The Single Plan for Student Achievement€¦ · Web viewThe Single Plan for Student Achievement District: Alview-Dairyland Union School District County-District School (CDS) Code:

The Single Plan for Student Achievement

District: Alview-Dairyland Union School District

County-District School (CDS) Code: 20-65177

Principal: Sheila Perry

Date of this revision: 6/15/2018

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: Sheila Perry

Position: Superintendent/Principal (7/1/18)

Telephone Number: (559) 665-2394

Address: 12861 Avenue 18-1/2Chowchilla, CA 93610

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on 6/26/18

District Vision and Mission

The Alview-Dairyland School District’s mission is to provide an exceptional setting for students to learn. We strive to maintain high academic standards within a positive, nurturing environment. We endeavor to inspire active learners that are challenged to their maximum potential. We want our students to become productive citizens with high moral character. We also believe that a strong line of communication between students, staff, parents, and community is imperative for children to reach their goals.

The vision of the Alview-Dairyland School District is to develop literacy in all students. Our goal is to help students develop into successful and responsible citizens in our society. We believe our vision is possible through the teaching of California State Standards along with differentiated instruction to reach individualized student needs.

District Profile

Alview-Dairyland School District is a small K-8 district in rural Madera County approximately 10 miles south of Chowchilla. Our district has provided an educational experience for students since 1915. This district is approximately 125 square miles in size. Currently, about 350 students are enrolled. The school operates on two campuses to utilize available classrooms, but the administration of the two campuses is one unit. Kindergarten through third grade students attend the Alview Campus and students in grades 4-8 attend the Dairyland Campus. Eighth grade graduates from Dairyland attend Chowchilla High School.

The district is administered by a five member Board of Trustees, a Superintendent/Principal, and a Vice Principal/Curriculum Director. The educational staff includes 17 classroom teachers, an RSP teacher, a library technician, and several paraprofessionals. One of our classroom teachers is a BTSA support provider.

Community and parent involvement is assured by the School Site Council, DELAC Committee, the Parent-Teacher Club (PTC), and many parent volunteers. A parent-child-teacher compact is distributed and discussed at conferences. A “Back to School Barbeque” prior to the start of the school year welcomes parents and community members to the school. Our district encourages English classes for non-English speaking parents and offers weekly instruction at both campuses during the school year.

Other programs include a GATE program for students in Grades 2-8 and tutoring to improve student achievement. Students may participate in community-supported minor league baseball teams, soccer teams, and 4-H. Students in grades 7-8 may also participate in school sponsored sports, and students in grades 4-8 have the opportunity to join our band program.Students in 7-8 grades also participate in the Madera County Pentathlon as well as various essay and speech contests.Our district has had strong community pride since the early 1900’s. Community residents gather at our school dinners and events. Our local high school teachers and staff recognize our students because of their high standards and academic excellence. Our small school district staff cares deeply for students and many teachers follow their development through graduation. Some families choose to return to our school community to raise their own children.

School Accountability Report Card:

The School Accountability Report Card is available at our school offices and on our District web site.

Analysis of Current Educational Practice:The following statements characterize educational practice at this school:1. Alignment of curriculum, instruction and materials to content and performance standards:

Math, Language Arts, Social Studies, and ELD curricula are aligned to California State Standards. We use state adopted research-based curricula in Language Arts, Math, ELD, and Intervention programs.

2. Availability of standards-based instructional materials appropriate to all student groups:All groups use standards-based instructional materials. Students with specific needs are grouped at designated times each day to work at their appropriate level of instruction. Tutoring is also available before, during, and after school.

3. Alignment of staff development to standards, assessed student performance and professional needs: Staff development is focused on California State Standards, assessment, and the professional needs of our teachers. Staff development for summer and fall of 2018 will center around student engagement and lesson delivery. Other areas of staff development will focus on technology, STEM, and NGSS curriculum and instruction. . 4. Services provided by the regular program to enable Underperforming students to meet standards: Students that are identified as being at-risk are placed in intervention programs that use state-approved intervention curriculum. These programs provide small group instruction at student ability levels. Groups are taught by trained, experienced teachers and paraprofessionals. Frequent assessment enables students to be moved to grade level programs when they are ready (RTI program). Teachers are working toward 85% mastery of core curriculum by providing re-teaching and differentiated instruction. Small group tutoring is also available Additional technology and software programs including Study Island and Type to Learn have been implemented to further support the learning needs of ADUSD students.

5. Services provided by categorical funds to enable Underperforming students to meet standards: We operate a multiage reading intervention program for students in grades 1-3. In addition, Dairyland provides further intervention with a 75 minute Language Arts class and two 60 minute math periods. In both courses, grade level standards are taught in small group settings. Percent of teacher and paraprofessional salaries spent in intervention as well as instructional supplies are funded with Supplemental / Concentration grants and Title I. Also, at both campuses, tutoring is provided through LCFF funding. In addition, we use flexible title funding to implement an anti-smoking/drug curriculum, “Too Good for Drugs”. The district has adopted a character education program, Project Wisdom, which is also funded through LCFF grants. In addition, computers are used to accommodate student data analysis and

math benchmarking. Also, through LCFF funding, “Super Tutoring” has been implemented in March and April each year to ensure student grade level subject mastery.

6. Use of state and local assessments to modify instruction and improve student achievement: In addition to growth analysis from SBAC results, local assessments are key in evaluating student mastery. K-8 students are evaluated with the RESULTS lexile reading assessment three times throughout the school year. Teachers have been trained in this program and use the materials to determine instruction and placement. In the area of math, teachers assess students at the beginning of the year with an initial publisher-provided assessment. Also available is the Accelerated Math assessment,”STAR Math”. These local assessments are integral in determining student needs. In addition, Accelerated Math and math facts practice programs are used to help students develop their skills by mastering specific objectives. In both ELA and Math, local assessment data is analyzed by teachers and administrators to differentiate instruction and provide focus to target needed areas of improvement.

7. Number and percentage of teachers in academic areas experiencing low student performance:Teachers in each grade level experience low student performance in a small percentage of their students. In grade level teams, teachers develop and implement learning plans for these students.

.

8. Family, school, district and community resources available to assist these students: For students with academic or behavior concerns, student success teams are developed to include parents and staff to collaborate about ways to improve achievement and/or behavior. Students are also referred to medical and psychological services when needed. A resource teacher and trained

paraprofessionals work with students identified on IEPs. Students identified with speech needs receive weekly services. Vision and hearing screenings are scheduled and conducted at required grade levels and when a student is referred.

. After-school tutoring is also available.

9. School, district and community barriers to improvements in student achievement: English literacy is a barrier for some of our parents. Evening ELD classes are offered weekly through LCFF funding. Translators are available at each campus to improve parent-school communication. Spanish speaking parents are also encouraged to attend DELAC meetings during which a translator is available to report on district events and develop ELD plans.

10. Limitations of the current program to enable Underperforming students to meet standards: No real limitations are in place to prevent Underperforming students to meet standards.

PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE

The content of this school plan is aligned with school goals for improving student achievement. School goals are based upon an analysis of verifiable state data, including Dashboard data, and include local measures of pupil achievement. The School Site Council analyzed available data on the academic performance of all students, including English learners, educationally disadvantaged students, gifted and talented students, and students with exceptional needs. The Council also obtained and considered the input of the school community. Based upon this analysis, the Council has established the following performance improvement goals, actions and expenditures.

LEA GOAL # 1 for Improving Student Achievement: All students will meet or exceed standards in ELA and Math by June of 2019.

School Goal #1(Alview and Dairyland) : Prepare students for success in high school and higher education and/or vocational job market.

Student groups participating in this goal: All Students including Socioeconomically Disadvantaged and English Learners

Performance gains expected for these students: Grade level standards mastery

Means of evaluating progress toward this goal: Annual Smarter Balanced Test Results / Local Assessments

Group data needed to measure academic gains: Smarter Balanced results, Local Math and Reading Assessments

Description of Specific Actions to Improve Educational Practice

Implementers/Timeline Related Expenditures Estimated

CostFundingSource

Alignment of instruction with California State Standards:Teachers will improve instruction differentiating to student needs. Paraprofessionals will be trained to support instruction.

Weekly classroom monitoring for EDI use by site administrators.

DataWorks coaching for new teachers and those not meeting engagement goals

Teachers and Paraprofessionals (Ongoing)

EDI implementation

Administration/Ongoing

None

None

Daily Rate for DataWorks coaching staff

None

None

$4000.00

None

None

C & S Grants / Title II

Infuse technology into all curriculum components.

Continue to employ one paraprofessional at Alview and two at Dairyland to enhance intervention and small group instruction

Continue to employ one additional teacher at Dairyland to minimize class sizes in grades 4-6

Field Trips, Assemblies, and Traveling Teachers to enhance curriculum

After-School Arts Program

2018-19

2018-19

2018-19

Teachers / 2018-19

Various teachers/ 2018-19

1-1 devices for all students have been implemented—2 replacement laptop labs will be added .

Salaries / Benefits of additional staff

Salaries/Benefits

Costs for traveling teacher, presenters, transportation, etc.

Teacher stipend and materials

$25,000

$30,000

$72,000

$18,000

$6,000

C&S Grants

C&S Grants

C&S Grants

C&S Grants

C&S Grants

Increased educational opportunity:-After school tutoring

-Study Hall at Dairyland-Lunch recess tutoring at both campuses-During school day: Essential Skills softwareMath Facts in a Flash, and Timed Readings, Accelerated Reader programs (Renaissance)

Various Teachers/2018-19

Teachers/ParasTeachers/Paras(Throughout the school year –as needed)

Salaries

Annual Renaissance Maintenance Fee

$15,000 C&S Grants

$3,900Title I, Title III



CostFundingSource

Staff development and professional collaboration:

-Regular grade level meetings that include focus on scaffolding students to standards mastery-Analysis of student work- Standards development peer coaching in Language Arts

Training on California State Standards Implementation

Continuing Staff Collaboration on Technology

All teachers throughout year

Fall 2018

Fall 2018

None

Publisher and County Office TrainingTechnology Implementation Trainer

None

$10,000combined

C&S Grants

Involvement of staff, parents and community: -DELAC Meetings- Parent Teacher Club Meetings- Site Council Meetings

EveningsMonthlyMonthlyMonthly(Approx)

NoneNoneNoneNone

None

Auxiliary services for students and parents:

English Classes for parents 2018-19 Cost of teacher and materials $5,000 C&S

Grants

Monitoring program implementation and results:

Local assessments (Language Arts and Math)

SBAC results

Study Island

California ELPAC Test Results AnalysisSoftware student reports: Accelerated Reader, STAR Reader, Fluent Reader, STAR Math, Accelerated Math, Math Facts in a Flash, Accelerated Vocabulary, Essential Skills Marks Manager

Ongoing Program Renewals:

All teachers

Teachers in 3-8

Teachers in 2-8

All teachers

All teachers Renewal of Renaissance Learning

None

None

$4,150

None

$3,900

Title I

Title I, Title III

PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE The content of this school plan is aligned with school goals for improving student achievement. The School Site Council analyzed available data on the academic performance of all students, including English learners, educationally disadvantaged students, gifted and talented students, and students with

exceptional needs. The Council also obtained and considered the input of the school community. Based upon this analysis, the Council has established the following performance improvement goals, actions and expenditures.

LEA GOAL # 2 for Improving Student Achievement: All students will meet or exceed standards in ELA and Math by June of 2019.

School Goal #2 (Alview and Dairyland): English learners to increase one ELPAC level annually

Student groups participating in this goal: Students identified as English LearnersPerformance gains expected for these students: One ELPAC level each yearMeans of evaluating progress toward this goal: Annual ELPAC testGroup data needed to measure academic gains: ELPAC test data



CostFundingSource

Alignment of instruction with content standards:

Teachers will teach Math, ELA, Science, Social Studies, incorporating ELD into aligned standards. Teachers will deliver core instruction differentiated to support student learning needs.

Study Island, a standards-mastery program has been implemented to further scaffold grade level curriculum.

Renaissance Learning products including Accelerated Reader are used in an ongoing effort to increase English fluency and comprehension.

-Continuing implementation

Ongoing use of existing curriculum (consumables)

Study Island—program renewal

Renaissance Learning—program renewal

$10,000 annual

$ 4,150

$ 3,900

Title I, General Fund, Title III, C&S Grants

Title I

Title I, Title III

PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE (continued)

Description of Specific Improvements to be Made in Educational Practice


CostFundingSource

Increased educational opportunity:

- At-risk students will be provided tutoring after-school. - For reading, students that are identified as below grade

level will be taught in intervention programs. Small group instruction with research-based, state adopted curriculum will provide the intensified teaching needed to accelerate student learning. K-6 McGraw-Hill Intervention Program, Various classroom novel sets

- Intervention English-Writing classes are available for some grade levels. Guided writing strategies are used to teach various genres in grades 6-8.

- Math intervention for grades 5-8.- Study Island online standards practice

60-240 min. per week

90 min. per day for Language Arts/45 additional in afternoon for at-risk

45 min. per day for English-Writing daily

dailydaily

Tutoring expenses

Teacher/paraprofessional salaries

Teacher/paraprofessional salaries

Cost or Program Renewal

$15,000

TBD

$102,000

See above

C&S Grants

Title I,Title III, C&S Grants

C&S Grants

Maintenance and implementation of technology to support English Learners 1-1 laptops in K-8

Staff development and professional collaboration:

2018-19

2018-19

Cost of maintaining computers and implementing digital curriculum components.

$54,000 C&S Grants

Training on California State Standards Implementation

Continuing Staff Collaboration on Technology

Various Publisher and County Office Training

$10,000Title II, C&S Grants.

Involvement of staff, parents and community:

- Regular DELAC meetings for EL parents

- ELD classes for parents learning English

School Site Council w/ DELAC Representative

Parent Teacher Club

Approximately 6 per school year

Weekly

Monthly (approx)

Monthly

Cost of Teachers/Curriculum

None

$5,000

None

None

C&S Grants

Auxiliary services for students and parents:

- Early Start for preschool students

- After school tutoringNone

60-240 minutes per week

MSOS Cost

Tutoring Costs

None

$30,000 C&S Grants

Monitoring program implementation and results: ELA & Math SBAC Assessment Data

RESULTS K-8 reading assessment programAccelerated Reader Star Reading Assessment

Aeries Software for student data analysis

Annually

Tri-annually/Monthly

Daily

None

Annual maintenance fee

Annual maintenance fee

$3,900

$7,000

General Fund

General Fund

Form C: Programs Included in this PlanCheck the box for each state and federal program in which the school participates. Enter the amounts allocated for each program in which the school participates and, if applicable, check the box indicating that the program’s funds are being consolidated as part of operating a schoolwide program (SWP). The plan must describe the activities to be conducted at the school for each of the state and federal programs in which the school participates. The totals on these pages should match the cost estimates in Form A and the school’s allocation from the ConApp.Note: For many of the funding sources listed below, school districts may be exercising Categorical Program Provisions options (flexibility), which are described at http://www.cde.ca.gov/fg/aa/co/ca12sguiappcatprog.asp . Of the four following options, please select the one that describes this school site:

This site operates as a targeted assistance school (TAS), not as a schoolwide program (SWP).

This site operates a SWP but does not consolidate its funds as part of operating a SWP.

This site operates a SWP and consolidates only applicable federal funds as part of operating a SWP.

X This site operates a SWP and consolidates all applicable funds as part of operating a SWP.

State Programs AllocationConsolidate

d in the SWP

Local Control Funding Formula (LCFF) – Base GrantPurpose: To provide flexibility in the use of state and local funds by LEAs and schools

$2,916,074 x

LCFF – Supplemental GrantPurpose: To provide a supplemental grant equal to 20 percent of the adjusted LCFF base grant for targeted disadvantaged students

$400,706

LCFF – Concentration GrantPurpose: To provide an additional concentration grant equal to 50 percent of the adjusted LCFF base grant for targeted students exceeding 55 percent of an LEA’s enrollment

$160,204 x

California School Age Families Education (Carryover only)Purpose: Assist expectant and parenting students to succeed in school

$

Template for the Single Plan for Student Achievement 12

http://www.cde.ca.gov/fg/aa/co/ca12sguiappcatprog.asp

Economic Impact Aid/State Compensatory Education (EIA-SCE) (Carryover only)Purpose: Help educationally disadvantaged students succeed in the regular program

$0 x

Economic Impact Aid/Limited English Proficient (EIA-LEP) (Carryover only)Purpose: Develop fluency in English and academic proficiency of English learners

$

Peer Assistance and Review (Carryover only)Purpose: Assist teachers through coaching and mentoring $

Professional Development Block Grant (Carryover only)Purpose: Attract, train, and retain classroom personnel to improve student performance in core curriculum areas

$

Pupil Retention Block Grant (Carryover only)Purpose: Prevent students from dropping out of school $

Quality Education Investment Act (QEIA)Purpose: Funds are available for use in performing various specified measures to improve academic instruction and pupil academic achievement

$

School and Library Improvement Program Block Grant (Carryover only) Purpose: Improve library and other school programs

$

School Safety and Violence Prevention Act (Carryover only)Purpose: Increase school safety

$1,646 x

Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students $

List and Describe Other State or Local Funds (e.g., Career and Technical Education [CTE], etc.)

$70,570(Lottery) x

Total amount of state categorical funds allocated to this district $3,549,200

Federal Programs AllocationConsolidated in the SWP

Title I, Part A: AllocationPurpose: To improve basic programs operated by local educational agencies (LEAs)

$126,085 x


Title I, Part A: Parental Involvement (if applicable under Section 1118[a][3][c] of the Elementary and Secondary Education Act)Purpose: Ensure that parents have information they need to make well-informed choices for their children, more effectively share responsibility with their children’s schools, and help schools develop effective and successful academic programs (this is a reservation from the total Title I, Part A allocation).

$

For Program Improvement Schools only: Title I, Part A Program Improvement (PI) Professional Development (10 percent minimum reservation from the Title I, Part A reservation for schools in PI Year 1 and 2)

$

Title II, Part A: Improving Teacher QualityPurpose: Improve and increase the number of highly qualified teachers and principals

$9,948 x

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

$14,217

Title III funds may not be

consolidated as part of a

SWP1

Title VI, Part B: Rural Education Achievement ProgramPurpose: Provide flexibility in the use of ESEA funds to eligible LEAs

$52,146 x

For School Improvement Schools only: School Improvement Grant (SIG)Purpose: to address the needs of schools in improvement, corrective action, and restructuring to improve student achievement

$

Other federal funds (IDEA) $0

Other federal funds (list and describe) $

Other federal funds (list and describe) $

Total amount of federal categorical funds allocated to this district $202,936

Total amount of state and federal categorical funds allocated to this district $3,751,596

Note: Other Title I-supported activities that are not shown on this page may be included in the SPSA Action Plan.

1 .


Form D: School Site Council Membership

Education Code Section 64001(g) 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 school site council is as follows:2

Names of Members

Prin

cipa

l

Cla

ssro

omTe

ache

r

Oth

er S

choo

l S

taff

Par

ent o

rC

omm

unity

Mem

ber

Sec

onda

ryS

tude

nt

Sheila Perry X

Robin Walton x

Maryanne Parreira x

Sherrie Trost x

Carolyn Simon x

Maggie Diaz x

Karen Upton x

Terrianne Silveira x

Linda Cederlof x

Melanie Stretch x

Numbers of members of each category 1 3 1 5

2 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

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

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

2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval.

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

___ School Advisory Committee for State Compensatory Education Programs

__x_ English Learner Advisory Committee

___ Community Advisory Committee for Special Education Programs

___ Gifted and Talented Education Program Advisory Committee

___ Other (list)

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

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

6. This school plan was adopted by the school site council at a public meeting on: 5/25/17

Attested:

Sheila Perry_________________________ _______________________ ________Typed name of school principal Signature of school principal Date

Maryanne Parreira_________________________ _______________________ ________Typed name of SSC chairperson Signature of SSC chairperson Date


I. Resources

This section contains the following appendices that will assist a school site council in completing the Single Plan for Student Achievement and in maintaining a cycle of continuous improvement:

Appendix A: Programs Funded through the Consolidated Application

Appendix B: Chart of Requirements for the Single Plan for Student Achievement

Appendix C: School and Student Performance Data Forms

Appendix D: Analysis of Current Instructional Programs

Appendix E: Use of Resources

Appendix F: Acronyms and Specialized Terms

Appendix G: SPSA Evaluation

Appendix H: SPSA Budget


Appendix A: Programs Funded through the Consolidated Application

The following programs are reported in the Consolidated Application. Information on the Consolidated Application and program profiles are available at http://www.cde.ca.gov/fg/aa/co/.

State Programs Local Control Funding Formula

o Supplemental Grantso Concentration Grants

Federal ESSA ProgramsInformation and CDE contacts for ESSA programs are available at http://www.cde.ca.gov/nclb/sr/pc.

Title I, Neglected or Delinquent Title I, Part A, Basic Grant Title II, Part A, Teacher & Principal Training & Recruiting Title II, Part D, Enhancing Education Through Technology (Formula) Title III LEP Students Title IV, Part A, Safe & Drug-Free Schools & Communities Title V, Part A, Innovative Programs Title VI, Part B, Rural Education Achievement


http://www.cde.ca.gov/fg/aa/co/

Appendix B: Chart of Requirements for The Single Plan for Student Achievement

REQUIREMENTS LEGAL CITATION

Econom

ic Impact

Aid (E

IA) E

nglish Learners

EIA

, State

Com

pensatoryE

ducation

Title I Targeted A

ssistance

Title I, Schoolw

ide

Title I, Program

Improvem

ent

Imm

ediate Intervention/U

SP

High P

riority S

chools

Title II, Improving

Teacher Quality

Title III, English

Learners

Drug-free

Schools

**

Title V Innovative

Program

s

School S

afety B

lock Grant **

Pupil R

etention B

lock Grant

School &

Library Im

provement B

G

I. InvolvementInvolve parents and community in EC 52055.625(b)(1)(C), (2)(C), (e) X

planning and implementing the school EC 52055.620(a)(4) X

plan EC 52054 X

EC 35294.1(b)(2)(C) X

5CCR 3932 X X X X X X X X X

20 USC 7115(a)(1)(E) X X

20 USC 6316(b)(3)

20 USC 6315(c)(1)(G) X

20 USC 6314(b)(1), (2)(A) X

Advisory committee review & EC 64001(a) X X X X X X X X X

recommendations EC 52055.620(b)(1) X

Written notice of PI status 20 USC 6316(b)(3) X

II. Governance and AdministrationSingle, comprehensive plan EC 64001(a), (d) X X X X X X X X X X X

EC 52853 X X X X X X

EC 41572 X

EC 41507 X

EC 35294.1(a) X

20 USC 7114(d)(2) X

20 USC 6315(c)(1)(B) X

20 USC 6314(b)(2)(A) X

School site council (SSC) constituted per former EC 52012 EC 64001(g) X X X X X X X X X X X

SSC developed plan and expenditures EC 64001(a) X X X X X X X X X X X

* * This program must be included in the Single Plan For Student Achievement if funds are provided to the school from the district's entitlement [EC 64001(d)]

Guide to the Single Plan for Student Achievement 19


Econom

ic Impact

Aid (E

IA) E

nglish Learners

EIA

, State

Com

pensatoryE

ducation

Title I Targeted A

ssistance

Title I, Schoolw

ide

Title I, Program

Improvem

ent

Imm


SP

High P

riority S

chools

Title II, Improving

Teacher Quality

Title III, English

Learners

Title IV, S

afe &

Drug-free S

chools*

Title V Innovative

Program

s

School S

afety B

lock Grant **

Pupil R

etention B

lock Grant

School &

Library Im

provement B

G

EC 41572 X

EC 41507 X

EC 35294.1(b)(1) X

SSC annually updates the plan EC 64001((g) X X X X X X X X X X X

EC 35294.2(e) X

Governing board approves SPSA EC 64001(h) X X X X X X X X X X X X X X

EC 52055.630(b) X

Policies to insure all groups succeed 20 USC 6316(b)(3) X

Specify role of school, LEA, and SEA; 20 USC 6316(b)(3) Xand coordination with otherorganizationsSubmit High Priority annual report after EC 52055.640 Xpublic LEA governing board review

III. FundingPlan includes proposed EC 64001(g) X X X X X X X X X Xexpenditures to improve EC 52853 X X X X X Xacademic performance EC 52054 X

20 USC 6316(b)(3) X

20 USC 6315(c) X

20 USC 6314(b)(2)(A) X

Describe centralized services 5 CCR 3947(b) X Xexpenditures

IV. Standards, Assessment, and AccountabilityComprehensive assessment and EC 64001(f) X X X X X X X X X Xanalysis of data EC 52055.620(a)(1) - (3) X

EC 52054 X

20 USC 7115(a)(1)(A) X

20 USC 6314(b)(1), (2)(A) X

Evaluation of improvement strategies EC 64001(f) X X X X X X X X X

EC 52853 X X X X X X


Econom

ic Impact

Aid (E

IA) E

nglish Learners

EIA

, State

Com

pensatoryE

ducation

Title I Targeted A

ssistance

Title I, Schoolw

ide

Title I, Program

Improvem

ent

Imm


SP

High P

riority S

chools

Title II, Improving

Teacher Quality

Title III, English

Learners

Title IV, S

afe &

Drug-free S

chools*

Title V Innovative

Program

s

School S

afety B

lock Grant **

Pupil R

etention B

lock Grant

School &

Library Im

provement B

G

EC 52055.625(c) X

EC 35294.2(e) X

EC 32228.5(b) X

20 USC 7115(a)(2) X

Ongoing monitoring and revision 20 USC 6315(c)(2)(B)Assessment results available to EC 35294.2(e) Xparents 20 USC 7115(a)(1)(E) X

20 USC 6314(b)(2)(A) X

V. Staffing and Professional DevelopmentProvide staff development EC 52853 X X X X X X

EC 52055.625(d)(1)(B),(C) X

EC 32228(b)(2) X

20 USC 6316(b)(3) X

20 USC 6315(c)(1)(F) X

20 USC 6314(b)(1), (2)(A) X

Budget 10% of Title I for staff 20 USC 6316(b)(3) X

development

Provide highly qualified staff EC 52055.625(b), (d) X

20 USC 6315(c)(1)(E) X

20 USC 6314(b)(1), (2)(A) X

Distribute experienced teachers EC 52055.620(d) X

VI. Opportunity & Equal Educational AccessDescribe instruction for at-risk students EC52853 X X X X X X

Describe the help for students to meet EC 64001(f) X X X X X X X X X X

state standards 20 USC 6314(b)(1), (2)(A) X

20 USC 6315(c) X

Describe auxiliary services for at-risk EC 52853 X X X X X X

students EC 52055.620(a)(7) X


Econom

ic Impact

Aid (E

IA) E

nglish Learners

EIA

, State

Com

pensatoryE

ducation

Title I Targeted A

ssistance

Title I, Schoolw

ide

Title I, Program

Improvem

ent

Imm


SP

High P

riority S

chools

Title II, Improving

Teacher Quality

Title III, English

Learners

Title IV, S

afe &

Drug-free S

chools*

Title V Innovative

Program

s

School S

afety B

lock Grant **

Pupil R

etention B

lock Grant

School &

Library Im

provement B

G

20 USC 7114(d)(2)(E) X

20 USC 6315(c) X

20 USC 6314(b)(1), (2)(A) X

Avoid Isolation or segregation 5CCR 3934 X X X X X X

VII. Teaching and LearningGoals based on performance EC 64001(f) X X X X X X X X X X

20 USC 7115(a)(1)(A) X

Define objectives EC 52054 X

20 USC 7114(d)(2)(B) X

20 USC 6316(b)(3) X

Steps to intended outcomes EC 52054 X

5CCR 3930 X X X X X

Account for all services 5CCR 3930 X X X X X

Provide strategies responsive to EC 52055.620(a)(3) X

student needs EC 52054 X

5CCR 3931 X X X X X X X X

20 USC 7114(d)(2)(E) X

20 USC 6315(c) X

20 USC 6314(b)(2)(A) X

Describe reform strategies that: 20 USC 6314(b)(1), (2)(A) X

-Allow all to meet/exceed standards; 20 USC 6315(c) X X

-Are effective, research based; 20 USC 6316(b)(3) X X

20 USC 6315(c)(1)(C) X

20 USC 6314(b)(1)(B) X

-Strengthen core academics; EC 52054 X X

-Address under-served populations; EC 52055.625(b), (c) X X

-Provide effective, timely assistance; 20 USC 6314(b)(1)(I), (2)(A) X

-Increase learning time 20 USC 6316(b)(3); X


Econom

ic Impact

Aid (E

IA) E

nglish Learners

EIA

, State

Com

pensatoryE

ducation

Title I Targeted A

ssistance

Title I, Schoolw

ide

Title I, Program

Improvem

ent

Imm


SP

High P

riority S

chools

Title II, Improving

Teacher Quality

Title III, English

Learners

Title IV, S

afe &

Drug-free S

chools*

Title V Innovative

Program

s

School S

afety B

lock Grant **

Pupil R

etention B

lock Grant

School &

Library Im

provement B

G

20 USC 6314(b)(1)(B),(2) X

-Meet needs of low-performing students 20 USC 6315(c)(A); X

20 USC 6314(b)(1)(B),(2) X

-Involve teachers in academic 20 USC 6314(b)(1)(H), (2) X

assessments

-Coordinate state and federal programs 20 USC 6315(c)(1)(H) X

20 USC 6314(b)(1)(J), (2)(A) X

-Transition from preschool 20 USC 6315(c)(1)(D) X

20 USC 6314(b)(1)(G), (2)(A) X

Provide an environment conducive to EC 52055.625(f)(1) X

learning EC 52055.620(a)(6) X

20 USC 7114(d)(1) X

Enable continuous progress 5CCR 3931 X X X X X X X X

Acquire basic skills, literacy EC 52055.625(b)(1), (c)(1) X X

5CCR 3937 X X X X X X

Align curriculum, strategies, and EC 52853 X X X X X X

materials with state standards or law EC 52055.625(b)(2)(D),(c) X

Provide high school career preparation 5CCR 4403 X

Appendix C: Sample School and Student Performance Data Forms

The following tables are included in Appendix C. These tables represent samples of ways to assist the school site council in representing and analyzing data and developing conclusions regarding improvement strategies:

Table 1: ELA Academic Performance by Grade Level / Significant Subgroup Table 2: Math Academic Performance by Grade Level / Significant Subgroup Table 3: California English Language Development (CELDT) Data Local Assessment (RESULTS Data)

Table 1: Academic Performance by Grade Level / Significant SubgroupSBAC 2017 ELA Results

Third Grade

Subgroups* Mean Score% Not Met

% Nearly Met % Met

% Exceeded

All Students 2433 19.4 27.8 33.3 19.4Hispanic or Latino 2408 25 40 30 5White not Hispanic 2452 14.3 14.3 42.9 28.6Economically Disadvantaged

2407 28.6 33.3 33.3 4.8

English Learners 2406 31.3 37.5 18.8 12.5

Fourth Grade


% Nearly Met % Met

% Exceeded

All Students 2465 32.7 24.5 22.5 20.4Hispanic or Latino 2426 52 24 20 4White not Hispanic 2504 13 26 21.7 39Economically Disadvantaged

2424 50 28.6 17.9 3.6

English Learners 2420 50 33.3 16.7 0

Fifth Grade


% Nearly Met % Met

% Exceeded

All Students 2509 23.3 20.9 41.9 13.9Hispanic or Latino 2487 24 36 36 4White not Hispanic 2538 25.5 0 47 29.4Economically Disadvantaged

2500 22.2 29.6 40.7 29.4

English Learners 2449 41.7 50 8.3 0

Sixth Grade


% Nearly Met % Met

% Exceeded

All Students 2532 14.6 41.5 26.8 17.1Hispanic or Latino 2511 21.7 43.5 26 8.7White not Hispanic 2551 6.2 43.8 25 25Economically Disadvantaged

2525 18.5 40.7 22.2 18.5

English Learners 2485 23.1 61.5 15.4 0

Seventh Grade


% Nearly Met % Met

% Exceeded

All Students 2557 13.3 36.7 40 10Hispanic or Latino 2540 17.4 44.5 26 13White not Hispanic N/A*Economically Disadvantaged

2532 20 45 25 10

English Learners N/A*

Eighth Grade


% Nearly Met % Met

% Exceeded

All Students 2569 17.7 35.3 38.2 8.8Hispanic or Latino 2547 22.2 44.4 33.3 0White not Hispanic 2596 13.3 20 46.7 20Economically Disadvantaged

2541 27.3 45.5 27.3 0


*Group is not numerically significant

Conclusions from the Data:

All subgroups except white students fell behind the grade level mean score. More intervention, ELD, and tutoring needs to be targeted to all other subgroups.

Table 2: Academic Performance by Grade Level / Significant SubgroupSBAC 2017 Mathematics Results

Third Grade


% Nearly Met % Met

% Exceeded


2408 28.6 33.3 33.3 4.8

English Learners 2426 25 37.5 25 12.5

Fourth Grade


% Nearly Met % Met

% Exceeded


2424 50 28.6 17.9 3.6


Fifth Grade


% Nearly Met % Met

% Exceeded


2501 22.2 29.6 40.7 7.4


Sixth Grade


% Nearly Met % Met

% Exceeded

All Students 2537 21.4 38.1 23.8 16.7Hispanic or Latino 2516 25 41.7 29.2 4.2White not Hispanic 2556 18.8 37.5 12.5 31.3Economically Disadvantaged

2526 18.5 40.7 22.2 18.5


Seventh Grade


% Nearly Met % Met

% Exceeded

All Students 2545 26.7 33.3 20 20Hispanic or Latino 2526 34.8 34.8 13 17.4White not Hispanic N/A*Economically Disadvantaged

2533 20 40 25 10


Eighth Grade


% Nearly Met % Met

% Exceeded

All Students 2597 8.8 50 9 32Hispanic or Latino 2555 11.1 72.2 5.6 11.1White not Hispanic 2650 6.61 20. 13.3 60Economically Disadvantaged

2541 27.3 45.4 27.3 0


Conclusions from the Data:As with Language Arts, all subgroups in mathematics except white students fall behind the grade level mean score. More intervention, ELD, and tutoring needs to be targeted to all other subgroups.Math scores for all groups are markedly higher than Language Arts scores in 3rd grade. This information is indicative of the progression of Hispanic and EL students in English Language acquisition.

Table 3: California English Language Development (CELDT) DataAlview Elementary 2015-16 (Last available data—ELPAC due in fall of 2018)

Percent of Students at Performance LevelsGrade 2 Grade 3

Proficiency 2014 2015 2014 2015Advanced 0% 0% 9% 0%Early Advanced 14% 0% 27% 15%Intermediate 52% 100% 59% 80%Early Intermediate 34% 0% 5% 5%Beginning 0% 0% 0% 0%Number Tested 21 13 22 20

1. At Alview, most English Learners were in the Intermediate category for 2nd and 3rd grades.2. Tables indicate that the majority of students are moving one CELDT level each year.

Table 3: California English Language Development (CELDT) DataDairyland Elementary (Latest Available Scores)

Percent of Students at Performance LevelsGrade 4 Grade 5 Grade 6 Grade 7 Grade 8

Proficiency 2014 2015 2014 2015 2014 2015 2014 2015 2014 2015Advanced 10% 7% 0% 0% 0% 0% 34% 10% 17% 14%Early Advanced 40% 33% 54% 60% 38% 45% 44% 80% 50% 57%Intermediate 40% 53% 30% 33% 54% 36% 11% 10% 33% 29%Early Intermediate 5% 7% 8% 0% 8% 9% 11% 0% 0% 0%Beginning 5% 0% 8% 7% 0% 9% 0% 0% 0% 0%Number Tested 20 15 13 15 13 11 9 10 6 7

1. Most students at Dairyland are in the Early Advanced level 2. Tables indicate that the majority of students are moving one CELDT level each year.3. Number of English Learners decreases as student progress through the grade levels as reclassification criteria are met.

Page Left Blank Intentionally

Local Assessments:Reading RESULTS Assessments

Reading2017-18

Grades two through six have lexile reading assessments that are given three times each year. Student scores in each grade level have been averaged.Grade Level:

BenchmarksAccuracy/

Comprehension

BenchmarksFluency

BeginningOf Year

Acc. Fl. Comp.

EndOf Year

Acc. Fl. Comp.

2 95 80-100% 85-95 92% 54 78% 92% 92 85%

3 95 80-100% 105-115 95% 78 64% 96% 127 86%

4 95 80-100% 115+ 96% 119 82% 97% 120 86%

5 95 80-100% 120+ 98% 121 95% 99% 166 98%

6 95 80-100% 125+ 95% 136 83% 99% 140 90%

Grade Accuracy Fluency Comprehension2nd +0% + 38 words +7%3rd +1% + 49 words + 22%4th +1% +1 word +4%5th +1 % + 45 words +3%6th +4% +4 words +7%

Conclusions: All grade levels have shown growth in reading fluency. Second and third grades almost doubled from beginning to year-end. Weekly timed readings (grades 2-3 and 4-6 intervention) have strengthened fluency in all grade levels. Some grade levels showed little to no progress in comprehension due to higher level end-of-year passages. All grades need to focus on the Accelerated Reader program and timed reading practice to enhance overall reading skills and strategies for growth in the 2018-19 school year.

Appendix D: Analysis of Current Instructional ProgramsThe following statements are adapted from Every Student Succeeds Act (ESSA) Title I, Part A and the California Essential Program Components (EPC). These statements will be used to discuss and develop findings that characterize the instructional program at Alview-Dairyland Union School District for students:

Not meeting performance goals Meeting performance goals Exceeding performance goals

Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs.

Standards, Assessment, and Accountability

1. Use of state and local assessments to modify instruction and improve student achievement (ESSA)

2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)

Staffing and Professional Development

3. Status of meeting requirements for highly qualified staff (ESSA)4. Principals' Assembly Bill (AB) 75 training on State Board of Education (SBE)

adopted instructional materials (EPC)5. Sufficiency of credentialed teachers and teacher professional development

(e.g., access to AB 466 training on SBE-adopted instructional materials) (EPC)

6. Alignment of staff development to content standards, assessed student performance, and professional needs (ESSA)

7. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)

8. Teacher collaboration by grade level (K-8) and department (9-12) (EPC)

Teaching and Learning

9. Alignment of curriculum, instruction, and materials to content and performance standards (ESSA)

10. Adherence to recommended instructional minutes for reading/language arts and mathematics (K-8) (EPC)

11. Lesson pacing schedule (K-8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)

12. Availability of standards-based instructional materials appropriate to all student groups (ESSA)

13. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC)

Opportunity and Equal Educational Access

14. Services provided by the regular program that enable underperforming students to meet standards (ESSA)

15. Research-based educational practices to raise student achievement at this school (ESSA)

Involvement

16. Resources available from family, school, district, and community to assist under-achieving students (ESSA)

17. Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of consolidated application programs. (5 CCR 3932)

Funding

18. Services provided by categorical funds that enable underperforming students to meet standards (ESSA)

19. Fiscal support (EPC)

Appendix E: Use of ResourcesThe following fiscal practices apply to the use of funds generated through the Consolidated Application:

The state fiscal year is the period from July 1 to June 30. Funds not spent during the period become “carryover funds”, to be budgeted for use the following fiscal year. Districts may allow carryover to remain at the school that generated the funds or may aggregate unspent funds from all schools and redistribute them according to the formula appropriate for each program. State law does not limit the amount of carryover funds.

The federal fiscal year is the period from October 1 through September 30. However, we are allowed to expend federal funds beginning the previous July 1. Thus, the period of allowable expenditure extends for 15 months. Title I law limits the amount of funds that may be carried over from the previous fiscal year to 15 percent, except for agencies that receive less than $50,000. n A waiver of this restriction may be requested from the State Board of Education once every three years.

Eighty-five percent of the funds from certain programs must be used for direct educational services at schools. This limitation applies to:

Title I, Part A, Improving Basic Programs

Up to 15 percent may be spent for administrative costs incurred at the school and district office in support of these programs.

Expenditures are allowable if they: Provide an effective means of achieving the purposes of program funding source Are a reasonable use of limited resources Are necessary to achieve the goals of the plan Provide supplementary services for eligible students Do not fund services required by state law Do not pay for what, in the absence of these categorical funds, would be provided by

the general fund.

This definition meets the federal requirement that expenditures of funds “supplement, and not supplant” state and local expenditures.

The district must reserve funds from Title I, Part A, Basic Grant Program for: Costs of parent involvement (1 percent minimum) and professional development (5

percent to 10 percent) Program Improvement schools, whatever is needed for costs of public school choice,

transportation, and supplemental educational services, up to 20 percent of the district allocation

The district may reserve funds from Title I, Part A, for: Serving community day school students Capital expenses for Title I programs operated at private schools Salary differentials Preschool Summer school Before school, after school, and school year extension programs Neglected students Homeless students Assistance to schools

The district may also reserve funds for: Indirect costs of administering state and federal programs Repayment of disallowed expenditures

Funds received through the Consolidated Application must be used to reach school goals for improving the academic performance of all students to the level of state standards. In so doing, care must be exercised to ensure that each funding source is used for the purposes for which the funds are allocated, and for eligible students.

A ppendix F: Acronyms and Specialized Terms

Listed below are acronyms most often associated with programs funded through the ConApp. Most of the acronyms are "hot-linked" to information on the topic of the acronym:

ACRONYM STANDS FOR WEB ADDRESS

ADA Average Daily Attendance http://www.cde.ca.gov/ds/fd/ec/

ADA Americans with Disabilities Act http://www.usdoj.gov/crt/ada/adahom1.htm (Outside Source)

API Academic Performance Index http://www.cde.ca.gov/ta/ac/ap

APS Academic Program Survey http://www.cde.ca.gov/ta/ac/ti/stateassesspi.asp.

BTSA Beginning Teacher Support and Assessment http://www.btsa.ca.gov

BTTP Bilingual Teacher Training Program http://www.cde.ca.gov/sp/el/bt

CAHSEE California High School Exit Examination http://www.cde.ca.gov/ta/tg/hs/

CAPA California Alternative Performance Assessment

http://www3.cde.ca.gov/scripts/texis.exe/webinator/search?pr=default&query=California%20Alternate%20Performance%20Assessment%20&submit=GO

CBEDS California Basic Educational Data System http://www.cde.ca.gov/ds/ss/cb

CBEST California Basic Educational Skills Testhttp://www.ctc.ca.gov/credentials/CAW-exams.html#CBEST (Outside Source)

CDE California Department of Education http://www.cde.ca.gov

CELDT California English Language Development Test http://www.cde.ca.gov/ta/tg/el

CMA California Modified Assessment

http://www3.cde.ca.gov/scripts/texis.exe/webinator/search?pr=default&query=California%20Modified%20Assessment&submit=GO

COE County Office of Education http://www.cde.ca.gov/re/sd/co/index.asp

COP Committee of Practitioners (Title I) http://www.cde.ca.gov/sp/sw/t1/practitioners.asp

CPM Categorical Program Monitoring http://www.cde.ca.gov/ta/cr/cc

CSAM California School Accounting Manual http://www.cde.ca.gov/fg/ac/sa

http://www.cde.ca.gov/fg/ac/sa

http://www.cde.ca.gov/ta/cr/cc

http://www.cde.ca.gov/sp/sw/t1/practitioners.asp

http://www.cde.ca.gov/re/sd/co/index.asp




http://www.cde.ca.gov/ta/tg/el

http://www.cde.ca.gov/

http://www.ctc.ca.gov/credentials/CAW-exams.html#CBEST

http://www.ctc.ca.gov/credentials/CAW-exams.html#CBEST

http://www.cde.ca.gov/ds/ss/cb




http://www.cde.ca.gov/ta/tg/hs/

http://www.cde.ca.gov/sp/el/bt

http://www.btsa.ca.gov/

http://www.cde.ca.gov/ta/ac/ti/stateassesspi.asp

http://www.cde.ca.gov/ta/ac/ap

http://www.usdoj.gov/crt/ada/adahom1.htm

http://www.cde.ca.gov/ds/fd/ec/


CSCS California School Climate Survey http://cscs.wested.org/ (Outside Source)

CSIS California School Information Services http://www.cde.ca.gov/ds/sd/cs

CSR Comprehensive School Reform http://www.cde.ca.gov/ta/lp/cs/

CST California Standards Tests http://www.cde.ca.gov/ta/tg/sr/guidecst08.asp

CTC Commission on Teacher Credentialing http://www.ctc.ca.gov (Outside Source)

DAS District Assistance Survey http://www.cde.ca.gov/ta/ac/ti/stateassesspi.asp.

DSLT District/School Liaison Team http://star.cde.ca.gov/star2010/

EC Education Code http://www.leginfo.ca.gov/calaw.html

EDGAR U. S. Department of Education General Administrative Regulations

http://www.ed.gov/policy/fund/reg/edgarReg/edgar.html (Outside Source)

EL English Learner http://www.cde.ca.gov/ta/cr/el

ELA English Language Acquisition http://www.cde.ca.gov/sp/el/ii

ELAP English Language Acquisition Program http://www.cde.ca.gov/fg/aa/ca/englishlang.asp

ELD English Language Development http://www.cde.ca.gov/ta/cr/el

ELSSA English Learner Subgroup Self Assessment http://www.cde.ca.gov/ta/ac/ti/stateassesspi.asp.

EO English-Only (Monolingual English)

EPC Essential Program Components http://www.cde.ca.gov/ta/lp/vl/essentialcomp.asp

ESEA Elementary and Secondary Education Act http://www.ed.gov/policy/elsec/leg/esea02/index.html (Outside Source)

ESL English as a Second Language http://www.cde.ca.gov/ta/cr/el

ESLRs Expected School wide Learning Results http://www.acswasc.org/process_ca_comprehensive.htm (Outside Source)

FEP Fluent-English-Proficient http://www.cde.ca.gov/demographics

FOL Focus on Learning http://www.acswasc.org/process_ca_comprehensive.htm (Outside Source)

FTE Full-Time-Equivalent http://data1.cde.ca.gov/dataquest/gls_fte.htm

GATE Gifted and Talented Education http://www.cde.ca.gov/sp/g/

GED General Educational Development http://www.cde.ca.gov/ta/tg/gd

IDEAIndividuals with Disabilities Education Act (IDEA) http://www.cde.ca.gov/sp/se/lr/ideareathztn.asp.

IEP Immigrant Education Program (NCLB, Title III) http://www.cde.ca.gov/sp/el/t3

IEP Individualized Education Program http://www.calstat.org/iep/ (Outside Source)

ISSSD Inventory of Supports and Services for Students with Disabilities http://www.cde.ca.gov/ta/ac/ti/stateassesspi.asp.


http://www.calstat.org/iep/

http://www.cde.ca.gov/sp/el/t3

http://www.cde.ca.gov/sp/se/lr/ideareathztn.asp

http://www.cde.ca.gov/ta/tg/gd

http://www.cde.ca.gov/sp/g/

http://data1.cde.ca.gov/dataquest/gls_fte.htm

http://www.acswasc.org/process_ca_comprehensive.htm


http://www.cde.ca.gov/demographics



http://www.cde.ca.gov/ta/cr/el

http://www.ed.gov/policy/elsec/leg/esea02/index.html

http://www.ed.gov/policy/elsec/leg/esea02/index.html

http://www.cde.ca.gov/ta/lp/vl/essentialcomp.asp



http://www.cde.ca.gov/fg/aa/ca/englishlang.asp

http://www.cde.ca.gov/sp/el/ii


http://www.ed.gov/policy/fund/reg/edgarReg/edgar.html

http://www.ed.gov/policy/fund/reg/edgarReg/edgar.html

http://www.leginfo.ca.gov/calaw.html

http://star.cde.ca.gov/star2010/


http://www.ctc.ca.gov/

http://www.cde.ca.gov/ta/tg/sr/guidecst08.asp

http://www.cde.ca.gov/ta/lp/cs/

http://www.cde.ca.gov/ds/sd/cs

http://cscs.wested.org/


II/USP Immediate Intervention/Underperforming Schools Program http://www.cde.ca.gov/ta/lp/iu

LC Language Census http://www.cde.ca.gov/ds/ss/lc

LD Learning Disabled

LEA Local Educational Agency http://www.cde.ca.gov/re/sd

LEP Limited English Proficient

NAEP National Assessment of Educational Progress http://www.nagb.org (Outside Source)

NCE Normal Curve Equivalent

NCLB No Child Left Behind http://www.cde.ca.gov/pr/nclb

NRT Norm-referenced Test

PI Program Improvement http://www.cde.ca.gov/ta/ac/ti/programimprov.asp

PSAA Public Schools Accountability Act http://www.cde.ca.gov/psaa

PTA Parent Teacher Association http://www.pta.org (Outside Source)

R-FEP Redesignated Fluent-English-Proficient

ROPC Regional Occupational Program and Centers http://www.cde.ca.gov/rocp/dsp/coord.html

RSDSS Regional System for District and School Support http://www.cde.ca.gov/sp/sw/ss/s4directory.asp

SARC School Accountability Report Card http://www.cde.ca.gov/ta/ac/sa

SBCP School-Based Coordinated Programs

SEA State Education Agency http://www.cde.ca.gov

SESM Special Education Supports Module http://cscs.wested.org/survey_content/sesis (Outside Source)

STAR Standardized Testing and Reporting http://www.cde.ca.gov/ta/tg/sr

UCP Uniform Complaint Procedures http://www.cde.ca.gov/re/cp/uc

WASC Western Association of Schools and Colleges http://www.acswasc.org (Outside Source)

Appendix G: SPSA Annual Evaluation May 2018 (Reviewed with SSC)

http://www.acswasc.org/

http://www.cde.ca.gov/re/cp/uc

http://www.cde.ca.gov/ta/tg/sr

http://cscs.wested.org/survey_content/sesis

http://www.cde.ca.gov/

http://www.cde.ca.gov/ta/ac/sa

http://www.cde.ca.gov/sp/sw/ss/s4directory.asp

http://www.cde.ca.gov/rocp/dsp/coord.html

http://www.pta.org/

http://www.cde.ca.gov/psaa

http://www.cde.ca.gov/ta/ac/ti/programimprov.asp

http://www.cde.ca.gov/pr/nclb/

http://www.nagb.org/

http://www.cde.ca.gov/re/sd

http://www.cde.ca.gov/ds/ss/lc

http://www.cde.ca.gov/ta/lp/iu

Plan Priorities

Priorities were two identified goals: Prepare students for success in high school and higher education and/or vocational job

market. Move English Learners up one level in English proficiency as measured by ELPAC.

See attached budget (appendix H) for expenditures

Strategies and ActivitiesStrategies to achieve goals were all implemented as per planMost effective strategies included: Explicit Direct Instruction, Infusion of Technology, Common Core Curriculum Implementation and Tutoring

Ineffective strategies PAC/DELAC meetings were not well-attended; Migrant parents were informed but showed a lack of interest. Based on an analysis of the impact of the strategies/activities, what appears to be the reason they were ineffective in improving student achievement?

Not appropriately matched to student needs/student populationDeclining migrant population due to revised eligibility

Migrant parents did not see value in topics presented; they also rely on home to school communication for their students’ academic progress andschool events

Based on the analysis of this practice, the School Site Council recommends:Continuing with the following modifications:

Join with Chowchilla Elementary Pac DELAC meetings after consulting with migrant parents on their areas of interest for guest speakers and meeting topics

Use local DELAC meetings as means of communicating with EL parents Better communication of meeting dates and times—make personal

phone calls to migrant parents to encourage attendance.

OutcomesThe identified academic goal for ALL students to meet or exceed standards by June of 2018 was not achieved. As measured by SBAC results, however, all student subgroups showed academic growth from the prior year as they progress toward standards mastery.

Appendix H: SPSA District Budget 2017-18

Documents

The Single Plan for Student Achievement€¦ · Web viewThe Single Plan for Student Achievement District: Alview-Dairyland Union School District County-District School (CDS) Code: