - - - 2 - 0 - 0 - - -Military 44 59.1 40 62.5 28 64.3 5.2 1.8 44 40.9 40 35.0 28 50.0 9.1 15.0



Chg From



Grade 7

2015 2016 2015 2016Student Group N % N % N % % % N % N % N % % %Total 326 59.2 309 62.1 266 53.4 -5.8 -8.7 322 47.8 309 51.1 270 44.8 -3.0 -6.3

Female 150 69.3 153 69.9 106 68.9 -0.4 -1.0 149 47.7 153 54.9 109 50.5 2.8 -4.4Male 176 50.6 156 54.5 160 43.1 -7.5 -11.4 173 48.0 156 47.4 161 41.0 -7.0 -6.4

African American 16 43.8 23 13.0 12 33.3 -10.5 20.3 16 31.3 23 13.0 12 16.7 -14.6 3.7Asian 16 68.8 20 60.0 16 68.8 0.0 8.8 16 75.0 20 70.0 17 76.5 1.5 6.5Filipino 79 62.0 65 72.3 53 62.3 0.3 -10.0 79 53.2 65 50.8 54 51.9 -1.3 1.1Hispanic 76 44.7 74 47.3 76 40.8 -3.9 -6.5 74 28.4 74 33.8 76 27.6 -0.8 -6.2Indochinese 51 60.8 46 78.3 30 63.3 2.5 -15.0 51 68.6 46 73.9 31 61.3 -7.3 -12.6Native American 2 - 0 - 1 - - - 2 - 0 - 1 - - -Pacific Islander 2 - 4 - 3 - - - 2 - 4 - 3 - - -White 44 68.2 37 70.3 35 54.3 -13.9 -16.0 42 52.4 37 64.9 36 44.4 -8.0 -20.5Multiracial 40 70.0 40 80.0 40 57.5 -12.5 -22.5 40 40.0 40 60.0 40 50.0 10.0 -10.0

English Learner 31 0.0 24 4.2 26 11.5 11.5 7.3 30 6.7 24 16.7 29 20.7 14.0 4.0English-Speaking 295 65.4 285 67.0 240 57.9 -7.5 -9.1 292 52.1 285 54.0 241 47.7 -4.4 -6.3

Reclassified† 130 65.4 95 71.6 92 64.1 -1.3 -7.5 129 57.4 95 50.5 92 54.3 -3.1 3.8Initially Eng. Speaking 165 65.5 190 64.7 148 54.1 -11.4 -10.6 163 47.9 190 55.8 149 43.6 -4.3 -12.2

Econ. Disadv.* 188 50.5 161 50.3 139 38.8 -11.7 -11.5 187 43.3 161 39.8 142 33.1 -10.2 -6.7Non-Econ. Disadv. 138 71.0 148 75.0 127 69.3 -1.7 -5.7 135 54.1 148 63.5 128 57.8 3.7 -5.7

Gifted 89 79.8 88 86.4 71 81.7 1.9 -4.7 88 72.7 88 77.3 71 77.5 4.8 0.2Not Gifted 237 51.5 221 52.5 195 43.1 -8.4 -9.4 234 38.5 221 40.7 199 33.2 -5.3 -7.5

With Disabilities 36 22.2 92 12.0 23 13.0 -9.2 1.0 34 14.7 26 3.8 23 8.7 -6.0 4.9WO Disabilities 290 63.8 283 67.8 243 57.2 -6.6 -10.6 288 51.7 283 55.5 247 48.2 -3.5 -7.3

Homeless 11 27.3 9 - 18 33.3 6.0 - 11 36.4 52 25.0 18 11.1 -25.3 -13.9Foster 2 - 0 - 0 - - - 1 - 0 - 0 - - -Military 34 64.7 41 63.4 37 56.8 -7.9 -6.6 34 32.4 41 51.2 37 37.8 5.4 -13.4



Chg From



Grade 8



APPENDIX B

TITLE I PARENT INVOLVEMENT POLICY

Page 1

San Diego Unified School District

Financial Planning and Development

Financial Planning, Monitoring and Accountability Department

Wangenheim Middle School

T I T L E I P A R E N T I N V O L V E M E N T P O L I C Y 2 01 8 -1 9

In the fall, an annual meeting will be held to share with parents a description of the Title I program and

its requirements.

Wangenheim Middle School has developed a written Title I parental involvement policy with input

from Title I parents. Each year the current policy is reviewed at a public meeting and questions and

input are solicited from all attendees. This input is reviewed by the SSC and used to improve the

current policy for the subsequent year.

The policy is distributed to parents of Title I students through stakeholder meetings and the school

website.

The policy describes the means for carrying out the following Title I parental involvement

requirements [20 USC 6318 Section 1118(a)-(f) inclusive].

Involvement of Parents in the Title I Program:

To involve parents in the Title I program at Wangenheim Middle School, the following practices

have been established:

The school convenes an annual meeting to inform parents of Title I students about Title I

requirements and about the right of parents to be involved in the Title I program.

Each Fall semester, the components of our Title I program are reviewed by the Principal at an

open parent/community meeting. The materials of the meeting are also posted to the website for

anyone who cannot attend.

The school offers a flexible number of meetings for Title I parents, such as meetings in the

morning or evening. Multiple opportunities exist for parents of students qualifying for Title I

support to be involved in the school. Meetings and activities are schedule both during the

morning and/or in the afternoons or evenings. Staff regularly make appointments around the

work and family commitments of our parents.

The school involves parents of Title I students in an organized, ongoing, and timely way, in the

planning, *review, and improvement of the school’s Title I programs and the Title I parental

involvement policy. Parent input is very important to the efficacy of our Title I policies and

practices. As such we actively seek strong candidates to be elected representatives in our SSC

and SGT. These teams maintain frequent communication and hold regularly scheduled

meetings to best address the needs of the school community.

The school provides parents of Title I students with timely information about Title I programs.

Each Fall the components of our Title I program are reviewed by the Principal at an open

parent/community meeting. The materials of the meeting are also posted to the website for

anyone who cannot attend.

The school provides parents of Title I students with an explanation of the curriculum used at the

school, the assessments used to measure student progress, and the proficiency levels students are

expected to meet. Every teacher at Wangenheim generates and publishes a syllabus for parents

to review and sign. These syllabi are standardized to ensure that the school’s expectations and

Page 2

policies are communicated clearly. The syllabus outlines the learning objectives, curriculum,

assessments for the course and the contact information of the teacher. Syllabi are then posted

online for reference.

If requested by parents of Title I students, the school provides opportunities for regular meetings

that allow the parents to participate in decisions relating to the education of their children. Parent

input is very important to the efficacy of our Title I policies and practices. As such we actively

seek strong candidates to be elected representatives in our SSC and SGT. These teams

maintain frequent communication and hold regularly scheduled meetings to best address the

needs of the school community.

* It may be helpful to include the parental involvement policy review in the annual review of the Single

Plan for Student Achievement (SPSA).

**The policy must be updated periodically to meet changing needs of parents and the school. If the

school has a process in place for involving parents in planning and designing the school’s programs,

the school may use that process if it includes adequate representation of parents of Title I children.

[20 USC 6318 Section 1118(c) (3)]

Home School-Parent Compact:

Wangenheim Middle School distributes to parents of Title I students a school-parent compact. The

compact, which has been jointly developed with parents, outlines how parents, the entire school staff,

and students will share the responsibility for improved student academic achievement. It describes

specific ways the school and families will partner to help children achieve the State’s high academic

standards. It addresses the following legally required items, as well as other items suggested by

parents of Title I students.

The school’s responsibility to provide high-quality curriculum and instruction

The ways parents will be responsible for supporting their children’s learning

The importance of ongoing communication between parents and teachers through, parent-

teacher conferences; frequent reports on student progress; access to staff; opportunities for

parents to volunteer and participate in the schools events/activities; and opportunities to

observe classroom activities

Each year the Home School-Parent Compact is reviewed at a public meeting and questions and

input are solicited from all attendees. This input is reviewed by the SSC and used to improve the

current policy for the subsequent year.

Building Capacity for Involvement:

Wangenheim Middle School engages Title I parents in meaningful interactions with the school. It

supports a partnership among staff, parents, and the community to improve student academic

achievement. To help reach these goals, the school has established the following practices.

The school provides Title I parents with assistance in understanding the State’s academic

content standards, assessments, and how to monitor and improve the achievement of their

children.

The school provides Title I parents with materials and training to help them work with their

children to improve their children's achievement.

With the assistance of Title I parents, the school educates staff members about the value of

parent contributions, and in how to work with parents as equal partners.

Page 3

The school coordinates and integrates the Title I parental involvement program with other

programs, and conducts other activities, such as parent resource centers, to encourage and

support parents in more fully participating in the education of their children.

The school distributes Information related to school and parent programs, meetings, and other

activities to Title I parents in a format and language that the parents understand.

The school provides support for parental involvement activities requested by Title I parents.

Accessibility

Wangenheim Middle School provides opportunities for the participation of all Title I parents,

including parents with limited English proficiency, parents with disabilities, and parents of migratory

students. Information and school reports are provided in a format and language that parents

understand.



APPENDIX C

HOME/SCHOOL COMPACT

Revised 1/22/2018

San Diego Unified School District

Financial Planning and Development

Financial Planning, Monitoring and Accountability Department

WANGENHEIM MIDDLE SCHOOL

T I T LE I - HO M E /SCH O O L CO M P A CT

Wangenheim Middle School and the parents of the students participating in activities, services,

and programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA)

(participating children), agree that this compact outlines how the parents, the entire school staff,

and the students will share responsibility for improved student academic achievement and the

means by which the school and parents will build and develop a partnership that will help

children achieve California’s high standards.

This Home/School Compact is in effect during school year 2018-2019

REQ UI RE D HO M E /SCH O O L CO M P AC T P RO V I S I O NS

S C H O O L R E S P O N S I B I L I T I E S

The Wangenheim Middle School will:

1. Provide high-quality curriculum and instruction in a supportive and effective learning

environment that enables participating children to meet California’s student academic

achievement standards as follows:

Through district support, the instructional focus of Wangenheim is to accelerate the

academic achievement of all students by implementing a series of reforms aimed at

ensuring that all students are provided effective teaching, high-quality instructional

material, rich learning environments, and additional time and support to reach state

academic standards, should they need it.

Teachers and administrators meet regularly to learn about research-based

instructional practices. We learn through discussions, observations of practice,

feedback, and monitoring.

All students, including those with special needs, have the opportunity to participate in

after-school tutoring by classroom teachers.

Prime Time offers after-school academic classes.

2. Hold parent-teacher conferences (at least annually in elementary schools) during which this

compact will be discussed as it relates to the individual child’s achievement.

Parent conference will be held upon parent request.

Teachers will schedule a conference based upon student’s individual need.

3. Provide parents with frequent reports on their child’s progress.

Report cards are issued six times a year at approximately six-week intervals. Our

school year is divided into two semesters.

Revised 1/22/2018

All progress reports will be distributed to students. Semester report cards will be

mailed home

All teachers will use PowerSchool Gradebook so that progress can be monitored by

parents and students on a daily, weekly, or monthly basis.

Parents are able to contact teachers via phone, voice-mail, email or written notice to

monitor their child’s progress. Parents are also able to monitor their child’s progress

digitally through PowerSchool’s ParentPortal.

4. Provide parents reasonable access to staff.

Parents can access the Wangenheim website (www.sandi.net/wangenheim) to learn

about their child’s teacher

Parents may reach Wangenheim staff through voice-mail, written note, email, or

phone call.

5. Provide parents opportunities to volunteer and participate in their child’s class, and to

observe classroom activities, as follows:

There are many opportunities for parents to volunteer and participate in their child’s

education, (for example, governance committees, special events, fundraising events,

parent organizations, and in classrooms). Parents must arrange 24 hours in advance

with individual teachers for classroom visits.

Parents may also visit our comprehensive website. www.sandi.net/wangenheim to be

involved with certain committees such as: Shared Decision-Making Committee

(SDMC), Parent, Teacher, Student, Association (PTSA), School Site Council (SSC),

Gifted District Advisory Committee (GDAC), and English Learner Advisory

Committee (ELAC).

Parents can volunteer as readers, tutors, and chaperones at school events

Parents can attend Shadow a Student Day.

P A R E N T R E S P O N S I B I L I T I E S

We, as parents, will support our child’s learning by:

Monitoring attendance.

Making sure that homework is completed.

Monitoring my child’s activity (including but not limited to: social media, television

watching, and recreational and computer/video gaming).

Volunteering at Wangenheim, if possible.

Participating, as appropriate, in decisions relating to my child’s education.

Promoting positive use of my child’s education and communicating with the school by

promptly reading all notices from the school or the school district either received by my

child or by mail and responding as appropriate.

Serving, to the extent possible, on advisory groups, such as the School Site Council

(SSC), the District Advisory Council for Compensatory Education (DAC), the English

Learner Advisory Committee (ELAC), or other school advisory groups.

S T U D E N T R E S P O N S I B I L I T I E S

We, as students, will share the responsibility to improve our academic achievement and achieve

California’s high standards:

http://www.sandi.net/wangenheim

mailto:[email protected]

Revised 1/22/2018

Give my best effort in all I do.

Make the most of my education.

Do my homework every day and ask for help when I need it.

Read at least 30 minutes every day outside of school time.

Give to my parents or the adult who is responsible for my welfare, all notices and

information received by me from my school every day.



APPENDIX D

TITLE I/MPP BUDGET ALLOCATIONS SUMMARY GRID

Values

School Resource Account ACT DESC Job Code Title Sum of

Projected

(Budget) FTE

Sum of Projected

(Budget) Dollar

AmountWangenheim Middle 09800 1189 Retired Clsrm Teacher Hrly $ 43,000.00

2230 Libry Media & Tech OTBS School Library Techn II 0.2000 $ 7,545.20

3000 Employee Benefits $ 14,441.84

4201 Library Books $ 3,500.00

4301 Supplies $ 8,716.00

5207 Travel Conference $ 1,200.00

5209 Conference Local $ 850.00

09800 Total 0.2000 $ 79,253.04

30100 1157 Classroom Teacher Hrly $ 12,000.00

1192 Prof&Curriclm Dev Vist Tchr $ 12,000.00

2151 Classroom PARAS Hrly $ 8,500.00

2230 Libry Media & Tech OTBS School Library Techn II 0.4000 $ 15,090.40

2280 Libry Media Tech OTBS Hly $ 3,000.00

3000 Employee Benefits $ 19,509.02

4301 Supplies $ 15,847.00

5735 Interprogram Svcs/Field Trip $ 1,200.00

30100 Total 0.4000 $ 87,146.42

30103 2451 Clerical OTBS Hrly $ 900.00

3000 Employee Benefits $ 255.69

4301 Supplies $ 1,661.00

5726 Interprogram Svcs/Postage $ 300.00

5920 Postage Expense $ 150.00

30103 Total $ 3,266.69

Attachment 5c

Modification of SPSA 2018-19

APPENDIX E SINGLE PLAN FOR STUDENT ACHIEVEMENT

EV AL U AT I O N A ND AS S E S S M E NT SU R V EY SUM M ARY

School Name: Wangenheim Middle School

TYPE OR PRINT

A N A L Y S I S OF S C O R E S

F O C U S A R E A N O T E S /A C T I O N /D E C I S I O N S

MAXIMIZING INSTRUCTIONAL TIME

Based on survey feedback and review of our program of supports we will continue

addressing our area of focus of the eight elements, “analyze and discuss these data to

make decisions regarding student placement, student progress, effectiveness of

instruction and intervention” Our SPSA goal and resources have been allocated in

support of this effort.

CLOSING THE ACHIEVEMENT GAP

Based on survey feedback and review of our program of supports we will be

addressing our focus item of the six elements, “Is there evidence that assessments are

aligned with clearly specified and appropriate achievement expectations?” Our SPSA

goal and resources have been allocated in support of this effort.

PROFESSIONAL DEVELOPMENT

Based on survey feedback and review of our program of supports we will continue to

strengthen our focus area, “using data to determine professional development for staff”.

Our SPSA goal and resources have been allocated in support of this effort.

GRADUATION/PROMOTION

Based on survey feedback and review of our program of supports we will continue

addressing the third of the six elements, “Is data used to inform curriculum, instruction,

and assessment decisions to meet promotion or graduation standards?” Our SPSA goal

and resources have been allocated in support of this effort.

PARENT ENGAGEMENT

Based on survey feedback and review of our program of supports we will be

addressing our focus area of the six elements, “Are families and community members

involved in school decisions?” Our SPSA goal and resources have been allocated in

support of this effort.

Documents

2018-19 - San Diego Unified School District · Filipino, Hispanic, Indochinese, Native American, Pacific Islander, and White. There are also students who are economically disadvantaged,