Single Plan for Student Achievement - Santa Barbara ... · Committee Plan developed in 2015-16. The Plan includes: • ELAC Training for EL Families ... The Single Plan for Student

Single Plan for Student Achievement

Santa Barbara Community Academy November 2016

Primary Goals of SPSA

Student ACADEMIC Achievement:•Goal 1:

• By June, 2017, student achievement will increase by 15% in ELA through the continued implementation of CCSS and a balanced literacy approach to ELA as measured by the CAASPP.

•Goal 2: • By June, 2017, student achievement will increase by 10% in Math as teachers

align math instruction to CCSS, and as measured by CAASPP.

Family Engagement

By June 2017, SBCA will have implemented at least two activities/events for families indicated on the Parent Engagement Committee Plan developed in 2015-16. The Plan includes:

• ELAC Training for EL Families• Computer Literacy Classes for Families• Latino Literacy Project• PIDA (Just Communities)• FSA Nurturing Families workshop series

Measuring Progress Toward Goals

SBCA teachers will administer the following assessments during the three district-wide assessment windows:• STAR Early Literacy• STAR Reading• STAR Math•CFAs both ELA & Math - (On Demand Writing in K-3)•ADEPT/CELDT•AR tests (administered periodically throughout the school year)•CAASPP/SBAC

Strategies to Achieve GoalsEnsuring a Guaranteed Viable Curriculum for ALL students :

• Core Knowledge & CCSS (K-6). CK in conjunction with CCSS instruction, is provided for all students at SBCA to provide a strong foundational background knowledge base. It is also part of the GATE instruction that all students receive.• Core Knowledge & FOSS Science (K-6) At SBCA teachers are integrating &

aligning the CK & FOSS science units to ensure students have no gaps in science concepts and understandings. •Guided Language Acquisition Design Strategies (GLAD) (K-6) : Strategies to make

the guaranteed, viable curriculum accessible to all students especially to EL, SED and SpEd students•Writers Workshop (K-3) . Teachers are implementing targeted, mini-lessons in

specific writing strategies designed to build and expand on what students already know

Strategies to Achieve Goals• Common Formative Assessments (CFAs) (K-6). Teachers will assess student

writing skills in the different genres, throughout the school year; Teachers will use CFAs and other assessments during PLC time to analyze their students’ work and help students move to next steps.

• EngageNY Sequence of Standards for Math (K-6). CFAs will be administered in Math, teachers will work collaboratively in PLCs to address students’ needs.

• Accelerated Reader (AR) (2-6). Students read selected books, take quizzes and continuously strive to improve their independent reading skills. Teachers help students set targeted goals, students are recognized for their achievement

• Designated & Integrated ELD. (K-6) Using ADEPT/CELDT scores students are grouped for 30 - 45 min. daily to target specific ELD needs.

• Technology Integration (K-6). Teachers will continue to integrate technology into instruction, using it as a vehicle for instruction, inquiry and extention.

Santa Barbara Community Academy SPSA 2016-17 1 of 43 11/9/16

Student Achievement Workshop Report

School: Santa Barbara Community Academy

Principal: Mrs. Alicia Saballa-Santana

School year: 2016-2017

1. What does the student achievement data tell you?

• ELA CAASPP results indicate that 50% of all students at SBCA are at, near or above standard in Reading, and 63% of the students are at this level in Writing.

• In the area of ELA Research/Inquiry, 70% of our students are near, at or above grade level standard. • This data is closely aligned to and reflected by the STAR Reading data.

2. What are you doing in response?

• SBCA is involved in School Leadership Training. • SBCA teachers have a designated weekly PLC time, made possible with the support of an Art and Music teacher; principal will

then work closely w/teachers in PLCs. Additional time for teacher collaboration time is provided by the district supported Art teacher.

• Hire a .6 intervention teacher for K/1st grade, given the academic and logistical challenges at this grade level and the complexities of implementing CCSS, NGSS and CK.

• Decrease the instructional aide time in grades K-1 to one Instructional Aide instead of two. (Two years ago there were three instructional aides)

• Teachers continue to deepen their knowledge of ELD delivery, using academic vocabulary in a systemic and authentic manner. EL students are grouped according to EL level and receive targeted instruction.

• Staff continues to be vigilant of reclassification criteria in order to begin reclassifying more qualifying EL students sooner. • Staff/principal continues to build on strong communication with ELAC parents and continued teacher representation on the

ELAC committee. • SBCA will provide training for ELAC parents in the area of literacy and/or Family nurturing skills. • SBCA is implementing the Writers Workshop model in K-3. • Staff will administer the STAR assessments to ALL students in grades 1st- 6th • Staff will administer ELA & MATH CFAs to ALL students. • SBCA has identified reading as an area for growth and has developed a target goal in reading. • Teachers are implementing and integrating the NGSS using both FOSS and Core Knowledge Science units at all grade levels.

Continued work of alignment for both FOSS and CK. • A-OK! Program is now an integral resource for families and students at SBCA. FOR ATTENDANCE: Principal will run monthly attendance reports and:

• Send letters at the appropriate intervals; hold conferences with parents and contact the DA’s office when necessary. • Develop an attendance reward system to be implemented at the end of every trimester. • Provide on-going training for parents/families through ELAC, SSC, PTA, & Coffees

3. In what ways is this different than last year’s response?

Much of what we are doing has been built on prior years’ work and is a continuation of that work with the exception that:

• We have reduced the number of Instructional Aides in the K/1 grade levels. • We are adding the focus of reading.


Santa Barbara Community Academy

The Single Plan for Student Achievement

CDS Code: 42-76786-6116875

District: Santa Barbara Unified School District

Principal: Mrs. Alicia Saballa-Santana

Revision Date: October 21, 2016

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

Contact Person: Mrs. Alicia Saballa-Santana

Position: Principal

Phone Number: (805) 687-2081

Address: 850 Portesuello Ave. Santa Barbara, CA 93101

E-mail Address: [email protected]

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


Table of Contents

School Vision and Mission ...................................................................................................................................................... 4

School Profile .......................................................................................................................................................................... 4

LCAP Goal 1 ........................................................................................................................................................................... 5

College and Career Readiness : Planned Improvements.............................................................................................. 5

English Learner Progress ............................................................................................................................................ 10

English Learner Reclassification .................................................................................................................................. 11

CAASPP Results (All Students) ................................................................................................................................... 12

CAASPP Results (Hispanic or Latino of Any Race) .................................................................................................... 14

CAASPP Results (White) ............................................................................................................................................. 17

CAASPP Results (Economically Disadvantaged) ........................................................................................................ 20

CAASPP Results (Students w/ Disabilities) ................................................................................................................. 23

CAASPP Results (English Learner) ............................................................................................................................. 25

LCAP Goal 2 ......................................................................................................................................................................... 29

Student and Family Engagement: Planned Improvements ......................................................................................... 29

Parental Involvement ................................................................................................................................................... 33

LCAP Goal 3 ......................................................................................................................................................................... 34

Cultural Proficiency: Planned Improvements ............................................................................................................... 34

Climate Survey Results ................................................................................................................................................ 37

LCAP Goal 5 ......................................................................................................................................................................... 39

Early Childhood Education: Planned Improvements ................................................................................................... 39

Summary of Expenditures in this Plan .................................................................................................................................. 41

Total Allocations and Expenditures by Funding Source .............................................................................................. 41

School Site Council Membership .......................................................................................................................................... 42

Recommendations and Assurances ..................................................................................................................................... 43


School Vision and Mission

Santa Barbara Community Academy’s Vision and Mission Statements

Santa Barbara Community Academy: Vision and Mission Statements May 29, 2014 VISION: The Santa Barbara Community Academy is a dedicated group of students, families and staff who work together as a team toward the goal of providing a well-rounded education through quality instruction. The *Core Knowledge Curriculum is a rigorous academic program in which students are provided with a challenging, relevant, student-centered approach to learning with high expectations. Students will become culturally proficient, prepared to address the challenges of the 21st century and positively impact the future. MISSION: The Santa Barbara Community Academy is committed to achieving academic excellence through:

Community

Core Knowledge

Core Values

Collaboration These will empower children to become well-rounded members of a diverse society.

School Profile

See Attached 2015-16 School Accountability Report Card


LCAP Goal 1

College and Career Readiness : Planned Improvements

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 (API) and adequate yearly progress growth (AYP) 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:

SUBJECT: LCAP Goal 1 College and Career Readiness

LEA/LCAP GOAL:

Prepare all students to be life, career, and college-ready.

SCHOOL GOAL:

Goal 1: 1. By June, 2017, student achievement will increase by 15% in ELA through the continued implementation of CCSS and a balance literacy approach to ELA as measured by the CAASPP. 2. By June, 2017, student achievement will increase by 10% in Math as teachers align math instruction to CCSS, and as measured by the CAASPP.

Data Used to Form this Goal:

• Student growth will be monitored using CFAs, STAR Early Literacy, STAR Literacy, STAR Math and Accelerated Reader (AR) results. In addition data results from CELDT, ADEPT will help inform teachers on groupings for integrated and designated ELD instruction. On-going goal-setting with students using AR assessments will be integrated into discussions about next instructional steps. In addition, a balanced approach to literacy instruction will be used to inform instruction.

Findings from the Analysis of this Data:

Although there are areas where there is positive growth on the CAASPP from 2014-15 to 2015-16 in Math and ELA, the data demonstrates that there is still a need for continued growth in both Math and ELA. 29% of all students were below basic in 2014-15, 42% of all students had not met the standards in 2015-16. The assessments, mode of assessing and standards in still in transition and both students and teachers are adapting to the CAASPP. The data reflects a need to implement a balanced literacy approach in conjunction with additional strategies that address the needs of EL students, specifically the Guided Language Acquisition Design (GLAD strategies) incorporated with the Core Knowledge content. Teachers are addressing Math needs through PLCs and by utilizing the EngageNY sequence of math standards.

How the School will Evaluate the Progress of this Goal:

The school will evaluate the progress of this goal through a variety of strategies:

• Structured PLCs both at the site and district level to ensure that all all students have a viable guaranteed curriculum and that the assessments measure what is being taught. • -- Principal will monitor the implementation of the CFAs at all grade levels through PLC notes and teacher communication. • Through goal-setting between teacher and student to monitor student growth in short time intervals • Both formative and summative assessments: STAR Early Literacy, STAR Reading, STAR Math, CFAs, ADEPT, CELDT, AR, End-of-Unit Assessments, etc. • Principal / School Leadership Team analyzing school data to develop an action plan and address challenges • Principal walkthroughs • Quarterly recognition of student achievement (celebrating student successes) • Principal Observations/Evaluations


Where can a budget plan of the proposed expenditures for this goal be found?

The budget plan of the proposed expenditures for this goal can be found:

• Core Knowledge Language Arts (CKLA) Kits and materials- • PLC & School Leadership Team (SLT) - District funded through LCAP • GLAD training for K-6 teachers - District-funded through LCAP • Lucy Calkins/ Literacy Partners Writing Workshop - District funded for grade K-3 • SST Team - District funded through LCAP • Implementation of FOSS and alignment with CK and CCSS - District funded through LCAP • Integration of Technology into instruction - District funded through LCAP Strategy:

Tier 1: 1. Use data to drive instruction 2. Teachers will analyze and evaluate student data during the structured PLC time at both the district & site levels 3. K-3 teachers will be trained to use a balanced literacy approach, integrating the writers' workshop (Lucy Calkins & Literacy Partners) with reading 4. All K - 6 classroom teachers have been trained in the Guided Language Acquisition Design (GLAD) and will implement these strategies through the content-rich Core Knowledge curriculum and the FOSS science units. 5. Teachers are using Accelerated Reader to monitor student growth by setting goals and providing targeted instruction dependent upon assessment results. 6. Teachers are developing classroom libraries to provide "Just Right" books at the appropriate ZPD for each student. 7. All classrooms have digital technology and will be using a variety of digital resources to ensure a 21st learning environment. a. purchase computers as budget allows to lower ratio of students:devices 6. Students in the K/1 combination class receive additional support from an intervention teacher that provides instruction for the first grade class in CK, ELA and Math. 7. Instructional aide(s) (IA) support K/1 classes in CK, ELA and Math. 8. Provide access to a variety of library books both fiction and non-fiction to support literacy Tier 2: 1. Instructional aide (IA) provides both 1:1 and small group instruction for targeted K/1 students to help them meet grade level standards. 2. Partnership with the Westside Initiative provides homework and literacy assistance for K-6 students 3. Participating classroom teachers provide additional small group tutoring to targeted students, both before and after school Tier 3 1. A Student Success Team (District funded) meets weekly to address specific student needs. The team is comprised of the Principal, Classroom Teacher, Two Expert Teachers, the Resource Teacher, School Psychologist, and other pertinent personnel as needed, i.e. Speech and Language Therapist, School Nurse, School Counselor.

Actions to be Taken to Reach This Goal

Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Type Funding Source Amount

1. Purchase Core Knowledge Language Arts (CKLA) materials and other instructional materials/supplies for students in grades K-5

Annually Principal, Teachers, Office staff

Books & Materials 4000-4999: Books And Supplies

Title I - 3010 2240

2. Intervention Teacher for K/1 combination class

2016-17 District Office (HR), Principal

Certificated Personnel 1000-1999: Certificated Personnel Salaries

Supplemental/Concentration Grant - 0790

55000

3. Instructional Aide to support targeted students in K/1

2016-17 HR, Principal Classified staff 2000-2999: Classified Personnel Salaries

Title I - 3010 5916

2000-2999: Supplemental/Conce 5965



Timeline Person(s)

Responsible



Classified Personnel Salaries

ntration Grant - 0790

4.- Science: SBCA will continue to work closely with Science TOSAs and Core Knowledge and FOSS representatives to ensure district and NGSS alignment so that all students are receiving a strong science curriculum consistent with District and NGSS expectations. SBCA teachers will participate in the district-wide FOSS trainings for the new FOSS module roll-out.

• Principal will participate in the on-going district-wide NGSS trainings for Principals.

• Principal will work closely with teachers to ensure implementation NGSS.

• Principal will monitor NGSS/CCSS implementation through walkthroughs and PLC work.

October 2016 Principal, Science TOSAs, Teachers

Alignment of CK and FOSS science units that supports a cohesive district-wide science curriculum. - District funded & CK materials have already been accounted for.

4000-4999: Books And Supplies

5. GLAD Training for all K - 6 teachers 2015-16 & 2016-17 school years

District Office, Principal

Certificated PD - District funded

5800: Professional/Consulting Services And Operating Expenditures

6. K-3 Teachers trained in Lucy Calkins/ Literacy Partners Writing Workshop Model - and Technology PD

2016-17 District, Principal, K-3 Teachers

District funded Professional Development


Site funded PD 5800: Professional/Consulting Services And Operating Expenditures

Title I - 3010 2156

7. Accelerated Reader, STAR Early Literacy, STAR Literacy, STAR Math, ADEPT, CELDT

2016-17 District Office Use of both Site & District funded assessment tools Site cost of ADEPT testing

None Specified Supplemental/Concentration Grant - 0790

1099

CELDT Coordinator 2000-2999: Classified Personnel Salaries

Lottery - 1100 1318



Timeline Person(s)

Responsible



CELDT Tester 2000-2999: Classified Personnel Salaries

Lottery - 1100 444

8. PLC Wheel Teacher to facilitate classroom teacher collaboration (PE Teacher)

2016-17 HR, Principal Certificated .4 FTE 1000-1999: Certificated Personnel Salaries


33119

9. General Instructional Materials Appropriation - Tier 1 & 2

2016-17 Principal & SSC Instructional supplies for program implementation


Lottery - 1100 15000


Site Categorical - 0899

6458

Instructional materials/supplies

10. Purchase computers/digital technology

2016-17 Principal & SSC Digital devices to support integration of technology into instruction: lower ratio of student:device


Title I - 3010 4176

11. - SBCA will work closely with Math & ELA TOSAs to implement best mathematical practices

2016-17 Principal - Math /ELA TOSAs, Teachers

On going Professional Development - District funded

None Specified



7242

sub-release for additional collaboration & PD

12. Increase library book circulation 2016-17 Principal, teachers, library tech

Support access to library books, increase circulation, replace worn out books



2700

13. Professional Collaboration embedded-release through Visual Arts Teacher

August 2016-June 2017

District Office (Centralized Service)

Support embedded teacher release time for professional collaboration, which will focus on student work analysis, in addition to analysis of formative and summative data. It will also provide all students with a balanced educational program that encompasses each curricular area, including the Arts, ELA/ELD, Science, Mathematics, History, Social Sciences PE/Health and Technology

1000-1999: Certificated Personnel Salaries

Title I - 3010



Timeline Person(s)

Responsible



14. Integrated English Language Development (ELD)

August 2016- June 2017

District Office (Centralized Service)

Project GLAD (Be GLAD) professional collaboration for TK-6 teachers. Create and implement a framework that builds teacher capacity by expanding their use of instructional strategies that support English Learner students in the development of language across the curriculum to insure their understanding of the content and its application to their daily lives. Provide additional professional development opportunities through the six day Be GLAD (Guided Language Acquisition Design) training for general and special education teachers that focus on strategies to support English Learners.


Title III - 4203


English Learner Progress

The source of this data is a combination of the most recent California Department of Education (CDE) official reports of Title III Accountability and English Learner Progress and Proficiency.

Percentage of ELs Making Annual Progress in Learning English

Annual Growth

2013-14 2014-15 2015-16

Number of Annual CELDT Takers 153 150 158

Percent with Prior CELDT Scores 100.0% 99.3% 100.0%

Number in Cohort 153 149 158

Number Making Progress 105 98 113

Percent Making Progress 68.6% 65.8% 71.5%

Percentage of ELs Attaining the English Proficient Level on the

CELDT

Attaining English Proficiency

2013-14 2014-15 2015-16

Years of EL instruction Years of EL instruction Years of EL instruction

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

Number in Cohort 144 38 151 31 136 45

Number Attaining English Proficient Level

63 31 54 22 71 29

Percent Attaining English Proficient Level

43.8% 81.6% 35.8% 71.0% 52.2% 64.4%

Conclusions based on this data:

SBCA EL students showed a 5% growth from 2014-15 to 2015-16 in the number of students who were making progress, and the number of years in which an EL student remains an EL student is decreasing, which is a positive indicator, given the greater number of students who are being reclassified. More EL students overall, are becoming proficient in English with less than 5 years of ELD instruction.


English Learner Reclassification

The source of this data is the most recent California Department of Education (CDE) official report of the number of English

Learner students Redesignated to Fluent English Proficient.


2013-14 2014-15 2015-16

Number (Rate) Reclassified Number (Rate) Reclassified Number (Rate) Reclassified

Santa Barbara Community Academy – All Students 8 (4.8%) 20 (10.9%) 25 ( 13.7 %)

Santa Barbara Unified – All Students 557 (11.3%) 377 (7.8%) 1,079 ( 22.4 %) Conclusions based on this data:

SBCA has demonstrated steady growth in the number of reclassified students in the past three years. The percentage of students increased from approximately 5% in 2013-14 to almost 14% in 2015-16.


CAASPP Results (All Students)

The source of this data is the most recent California Department of Education (CDE) official report of CAASPP results.

English Language Arts/Literacy

Overall Participation for All Students

Grade Level # of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 45 48 44 48 44 48 97.8 100

Grade 4 50 37 50 35 49 35 100.0 94.6

Grade 5 30 50 29 50 29 50 96.7 100

Grade 6 30 27 30 27 30 27 100.0 100

All Grades 155 162 153 160 152 160 98.7 98.8

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Grade Level Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 2391.8 2389.6 9 6 18 21 41 40 32 33

Grade 4 2408.0 2423.7 0 3 18 23 32 31 48 43

Grade 5 2448.6 2449.1 3 2 14 30 24 18 59 50

Grade 6 2494.2 2493.3 3 4 33 15 33 63 30 19

All Grades N/A N/A 4 4 20 23 33 35 42 38

Reading Demonstrating understanding of literary and non-fictional texts

Grade Level % Above Standard % At or Near Standard % Below Standard

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 5 8 50 54 45 38

Grade 4 8 3 43 46 47 51

Grade 5 7 6 31 34 62 60

Grade 6 13 4 37 44 50 52

All Grades 8 6 41 44 50 50

Writing Producing clear and purposeful writing


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 11 10 57 50 32 40

Grade 4 6 9 43 60 49 31

Grade 5 3 10 52 46 45 44

Grade 6 3 7 67 67 30 26

All Grades 7 9 53 54 39 37


Listening Demonstrating effective communication skills


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 5 8 73 65 23 27

Grade 4 2 3 57 77 41 20

Grade 5 0 8 72 54 28 38

Grade 6 10 7 70 70 20 22

All Grades 4 7 67 65 29 28

Research/Inquiry Investigating, analyzing, and presenting information


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 11 6 41 60 48 33

Grade 4 4 6 51 51 27 43

Grade 5 7 14 69 56 24 30

Grade 6 10 22 70 67 20 11

All Grades 8 11 55 58 31 31

CAASPP Results (All Students)

Mathematics

Overall Participation for All Students


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 45 48 44 48 44 48 97.8 100

Grade 4 50 37 50 37 50 37 100.0 100

Grade 5 30 50 29 50 28 50 96.7 100

Grade 6 30 27 30 27 30 27 100.0 100

All Grades 155 162 153 162 152 162 98.7 100


Overall Achievement for All Students


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 2397.6 2409.9 2 4 27 38 27 31 43 27

Grade 4 2427.0 2436.2 2 5 20 14 40 49 38 32

Grade 5 2446.2 2434.6 0 2 7 12 41 28 48 58

Grade 6 2473.9 2484.9 0 0 10 11 47 56 43 33

All Grades N/A N/A 1 3 18 20 38 38 42 39


Concepts & Procedures Applying mathematical concepts and procedures


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 18 17 34 42 48 42

Grade 4 12 8 30 35 58 57

Grade 5 0 2 32 30 68 68

Grade 6 0 0 47 41 53 59

All Grades 9 7 35 36 56 56

Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 7 15 41 54 52 31

Grade 4 2 8 46 51 52 41

Grade 5 0 6 39 34 61 60

Grade 6 3 0 30 67 67 33

All Grades 3 8 40 49 57 43

Communicating Reasoning Demonstrating ability to support mathematical conclusions


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 14 10 57 69 30 21

Grade 4 8 8 40 54 52 38

Grade 5 0 4 50 42 50 54

Grade 6 10 0 43 70 47 30

All Grades 9 6 47 57 44 36

CAASPP Results (Hispanic or Latino of Any Race)


Overall Participation for Hispanic or Latino


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 45 47 41 47 41 47 91.1 100

Grade 4 50 35 48 33 47 33 96.0 94.3

Grade 5 30 49 26 49 26 49 86.7 100

Grade 6 30 24 28 24 28 24 93.3 100

All Grades 155 155 143 153 142 153 92.3 98.7



Overall Achievement for Hispanic or Latino


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 2394.6 2387.6 10 6 20 19 41 40 29 34

Grade 4 2406.2 2425.1 0 3 19 24 29 30 50 42

Grade 5 2449.3 2447.2 4 2 12 29 27 18 58 51

Grade 6 2494.0 2496.0 4 4 32 17 36 63 29 17

All Grades N/A N/A 4 4 20 23 34 35 41 39



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 5 9 51 53 44 38

Grade 4 9 3 40 48 49 48

Grade 5 4 6 35 33 62 61

Grade 6 11 4 39 46 50 50

All Grades 7 6 42 44 50 50



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 10 11 61 49 29 40

Grade 4 6 9 43 61 49 30

Grade 5 4 8 50 47 46 45

Grade 6 4 8 64 71 32 21

All Grades 6 9 54 54 39 37



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 5 9 73 64 22 28

Grade 4 2 3 57 79 40 18

Grade 5 0 8 73 53 27 39

Grade 6 11 8 71 71 18 21

All Grades 4 7 68 65 28 28




2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 12 4 44 62 44 34

Grade 4 4 6 49 52 28 42

Grade 5 8 14 65 55 27 31

Grade 6 11 21 71 67 18 13

All Grades 8 10 55 58 30 31

CAASPP Results (Hispanic or Latino of Any Race)

Mathematics

Overall Participation for Hispanic or Latino


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 45 47 41 47 41 47 91.1 100

Grade 4 50 35 48 35 48 35 96.0 100

Grade 5 30 49 26 49 25 49 86.7 100

Grade 6 30 24 28 24 28 24 93.3 100

All Grades 155 155 143 155 142 155 92.3 100


Overall Achievement for Hispanic or Latino


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 2400.9 2409.7 2 4 29 38 27 30 41 28

Grade 4 2424.9 2436.0 2 6 19 14 40 46 40 34

Grade 5 2441.6 2432.9 0 2 8 12 38 27 50 59

Grade 6 2472.5 2480.3 0 0 11 13 46 50 43 38

All Grades N/A N/A 1 3 18 21 37 35 43 41



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 20 17 34 40 46 43

Grade 4 10 9 31 34 58 57

Grade 5 0 2 28 29 72 69

Grade 6 0 0 46 38 54 63

All Grades 9 8 35 35 56 57




2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 7 15 44 55 49 30

Grade 4 2 9 44 51 54 40

Grade 5 0 6 36 33 64 61

Grade 6 4 0 32 67 64 33

All Grades 4 8 40 49 56 43



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 15 11 59 68 27 21

Grade 4 8 9 40 54 52 37

Grade 5 0 4 48 41 52 55

Grade 6 11 0 43 67 46 33

All Grades 9 6 47 56 44 37

CAASPP Results (White)


Overall Participation for White


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 45 1 2 1 2 1 4.4 100

Grade 4 * 1 * 1 * 1 * 100

Grade 5 30 1 1 3.3

Grade 6 * 2 * 2 * 2 * 100

All Grades 155 4 3 4 3 4 1.9 100


Overall Achievement for White


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 * * * * * * * * * *

Grade 4 * * * * * * * * * *

Grade 5 * * * * *

Grade 6 * * * * * * * * * *

All Grades N/A N/A * * * * * * * *




2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 * * * * * *

Grade 4 * * * * * *

Grade 5 * * *

Grade 6 * * * * * *

All Grades * * * * * *



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 * * * * * *

Grade 4 * * * * * *

Grade 5 * * *

Grade 6 * * * * * *




2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 * * * * * *

Grade 4 * * * * * *

Grade 5 * * *

Grade 6 * * * * * *




2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 * * * * * *

Grade 4 * * * * * *

Grade 5 * * *

Grade 6 * * * * * *



CAASPP Results (White)

Mathematics

Overall Participation for White


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 45 1 2 1 2 1 4.4 100

Grade 4 * 1 * 1 * 1 * 100

Grade 5 30 1 1 3.3

Grade 6 * 2 * 2 * 2 * 100

All Grades 155 4 3 4 3 4 1.9 100


Overall Achievement for White


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 * * * * * * * * * *

Grade 4 * * * * * * * * * *

Grade 5 * * * * *

Grade 6 * * * * * * * * * *

All Grades N/A N/A * * * * * * * *



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 * * * * * *

Grade 4 * * * * * *

Grade 5 * * *

Grade 6 * * * * * *




2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 * * * * * *

Grade 4 * * * * * *

Grade 5 * * *

Grade 6 * * * * * *





2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 * * * * * *

Grade 4 * * * * * *

Grade 5 * * *

Grade 6 * * * * * *


CAASPP Results (Economically Disadvantaged)


Overall Participation for Economically Disadvantaged


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 45 27 35 27 35 27 77.8 100

Grade 4 50 21 47 20 46 20 94.0 95.2

Grade 5 30 18 28 18 28 18 93.3 100

Grade 6 30 22 29 22 29 22 96.7 100

All Grades 155 88 139 87 138 87 89.7 98.9


Overall Achievement for Economically Disadvantaged


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 2391.9 2384.3 9 4 17 19 46 44 29 33

Grade 4 2407.0 2404.0 0 0 19 10 30 30 49 60

Grade 5 2450.0 2417.4 4 0 14 11 25 17 57 72

Grade 6 2495.3 2500.4 3 5 34 14 31 68 31 14

All Grades N/A N/A 4 2 21 14 33 41 42 43



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 6 7 51 48 43 44

Grade 4 9 0 43 30 46 70

Grade 5 7 6 32 17 61 78

Grade 6 14 5 38 41 48 55

All Grades 9 5 42 36 49 60




2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 11 11 60 44 29 44

Grade 4 7 0 39 60 52 40

Grade 5 4 0 54 39 43 61

Grade 6 3 9 69 68 28 23

All Grades 7 6 54 53 39 41



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 3 0 74 74 23 26

Grade 4 2 0 57 80 41 20

Grade 5 0 0 71 44 29 56

Grade 6 10 5 69 73 21 23

All Grades 4 1 67 69 30 30



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 9 4 43 63 49 33

Grade 4 4 5 52 45 26 50

Grade 5 7 6 68 67 25 28

Grade 6 10 27 69 64 21 9

All Grades 7 10 57 60 30 30

CAASPP Results (Economically Disadvantaged)

Mathematics

Overall Participation for Economically Disadvantaged


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 45 27 35 27 35 27 77.8 100

Grade 4 50 21 47 21 47 21 94.0 100

Grade 5 30 18 28 18 27 18 93.3 100

Grade 6 30 22 29 22 29 22 96.7 100

All Grades 155 88 139 88 138 88 89.7 100



Overall Achievement for Economically Disadvantaged


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 2399.1 2403.8 0 7 26 33 31 33 43 26

Grade 4 2424.3 2432.2 2 5 21 10 36 52 40 33

Grade 5 2443.5 2398.5 0 0 7 0 39 22 50 78

Grade 6 2472.7 2499.6 0 0 10 14 45 64 45 23

All Grades N/A N/A 1 3 17 16 37 43 44 38



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 20 19 31 37 49 44

Grade 4 13 10 26 33 62 57

Grade 5 0 0 30 11 70 89

Grade 6 0 0 45 50 55 50

All Grades 9 8 32 34 59 58



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 6 15 40 56 54 30

Grade 4 2 5 43 52 55 43

Grade 5 0 0 37 17 63 83

Grade 6 3 0 31 73 66 27

All Grades 3 6 38 51 59 43



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 9 11 63 67 29 22

Grade 4 9 10 36 48 55 43

Grade 5 0 0 48 22 52 78

Grade 6 10 0 41 73 48 27

All Grades 7 6 46 55 46 40


CAASPP Results (Students w/ Disabilities)


Overall Participation for Students with Disability


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 45 4 7 4 7 4 15.6 100

Grade 4 50 4 5 2 5 2 10.0 50

Grade 5 30 5 5 5 5 5 16.7 100

Grade 6 30 4 3 4 3 4 10.0 100

All Grades 155 17 20 15 20 15 12.9 88.2


Overall Achievement for Students with Disability


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 * * * * * * * * * *

Grade 4 * * * * * * * * * *

Grade 5 * * * * * * * * * *

Grade 6 * * * * * * * * * *

All Grades N/A N/A 0 0 10 0 15 27 75 73



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 * * * * * *

Grade 4 * * * * * *

Grade 5 * * * * * *

Grade 6 * * * * * *

All Grades 5 0 15 20 80 80



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 * * * * * *

Grade 4 * * * * * *

Grade 5 * * * * * *

Grade 6 * * * * * *

All Grades 0 0 35 13 65 87




2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 * * * * * *

Grade 4 * * * * * *

Grade 5 * * * * * *

Grade 6 * * * * * *

All Grades 5 0 45 27 50 73



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 * * * * * *

Grade 4 * * * * * *

Grade 5 * * * * * *

Grade 6 * * * * * *

All Grades 5 0 25 47 70 53

CAASPP Results (Students w/ Disabilities)

Mathematics

Overall Participation for Students with Disability


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 45 4 7 4 7 4 15.6 100

Grade 4 50 4 5 4 5 4 10.0 100

Grade 5 30 5 5 5 5 5 16.7 100

Grade 6 30 4 3 4 3 4 10.0 100

All Grades 155 17 20 17 20 17 12.9 100


Overall Achievement for Students with Disability


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 * * * * * * * * * *

Grade 4 * * * * * * * * * *

Grade 5 * * * * * * * * * *

Grade 6 * * * * * * * * * *

All Grades N/A N/A 0 0 10 6 5 18 85 76




2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 * * * * * *

Grade 4 * * * * * *

Grade 5 * * * * * *

Grade 6 * * * * * *

All Grades 0 0 15 18 85 82



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 * * * * * *

Grade 4 * * * * * *

Grade 5 * * * * * *

Grade 6 * * * * * *

All Grades 5 0 5 18 90 82



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 * * * * * *

Grade 4 * * * * * *

Grade 5 * * * * * *

Grade 6 * * * * * *

All Grades 5 0 20 29 75 71

CAASPP Results (English Learner)


Overall Participation for English Learners


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 45 24 25 24 25 24 55.6 100

Grade 4 50 19 29 17 29 17 58.0 89.5

Grade 5 30 23 16 23 16 23 53.3 100

Grade 6 30 11 9 11 9 11 30.0 100

All Grades 155 77 79 75 79 75 51.0 97.4



Overall Achievement for English Learners


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 2390.4 2359.3 8 0 16 13 48 38 28 50

Grade 4 2379.9 2389.0 0 0 3 6 28 29 69 65

Grade 5 2450.8 2404.8 6 0 13 13 25 13 56 74

Grade 6 * 2488.1 * 0 * 9 * 73 * 18

All Grades N/A N/A 5 0 11 11 33 33 51 56



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 4 4 48 38 48 58

Grade 4 3 0 24 29 72 71

Grade 5 6 0 31 30 63 70

Grade 6 * 0 * 45 * 55

All Grades 8 1 32 35 61 64



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 12 0 56 42 32 58

Grade 4 0 0 34 53 66 47

Grade 5 6 0 38 26 56 74

Grade 6 * 0 * 73 * 27

All Grades 5 0 43 44 52 56



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 4 8 68 63 28 29

Grade 4 0 6 48 65 52 29

Grade 5 0 4 69 35 31 61

Grade 6 * 18 * 64 * 18

All Grades 4 8 59 55 37 37




2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 12 0 48 46 40 54

Grade 4 3 0 41 35 38 65

Grade 5 6 0 75 52 19 48

Grade 6 * 9 * 82 * 9

All Grades 9 1 52 51 33 48

CAASPP Results (English Learner)

Mathematics

Overall Participation for English Learner


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 45 24 25 24 25 24 55.6 100

Grade 4 50 19 29 19 29 19 58.0 100

Grade 5 30 23 16 23 15 23 53.3 100

Grade 6 30 11 9 11 9 11 30.0 100

All Grades 155 77 79 77 78 77 51.0 100


Overall Achievement for English Learner


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 2398.6 2395.2 4 4 24 25 28 38 44 33

Grade 4 2405.2 2401.3 0 0 10 0 34 42 55 58

Grade 5 2438.7 2390.3 0 0 6 0 38 17 50 83

Grade 6 * 2490.5 * 0 * 0 * 73 * 27

All Grades N/A N/A 1 1 14 8 34 38 49 53



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 16 17 36 38 48 46

Grade 4 7 0 24 32 69 68

Grade 5 0 0 27 4 73 96

Grade 6 * 0 * 36 * 64

All Grades 8 5 31 26 62 69




2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 8 8 44 50 48 42

Grade 4 0 0 31 42 69 58

Grade 5 0 0 40 17 60 83

Grade 6 * 0 * 73 * 27

All Grades 4 3 37 42 59 56



2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 12 8 56 58 32 33

Grade 4 0 0 38 42 62 58

Grade 5 0 0 47 22 53 78

Grade 6 * 0 * 73 * 27

All Grades 5 3 45 45 50 52


ELA: 88 of the 155 students tested in ELA were designated Socioeconomically Disadvantaged 77 of the 155 students tested in ELA were designated English Learners.. 17 of the 155 students tested in ELA were designated Students with Disabilities. SBCA results in Grade 6: 19% met or exceeded standards, 63% nearly met standards; 5th grade: 32% met or exceeded, 18% nearly met standards, 4th grade: 26% met or nearly met standards, 31 nearly met standards, 3rd grade: 27% met or exceeded standards, 40% nearly met standards. MATH: Grade 6: 11% met or exceeded standards, 56% nearly met standards; 5th grade: 14% met/exceeded standards, 28% nearly met standards, 4th grade: 19% met/exceeded standards, 49% nearly met standards; 3rd grade: 42% met/exceeded standards, 31% nearly met standards. Comparing the data from 2014-15 to 2015-16, SBCA students have demonstrated growth, especially in the area of Mathematical Research/Inquiry, Problem-Solving, and Communicating and Reasoning. As teachers and students become more familiar with the Common Core State Standards and these areas are strengthened, we hope to see continued growth in all areas of Math and ELA. The overall data for SBCA in the area of ELA for all students and subgroups has remained relatively constant, demonstrating some growth in specific grade levels or subgroups but there has been little growth. These will be targeted areas of concern.


LCAP Goal 2

Student and Family Engagement: Planned Improvements


SUBJECT: LCAP Goal 2 Student and Family Engagement

LEA/LCAP GOAL:

Engage students, families, and the community in effective educational partnerships.

SCHOOL GOAL:

SBCA will develop a strong sense of connectedness and safety for students, families and staff. SBCA will ensure Language Access for all school events, functions and communications. Family Engagement: Goal 1: By June, 2017, SBCA will have implemented at least two activities/events for families indicated on the Parent Engagement Committee Plan developed in 2015-16. The Plan for 2015-16 includes: a. ELAC Training for EL families. b. Computer Literacy Classes for Parents. c. Latino Literacy Project d. PIDA (Just Communities) e. FSA Nurturing Families workshop series


Goal 1:

• District LCAP Parent Engagement Committee Rubric (PTA, PTO, Foundations, ELAC, DELAC, district and site LCAP committees, SSESPAC)

• Sign in sheets for ELAC, PTA, Coffee w/the Principal, SSC meetings • Parent volunteer logs / sign-in sheets • California School Parent Survey & California Healthy Kids Survey (CHKS) • 2016-17 Attendance Data • Chronic Absenteeism Report • Annual Attendance rate/report


Findings from the California School Climate Survey and the CHKS have provided data regarding parent involvement and participation. Parent participation increased in the 2015-16 school year from the 2014-15 school year: however the rate of chronic absenteeism has increased in this same time period. The Santa Barbara Community Academy has conducted and will conduct an annual evaluation of its parent engagement activities against the LCAP Parent Engagement Committee’s recommended rubric and determine findings. The Santa Barbara Community Academy will track the attendance and demographic makeup of its school site parent participants on site committees and determine findings at the end of the year.


The findings from the new data will be reflected in the 16/17 single plan report. The site needs to continue to work at developing a strong sense of safety and connectedness to the school for students/families and staff. Families need a safe and nurturing place for students after school --------


• SBCA will monitor and evaluate parent engagement based on the LCAP Parent Engagement Committee's recommended rubric for Parent Engagement services. • SBCA will monitor parent attendance through sign-in sheets • - strive to obtain demographic representation reflective of the student population at all site committees. • SBCA will collect and review Parent evaluation forms from the different parent engagement workshops/trainings. • Cal School Parent Survey & California Healthy Kids Survey • Discipline/Office referrals from classroom and yard supervision --------


2016-17 SBCA Budget, General Fund -------- Strategy:

SBCA is a Small School of Choice that was founded on the principle that Parent Involvement and Participation enhances student achievement therefore: 1. Parents will be actively recruited to participate in a variety of parent participation trainings such as ELAC, Padres Adelante, Citizens Academy, Parent Involvement through Dialogue and Action (PIDA) and other Parent training classes. 2. Provide specific training to parents in each of the respective committees, describing purpose of the committee and roles/responsibilities of its members. a. The focus of the trainings are to better equip parents to become informed in the governance process of schools so that they can participate meaningfully in a variety of decision-making committees at the school and district levels. 3. Meet with every incoming parent/family to explain the role of parent involvement and parent participation at SBCA. a. School Expectation is that all parents contribute a minimum of 24 hours of Family Service Hours (FSH) for each school year, per child. b. Provide appropriate office assistance and support for families to address their needs 4. Plan for 2 minimum days within the first two weeks of school to provide Parent/Teacher Conferences so that teachers may meet their new students' families and families meet the student's new teacher in an intimate setting (1:1) 5. Conduct at least 6 Coffee with the Principal meetings per year. 6. Conduct one meeting a year for all families to explain their role as parents and how they can support student learning a. Provide workshops for parents on how to help their students be successful at school 7. Recognize and reward parent volunteerism by having parents log-in their volunteer time and any donations they provide to the school. 8. Communicate weekly via ParentSquare and the Thursday Letter. 9. Ensure that all communication is properly translated and/or interpreted for all parent communications, whether they be written or oral. 10. Develop a Facebook page for the school, invite parents to participate 11. Maintain the school website in both languages (English & Spanish) 12. Provide training for parents on how to best support their school as a volunteer using AVID strategies: a. in the classroom b. on the playground/cafeteria c. as a committee member 13. Provide resources for parents as needed: counseling for students/families, clothing/shelter, FSA Family Advocate support. 14. Attendance letters sent out on regular cycles through A2A for students who are chronically absent or truant. 15 Provide a variety of opportunities for parents to participate in school events through the PTA. 16. Provide evening access to LCJHS library to support students and families with homework and other resources. 17. Maintain clean, welcoming facilities for students, staff and families 18. Provide a safe after school program for working families.



Timeline Person(s)

Responsible



1. Recruit Parents for ELAC, SSC, and PTA a. Teach parents roles/responsibilities for each of these committees. b. Train parent leaders to teach other parents

2016-17 Principal, Parent Leaders

Principal will provide training for Parent Leaders - Parent Leaders reach out to other parents. No extra cost

None Specified

2. Provide assistance for families: 1) FSA Family Advocate with support from the District's LCAP to reach out to families with special needs/circumstances. 2) Bilingual Office Assistance to address family needs

2016-17 Principal, FSA staff, Office staff

FSA Advocate to provide services for families with specific needs and/or circumstances that may impede student learning.


Title I - 3010 7071

2000-2999: Classified Personnel Salaries

Lottery - 1100 4312


Lottery - 1100 526

Bilingual Office Assistant

Interpreter services for families

3. Weekly Communications: ParentSquare, Thursday Letters, Web page, Facebook Parent/Teacher Conferences, SSTs, IEPs

2016-17 Principal, Office staff

Maintain weekly communication with families to inform of calendar events/schedules/school news. No extra cost

None Specified

None Specified



1000

Interpreting/Translation Costs - has been accounted for in Cultural Proficiency section

Supplies/materials

4. Evening parent meetings/workshops & evening access to library resources & homework support

2016-17 Principal/Teachers Parent Involvement: Prepare workshops for parents on how they can help their child be successful (as a BTSN event) cost is for child care



461



10000

Access to library resources and homework support



Timeline Person(s)

Responsible



5. ELAC, PTA, Coffee w/the Principal and Parent morning meetings

2016-17 Principal / Parents On-going communication with parents to address any questions/concerns/suggestions they may have PTA fund for Refreshments

None Specified



695

Child care

6. Provide yard supervision in the playground and cafeteria.

2016-17 Principal Yard supervision - safety and connectedness



28384

7.Latino Family Literacy Project 2016-17 Principal, Teacher, parents

Training and Empowerment for parents on how to support literacy in the home - cost of materials only



2000



1500

Teacher compensation for Latino Family Literacy Project

8. Maintenance of clean, welcoming facilities

2016-17 Principal, Custodial Staff

Custodial supplies for maintenance of a clean, safe and welcoming environment

6000-6999: Capital Outlay

Lottery - 1100 7046

9. Collaborate with the A-OK! Program to provide a safe, nurturing, after school program for families

2016-17 Principal, A-OK! staff, Teachers

After school program to support families with working parents. Provide homework support and after school activities for students District-State funded grant program

None Specified


Parental Involvement

The source of this data is the most recent school site administration of the California School Parent Survey by Cal-

SCHLS/WestEd.

Q1: % of Parent Respondents that Strongly Agree or Agree that "This school allows input and welcomes parents' contributions" Q2:% of Parent Respondents that Strongly Agree or Agree that "This school actively seeks the input of parents before making important decisions" Q3: % of Parent Respondents that "Attended a meeting of the parent-teacher organization or association" Q4:% of Parent Respondents that "Served on a school committee"


2015-16

Allows Input Seeks Input Attended PTA/PTO School Committee

# of Parents

% of Parents

# of Parents

% of Parents

# of Parents

% of Parents

# of Parents

% of Parents

Hispanic or Latino of Any Race 29 94 24 89 * 33 * 71

White * 75 * 50 * 20 * 40

Parents of English Learners (EL)

Socioeconomically Disadvantaged

* 100 22 85 * 75 * 50

Parents of Special Education Students

* 100 * 100 * 33 * 0

All Parent Respondents 37 92 28 85 23 100 35 31


Over 90% of the Hispanic/Latino, Socioeconomically Disadvantaged, and Special Ed parents reported that they felt the school allowed input; and over 80% stated they felt the school sought input. Only 33% of Latino and Special Ed parents attended a PTA meeting, while 75% of Socioeconomically Disadvantaged parents attended a PTA meeting. 2015-16 data is designated as our baseline year. Of the number of parents who responded, a majority responded that they felt they are allowed input into school decision-making; nonetheless, we still need to continue to work on seeking input from families and increasing the number of parents who attend the PTA/PTO and other school committees.


LCAP Goal 3

Cultural Proficiency: Planned Improvements


SUBJECT: LCAP Goal 3 Cultural Proficiency

LEA/LCAP GOAL:

Through organizational transformation, develop a culturally proficient district to ensure success for all students.--------

SCHOOL GOAL:

SBCA will develop a strong sense of connectedness and safety for students, families and staff. SBCA will ensure Language Access for all school events, functions and communications. The school goal is to ensure a high quality education for all students, regardless of the student's cultural background or experiences, and to eliminate the disproportionality of students of color being represented in Special Education programs, suspensions/expulsions or in some way resulting in a disconnection between the home and the school. The school will become a culturally proficient school by honoring and embracing people, customs, and ideas that are culturally diverse or different from each individual that represents the school, and ensuring that all students, regardless of background, are treated with the same dignity as one would like to receive.


• Ongoing formative and summative assessments: • -CAASPP results, STAR Early Literacy, STAR Reading, STAR Math, CFAs, AR assessments, End-of-Unit assessments • Office Referrals • Suspension rates • Chronic Absenteeism reports • Student Success Team (SST) referrals • CHKS and Cal. School Parent Survey • Staff participation in the Institute for Equity in Education (IEE) • Observations, walkthroughs • Communication with families/staff


The Core Knowledge Curriculum provided to all students at SBCA is a positive and strong influence in teaching students, parents and staff about diverse world cultures, mutual respect and understanding; however more work still needs to be done.

• Continued dialogue between home and school is critical to avoid misunderstandings and misconceptions about students/families/staff • Students need to learn about themselves and their culture in a way reflects a positive perspective so they may grow with confidence and self-assurance • Students/families and staff need to continue to learn about other cultures to develop understanding, empathy and acceptance • Implementation of GLAD strategies promotes greater access to the core curriculum for all students • More staff needs to recieve training in IEE • Provide positive interventions and alternative modes to discipline so students know they can succeed



• Monitor student achievement data closely and consistently in PLCs and Principal/SLT • Monitor student/office referrals • Monitor suspensions, provide alternative forms of discipline and consequences --------


2016-17 SBCA Budget, General Fund--------

Strategy:

1. Teach Core Knowledge Curriculum to all K-6 students 2. School-wide implementation of Guided Language Acquisition Design (GLAD) strategies 3. Implement the 8 Standards for Mathematical Practices 4. Implement the Lucy Calkins Writers Workshop Model (K-3) 5. Continue developing site/district-wide PLC efficacy a. Analyze student data: what do students need to learn, who is learning, who is/who is not, and what are the next steps 6. Develop opportunities for families to teach staff about their cultures, experiences and perspectives a. Develop a "Parents as Teachers Night" 7. Empower ELAC, PTA to take greater role in their students' education 8. Participate in the District-wide initiative to develop a School Leadership Team (SLT) that will create an action plan for the site


Timeline Person(s)

Responsible



1. Purchase Core Knowledge materials as needed to ensure that all students have access to the CK curriculum.

Annually Principal, Teachers, Office Manager

Core Knowledge curriculum; Replace student consumables and purchase new materials as needed. Has been accounted for in a prior section.


Lottery - 1100

2. Have all teachers, K-6 trained in Guided Language Acquisition Design (GLAD) strategies

2015-16 & 2016-17 District Office, Principal, Teachers

Professional Development - District funded


3. Work closely with the Math TOSAs to support teachers in teaching and implementing the Standards for Mathematical Practices

2016-17 Principal, Math TOSAs, Teachers


4. Work with Literacy Partners to teach teachers how to use a writers workshop model; implement a balanced literacy approach to teaching reading and writing to K-3 students

2016-17 District Office, Principal, Teachers




Timeline Person(s)

Responsible



5. Develop a strong School Leadership Team with the district support to create a site action plan that will move student achievement forward for all students.

2016-17 District, Principal, SLT, and Teachers

Professional development - District funded

6. Provide parent training and parent empowerment resources so that parents are also school leaders

2016-17 Principal, Parent Leaders

Parent training - Latino Literacy Project



3000

7. Provide Language Access for all school events, functions and communications.

2016-17 Principal, interpreters/translators

Interpretation/translation for home/school communications & to establish strong home/school relationships Will use both in school certified bilingual personnel (no additional cost) and supplemental support as needed


Lottery - 1100 526


Climate Survey Results

The source of this data is the most recent school site administration of the California Healthy Kids Survey, the California School Staff Survey, and the California School

Parent Survey by Cal-SCHLS/WestEd.

Sense of Safety Q1: % of Students that "Feel safe at school" Q2: % of Parents that Agree or Strongly Agree that "this school is a safe place for my child" Q3: % of Staff that Agree or Strongly Agree that "this school is a safe place for students" Q4: % of Staff that Agree or Strongly Agree that "this school is a safe place for staff"


2015-16

Feel safe Safe for my child Safe for students Safe for staff

# of Students % of Students # of Parents % of Parents # of Staff % of Staff # of Staff % of Staff

Hispanic or Latino of Any Race -- -- 27 90 -- -- -- --

White -- -- * 80 -- -- -- --

English Learner (EL) -- -- 16 89 -- -- -- --

Socioeconomically Disadvantaged -- -- 25 89 -- -- -- --

Special Education -- -- * 100 -- -- -- --

All Respondants 43 63 33 89 * 100 * 100


Although we do not have fully conclusive data in all areas, a majority of the respondents feel that students, parents and staff feel safe at this school. It is noteworthy that both the parents and the staff rated this school very safe for students.

Sense of Connectedness Q1: % of Students with a High Sense of Connectedness Q2: % of Parents that Agree or Strongly Agree that "this school encourages me to be an active partner with the school in educating my child" Q3: % of Parents that Agree or Strongly Agree that "Parents feel welcome to participate at this school" Q4: % of Parents that Agree or Strongly Agree that "School staff take parent concerns seriously" Q5: % of Staff that Agree or Strongly Agree that "This school is a supportive and inviting place for staff to work" Q6: % of Staff that indicate "Nearly All Adults" or "Most Adults" at this school "Have close professional relationships with each other" Q7: % of Staff that indicate "Nearly All Adults" or "Most Adults" at this school "Support and treat each other with respect"



2015-16

High Connectedness Active Partner Participation welcome Take concerns seriously

# of Students % of Students # of Parents % of Parents # of Parents % of Parents # of Parents % of Parents

Hispanic or Latino of Any Race -- -- 30 97 27 96 26 96

White -- -- * 60 * 80 * 80

English Learner (EL) -- -- 17 94 16 100 15 100

Socioeconomically Disadvantaged -- -- 27 96 24 96 24 96

Special Education -- -- * 100 * 100 * 100

All Respondants 30 43 35 92 33 94 32 94


2015-16

Supportive Close Professional Relationships Support and respect

# of Staff % of Staff # of Staff % of Staff # of Staff % of Staff

All Staff * 100 * 100 * 100


It is interesting to see that of all respondents, only 43% of the students stated they felt highly connected to the school. All parent subgroups except white parents responded positively in feeling they were an active partner, that their participation was welcomed and that their concerns were taken seriously; nonetheless, there is still room for growth.


LCAP Goal 5

Early Childhood Education: Planned Improvements


SUBJECT: LCAP Goal 5 Early Childhood Education

LEA/LCAP GOAL:

Enhance early childhood education opportunities.

SCHOOL GOAL:

Students and parents will have access to developmentally appropriate curriculum and skills that support social/emotional learning in order to provide a strong academic foundation.


• KSEP • Parent input and feedback from ELAC, PTA, Coffee w/the Principal • K teachers' observations / experience • FSA Counselor meetings on school needs


It is noteworthy that based on the 2014-15 KSEP data 17% of SBCA kindergarten students are ready for K as compared to 47% of the district's K students. Which indicates that many of our students entering K do not come to school ready for kindergarten; therefore requiring teachers to make the necessary instructional adjustments and modifications to their instruction. Given this data, it is important to provide additional staff (IA) to support the transition from the home to the kindergarten experience at school Providing a on-site pre-school would help prepare students for kindergarten and support families who currently have children in different schools, given that SBCA does not currently have a pre-school on site.


• The school will continue to use the KSEP to monitor the progress of this goal. • Ongoing feedback from staff and families • End of the year assessments for K/1 students • PLC process and feedback notes • Principal walkthroughs and observations


2016-17 SBCA Budget, General Fund--------


Strategy:

1. Using the PLC process, teachers will analyze student data from the STAR Early Literacy assessments, Common Formative Assessments and other measures, to track student growth. Specific attention will be paid to students who are both making great gains and those who are not meeting CCSS standards. Teachers will determine best practices to ensure that all students are moving toward targeted pupil achievement. Focus will be on student results. 2. Work with Child Development Department and the District Office to secure a pre-school at the school site 3. Implement a balanced literacy approach to reading and writing to support learners at all levels of development 4. Track student absenteeism and truancy in the early grades to set positive attendance habits using A2A letters and parent conferences as needed. 5. Involve FSA Counselors, Family Advocate to support family needs that impede student achievement


Timeline Person(s)

Responsible



1. Provide for on site and district-wide PLCs to provide on-going staff development for teachers.

2016-17 Principal, Teachers PD and collaboration time - District funded, no added cost

2. Set up meetings and a timeline with the Child Development Department Administrator to create a pre-school at SBCA

2016-17 Principal, Child Development Admin, District Office

Provide a preschool on site to accommodate family needs and to address the low numbers of students who are coming into K without pre-school experience District -funded

None Specified

3. Provide a balanced literacy approach to learning how to read and write for early childhood education. K/1 teachers training with Literacy Partners/Lucy Calkins writing workshop model

2016-17 District Office, Principal, Teachers

Professional Development District funded

4. Use A2A attendance monitoring system to address early chronic absenteeism in the primary grades.

2016-17 Principal, Teachers, Parents

On-going communication system of student attendance - District funded

5. FSA Counselors, Family Advocate to reach out to families/students that need specific support for student success at school.

2016-17 Principal, FSA staff, DO support

Counseling and family advocacy as needed by families - co-funded by district and site - cost has already been accounted for


Summary of Expenditures in this Plan

Total Allocations and Expenditures by Funding Source

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

Title I - 3010 21559 0.00

Title III - 4203 0 0.00


107883 0.00

Site Categorical - 0899 50740 0.00

Lottery - 1100 29172 0.00

Restrict Lottery - 6300 0 0.00

Parcel Tax 0 0.00

Total Expenditures by Funding Source

Funding Source Total Expenditures

Lottery - 1100 29,172.00

Site Categorical - 0899 50,740.00

Supplemental/Concentration Grant - 0790 107,883.00

Title I - 3010 21,559.00


School Site Council Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows:

Name of Members

Pri

nc

ipa

l

Cla

ss

roo

m

Te

ac

he

r

Oth

er

Sc

ho

ol

Sta

ff

Pa

ren

t o

r

Co

mm

un

ity

Me

mb

er

Se

co

nd

ary

Stu

de

nts

Blanca Castro X

Madeleine Bordofsky X

David Orozco X

Shea Lovan X

Angelica Orozco X

Maria Placencia X

Tricia Poelstra X

Alicia Saballa-Santana 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.


Recommendations and Assurances

The school site council (SSC) recommends this school plan and Proposed Expenditure(s)s 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 Committee

Signature

X English Learner Advisory Committee

Signature

Special Education Advisory Committee

Signature

Gifted and Talented Education Program Advisory Committee

Signature

District/School Liaison Team for schools in Program Improvement

Signature

Compensatory Education Advisory Committee

Signature

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 . Attested:

Mrs. Alicia Saballa-Santana

Typed Name of School Principal Signature of School Principal Date

Mr. Shea Lovan_______________

Typed Name of SSC Chairperson Signature of SSC Chairperson Date

Supplemental Data ReportSingle Plan for Student Achievement, Fall 2016


LCAP Goal 2 Data: Pupil Engagement - Attendance and Truancy (P5)

[All Sites: Drag and drop the image file you created from the SSRS report here for Truancy]

2

Conclusions based on this data: Truancy and Absenteeism has increased in the last 3 years for all subgroups. Students from Socioeconomically Disadvantaged backgrounds have demonstrated the greatest increase in truancy and absenteeism.

LCAP Goal 2 Data: Pupil Engagement - Chronic Absenteeism (P5)

[All Sites: Drag and drop the image file you created from the SSRS report here for Chronic Absenteeism]

3

Conclusions based on this data: Chronic Absenteeism has increased in the last 3 years for all subgroups. English Learners have demonstrated the greatest increase in chronic absenteeism.

LCAP Goal 3 Data: School Climate - Suspensions (P6)

[All Sites: Copy and paste the graph from the Excel file provided by Research and Evaluation in your site data Google folder.]

4

Conclusions based on this data: Suspension rates have remained relatively low at 0.3% for the last two years.

LCAP Goal 3 Data: School Climate - Recommendations for Expulsion (P6)

[All Sites: Copy and paste the table (or take a screenshot) from the Excel file provided by Research and Evaluation in your site data Google folder.]

5

Conclusions based on this data: The Santa Barbara Community Academy has shown a low rate of recommendations for expulsion in the last three years.

LCAP Goal 3 Data: School Climate - Expulsions (P6)

[All Sites: Drag and drop the image file you created from the SSRS report here for expulsions.]

6

Conclusions based on this data: SBCA has a 0.0% rate of expulsions in the last two years.

LCAP Goal 5 Data: Pupil Achievement - KSEP (P4)

[Elementary Sites: Drag and drop the picture from the SSRS report you created here.]

[Secondary Sites: Delete this slide.]

7

Conclusions based on this data: In the 2015-16 school year, 38% of the incoming kindergarten students were ready for kindergarten, this is a notable increase from 17% for the 2014-15 school year.

Budget By Expenditures


Funding Source: Lottery - 1100

Proposed Expenditure Amount Goal ActionObject Code

$29,172.00 Allocated

CELDT Coordinator $1,318.00 LCAP Goal 1 College and Career Readiness



CELDT Tester $444.00 LCAP Goal 1 College and Career Readiness



Instructional supplies for program implementation

$15,000.00 LCAP Goal 1 College and Career Readiness

9. General Instructional Materials Appropriation - Tier 1 & 24000-4999: Books And Supplies

Custodial supplies for maintenance of a clean, safe and welcoming environment

$7,046.00 LCAP Goal 2 Student and Family Engagement

8. Maintenance of clean, welcoming facilities6000-6999: Capital Outlay




$526.00 LCAP Goal 2 Student and Family Engagement



Interpretation/translation for home/school communications & to establish strong home/school relationshipsWill use both in school certified bilingual personnel (no additional cost) and supplemental support as needed

$526.00 LCAP Goal 3 Cultural Proficiency

7. Provide Language Access for all school events, functions and communications.


$29,172.00Lottery - 1100 Total Expenditures:

Lottery - 1100 Allocation Balance: $0.00

11/9/2016 2:19:18 PM 1 of 4


Funding Source: Site Categorical - 0899




3. Weekly Communications: ParentSquare, Thursday Letters, Web page, FacebookParent/Teacher Conferences, SSTs, IEPs


Parent training - Latino Literacy Project $3,000.00 LCAP Goal 3 Cultural Proficiency

6. Provide parent training and parent empowerment resources so that parents are also school leaders

5800: Professional/Consulting Services And Operating

Expenditures$695.00 LCAP Goal 2 Student

and Family Engagement

5. ELAC, PTA, Coffee w/the Principal and Parent morning meetings



7.Latino Family Literacy Project1000-1999: Certificated Personnel Salaries

Parent Involvement: Prepare workshops for parents on how they can help their child be successful (as a BTSN event) cost is for child care

$461.00 LCAP Goal 2 Student and Family Engagement



Yard supervision - safety and connectedness


6. Provide yard supervision in the playground and cafeteria.2000-2999: Classified Personnel Salaries

Training and Empowerment for parents on how to support literacy in the home -cost of materials only


7.Latino Family Literacy Project4000-4999: Books And Supplies


9. General Instructional Materials Appropriation - Tier 1 & 24000-4999: Books And Supplies


11. - SBCA will work closely with Math & ELA TOSAs to implement best mathematical practices


Expenditures

$50,740.00Site Categorical - 0899 Total Expenditures:

Site Categorical - 0899 Allocation Balance: $0.00

11/9/2016 2:19:18 PM 2 of 4


Funding Source: Supplemental/Concentration Grant - 0790



Support access to library books, increase circulation, replace worn out books


12. Increase library book circulation4000-4999: Books And Supplies


3. Instructional Aide to support targeted students in K/12000-2999: Classified Personnel Salaries




Certificated .4 FTE $33,119.00 LCAP Goal 1 College and Career Readiness

8. PLC Wheel Teacher to facilitate classroom teacher collaboration(PE Teacher)


Certificated Personnel $55,000.00 LCAP Goal 1 College and Career Readiness

2. Intervention Teacher for K/1 combination class1000-1999: Certificated Personnel Salaries

Use of both Site & District funded assessment toolsSite cost of ADEPT testing



None Specified

$107,883.00Supplemental/Concentration Grant - 0790 Total Expenditures:

Supplemental/Concentration Grant - 0790 Allocation Balance: $0.00

Funding Source: Title I - 3010



Books & Materials $2,240.00 LCAP Goal 1 College and Career Readiness

1. Purchase Core Knowledge Language Arts (CKLA) materials and other instructional materials/supplies for students in grades K-5


Classified staff $5,916.00 LCAP Goal 1 College and Career Readiness

3. Instructional Aide to support targeted students in K/12000-2999: Classified Personnel Salaries

11/9/2016 2:19:18 PM 3 of 4

Santa Barbara Community AcademySite funded PD $2,156.00 LCAP Goal 1 College

and Career Readiness6. K-3 Teachers trained in Lucy Calkins/ Literacy Partners Writing Workshop Model - and Technology PD


ExpendituresDigital devices to support integration of technology into instruction: lower ratio of student:device


10. Purchase computers/digital technology4000-4999: Books And Supplies

FSA Advocate to provide services for families with specific needs and/or circumstances that may impede student learning.




Expenditures

$21,559.00Title I - 3010 Total Expenditures:

Title I - 3010 Allocation Balance: $0.00

Santa Barbara Community Academy Total Expenditures: $209,354.00

11/9/2016 2:19:18 PM 4 of 4

Documents

Single Plan for Student Achievement - Santa Barbara ... · Committee Plan developed in 2015-16. The Plan includes: • ELAC Training for EL Families ... The Single Plan for Student