Laguna Beach School District - The Combined SPSA & LCAP … · 2015. 4. 8. · The Single Plan for Student Achievement 1 of 35 2/18/15 The Combined SPSA & LCAP Template School: El

The Single Plan for Student Achievement 1 of 35 2/18/15

The Combined SPSA & LCAP Template

School: El Morro Elementary School

District: Laguna Beach Unified School District

County-District School (CDS) Code: 30-66555-6028906

Principal: Mr. Christopher Duddy

Date of this revision:

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA. In addition, the Konocti Unified School District has addressed the LCAP 8 State Priority Goals.

For additional information on school programs and how you may become involved locally, please contact the following person:

Contact Person: Chris Duddy

Position: Principal

Phone Number: (949) 497-7780

Address: 8681 North Coast HighwayLaguna Beach, CA 92651

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on .


Table of Contents

School and Student Performance Data......................................................................................................................................................3

Table 1: Academic Performance Index by Student Group ...............................................................................................................3

Table 2: Title III Accountability (District Data) .................................................................................................................................4

Table 3: English-Language Arts Adequate Yearly Progress (AYP).....................................................................................................5

Table 4: Mathematics Adequate Yearly Progress (AYP)...................................................................................................................6

Table 5: California English Language Development (CELDT) Data ...................................................................................................7

Form A: Planned Improvements in Student Performance ........................................................................................................................8

LEA GOAL 1 ................................................................................................................................................................................................8

LEA GOAL 2 ..............................................................................................................................................................................................13

LEA GOAL 3 ..............................................................................................................................................................................................16

LEA GOAL 4 ..............................................................................................................................................................................................19

LEA GOAL 5 ..............................................................................................................................................................................................21

LEA GOAL 6 ..............................................................................................................................................................................................22

Form B: Centralized Services for Planned Improvements in Student Performance ...............................................................................24

Form C - Programs Included in this Plan ..................................................................................................................................................25

Form D - School Site Council Membership: El Morro Elementary School................................................................................................27

Form E - Recommendations and Assurances (El Morro Elementary School)...........................................................................................28

Form F – Budget Planning Tool ................................................................................................................................................................29

Total Allocations and Expenditures by Funding Source .................................................................................................................29

Total Expenditures by Object Type ................................................................................................................................................30

Total Expenditures by Object Type and Funding Source ...............................................................................................................31

Total Expenditures by Goal ............................................................................................................................................................32

Form G: Single Plan for Student Achievement Annual Evaluation...........................................................................................................33


School and Student Performance Data

Table 1: Academic Performance Index by Student Group

API GROWTH BY STUDENT GROUP

All Students White African-American AsianPROFICIENCY LEVEL

2012 2013 2014 2012 2013 2014 2012 2013 2014 2012 2013 2014

Number Included 445 403 351 308 6 9 25 29

Growth API 923 926 934 938 961 977

Base API 894 921 908 933 782 975 958

Target-- A A A A

Growth-- 29 5 26 5

Met Target Yes Yes Yes Yes

API GROWTH BY STUDENT GROUP

Hispanic English Learners

SocioeconomicallyDisadvantaged

Students withDisabilities

PROFICIENCY LEVEL

2012 2013 2014 2012 2013 2014 2012 2013 2014 2012 2013 2014

Number Included 51 47 46 33 63 53 62 54

Growth API 835 828 830 799 855 848 771 815

Base API 766 835 808 831 811 854 684 767

Target--

Growth--

Met Target


School and Student Performance Data (continued)

Table 2: Title III Accountability (District Data)

Annual GrowthAMAO 1

2011-12 2012-13 2013-14

Number of Annual Testers 37 40

Percent with Prior Year Data 100.0% 95.0%

Number in Cohort 37 38

Number Met 23 28

Percent Met 62.2% 73.7%

NCLB Target 56.0 57.5 59.0

Met Target Yes Yes

Attaining English Proficiency

2011-12 2012-13 2013-14

Years of EL instruction Years of EL instruction Years of EL instructionAMAO 2

Less Than 5 5 Or More Less Than 5 5 Or More Less Than 5 5 Or More

Number in Cohort 39 9 46 6

Number Met 14 -- 19 --

Percent Met 35.9% -- 41.3% --

NCLB Target 20.1 45.1 21.4 47.0 22.8 49.0

Met Target Yes * Yes --

Adequate Yearly Progress for English Learner SubgroupAMAO 3

2011-12 2012-13 2013-14

English-Language Arts

Met Participation Rate -- --

Met Percent Proficient or Above -- --

Mathematics

Met Participation Rate -- --

Met Percent Proficient or Above -- --



Table 3: English-Language Arts Adequate Yearly Progress (AYP)

ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP

All Students White African-American AsianAYPPROFICIENCY LEVEL

2012 2013 2014 2012 2013 2014 2012 2013 2014 2012 2013 2014

Participation Rate 100 99 100 99 86 92 100 100

Number At or Above Proficient 370 338 305 267 -- 21 26

Percent At or Above Proficient 83.3 84.1 86.9 86.7 -- -- 84.0 89.7

AYP Target: ES/MS 78.4 89.2 100.0 78.4 89.2 100.0 78.4 89.2 100.0 78.4 89.2 100.0

AYP Target: HS 77.8 88.9 100.0 77.8 88.9 100.0 77.8 88.9 100.0 77.8 88.9 100.0

Met AYP Criteria Yes Yes Yes No -- -- -- --

ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP




AYPPROFICIENCY LEVEL

2012 2013 2014 2012 2013 2014 2012 2013 2014 2012 2013 2014


Number At or Above Proficient 28 31 25 18 43 34 32 35

Percent At or Above Proficient 54.9 66.0 54.3 54.5 68.3 64.2 52.5 66.0

AYP Target: ES/MS 78.4 89.2 100.0 78.4 89.2 100.0 78.4 89.2 100.0 78.4 89.2 100.0

AYP Target: HS 77.8 88.9 100.0 77.8 88.9 100.0 77.8 88.9 100.0 77.8 88.9 100.0

Met AYP Criteria -- -- -- -- -- -- -- --



Table 4: Mathematics Adequate Yearly Progress (AYP)

MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP

All Students White African-American AsianAYPPROFICIENCY LEVEL

2012 2013 2014 2012 2013 2014 2012 2013 2014 2012 2013 2014


Number At or Above Proficient 381 349 312 271 -- 22 29

Percent At or Above Proficient 85.6 87.0 88.9 88.3 -- -- 88.0 100.0

AYP Target: ES/MS 79.0 89.5 100.0 79.0 89.5 100.0 79.0 89.5 100.0 79.0 89.5 100.0

AYP Target: HS 77.4 88.7 100.0 77.4 88.7 100.0 77.4 88.7 100.0 77.4 88.7 100.0

Met AYP Criteria Yes Yes Yes No -- -- -- --

MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP




AYPPROFICIENCY LEVEL

2012 2013 2014 2012 2013 2014 2012 2013 2014 2012 2013 2014


Number At or Above Proficient 33 32 30 21 44 40 40 38

Percent At or Above Proficient 64.7 69.6 65.2 63.6 69.8 76.9 64.5 71.7

AYP Target: ES/MS 79.0 89.5 100.0 79.0 89.5 100.0 79.0 89.5 100.0 79.0 89.5 100.0

AYP Target: HS 77.4 88.7 100.0 77.4 88.7 100.0 77.4 88.7 100.0 77.4 88.7 100.0

Met AYP Criteria -- -- -- -- -- -- -- --



Table 5: California English Language Development (CELDT) Data

California English Language Development Test (CELDT) Results for 2013-14

Advanced Early Advanced Intermediate Early Intermediate Beginning Number TestedGrade

# % # % # % # % # % #

1 4 44 5 56 9

2 2 22 4 44 1 11 1 11 1 11 9

3 2 25 2 25 4 50 8

4 2 33 3 50 1 17 6

5 4 50 1 13 1 13 2 25 8

Total 10 25 14 35 12 30 3 8 1 3 40


Form A: Planned Improvements in Student Performance

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

LEA GOAL 1: Increase student academic achievement through collaboration, critical thinking, creativity, and communication.

SCHOOL GOAL:(Goals should be prioritized, measurable, and focused on identified student learning needs.)El Morro Elementary school will increase academic growth for all students, including all sub-groups, in E/LA, Math and Writing.

LCAP Priorities Areas 1, 2, 4, 5: Basic- Access to core services as measured by the extent to which students are taught by fully credentialed teachers, have standards-aligned textbooks and materials, and attend classes in safe and clean facilities; Implementation of CCSS – Implementation of the Common Core State Standards for all students; Student Achievement - Student achievement as measured by performance on standardized tests, the Academic Performance Index, the proportion of students who are "college and career ready," the percentage of English learners who are reclassified as fluent in English, the share of high school students who pass Advanced Placement course exams with a score of at least a 3 out of 5, and other measures; Other Student Outcomes – Other student outcomes as measured by performance in other required areas of study such as physical education and the arts. Other forms of assessments, such as SAT or ACT college entrance examination scores of high school students could also be included.

What data did you use to form this goal?Reading--Dibels, reading intervention assessments, teacher created common assessments, benchmark achievement assessments, and teacher observations

Writing--district writing post assessments in Informative, argument/opinion, and narrative, teacher created common assessments, and teacher observation.

Math--teacher created formative assessments

What were the findings from the analysis of this data?We do not have standardized test data on our students in the 3rd-5th grade from 2013-14 due to the fact it was a pilot year for the new CAASP/SBAC. We will use 2014/15 scores as baseline data to set goals for 2015/16.

How will the school evaluate the progress of this goal?Teachers will compile student work and test scores to analyze weekly in PLC meetings. Additionally, teachers will use data from multiple measures to identify and make instructional changes that will increase student learning to include SBAC scores, CBM's, report card grades, benchmark and summative assessments.

STRATEGY:All teachers will be implementing the Common Core State Standards and will be focusing on 21st Century Skills (communication, collaboration, creativity, and critical thinking).


Action/Date Person(s)Responsible Task/Date

Proposed Expenditure(s)

Description Type Funding Source Amount

2014-2015 The Common Core Site Leadership team continues to attend professional development sessions through out the year. Information, strategies, and methods are shared with the teacher and staff at staff meetings and combined PLC's to develop instructional capacity as CCSS are implemented.

CCSS Lead Teacher and Principal

Sept 2014-June 2015 CCSS Site Lead Teachers None Specified

2014-2015 Common Core Site Leadership team and grade level teachers conduct non-evaluative Learning Walk-throughs. Data and feedback on student engagement and student learning are shared with grade level teachers for meta-analysis and improved teaching.

CCSS Lead Teachers, Principal, and grade level representatives

Sept 2014-June 2015 CCSS Site Leads/GLC reps

Substitute time for GLC reps

The teaching staff has implemented DIBELS Next for the entire student body. Every student iis assessed two times a year. The DAZE assessment hasbeen implemented for grades 3-5.

Reading Intervention Coach and Classroom Teachers

Ongoing Materials

Sub time for testing team members

Additional hours for testing team members





El Morro Elementary continues to recognize the "Read Across America-Happy Birthday, Dr. Seuss Day." Individual classrooms/grade levels have special activities that emphasize the value of developing a lifelong love of reading. Some classrooms will host guest readers that will read a special book and will share with the students the importance of allocating time each day to read for pleasure.

Scholastic Reading Counts/SRI is used to assess student comprehension and determine reading level. An incentive program has been developed for students who read the most with an opportunity at the end of the year to participate in "Dunkin' Duddy" wherein students can dunk the Principal in water if they hit the lever with a ball...this opportunity is for students with the highest reading levels only.

Razz kids is used for students to assess readinglevels and comprehension for K-3.

After school busses will be used to transport students that are enrolled in tutorial classes such as the Homework Club, TLC, Math Club and Fast ForWord Reading Assistance.

Teacher Lead

Teacher Lead

Principal

March 2015-April 2015

Ongoing

Sept 2014-June 2015

Prizes and certificates 4000-4999: Books And Supplies

Dunking Machine/certificates 4000-4999: Books And Supplies

Transportation costs





During the 2014-2015 year, all K-5 Certificated staff, will participate in three days of professional development implementing the three domains of Common Core Writing. Throughout the year teachers will develop writing assignment using resources provided by Charlotte Knox to increase their depth of knowledge and provide best first instruction in writing.

Each grade level will create and administer a pre and post assessment for each of the three writing genres. During PLC time, they will create SMART goals generated from the pre-assessment data for each writing unit and identify mini lesson topics.

The staff will articulate across grade levels above and below them to determine how best to prepare the students for the next grade's writing objectives and standards.

Each grade level continues to provide multiple opportunities for students to write across the curriculum throughout the day. Ideas and strategies are shared at weekly PLC meetings and other staff articulation meetings.

District personnel and K-5 teachers

Sept 2014-June 2015 Professional Development General Fund

The fifth grade team will be utilizing a leveled grouping model for differentiated daily math instruction allowing for remediation and enrichment.

Students in various grade levels use iPads and corresponding apps for math strategy practice and games to support CCSS math instructional practices.

Teachers/Aides

Teachers

Sept 2014-June 2015 Purchase of Apps General Fund





2014-2015 teachers and staff are implementing CCSS math standards that pertain to their grade level piloting Houghton Mifflin Harcourt Expressions as well as using Cognitively Guided Instruction (CGI) practices in the classroom. All teachers have been trained in CGI and students solve math problems using CGI methods throughout the week.

Teachers and staff Sept 2014-June 2015 Professional Development General Fund

2014-2015 Teachers attend ongoing math training provided by Orange County Department of Education to improve CCSS instructional capacity. Two full days of training were provided before the school year and ongoing professional development days were provided throughout the school year

2014-2015 Teachers attend ongoing Factswise math training to improve instructional capacity and strategies for students mastery of grade level math facts and computational skills. They will collaborate in planning, teaching, reflecting, and applying their math instructional strategies in the classroom.

Teachers Sept 2014-June 2015


Form A: Planned Improvements in Student Performance (continued)

LEA GOAL 2: Increase student achievement by providing quality first instruction, intervention, support, and enrichment through multi-tiered support systems.

SCHOOL GOAL:(Goals should be prioritized, measurable, and focused on identified student learning needs.)El Morro Elementary will increase student achievement for all students by providing quality first instruction, intervention, support and encrichment through our multi-tiered support systems for academics and behavior.

LCAP Priorities 1, 2, 3, 4, 5, 6, 8: Basic-: Basic- Access to core services as measured by the extent to which students are taught by fully credentialed teachers, have standards-aligned textbooks and materials, and attend classes in safe and clean facilities; Implementation of CCSS – Implementation of the Common Core State Standards for all students; Course Access – Access to a broad course of study and programs for high-needs and exceptional students: One measure will be levels of enrollment in all required courses for admittance to a 4-year state university; Student Achievement- Student achievement as measured by performance on standardized tests, the Academic Performance Index, the proportion of students who are "college and career ready," the percentage of English learners who are reclassified as fluent in English, the share of high school students who pass Advanced Placement course exams with a score of at least a 3 out of 5, and other measures; Other Student Outcomes – Other student outcomes as measured by performance in other required areas of study such as physical education and the arts. Other forms of assessments, such as SAT or ACT college entrance examination scores of high school students, could also be included; Student Engagement - Student engagement as measured by graduation and middle and high school dropout rates, chronic absenteeism and attendance; School Climate – School climate as measured by suspension and expulsion rates, and other measures as defined by local school districts

What data did you use to form this goal?PBIS SWIS data and RTI dataAll K-5 students will participate in the goal for continued understanding and appreciation of all student's feelings of social/emotional well being as measured by student's feelings of safety and overall well being as measured by increases on the Healthy Kids survey.All students will participate in the goal for CCSS and 21st century skills through receiving best first instruction through the core curriculum. Support and enrichment will be measured through DIBELS data and teacher observational input. A Multi-tiered support system is implemented to provide intervention and enrichment as determined by multiple measure of data.

What were the findings from the analysis of this data?Using the Healthy Kids survey, RTI and SWIS data, students will participate in programs for continued development of safety and well being and increased academic achievement during the school day. A Multi-tiered system of support meets the needs of each student at their level of behavioral or academic need.

How will the school evaluate the progress of this goal?DIBELS, CBMs, healthy Kids Survey PBIS SWIS data, Staff Climate survey, Attendance data, GPA, SBAC scores

STRATEGY:Continue with our Reading Intervention program, continue with our PBIS program, combine our PBIS/RTI team into the MTSS team for regular meetings throughout the year





The MTSS team will continue to meet after school for one hour on a regular basis to review the outcomes of all interventions including SWIS data to address areas of concern

The MTSS team will report outcomes to staff on a regular basis via provisions of meeting minutes and via reports at staff meetings.

Principal/Counselor 2014--2015 MERS hours to pay for teacher time at after school meetings after contracted time

General Fund

PALS continues to be offered to 3rd, 4th and 5th grade students. Students plan activities that take place during the school day to increasestudent involvement in carrying out acts of kindness and compassion.

Teacher lead/Counselor 2014--2015

The PBIS Team will participate in ongoing training provided by the OCDE and district staff.

Teacher Leads/Counselor/Principal

2014--2015

El Morro Elementary School will continue our emphasis on promoting the six pillars of character. This program, along with PBIS focus on STARS, enhances positive behavior on campus by reinforcing good behavior through starbucks, assemblies, student recognition and prizes each week.

In September 2014, students participate in a school wide positive assembly/simulation led by staff and associated with our Kindness and Compassion program.

A follow-up assembly will be held mid year to reinforce positive behavior.

Principal/Counselor/Staff 2014--2015 prizes for whiskers treasure chest





2014-2015 A 45 minute academic intervention time block will continue to be offered during the school day for students not meeting benchmark and performing at the intensive level.

Students performing at the strategic and benchmark levels will be offered reteach or extension instruction during the same block of intervention time during the school day.

Reading Interventionist, Paraprofessional and teachers, instructional aides

2014--2015

Three times a year, students are screened for possible reading difficulties using DIBELS NEXT assessment measures. DIBELS NEXT assessment measures will also be used for monitoring progress of students participating in intervention instruction. Data will be recorded and complied using DIBELS Data System.

Reading Interventionist and staff

2014--2015

All staff will attend the Factwise training this year.

These strategies are enhancing the quality first instruction in the classroom as well as during remediation time.

All teachers 2014--2015



LEA GOAL 3: All students will gain the knowledge and skills to be college and career ready through a wide variety of academic and enrichment opportunities.

SCHOOL GOAL:(Goals should be prioritized, measurable, and focused on identified student learning needs.)All El Morro Elementary students will gain the knowledge and skills to be college and career ready through a wide variety of academic and enrichment opportunities.

LCAP Priorities 1, 2, 3, 4, 5, 6, 8: Basic-: Basic- Access to core services as measured by the extent to which students are taught by fully credentialed teachers, have standards-aligned textbooks and materials, and attend classes in safe and clean facilities; Implementation of CCSS – Implementation of the Common Core State Standards for all students; Course Access – Access to a broad course of study and programs for high-needs and exceptional students: One measure will be levels of enrollment in all required courses for admittance to a 4-year state university; Student Achievement- Student achievement as measured by performance on standardized tests, the Academic Performance Index, the proportion of students who are "college and career ready," the percentage of English learners who are reclassified as fluent in English, the share of high school students who pass Advanced Placement course exams with a score of at least a 3 out of 5, and other measures; Other Student Outcomes – Other student outcomes as measured by performance in other required areas of study such as physical education and the arts. Other forms of assessments, such as SAT or ACT college entrance examination scores of high school students, could also be included; Student Engagement - Student engagement as measured by graduation and middle and high school dropout rates, chronic absenteeism and attendance; School Climate – School climate as measured by suspension and expulsion rates, and other measures as defined by local school districts

What data did you use to form this goal?common benchmark assessments, teacher observation and input.

What were the findings from the analysis of this data?2014-2015 standardizes testing will provide a baseline year for data which means we had no 2013-14 CAASP/SBAC data for analysis.

How will the school evaluate the progress of this goal?Skills and knowledge gained toward being college and career ready will be measured by using CAASPP data, common benchmark assessments and teacher observation input and may include additional data gained from BYOD surveys, Writing Benchmarks, Number of students participating in Coding Club, GATE Club, Math Club etc.

STRATEGY:We will focus on the anchor standards of college and career readiness with an emphasis on CCSS writing, reading comprehension of non fiction text, technology, and listening/speaking opportunities to prepare students for success in the secondary levels and beyond.. We will also implement the BYOD pilot, Coding Club, GATE Club, provide additional STEM opportunities, After school enrichment classes, and Math Club





Teachers and staff continue to be trained several times throughout the year in the areas of Informative, Argumentative, and Narrative Writing by Charlotte Knox. Teachers focus on one writing genre per trimester. A prewriting assessment task is given to students. Grade level teams analyze the student work in PLC meetings and design instruction according to identified student needs. A final writing assessment task is given for each genre. The data is gathered and evaluated by grade level teams every trimester.

Teachers/Staff 2014--2015 Professional Development

All grade levels are using Weekly Reader or Time for Kids student magazines as additional non-ficiton text to supplement our current Open Court Reading Program.

Teachers are utilizing the close reading strategy with informational text to increase student's comprehension of non fiction text.

Teachers 2014--2015

Performance Tasks similar to those found on the CAASPP are continually being created and used for student instruction and preparation for the SBAC.

Teachers 2014--2015 None Specified

The use of technology is increasing across all grade levels to prepare our students for the technological rigors of the 21st century and meet the requirements of the CCSS.

Fifth grade is launching their BYOD program in mid January that will further develop the student's ability to research and work collaboratively online.

The district's goal is to provide 3-5 chrome books or iPads for each kinder, first, and second grade classroom to develop student's technology skills as well as provide remediation and enrichment opportunities.

Teachers 2014--2015

All K-5 students have scheduled computer lab time to develop technology skills including, but not limited to, keyboarding, coding, and researching.

Teachers/Staff 2014--2015





Thinking Maps training is continuing to be offered to staff after school. The use of thinking maps assists the students to organize their thoughts before writing as well as a tool to increase critical thinking.

Linda Barker and interested teachers

2014--2015 additional pay for teachers beyond contract time to participate in trainings



LEA GOAL 4: Professional Development focused on 21st Century teaching and learning.

SCHOOL GOAL:(Goals should be prioritized, measurable, and focused on identified student learning needs.)By June 2015, all El Morro Elementary School teachers will be trained on 21st Century teaching and learning utilizing technology, communication, collaboration, critical thinking, and creativity as well as project based learning.

LCAP Priorities 1, 2: Basic-: Basic- Access to core services as measured by the extent to which students are taught by fully credentialed teachers, have standards-aligned textbooks and materials, and attend classes in safe and clean facilities; Implementation of CCSS – Implementation of the Common Core State Standards for all students

What data did you use to form this goal?Local benchmark assessments, CAASPP, MTSS data, teacher observation were used to guide our focus of professional development topics and opportunities.

What were the findings from the analysis of this data?We found that all teachers needed to develop instructional skills and strategies geared toward CCSS, utlizing technology, communication, collaboration, critical thinking, and creativity, as well as project based learning.

How will the school evaluate the progress of this goal?Staff survey results on PD needs, Participation rates in staff development, summative standardized assessment results, Curriculum Based Measures as well as data collected during classroom walk-throughs will help determine progress toward this goal.

STRATEGY:Enable teachers/staff to attend professional development related to CCSS, NGSS, 4 C's, CCR and provide release time for staff to participate in learning walks on site.




Thinking Maps Training: after school voluntary staff development for increased mastery of implementing Thinking Maps into instruction.

TOSA-Linda Barker/teachers

2014--2015

CCSS Math and CGI Training: Two PD days before the school year began as well as two more during the school year for all K-5 teachers to increase their understanding of the new math standards and mathematical practices.

District staff/teachers

NGSS Training: All kinder to 5th grade teachers will be attending a half day training to learn about the new science standards being implemented in September 2015.

OCDE/TOSA

STEM Academy: Several teachers from each school site attended a two day STEM conference in San Diego.

Teacher reps





HMH Expressions Math adoption training: Because of the new math adoption the following trainings were offered for all K-5 teachers: voluntary one day training in August to preview the adoption, a mandatory half day training in January to review the curriculum, and a two hour training about the Think Central online component. Planning time was also embedded in the CCSS math trainings mentioned above.

District Staff/Teachers

CCSS Writing training: Two full days of writing training (October and February) for all K-5 teachers for increased understanding of CCSS writing and effective instructional practices. Third to fifth grade teachers will also receive training on how to prepare our students for the writing components of the CAASSP.

District Staff/teachers

Common Core Site Lead training: Five staff members and Mr. Duddy have 5 training days throughout the school year focusing on how to support our teachers during the CCSS implementation

District Staff/Teachers/Principal

Factswise K-5 math facts training: Every kinder to 5th grade teacher will have attended the two day training by April 2015. The focus of the training is to improve instructional capacity and strategies for student's mastery of grade level math facts and computational skills.

K-5 teachers

4CLE (the four C's of the common core Learning Environment) committee: The 4CLE district initiative is the plan to create a classroom learning environment that can enhance more collaboration, communication, critical thinking, and creativity. It consists of providing new furniture that is more conducive to collaboration, an amplification system to increase communication, and adding several TV screens. Trainings are also being held about redefining the learning environment, managing technology use, and project based learning.

Principal/Mike Morrison/Jeff Dixon



LEA GOAL 5: Safe, attractive, clean, well equipped learning environments for all students that promote critical thinking, collaboration, creativity, and communication.

SCHOOL GOAL:(Goals should be prioritized, measurable, and focused on identified student learning needs.)El Morro Elementary School will offer and maintain safe, attractive, clean, well equipped learning environments for all students that promote critical thinking, collaboration, creativity and communication.

LCAP Priorities 3, 6, 8: Course Access – Access to a broad course of study and programs for high-needs and exceptional students: One measure will be levels of enrollment in all required courses for admittance to a 4-year state university; Student Engagement - Student engagement as measured by graduation and middle and high school dropout rates, chronic absenteeism and attendance; School Climate – School climate as measured by suspension and expulsion rates, and other measures as defined by local school districts.

What data did you use to form this goal?FIT Williams Facilities Report, California Healthy Kids Survey, FRRP assessment, district survey

What were the findings from the analysis of this data?A 10 year plan of projects was formulated with areas of need prioritized based on the data collected.

How will the school evaluate the progress of this goal?Progress of this goal will be monitored by data collected by the School District Facilities department, FIT Williams Facilities Report and California Healthy Kids Survey.

STRATEGY:Based on the assessment of our facility needs, we will continue to make the necessary repairs and improvements to ensure student safety and promote student learning

.




For the 2014-2015 school year, improvements include carpet replacements in 20's building,, HVAC upgrades to add A/C in four buildings to improve equity of climate in all buildings. furniture repair/replacement as needed

Jeff Dixon, Principal 2014--2015

Investigate needs related to improving physical arrangements of classrooms for 4CLE

Mike Morrison/Jeff Dixon/Principal

2014--2015

provide/improve/maintain technology infrastructure and hardware/software for effective use of technology for teaching/learning

Mike Morrison/Principal 2014--2015



LEA GOAL 6: By promoting a variety of opportunities for parents, students, staff, and the community that strengthen communication and meaningful participation, all stakeholders will be engaged in the learning process.

SCHOOL GOAL:(Goals should be prioritized, measurable, and focused on identified student learning needs.)El Morro Elementary School will promote a variety of opportunities for parents, students, staff and the community that strengthen communication and meaningful participation and encourage all stakeholders to become engaged in the learning process.

LCAP Priorities 6, 7, 8: Student Engagement - Student engagement as measured by graduation and middle and high school dropout rates, chronic absenteeism and attendance; Parent involvement as measured by the extent to which parents participate in key school decisions; School Climate – School climate as measured by suspension and expulsion rates, and other measures as defined by local school districts.

What data did you use to form this goal?Data was gathered from the School Climate Survey, other staff, parent and student surveys, and the Healthy Kids Survey.

What were the findings from the analysis of this data?Our stakeholders feel we have strong communication and provide meaningful participation opportunities for everyone.

How will the school evaluate the progress of this goal?Number of parents who participate in BTSN, Open House, GATE Advisory, DELAC and ELAC meetings and Report Card conferences, HKS survey data, PTA volunteer hours, Number of students who participate in ASB and PALS

STRATEGY:Communicate all opportunities for parent and student engagement through a variety of means including newsletter, Principal email and encourage all to participate




Healthy Kids Survey will be conducted every other year with 5th grade students and 5th grade teachers will take an online survey as well.

Amy Kernan ongoing

PTA volunteer opportunities: Volunteer options include Screen Free Week, Art Night Dolphin Gallery, Book Swap, Fall Fundraiser, Garden Coordinator, jog-a-thon, Kids Run the OC, Spelling Bee, and Talent Show.

PTA

Site Advisory Council members elected every two years for stakeholder representation and input to the Single Plan for Student Achievement.

Principal SAC Chairperson

Classroom volunteer opportunities: Classroom volunteer options include room parents, field trip chaperones, and assist with various events

Teachers





Community involvement opportunities: Options include food drives for Food Pantry, Character Counts community service, Toys for Tots, warm clothing drive, Friendship Shelter gift baskets, LOCA Color, Read Across America, and Plein Aire painters.

PTA/Principal


Form B: Centralized Services for Planned Improvements in Student Performance

The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each categorical program in this section must be aligned with the Consolidated Application.

SUBJECT: Centralized Services for Planned Improvements in Student Performance in all content areas

Actions to be Taken to Reach This Goal Timeline Person(s)

Responsible




Form C - 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

[ ] School and Library Improvement Program Block Grant Purpose: Improve library and other school programs.

$

[ ] Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students.

$

[ X ] List and Describe Other State or Local funds (e.g., Gifted and Talented Education):2011-12 SIP ($18,771)2011-12 GATE ($2,343)

$21,114

Total amount of state categorical funds allocated to this school $21,114


Federal Programs under No Child Left Behind (NCLB) Allocation

[ ] Title I, Neglected Purpose: Supplement instruction for children abandoned, abused, or neglected who have been placed in an institution

$

[ ] Title I, Part D: Delinquent Purpose: Supplement instruction for delinquent youth

$

[ ] Title I, Part A: Schoolwide Program Purpose: Upgrade the entire educational program of eligible schools in high poverty areas

$

[ X ] Title I, Part A: Targeted Assistance Program Purpose: Help educationally disadvantaged students in eligible schools achieve grade level proficiency

$7,102

[ ] Title I, Part A: Program Improvement Purpose: Assist Title I schools that have failed to meet NCLB adequate yearly progress (AYP) targets for one or more identified student groups

$

[ ] Title II, Part A: Teacher and Principal Training and RecruitingPurpose: Improve and increase the number of highly qualified teachers and principals

$

[ ] Title II, Part D: Enhancing Education Through Technology Purpose: Support professional development and the use of technology

$

[ ] Title III, Part A: Language Instruction for Limited-English-Proficient (LEP) Students Purpose: Supplement language instruction to help limited-English-proficient (LEP) students attain English proficiency and meet academic performance standards

$

[ ] Title IV, Part A: Safe and Drug-Free Schools and CommunitiesPurpose: Support learning environments that promote academic achievement

$

[ ] Title V: Innovative Programs Purpose: Support educational improvement, library, media, and at-risk students

$

[ ] Title VI, Part B: Rural Education AchievementPurpose: Provide flexibility in the use of NCLB funds to eligible LEAs

$

[ ] Other Federal Funds (list and describe* EIA $62,384

Total amount of federal categorical funds allocated to this school $69,486

Total amount of state and federal categorical funds allocated to this school $90,600

* For example, special education funds used in a School-Based Coordinated Program to serve students not identified as individuals with exceptional needs.


Form D - School Site Council Membership: El Morro Elementary School

Education Code Section 64001 requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the School Site Council. The current make-up of the council is as follows:

Name of Members Principal ClassroomTeacher

OtherSchoolStaff

Parent orCommunity

Member

SecondaryStudents

Chris Duddy [ X ] [ ] [ ] [ ] [ ]

Jami Parsons [ ] [ ] [ X ] [ ] [ ]

Kim Krause [ ] [ X ] [ ] [ ] [ ]

Karen Hogrebe [ ] [ X ] [ ] [ ] [ ]

Vido Butler [ ] [ ] [ ] [ X ] [ ]

Tricia Engel [ ] [ ] [ ] [ X ] [ ]

Jessica Estrada [ ] [ ] [ ] [ X ] [ ]

Georganna Ravenna [ ] [ ] [ ] [ X ] [ ]

Numbers of members of each category 1 2 1 4

At elementary schools, the School Site Council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.


Form E - Recommendations and Assurances (El Morro Elementary School)

The school site council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following:

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

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

3. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):

[ ] State Compensatory Education Advisory CommitteeSignature

[ ] English Learner Advisory CommitteeSignature

[ ] Special Education Advisory CommitteeSignature

[ ] Gifted and Talented Education Program Advisory CommitteeSignature

[ ] District/School Liaison Team for schools in Program ImprovementSignature

[ ] Compensatory Education Advisory CommitteeSignature

[ ] Departmental Advisory Committee (secondary)Signature

[ ] Other committees established by the school or district (list):Signature

4. The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

5. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This SPSA was adopted by the SSC at a public meeting on: February 2015

Attested:

Mr. Christopher DuddyTyped Name of School Principal Signature of School Principal Date

Jami ParsonsTyped Name of SSC Chairperson Signature of SSC Chairperson Date


Form F – Budget Planning Tool

Total Allocations and Expenditures by Funding Source

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

Total Expenditures by Funding Source

Funding Source Total Expenditures

Donations 43,000.00

Economic Impact Aid/Limited English Proficient (EIA-LEP) 3,000.00

General Fund 78,500.00


Form F – Budget Planning Tool (Continued)

Total Expenditures by Object Type

Object Type Total Expenditures

1000-1999: Certificated Personnel Salaries 4,000.00

2000-2999: Classified Personnel Salaries 3,000.00

4000-4999: Books And Supplies 81,000.00

5000-5999: Services And Other Operating Expenditures 6,500.00

5800: Professional/Consulting Services And Operating Expenditures 30,000.00



Total Expenditures by Object Type and Funding Source

Object Type Funding Source Total Expenditures

4000-4999: Books And Supplies Donations 43,000.00

2000-2999: Classified Personnel Salaries Economic Impact Aid/Limited English Proficient (EIA-LEP)

3,000.00

1000-1999: Certificated Personnel Salaries General Fund 4,000.00

4000-4999: Books And Supplies General Fund 38,000.00

5000-5999: Services And Other Operating Expenditures


5800: Professional/Consulting Services And Operating Expenditures




Total Expenditures by Goal

Goal Number Total Expenditures

Goal 1 44,000.00

Goal 2 2,500.00

Goal 3 75,000.00

Goal 4 3,000.00


Form G: Single Plan for Student Achievement Annual Evaluation

Pursuant to California Education Code Section 64001(g), the School Site Council (SSC) must evaluate at least annually the effectiveness of planned activities. In the cycle of continuous improvement of student performance, evaluation of the results of goals will provide data to inform and guide subsequent plans.

Annual evaluation by the SSC and local educational agency (LEA) is a critical part of the continuous cycle of improvement for a school. Furthermore, it is an integral component of the Compensatory Education (CE) Federal Program Monitoring (FPM) review process for Single Plan for Student Achievements (SPSAs). During an FPM review, the SSC and LEA must be able to provide evidence of the evaluation process to determine if the needs of students are being met by the strategies described in the SPSA.

The SPSA annual evaluation may be a summary description of the school’s progress toward implementation of the strategies and actions in the SPSA. The report may also include a data analysis of the school’s progress towards its student achievement goals based on local, state, or national assessment data.

During the evaluation process, it is important for the SSC and LEA to exercise caution about jumping to conclusions about the effectiveness or non-effectiveness of specific activities and programs without examining the underlying causes. The SSC and LEA should consider all relevant factors when evaluating the plan, such as the degree of implementation, student enrollment changes, and health and safety issues.

Plan Priorities

Identify the top priorities of the most recent board approved SPSA. (No more than 2–3.)

Identify the major expenditures supporting these priorities.

Plan Implementation

Identify strategies in the most recent board approved SPSA that were fully implemented as described in the plan.

Identify strategies in the most recent board approved SPSA that were not fully implemented as described in the plan or were not implemented within the specified timelines.

What specific actions related to those strategies were eliminated or modified during the year?

Identify barriers to full or timely implementation of the strategies identified above.

What actions were undertaken to mitigate those barriers or adjust the plan to overcome them?

What impact did the lack of full or timely implementation of these strategies have on student outcomes? What data did you use to come to this conclusion?


Strategies and Activities

Identify those strategies or activities that were particularly effective in improving student achievement. What evidence do you have of the direct or indirect impact of the strategies or activities on student achievement?

Identify those strategies or activities that were ineffective or minimally effective in improving student achievement.

Based on an analysis of the impact of the strategies/activities, what appears to be the reason they were ineffective in improving student achievement?

Lack of timely implementation

Limited or ineffective professional development to support implementation

Lack of effective follow-up or coaching to support implementation

Not implemented with fidelity

Not appropriately matched to student needs/student population

Based on the analysis of this practice, would you recommend:

Eliminating it from next year’s plan

Continuing it with the following modifications:

Involvement/Governance

How was the SSC involved in development of the plan?

How were advisory committees involved in providing advice to the SSC?

How was the plan monitored during the school year?

What changes are needed to ensure involvement of all stakeholders and adequate monitoring of planned activities and outcomes?

Outcomes

Identify any goals in the most recent board approved SPSA that were met.

Identify any goals in the most recent board approved SPSA that were not met, or were only partially met.


List any strategies related to this goal that were identified above as “not fully implemented” or “ineffective” or “minimally” effective.

Based on this information, what might be some recommendations for future steps to meet this goal?

Documents

Laguna Beach School District - The Combined SPSA & LCAP … · 2015. 4. 8. · The Single Plan for Student Achievement 1 of 35 2/18/15 The Combined SPSA & LCAP Template School: El