single plan for student achievement fiscal year 2018-19 ......santa paula high school single plan...

Single Plan for Student Achievement Fiscal Year 2018-19

Santa Paula High School 56768285635776

Contact Information:

Elizabeth Garcia, Principal [email protected] 404 North Sixth Street Santa Paula, CA 93060 (805) 525-4400 Revised: May 2018

(This page intentionally left blank)

Santa Paula High School Single Plan for Student Achievement Fiscal Year 2018-19

Table of Contents

The Single Plan for Student Achievement ................................................................................................................. 1

School Site Council Membership ............................................................................................................................... 2

English Language Advisory Council (ELAC) Membership ......................................................................................... 3

Recommendations and Assurances .......................................................................................................................... 4

District information ...................................................................................................................................................... 5

District Profile ......................................................................................................................................................... 5

District Vision: ......................................................................................................................................................... 5

District Mission: ...................................................................................................................................................... 5

District LEA Plan Goals .......................................................................................................................................... 5

District LCAP Goals ................................................................................................................................................ 6

School Information ..................................................................................................................................................... 7

School Profile ......................................................................................................................................................... 7

School Mission ....................................................................................................................................................... 7

School Vision .......................................................................................................................................................... 7

Student Enrollment by Grade ................................................................................................................................. 7

Student Enrollment by Ethnicity ............................................................................................................................. 8

Student Enrollment by Subgroup ........................................................................................................................... 8

Comprehensive Needs Assessment ...................................................................................................................... 9

Violence Prevention, Bully Prevention, and Student Safety .................................................................................. 9

Nutrition Programs & Fitness Programs ................................................................................................................. 9

Extended Learning Programs ............................................................................................................................... 10

Programs Included in This Plan ............................................................................................................................... 11

Title I Allocations – 2018-19 ................................................................................................................................. 12

Planned Improvements in Student Performance ..................................................................................................... 13

School Goals for Improving Student Achievement .............................................................................................. 13

School Goals for Improving Student Achievement .................................................................................................. 14

References ............................................................................................................................................................... 47

2016-17 CAASPP – Grade 11 English Language Arts/Literacy & Mathematics ................................................. 47

2015-16 CST Science (Grade 10) 1-Year Chart & 3-Year Comparisons ............................................................ 48

School-Parent/Home Compact ............................................................................................................................. 49

Parent Involvement Policy – Santa Paula USD ................................................................................................... 50

Parent Involvement Calendar ............................................................................................................................... 53

Teacher Mentoring Programs ............................................................................................................................... 54

Professional Development Plan ........................................................................................................................... 55

Principal’s Training Aimed at Improving Student Achievement ........................................................................... 56

School Accountability Report Card....................................................................................................................... 57

School Site Council Bylaws .................................................................................................................................. 69

Single Plan for Student Achievement Annual Evaluation – 2017-18 ................................................................... 74


Title I – School Plan Reference of Required Components (SW schools only) .................................................... 80

Chart of Requirements ......................................................................................................................................... 81


1

The Single Plan for Student Achievement

The Single Plan for Student Achievement (SPSA) is meant to consolidate all school-level planning efforts into one plan for programs funded through the consolidated application (ConApp), pursuant to the California Education Code (EC) Section 64001 and the Elementary and Secondary Education Act as amended by the Every Student Succeeds Act (ESSA). The purpose of the SPSA is to increase the overall effectiveness of the school program by crafting a strategic plan that maximizes the resources available to the school while minimizing duplication of effort with the ultimate goal of increasing student achievement. The School Site Council (SSC) is required to develop and annually review the SPSA, establish an annual budget, and make modifications in the plan to reflect changing needs and priorities, as applicable, pursuant to EC 52853(b) and 52855. California’s ESSA State Plan significantly shifts the state’s approach to the utilization of federal resources in support of underserved student groups. The SPSA provides schools with the opportunity to document their approach to maximizing the impact of federal investments in support of underserved students. The implementation of ESSA in California presents an opportunity for schools to innovate with their federally-funded programs and align them with the priority goals of the school and the LEA that are being realized under the state’s Local Control Funding Formula (LCFF). LCFF provides schools and LEAs flexibility to design programs and provide services that meet the needs of students in order to achieve readiness for college, career, and lifelong learning. The SPSA planning process supports continuous cycles of action, reflection, and improvement. For additional information on school programs and how you may become involved locally, please contact: Elizabeth Garcia, Principal Santa Paula High School 404 North Sixth Street Santa Paula, CA 93060 (805) 525-4400 [email protected] The district’s Governing Board approved this revision of the school plan on ____________________.


2

School Site Council Membership

California Education Code Section 64001(g) requires that the Single Plan for Student Achievement be reviewed and updated at least annually, including proposed expenditures of funds allocated through the ConApp, by the School Site Council (SSC). The current make-up of the School Site Council is as follows:

Name of Members Principal Certificated

Staff Classified

Staff

Parent or Community

Member Student

Elizabeth Garcia X

Alfredo Varela X

Karen Haldeman X

Christina Fahey X

Gloria Rodriguez X

Karen Giroux X

Glenda Learn X

Nora Perez X

Denise Claudio X

Dina Fiorentino X

Deanne Morales X

Sergio Hernandez X

Mirka Vargas X

Nathan Ramos X

Roberto Nunez X

Leslie Mex X

Number of members in each category 1 4 3 3 5


3

English Language Advisory Council (ELAC) Membership

Education Code Section 52176 (a) states that each school with more than 20 English Learners shall establish a school level advisory committee. Parents or guardians, or both, of EL pupils who are not employed by the district shall constitute a majority of the committee.

Name of Members

Principal

Certificated Staff

Classified Staff

Parents/Guardians of English Learners Other

Elizabeth Garcia X

Alejandro Valdivia X

Ana Suarez X

Celerina Mendez X

Claudia de la Torre X

Diomedes Gutierrez X

Elvira Orea X

Jose Garcilazo X

Maria de Garcilazo X

Number of members in each category

1 8

(If the members of a properly constituted English Language Advisory Council (ELAC) voted to give over their governance to the School Site Council (SSC), please list the names of those people who voted. Giving over governance needs to be re-voted every 2 years.)

The ELAC has voted to give governance to the SSC on this date: ________________

The name of the parent ELAC representative to SSC is: ________________________


4

Recommendations and Assurances

The School Site Council (SSC) recommends this school plan and proposed expenditures to the district Governing Board for approval and assures the board of the following: 1) The SSC is correctly constituted and was formed in accordance with district governing board policy and state

law.

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

3) The SSC sought and considered all recommendations from the following groups or committees before

adopting this plan: Signature of Authorized

Representative

English Learner Advisory Council

Leadership Team / WASC Committee

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:

Elizabeth Garcia, Principal Date

SSC Chairperson Date


5

District information

District Profile

Santa Paula Unified District is located in the city of Santa Paula, a small historical community serving approximately 30,000 residents within a 4.6 square-mile radius surrounded by rolling hills and citrus groves. Santa Paula City is approximately 65 miles northwest of Los Angeles and 14 miles east of Ventura. Santa Paula is situated in the rich agricultural Santa Clara River Valley. The City is surrounded by rolling hills and rugged mountain peaks in addition to orange, lemon and avocado groves. In fact, Santa Paula is referred to as the “Citrus Capital of the World.” The community of Santa Paula was founded in 1872. Originally the area that is today Santa Paula was inhabited by the Chumash, a Native American people. Santa Paula Unified operates an early childhood education program, six K-5 elementary schools, one 6-8 middle school, one comprehensive high school, and one continuation high school. Santa Paula Unified School District has a large Latino and English Learner population that has made tremendous improvements in student achievement in the past few years. We are proud of the accomplishments of our students, teachers, staff, parents and the community that has made that achievement possible.

District Vision:

Educating students for college and careers through expanded academic learning opportunities and enhanced experiences.

District Mission:

The Santa Paula Unified School District in collaboration with educators, parents and businesses will prepare students academically and socially for college, career, global citizenship and life-long learning by providing rich, diverse and differentiated experiences and learning opportunities, a highly skilled educational team and safe attractive schools.

District LEA Plan Goals

Goal #1 All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics. Goal #2 All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Goal #3 All students will be taught by highly qualified teachers. Goal #4 All students will be educated in learning environments that are safe, drug-free, and conducive to learning. Goal #5 All students will graduate from high school.


6

District LCAP Goals


7

School Information

School Profile

Santa Paula High School is located in the city of Santa Paula and serves students grades nine through twelve, and is the only comprehensive high school in the district. In the 2017-18 school year, 1,583 students were enrolled, including 16.9% qualifying for English Language Learner support, 74.6% qualifying for free or reduced price lunch, 12.7% students with disabilities, and 0.1% foster youth.

School Mission

It is the mission of Santa Paula High School to significantly raise student achievement and ensure all students pass the California High School Exit Exam, earn a high school diploma, and complete the requirements to attend college through a rigorous curriculum and safe environment.

School Vision

Santa Paula High is to become a community of professionals working collaboratively and using evidence of student learning to drive instruction.

Student Enrollment by Grade Source: CALPADS 2017-18

0

100

200

300

400

500

Grade 9 Grade 10 Grade 11 Grade 12

465

396378

344


8

Student Enrollment by Ethnicity Source: CALPADS 2017-18

Student Enrollment by Subgroup Data Source: CALPADS 2017-18

0.1%

0.2%

0.1%

95.5%

3.9%

0.3%

Black or African American

Asian

Filipino

Hispanic or Latino

White

Two or More Races

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

SocioeconomicallyDisadvantaged

EnglishLearners

Students withDisabilities

FosterYouth

74.6

16.9 12.7

0.1

Perc

enta

ge


9

Comprehensive Needs Assessment

Santa Paula High School completed a comprehensive needs assessment survey of all students enrolled, including migratory students, which included the analysis of student performance in relation to the state academic content standards. During staff development activities and staff meetings, school administrators and the leadership team considered the results of the following to identify areas of strength and weakness:

✓ Analysis of Student Performance Data: o KeyData Systems Reports o CAASPP Reports o District Assessments (EADMS Reports) o Teacher Feedback

Conclusions from the needs assessment survey were used to identify SPSA goals and program support goals.

Violence Prevention, Bully Prevention, and Student Safety

Santa Paula High School supports efforts to maintain a safe and healthy environment by accessing professional resources through local law enforcement and public health agencies. The District works with school administrators to provide resources and support for both students and parents. During the 2018-19 school year, Santa Paula High School will provide the following programs for its students (and parents as applicable):

• Intervention Counselor

• Positive Prevention Plus Curriculum (9th Grade)

• Challenge Day (9th Grade – Peer Mentor Day)

• Link Crew (Mentors for the 9th Grade Class)

• Restorative Justice Santa Paula High School supplements district-sponsored programs with site-based curriculum aimed at developing positive behaviors through character education, substance abuse prevention education, and healthy life styles education. These programs include:

• Positive behavior programs

• Anti-bullying prevention programs

Nutrition Programs & Fitness Programs

The Santa Paula Unified School District Nutrition Services department is made up of a team of food and nutrition professionals that are dedicated to students' health, wellbeing and their ability to learn. We support learning by promoting healthy habits for lifelong nutrition and fitness practices. Meals, foods and beverages sold or served at schools meet state and federal requirements which are based on the USDA Dietary Guidelines. We provide students with access to a variety of affordable and appealing foods that meet the health and nutrition needs of students. The district offers a variety of free and reduce-meal programs through the National School Lunch Program (NSLP), Especially Needy Breakfast Program (SNBP), School Breakfast Program (SBP), Meal Supplement Program (Snacks), Child Care Program (CCAFP), and the Seamless Summer Feeding Option Program (SSFOP). Santa Paula High School follows the nutritional guidelines component of the policy and incorporates the physical activity and health/nutrition education components into daily curricula. Nutritional programs sponsored at the school include:

• National School Lunch Program - a federally assisted meal program which provides nutritionally balanced, low-cost or free lunches to children each school day.

• School Breakfast Program - a federally funded program which provides nutritious breakfasts to children at reasonable prices.

http://www.fns.usda.gov/cnd/lunch/

http://www.fns.usda.gov/cnd/lunch/

http://www.cde.ca.gov/ls/nu/sn/sbp.asp

http://www.cde.ca.gov/ls/nu/sn/sbp.asp

http://www.fns.usda.gov/cnd/care/

http://www.fns.usda.gov/cnd/seamless_summer.htm


10

• At-Risk After-School Meals Program - students participating in after school programs receive nutritious snacks and dinner meal as a regular part of their afterschool activities. Meals are provided in accordance with the Childcare Food Program guidelines and reimbursement rates.

• Seamless Summer Feeding Option Program - students participating in summer school receive nutritious snacks and meals through the National School Lunch and School Breakfast programs.

• Physical Education - Classroom teachers and the PE Specialist provide physical education instruction for our students for a minimum of 200 minutes every ten days as mandated. The SPARKS physical education curriculum is currently being followed.

Extended Learning Programs

Santa Paula High offers the following extended learning programs:

• Tutoring

• Career Education Center

• Link Crew

• Summer School o Summer Math Academy o ELD Academy

• Cyberhigh Credit Recovery


11

Programs Included in This Plan

The School Site Council intends for Santa Paula High School to participate in the following programs: State Programs Allocation Economic Impact Aide/State Compensatory Education

Purpose: Help educationally disadvantaged students succeed in the regular program.

$ 0

Economic Impact Aide/English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners.

$ 0

English Learner Acquisition Program, Teacher Training & Student Assistance

Purpose: support English acquisition for English learners in grades 4-8. Program has been discontinued.

$ 0

Total amount of state categorical funds allocated to this school:

$

0

Federal Programs Under the Elementary Secondary Education Act Allocation

Title I, Part A: Basic Grant 2017-18 Carryover approx. $0 2018-19 Estimated $148,025 (includes $2,737 parent involvement) Purpose: support effective, research-based educational strategies that close the achievement gap between high-and low-performing students and enable the students to meet the state's academic standards

$

148,025.00

Total amount of federal categorical funds allocated to this school: $ 148,025.00

Total amount of state and federal categorical funds allocated to this school: $ 148,025.00


12

Title I Allocations – 2018-19


13

Planned Improvements in Student Performance

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

School Goals for Improving Student Achievement

Goal #1: Increase the percentage of LTELs, socio-economically disadvantaged, homeless, and foster students scoring standards met or standards exceeded on the ELA and math state assessment by 10% over the next five years. Goal #2: Within 5 years, increase standardized test scores (ELA/Math State Assessments), GPAs, graduation rates, and A-G completion rates, with an emphasis on narrowing the achievement gap between males and females to within 3-4%. Goal #3: Increase the percentage of all students scoring standard met and standard exceeded on the math CAASPP by 10% over the next five years, and an increase of the overall math passing rate and math A-G completion rate increase by 10% over the next five years as shown on end of semester grade reports. Goal #4: During the 2018-19 school year, SPHS will maintain and evaluate the existing interventions for 9th graders, as well as develop and implement an RtI program. Goal #5: During the 2018-19 school year, referrals will decrease by 5%, suspension for California Ed Code 48900 a-j will decrease by 5%, and documentation of required safety drills. Additionally by the next administration of the CHKS SPHS will improve by 5% the measures in the following areas on the Summary of Key Indicators: “School connectedness (high)”, “Academic motivation”, and “School perceived as safe or very safe”. Furthermore, SPHS will decrease by 5% on the CHKS on the following measures: “Experienced any harassment or bullying”, and “Had mean rumors or life spread about you”. Goal #6: In 2018-19 Santa Paula High School will increase, by 5%, the number of students attending 2 year and 4 year colleges, as well as vocational schools that issue certifications, and ensure that 45% of 9th, 10th, 11th, and 12th graders meet a-g requirements by the end of the school year. Goal #7: Santa Paula High School will develop a community of learners focused on building collaborative teams and sustained professional development. We will strive to build parental and community relations between the students, parents and community of Santa Paula (Parent Involvement Team, ASB Welcome Committee, etc.)


14

School Goals for Improving Student Achievement

Goal #1: Increase the percentage of LTELs, socio-economically disadvantaged, homeless, and foster students scoring standards met or standards exceeded on the ELA and math state assessment by 10% over the next five years.

Describe the metric/indicator for this goal, the baseline and the expected outcome and results.

Metric/Indicator Baseline Expected Outcome

LTEL Redesignation rates, grades & performance on state assessments

2016-17: 14% ELs were redesignated (36/250)

5% more would re-designate. This was met in 2017-18 with 53/203, representing 26% of ELs redesignating. Ten percent over the next 5 years.

Annual Measurable Academic Objectives

AMAO #1 = 35.07% made positive movement based on CELDT (2015-17 scores) AMAO #2 = 55% obtained proficient level on CELDT AMAO#3 (2015 most recent CDE data on CAASPP) – ELA 20% proficient; Math 5.6% proficient

AMAO #1, #2, #3: Increase in proficiency by ten percent over the next 5 years in all AMAOs.

Describe how this goal aligns to the district’s LCAP goals:

Our sub-groups that require the most support are LTELS, SED and our foster and homeless

youth. This is aligned to LCAP Goal 1. A focus on these sub-groups will lead to an increase

in proficiency across the board in ELA and Math.

LCAP Goal #1 – Increase academic achievement at all grade levels in ELA and Math and

implement the California State Standards in all core subjects.

What data was used to form this goal:

LTEL re-designation rates, grades, performance on state assessments, Annual Measurable Academic Objectives

Individuals Involved in analyzing data and formulating goal:

School Site Council, SPHS Leadership Team (Area Chairs and Team Leads), WASC Subcommittees (Certificated, Classified Staff, Parents, Students), ELAC, LCAP District Committee

What did the analysis of the data reveal that led to this goal:

Academic achievement by Long Term English Learners, SED, Homeless and Foster youth has not grown at the rate needed to meet current annual targets.

Identify targeted student groups and expected growth:

The targeted student groups include Long Term English Learners (LTELs), SED, Homeless and Foster Youth. The expected growth is 10% scoring standards met or standards exceeded on the ELA and math State Assessment over the next five years.

What data will be collected to measure student achievement?

State Assessments


15

Identify the process for monitoring and evaluating collected data:

Staff Members (teachers, administrators, counselors) will collaborate and analyze results that will inform their instructional practices and student placement.

Describe the actions to improve achievement to exit program improvement (if applicable):

Not applicable


16

Strategies/Action Plans

Start & Completion

Dates Personnel

Responsible

Funding Source & Amount

Process for Evaluation of Implementation

1. Throughout the year, teachers will do an in depth review of the current English Language Development framework and align curriculum, interweave the standards (including Schoolwide Learning Outcomes, SLOs) into lessons/units that support and meet the needs of long term English Learners using research based strategies (i.e. Zwiers, Echevarria, Henneman, Soto, Olson, etc.).

July 1, 2018-

June 30,

2019

Administration and Area Chairs

Analysis of Alignment of ELD Standards and SLOs to Curriculum Guides and Pacing Calendars

Documented use of

language objectives to

increase rigor in the

classroom using Bloom’s

Taxonomy and Hess’

Cognitive Rigor Matrix

2. Professional development to support school-wide strategies for Long Term English Learners (LTELs)

Professional Development

(PD) to support English

Learners through

differentiated instruction that

focuses on reading, writing,

listening, and speaking. There

will be a particular emphasis

on developing students’

abilities to have academic

discourse/conversation

(Zwiers, J and Soto, I, 2018)

School-wide Instructional

rounds and classroom visits

by teachers

AVID professional

development and Summer

Institutes to promote literacy

strategies for LTELs

PD for teachers using

technology to support LTELs

(i.e. Achieve 3000) to

promote academic

conversation/discourse

focused on writing, close

reading and rigor.

July 1, 2018 – June 30, 2019

Title I

$30,855.77

Professional

Development surveys

Instructional Round

school wide visitation

data

Common Summative

Assessment and

Performance Task scores

State Assessment Data

• Student Work analysis

from PLC teams

• Student data from

Common Formative

Assessments

• Classroom Observation

Data (Academic

Discourse by Students in

the Classroom)

3. EL Assembly and individual Reclassification Meetings to provide and discuss student scores.

Jan-Feb 2019 EL Teachers, EL Counselor and Assistant Principal

Documentation that

assembly was held for

English Learners

Effectiveness and


17

Awareness Student

Survey for EL Assembly

and Reclassification

Meetings

Documentation of

meeting w/ all students to

determine placement and

provide tutoring

EL Placement review

Pre/post assembly and

survey

4. Supplemental instructional and assessment materials and will be identified to support the core ELD Curricula and subject specific support materials for designated and integrated ELD (supplements may include but are not limited to English 3D, Achieve 3000, content supports etc.) and are intended to be utilized for enhancement of the general instructional program during the school year for all English Learners.

2018-19

school year

Principal

English

Department

Chair

ELD

Teacher(s)

ELD

Counselor

Content

Teachers

District Funding • ELD Assessment Scores

& EL Summer Academy

Scores

• Grades for all ELs,

including LTELs in ELD

and content classes

• Formative Assessment

and Common Summative

Assessment Results

• State EL Assessment

progress of ELD students

• State Assessment data

on English Learners

5. An ELD Summer Academy to support English Learners, will be held to provide supplemental intensive English instruction to ELs

June 2019 Principal

English

Department

Chair

EL Counselor,

Migrant

Coordinator,

EL Summer

Academy

Teacher

District Categorical Funds

Pre and Post Assessment

ELD Curriculum Development

6. Migrant After School Tutoring Collaboration

Wed. 2018-19

District

Categorical

Funds & Migrant

Funding

• Student sign-in sheets

• Grade analysis

7. Title I meeting for parents 2018-19 Principal Letters mailed home, Blackboard Connect


18

8. All ELD Students will meet with a(n) appropriate certificated staff member(s) (counselor and EL/Migrant Coordinator) for an individual review of State EL Assessment scores and placement in the ELD program (combine with #3)

Spring 2019 Certificated Staff ELD Counselor ELD/Migrant Coordinator

• Q/SIS documentation of

counselor/student review

of State EL Assessment

scores

• Documentation of

Academic Review Form

Meeting and review of

State EL Assessment

score & placement in

ELD program


counselor’s and

EL/Migrant Coordinator

with ELs

9. Technology, such as tablets, laptops, or other mobile computing devices will be used for supplemental educational purposes to promote academic conversation/discourse focused on writing and close reading with rigor.

• 1 set of (24) laptops for the ALD class

• 4 sets of 1:2 tablets for math classes

• 2 laptop carts 1:1 for the AVID elective classes

2018-19 EL Coordinator, AVID Coordinator, Math Department

Title I $26,800

Documentation of use during Professional Development & Staff Meetings

Grade Reports Comparison (classrooms w technology vs classrooms without)

10. Instructional materials/equipment to support standards-based instruction, such as translation devices, dictionaries/thesauri, foreign language fiction and informational texts, visuals and graphic organizers, personalized learning technology, computer assisted technology, interactive technology to accelerate English language acquisition, assistive reading devices, videos, maps and e-maps, educational posters, magazine subscriptions to promote literacy, hi/low books for reluctant readers, text to speech devices, technology support for ELs in mathematics, science, history and English, etc.

Timeline: 6

months – Qtr

2 and 3)

Principal Area Chair Principal’s Secretary

Title I - $1000

• Teacher effectiveness survey: Impact on instruction

• Documentation of requisitions/requisition history

11. There will be additional support provided to English Learners by bilingual instructional aides in the classroom and after school interventions.

Quarter 2,3

2018-19

Bilingual Instructional Aides

• Documentation of time on timesheets

• Student Effectiveness Survey

• Bilingual Aide Schedule for Quarters 2-4


19

Goal #2: Within 5 years, increase standardized test scores (ELA/Math State Assessments), GPAs, graduation rates, and A-G completion rates, with an emphasis on narrowing the achievement gap between males and females to within 3-4%.



CAASPP ELA - 41% met; 18% exceeded (59% total)

Increase in proficiency by ten percent over the next 5 years.

GPA/a-g Completion Rates Overall GPA, in 2017-18 is 2.73. 35.9% a-g completion (by 12th grade). Average GPA in 2016-17 was 2.60.

Average GPA is 2.75 or above. Increase in proficiency by ten percent over the next 5 years.

Graduation/Dropout Rates 95.3% Dropout - 0.3%

Increase graduation rate by 3-4% over the next 5 years.


LCAP Goal #1 – Increase academic achievement at all grade levels in ELA and Math and implement the California State Standards in all core subjects. LCAP Goal #3 – Increase graduation rates and reduce suspensions and expulsions.


State assessment data, GPA/A-G completion rates, graduation/dropout rates


School Site Council, WASC Subcommittees (Certificated, Classified Staff, Parents, Students), ELAC


This goal was developed during the WASC Self-Study process. In particular, this goal was created after analysis of proficiency measures for CAASPP for the 2014-2015 and 2015-2016 school years and average GPAs. Additionally, measurable differences existed in the achievement of males and females at SPHS.


The focus students are 9th-12th grade students. The students groups include both males and females.


State assessment data, GPA/A-G completion rates, graduation/dropout rates


This goal will be monitored by the Administration, Intervention Coordinator, Link Coordinator, and WASC Coordinator will be responsible for collecting data and bringing it to relevant committees for discussion and further action (i.e. School Site Council, RtI Committee, WASC Home/Focus grops)


Not applicable


20


Start & Completion

Dates

Personnel Responsible



1. There will be a school-

wide focus on teachers’

use of Professional

Learning Communities

and focus on:

• Use of common

formative assessments

and data

• Focus on analysis of

student work by PLC

teams and closing the

gender achievement

gap

• Use of AVID signature

teaching

practices/strategies:

focused notes,

organization strategies,

WICOR

• Use of Common Core

Anchor standards and

ELD standards to build

a guaranteed and

viable curriculum

Full day

pullouts for

2018-19

school year

Principal

Assistant

Principals

Dept. Area Chairs

AVID

Coordinators

All Teachers

• Common Summative

Assessment scores

• State Assessment Scores

2. Continue

implementation of

Reading and English

Intervention Program

for 9th to 12th grade

students identified

through universal

screen tools (i.e. STAR

Diagnostic)

• The Accelerated

Reader Programs will

be purchased to

support universal

screening, school wide

literacy program and

monitoring of student

progress and have an

AR Coordinator

Fall 2018 Principal

Assistant Principal

English Dept.

Chair

Reading

Intervention

Teacher

Title 1 $17,211.56

• Pre and Post Reading

Diagnostic Tests indicating a

growth in lexile scores

• Diagnostic Testing Grades 9-

12 (STAR, Renaissance

Learning, etc.)

3. Accelerated Reading

Requirements will be

incorporated into all

classes school wide

2018-19 Principal

English Dept.

Chair

• Measure number of students

participating in Accelerated

Reading Program

• Teacher/Student Effectiveness


21


Start & Completion

Dates




and will be web-based

• Support from an

Accelerated Reader

Coordinator to

promote school wide

reading and writing

English Teachers

Librarian and

Library Technician

Survey

• Accelerated Reader data

report on average lexile

growth at beginning and end

of school year

4. Subject Matter

Collaborative Teams

will receive professional

development to provide

support with

development of

professional learning

communities,

implementation of

AVID strategies, project

based teaching,

common formative &

summative

assessments, and

development of

research based lessons

that support standards-

based instruction and

content pedagogy

3-4 Full day pullouts for 2018-19

AVID, EL, and

LINK

Coordinators

LCAP • Evaluation Surveys of


5. Increase access for

males in AVID,

academies, pathways,

Link Crew, campus

clubs, and EAOP.

2018-19 school year

• Gender achievement data

using State Assessment data

• Participation rates in academic

programs, clubs, EAOP

• Link Crew Freshmen Impact

and Achievement Surveys

6. Professional

Development will be

provided school wide to

support higher

engagement by males

in classrooms that

includes time for

curriculum

development,

professional

development, male

mentoring programs,

culturally relevant

teaching.

2018-19 Principal

Dept. Area Chairs

All Teachers

Principal’s Budget

• Professional Development

Survey

• Lesson Plans that

demonstrate use of

engagement strategies

• Analysis of Student Work

• Classroom Observation data


22


Start & Completion

Dates




7. Provide at risk students

with appropriate

interventions through a

Response to

Intervention Approach

(RtI2) in the following

manner

• Have an

Intervention and

Instructional Support

Coordinator

• After School

Academic Tutoring

• Behavior

Interventions

(PDAP, VCBH

Counseling, Peer

Mentoring, Adult

Mentor Program

etc.)

2018-19 Principal

Assistant

Principals

Dept. Area Chairs

All Teachers

Intervention

Teachers

Intervention and

Instruction

Coordinator

Counselors

District Title 1 • D & F Quarter and Semester

Reports

• Pre and Post

Assessment/Effectiveness

Survey for Intervention

Programs

• Q/SIS Documentation of

Student Meetings

• Intervention and Instructional

Support Coordinator

Documentation and

Communication of Academic

and Social Emotional Supports

• Records of Academic Review

Forms

8. Expand Library

resources to support

common core content

and anchor standards

for all content areas

2018-19 school year

Librarian

Library Technician

Principal

District Title I and Principal’s budget

• Teacher/Student Effectiveness

Survey: Extent of use & impact

on student support of non-

fiction

• List of non-fiction resources

• Library Technician report at

staff meetings

• Online database thru

Renaissance Learning

9. Instructional Aides to

support learning in the

classroom

2018-19 school year

Principal

Instructional Aides

Director of

Educational

Services

District Title I • Observations and

measurement of effectiveness

based on interactions

• Student effectiveness survey

• Schedule of placement

throughout the day

10. Saturday School

Intervention to provide

students with an

alternative way to

achieve proficiency on

the standards

• Credit recovery

2018-19 school year

Principal

Assistant Principal

Saturday School

Teachers

• Attendance Records @

Saturday School

• Grade Reports of students

attending Saturday School


23


Start & Completion

Dates




• Make up opportunities

(PE, Cyber High,

Academies (HSA, Ag,

CTE, etc.)

• RtI Tier 2 Opportunities


24

Goal #3: Increase the percentage of all students scoring standard met and standard exceeded on the math CAASPP by 10% over the next five years, and an increase of the overall math passing rate and math A-G completion rate increase by 10% over the next five years as shown on end of semester grade reports.



CAASPP Math – 22% met; 5% exceeded (27% total)


A-G Rates for Math Courses 35.9% a-g completion (by 12th grade)



An analysis of the available data show that students at SPHS are performing below proficient on the math CAASPP and in math courses. This goal is directly aligned to LCAP Goal #1 which is focused on increasing academic achievement at all grade levels in ELA and math.


CAASPP math data from 2014-2015 and 2015-2016, A-G rates for math courses


School Site Council, WASC Subcommittees (Certificated, Classified Staff, Parents, Students)


On the 2015-2016 Math CAASPP the percentage of students who scored standard met and standard exceeded fell by 8%. During the 2017-18 school year, the percentage of students failing math was approximately 25% and in Math 1, the pass rate was at 57.3%.


The targeted group of students are those in math classes, particularly in freshmen level math courses.


Quarterly Common Summative Exams (Interim and Benchmarks) in Math 1 or Math 1A, Math State Assessment Scores and grade reports


Teachers will collaborate and analyze results in collaborative teams to inform their instructional practices and student placement. This data and others (state assessment data) will be gathered by administration, School Site Council, and the RtI team for monitoring and evaluation


Not applicable


25


Start & Completion

Dates Personnel

Responsible



1. To support a school-wide focus on research-based instructional strategies and to support teachers’ application of said strategies in mathematics, there will be support to attend professional development and conferences prior to the start of the school year and throughout the school year.

• There will be Professional

Development at the start

of the school year and

throughout the school

year to help teachers use

AVID signature practices

and research-based

strategies to increase

engagement of students.

• Using, curriculum development time, all teachers will continue to work with subject matter teams to collaboratively develop and implement


Assessments, IABs,

performance tasks and

common formative and

summative assessments

(i.e. unit tests, Common

summative exams, etc.)

• Lesson plans with

elements of SIOP that

guide instruction and

incorporate formative

assessment strategies,

and an inquiry based

approach to teaching

mathematics

• Curriculum aligned to

Common Core Math

Standards ELD and

ESLRs/SLOs

Task ongoing

during

collaboration

Wednesdays

throughout 2018-

19 school year.

Completion and

submission of

curriculum guide

and pacing

calendar by June

2019.

Principal

Math Dept.

Chair

Math Teachers

• Evaluation of Alignment to

Content Standards by

departments and

administration

• Teacher Evaluation of


• State Assessment results

• District/Department

assessment results

3. Math Intervention courses

may be offered before, during

and after school and on

Saturdays.

2018-19 school

year

Principal

Math Dept.

Chair

Math Teachers

District Title 1 • Student growth overtime

(pre-post grade data

comparison)

• Intervention course


26


Start & Completion

Dates Personnel

Responsible



Asst. Principal

4. After School Homework

Center in the Library on

selected weekdays staffed by

math tutors with nutritional

snack provided

Principal

Assistant

Principals

After School

Homework

Tutors

District Title 1 • Sign-in logs showing

students that used

Homework Center

• Pre/Post Assessment and

Survey on grade

improvement

5. Recruit and train Peer Tutors to assist students in Mathematics and/or provide community service hours to peer tutors (registration form)

2018-19 school

year

Principal

Assistant Principals

Library staff

Human

Resources

• Student Effectiveness

surveys

6. Instructional materials/equipment to support and supplement standards-based mathematics instruction (i.e. scientific and graphing calculators, math intervention materials, math technology & software to to increase engagement, supplemental textbooks and activity books, math academic discourse tools, discovery materials, multimedia, manipulatives, etc.)

2018-19 school

year

Principal

Math Teachers

Principal’s

Secretary



requisitions/requisition

history

7. Support an interactive math curriculum and supplemental resources through technology (i.e. tablets, laptops, smart screens).

2018-19 school

year

8. Lower the number of students in Math Reasoning courses.

2018-19 school

year

Quarterly Grade Reports

9. Create or implement a math diagnostic-universal screen

2018-19 school

year


27


Start & Completion

Dates Personnel

Responsible



10. Increase the number of math instructional aides and AVID tutors for math tutorials in the AVID Tutorial.

2018-19 school

year

11. Math instructional rounds and instructional coaching

2018-19 school

year

12. PD on new curriculum, use of engagement strategies, math coaching (VCOE),

2018-19 school

year


28

Goal #4: During the 2018-19 school year, SPHS will maintain and evaluate the existing interventions for 9 th graders, as well as develop and implement an RtI program.



Discipline Data 2017-18 73 suspensions, 4 expulsions

Decrease in suspension and expulsion rate by 5%

Attendance Data 96.5% Attendance Rate - Based on enrollment of 1545

Keep at 96% or above

Report on # of Students with Ds and Fs

10.2% of grades were Ds. 7% of grades were Fs (8992 grades given at Semester 1 of 17-18 school year). In 16-17 school year, 20.1% of grades were Ds or Fs.

Decrease in students getting Ds and Fs by 3-6% over the next 5 years.

Link Crew Data 2017-18 - 49 Fs to a C or better (10.9%) 57 Ds to a C or better (12.6%)

The number of freshmen raising grades to a C or better will increase by 10-15% over the next 5 years.

Grading Period Progress Report Failing students will be the baseline and using RTI strategies, all failing students will be monitored

100% of struggling students are monitored through the RtI process

Common Summative/Benchmark Report Card

No baseline data Create benchmarks and obtain baseline data that is aligned to CAASPP

WASC Demographic Report 2017-18 CAASPP Proficiency Levels are (met & exceeded combined): Hispanic - ELA – 58.07%; Math 27.02% White – ELA 73.34%; Math 26.67% ELs- ELA 14%; Math 8% SWD – ELA 11.11%; Math 0% Economically Disadvantaged – ELA 53.85%; Math 20.77% Gender – Males – ELA 56.79%; Math 31.1% Females – ELA 60.23%; Math – 22.99% Migrant - No CDE data available. Not significant in numbers.

Outcomes will show an increase in proficiency by ten percent over the next 5 years. Narrow the achievement gap between males and females so the percentage difference is between 3-4%.


This goal is directly aligned to LCAP Goal 1, increase academic achievement at all grade levels, and LCAP Goal 3, increase graduation rates and reduce suspensions and expulsions .


Discipline Data, Attendance Data, Report on the Number of Students with Ds and Fs, Link Crew Data, Grading Period Progress Report, Common Summative/Benchmark Report Card, WASC Demographic Report


29


School Site Council, WASC Subcommittees (Certified, Classified Staff, Parents, Students), ELAC


Although SPHS has experienced a trend of decreased suspensions and referrals, defiance, drug use, and fights still occur on campus above acceptable rates. Additionally, the A-G completion rates have decreased from 2013-14 to 2016-17.


The targeted population is all students with a focus on 9th graders. Growth targets for the A-G rate are 3% per year (same as LCAP Goal 1).


A-G rates, behavior data


Quarterly D and F reports are generated; Departments receive achievement data at the beginning of each year and are analyzed by Collaborative Teams. Staff Members (teachers, administrators, counselors) will collaborate and analyze achievement data/results that will inform their instructional practices and student placement. Additionally, administration and School Site Council will monitor A-G rates.


Not Applicable


30


Start & Completion

Dates Personnel

Responsible


Process for Evaluation of

Implementation

1. Develop an articulation plan with feeder schools to identify needs of incoming 9th grade students based on assessment & diagnostic data for placement in instructional intervention or enrichment.

• Prepare for incoming 9th grade students

with individual and grouping of

departments (Science, English, Social

Studies, Math, Physical Education,

Special Education, AVID).

• Counselors will review assessment and

diagnostic data with Area Chairs and

feeder middle schools to accurately

place students

• Link Crew will support mentees and

review a-g requirements as part of their

intervention support

January 2019

– May 2019

Principal

Assistant

Principals

Counselors

Instruction &

Intervention

Coordinator

Dept. Area

Chairs

• April 2018 –

Documentation of

articulation

meetings

• Development of

an articulation

plan (Honors

Reading, SPED,

Math)

• Student

Placement

determined by

feeder school

department

members of

feeder middle

school and high

school department

members

• Semester 1 –

Math Collab with

middle school

• Content

collaboration with

middle school

2. Provide registration & outreach services to incoming 9th grade students & parents at feeder schools with an effective communication strategy

• Meet with future freshmen & parents in

the Spring of 8th grade year and at the

beginning of the 9th grade year to inform

students about high school academic

and behavioral expectations

• Provide parent workshops to support 9th

grade parents (i.e. healthy choices,

decision-making, anti-bullying, drug

prevention, time management, study-

skills development, organization in high

school etc.)

• Provide Student Planners

• Cardinal Writing Guide

February-

August 2019

Principal

Assistant

Principals

Counselors

Dept. Area

Chairs

Title I $30,783.34

• Spring 2018 –

Q/SIS Course

Request Report

• Parent Workshop

Schedule

• Parent/Student

Effectiveness

survey

• Workshop

evaluations


31


Start & Completion

Dates Personnel

Responsible



Implementation

• Link crew extra-curricular events to

increase school connection for freshmen

• Provide clinical counselor for at-Risk and

other students needing support

3. 9th Grade Introductory Courses (9th Grade Choices College and Career, AVID 1, Ag Academy, Intro to Human Services) will focus on educating students about college and career pathways, monitoring 9th grade progress, provide ongoing feedback on progress toward graduation requirements (Academic Review Form), build resumes and create a 10 year plan. Ninth graders will be taken on college field trips to improve college-going rates at Santa Paula High School

• All 9th grade introductory courses will

include college and career presentations

• Presentation that reviews behavior &

discipline expectations

• Counselors will give presentations on: graduation requirements, requirements for admission to college and universities, and support services.

1st & 2nd

semesters in

courses for

2018-19

school year

Principal

Assistant

Principals

Choices, College

and Career,

AVID, and

Human Services

Teachers &

Program

Coordinator

• 9th Choices

College and

Career Survey

reviewed by 9th

Grade

introductory

Course teachers

that focuses on

career and college

goals – freshmen

participation in

support programs

• Verification of

college visitation

each semester

• College going

rates of students

9th grade Choices

College and

Career course

• Assessment of 9th

grade progress

toward graduation

each semester

shared with

School site

Council, District,

and Area Chairs

4. Provide Freshman Parent Night and Link Crew Freshman Orientation and Registration, provide a campus tour for all incoming 9th grade students, including those interested in CTE Academy Programs. Link Crew continue to develop mechanisms to support academic success of freshman.

• Implement a Campus Watch Program

• Link Crew will support all 9th grade

students by providing mentoring and

other support programs (i.e. Cookie

Cram, Challenge Day Tail Gate Party,

April 2019 Principal

Assistant

Principals

Link Crew

Advisor

Title I $11,773

• Documentation

that 9th grade

students received

a campus tour

and were

introduced to high

school programs

• Freshmen & Link

Mentor survey

data


32


Start & Completion

Dates Personnel

Responsible



Implementation

Anti-Bullying, Academic

Support/Tutoring etc.)

• Instructional materials

o Link Crew Advisor

5. A school wide program to address and recognize academic achievement will be developed (Shows Outstanding Academic Results).

• Identify students who are not recognized by SOAR, and build a program designed to motivate students to improve academics, students of the month and/or honorable mentions.

• Link Crew recognition events

Principal

Assistant

Principals

ASB Advisor

All Teachers

Link Crew

• Quarterly reports

documenting

students in the

SOAR program

• Data Dashboard

• GPA breakdown

6. Develop RtI Behavior System of

Interventions

• Implement Saturday

Academic/Intervention Classes for

specific subjects

• Grade Level Assemblies with students

getting Ds and Fs

• Develop a Freshmen First Mentoring

program with focus on At Risk Freshman

program Pilot (3 or more F’s)

• After school tutoring as needed (credit

recovery) with documented attendance

• Link Crew – Activities and services to

provide a foundation for freshmen and

high school success

2018-19

School Year

Principal

Assistant

Principals

Counselors

Area Chairs

Instruction &

Intervention

Coordinator

Teacher

Intervention

Teachers

Link Crew

• Attendance at

Saturday School

• Pass Rates of

Students


meetings

7. Instructional materials/equipment to

support and supplement standards-based

instruction and provide needed interventions

(i.e. organization and study materials, after

school tutoring, Link, CyberHigh support

materials, diagnostic assessments,

differentiated materials, supplemental ELA,

math, science and history materials and

associated equipment for skills development,

etc. )

2018-19 school

year

Principal

Area Chair

Principal’s

Secretary



requisitions/requis

ition history


33

Goal #5: During the 2018-19 school year, referrals will decrease by 5%, suspension for California Ed Code 48900 a-j will decrease by 5%, and documentation of required safety drills. Additionally, by the next administration of the CHKS SPHS will improve by 5% the measures in the following areas on the Summary of Key Indicators: “School connectedness (high)”, “Academic motivation”, and “School perceived as safe or very safe”. Furthermore, SPHS will decrease by 5% on the CHKS on the following measures: “Experienced any harassment or bullying”, and “Had mean rumors or lies spread about you”.


Metric/Indicator Baseline Expected Outcome Suspensions Will have data available in July

2018 5% decrease suspensions Ed Code 48900 a-j

CHKS Will have data available in August 2018

5% increase on School Connectedness, Academic Motivation & School Perceived as Safe or Very Safe, and 5% decrease on Experienced Harassment or Bullying & Had Mean Rumors or Lies Spread About You.


This goal is aligned to LCAP Goal 4, a welcoming and efficient school climate for students, parents, and staff.


Although SPHS has experienced a trend of decreased suspensions and referrals, defiance, drug use, and fights still occur on campus above acceptable rates. Additionally, CHKS data on bullying was used to form this goal.




The 2015-2016 CHKS indicated the 29% of students at SPHS had experienced bullying in the last year, and 42% had experience rumors and lies being spread about them.


The focus students are all students. Expected results on the CHKS include 43% of student reporting a high level of connectedness at school, 35% reporting high academic motivation, 24% reporting experience of harassment or bullying, and 38% reporting means lies or rumors spread about them.


Healthy Kids Survey, and discipline records for number of referrals; documentation of school wide effort to adopt CHAMPS behavior intervention strategy.


Teachers, administrators, counselors will collaborate, and analyze survey results that will inform them regarding school safety and climate.


Not Applicable


34


Start & Completion

Dates Personnel

Responsible



Implementation

1. Administration will monitor school safety with

the support of campus security and maintain

accurate discipline records and monitoring of

campus and school related activities. All gates

and entrants will also be closely monitored.

• Administer and create a short safety survey

annually to be given at the beginning and end

of the school year to 9th and 12th graders.

June 2019 Principal

Assistant

Principals

Campus

Security Team

Counselors

General Fund

• Student safety

will be

monitored

monthly and a

report will be

provided to both

district and staff

• Records of

students on

behavior

contracts

• Records of

students leaving

campus

• Healthy Kids

Survey

2. Safety drills and scenarios will be carried out

in conjunction with City of Santa Paula to

ensure Santa Paula High School is prepared

for an emergency.

• Replace/purchase emergency kits for all

classrooms and offices/departments (Granola

bars and water) - replace/purchase supplies

• Various announcements via the P.A. system,

as well as other various forms of

communication

• Provide First Aid/CPR for staff members

based on requirements developed by district’s

safety committee

June 2019 Principal

Assistant

Principals

Campus

Security Team

Safety

Committee

Faculty and

Staff

• Documentation

of school wide

drills, safety

meetings will be

maintained by

the school


35


Start & Completion

Dates Personnel

Responsible



Implementation

3. A school wide strategy for positive behavior

intervention support will be adopted and

support teachers’ use of a positive classroom

management system and use of standardized

progressive discipline system in all classrooms

that will be included in course description and

syllabi (i.e. CHAMPs, Restorative Justice,

respect agreements).

• Professional development, including facilitator training will be provided to faculty and staff on an ongoing basis.

2018-19 school year

Principal

Assistant

Principals

All Teachers

Counselors

RtI

Coordinator

• Positive

Behavior

Support

Records of

Referrals &

Restorative

Justice

• Documented

CHAMPs use in

Classrooms

• Documentation

of training of

administration

and teachers in

positive

behavior

intervention

program

• Monthly and

Annual reports

of student

referrals

• Documentation

of faculty

meeting agenda

items focused

on PBIS

4. A comprehensive behavior and counseling

program will be developed to address safety

concerns (i.e. bullying, harassment, anger

management, suicide, etc.) that includes

workshops, activities, assemblies, counseling

services and referrals. Anti-bullying and

cyberbullying workshops, assemblies,

activities

• Anti-bullying booklet handed out at Freshman

Orientation, or in 9th Grade Choices College

and Career classes

• Enhance Library resources to provide

education materials on bullying and safety

• Develop resource library for teachers

• Develop a Peer Mediation Program

• Group Counseling intervention (Anger

Management, PDAP..)

• VCOE or other training for Peer Counseling

2018-19 school year

Principal

Assistant

Principals

Counselors

LINK Cred

Advisor

Club Advisors

& Teachers

ELD

Coordinator

Intervention

and Instruction


• Documentation

of school wide

behavior

intervention

workshops,

assemblies,

activities

• Comprehensive

database that is

maintained for

all counseling

services

provided to

students

• Planning

documentation


36


Start & Completion

Dates Personnel

Responsible



Implementation

• LINK/ASB Challenge Day Coordinator

School

Psychologist

Program

Specialist

for Peer

Mediation

5. Administration and Teachers will utilize a daily

system of communication (Blackboard

Connect Callout System - Q SIS, and social

media) to track attendance, truancy, provide

updates on academic progress and

communicate with parents about workshops

and special events

2018-19 school year

Principal

Assistant

Principals

All Teachers

Attendance

Technician

• Records of

Callout

Messages

6. Instructional materials/equipment to support

school climate and safety (i.e. counseling, group

facilitation materials, etc.)

2018-19 school year

Principal

Area Chair

Principal’s

Secretary


• Requisition

History

7. Restorative Justice

• Professional development

• Facilitator training

2018-19 school year

Principal

Assistant

Principals

RtI

Coordinator

Counseling

Staff

Restorative

Justice District

Facilitator

District LCAP

• Documentation

of Restorative

Justice process

8. Develop Crisis Intervention Team who will

provide information for staff with regards to overall

school safety e.g. lockdowns, fire drills, disasters.

2018-19 school year

Principal

Assistant

Principals

Certificated &

Classified Staff

Committee

Members


• Agenda, emails

and newsletters

• Documentation

of drills


37

Goal #6: In 2018-19 Santa Paula High School will increase, by 5%, the number of students attending 2 year and 4 year colleges, as well as vocational schools that issue certifications, and ensure that 45% of 9th, 10th, 11th, and 12th graders meet a-g requirements by the end of the school year.



Grads Meeting UC/CSU Requirements

35.9% 40.9%

Students Meeting A-G Requirements


This goal is aligned to LCAP Goal 2, enhance student engagement


College going rates of SPHS students




Approximately 20% of SPHS students applied and were accepted to University of California schools.


45% percent of 9th-12th Grade students are expected to meet a-g requirements by the end of each year of high school.


The data to be collected is number of students meeting a-g requirements and 12th graders matriculating to 2 and 4 year colleges, Common Formative Assessments


Administrators and counselors will collect the data and meet with students individually using Academic Review Forms that document students’ career and college goals and a-g courses taken.


Not Applicable


38


Start & Completion

Dates Personnel

Responsible



1. Counselors will meet with all

students at a minimum of twice

a year to ensure a course of

study that fulfills graduation

requirements and a-g. This is

in order to increase graduation

rate. All students will have a

minimum of 2 face to face

meetings with a counselor to

discuss career and college

pathways and monitor progress

toward high school graduation

and college entrance

requirements using the

Academic Review Form.

• Students failing to meet

criteria will be closely

monitored and have more

frequent scheduled

meetings with counselors

to determine appropriate

interventions

• Counselors to regularly

visit 9th Grade Choices

College and Career

classes, as well as all

Common Core classes

• Create reality check plan

for post-graduation

2018-19 school year

Principal

Assistant

Principals

Counselors

General Fund • Q/SIS Data Report using Notes of Student Meetings & Number of Visits per student

• Academic Review

2. Provide academic supports

to all students by offering:

• After school tutoring in the

homework center in all

subject areas focusing on

subject areas with greatest

need according to growth

data. For 2018-19 there

needs to be a specific

focus on Math growth,

specifically in Secondary

Math I

• Have identified students

pulled out in the regular

school day to provide small

groups of students with

intensive Tier 2

Interventions addressing

content or skill

2018-19 school year

Principal

Assistant

Principals

Counselors

Teacher Tutors

AVID Tutors

Get Focused,

Stay Focused

Title I $8,378.68

• Sign-in Sheets from After

School Homework Center

• Timesheets for AVID Tutors

• Grade Reports in Math


39


Start & Completion

Dates Personnel

Responsible



weaknesses.

• Provide supplemental

instructional and course

materials to at-risk

students and additional

supports for homeless

students

• Additional purchase of

computers for assistance

in homework center

• Software and books to

support expansion of the

Accelerated Reader

program

• AVID Coordinator will

provide support services to

students and provide

instructional materials to

support achievement and

alignment to UC/CSU a-g

• AVID tutors to support

AVID courses and tutorials

for AVID program

3. Provide academic

interventions for students if they

are:

• Struggling to meet a-g and

graduation requirements

through intervention

programs available:

migrant education

program, PASS and online

learning support options

2018-19 school year

Principal

Director of

Educational

Services

Assistant

Principals

Counselors

Intervention

Teachers

Migrant

Coordinator

LCAP • Transcript Evaluation

Service (TES) from

University of California

• RtI Student List w/

Interventions

4. Increase parent

engagement with parent

outreach programs (i.e.

PIQE and improve school to

home communications

about PI status, and support

mechanisms to parents and

students about college

entrance requirements and

2018-19 school year

Principal

Assistant

Principals

Parent Outreach

Coordinator

Title 1 $2,737 • Document communications

and attendance records at

parent, student, college

readiness workshops

• Data about college going

rates


40


Start & Completion

Dates Personnel

Responsible



ways to finance college,

through outreach, school

advisory committee

meetings, print

communication/mailers,

parent & community

workshops and PTA parent

seminars, Migrant Parent

Workshops (including

Family Migrant/EL

Conference), PTA programs

5. Support college going

culture by providing

students with test

preparation services to

become competitive

through the college

entrance process

• Host alumni and

college/university and

industry

representatives

assemblies

• Plaque for those

students who score

2,000 or higher on

SAT, publish in SP

Times

2018-19 school year

Principal

Assistant

Principal

Counselors


• Record of students receiving

services

• Report number of students

taking college entrance

exams and average score

• Document students

attending Career and Higher

Education Wee

6. Focus on academic

preparations to increase the

number of students enrolled

in Honors and Advanced

Placement Courses and

increase the number of AP

offerings.

2018-19 school year

Principal

Assistant

Principals

Counselors

Career

Technician

Dept. Area

Chairs

Honors and AP

Teachers

LCAP • Enrollment reports of

students in Honors and

Advanced Placement

Courses

• Report of students taking

AP exams

7. Increase course offerings to

increase student enrollment

and retention.

2018-19 school year

High School

Administration

• Master Schedule course

offerings compared to

previous 3 years


41


Start & Completion

Dates Personnel

Responsible



Area Chairs

8. Instructional

materials/equipment to support

supplements to standards-

based instruction (i.e. college

and career support materials,

etc.)

2018-19 school year

Principal

Area Chair

Principal’s

Secretary

• Requisition History

9. Continue increased

enrollment to Career Education

Center (VCOE CEC) and

pathway elective courses

2018-19 school year

Assistant

Principal

• Enrollment increase

documentation

11. Administer WASC surveys

to students in both

freshman and senior years

Principal

WASC

Coordinator

District General Fund

• WASC survey results

12. Establish university and

college and industry

partnerships that, may

include college and

industry tours and will

support student

acquisition of skills

necessary to succeed in

college and career.

• Create follow up survey

to track SPHS alumni

attending universities and

colleges.

Students will be taken on

college field trips to

improve college going

rates at Santa Paula High

School

2018-19 school year

Principal

Assistant

Principals

Counselors

MESA Advisors

AVID

VC Innovates

LCAP

VC Innovates Title I $7,191.00

• Report of college

matriculation for students

participating in partnership

programs


42

Goal #7: Santa Paula High School will develop a community of learners focused on building collaborative teams and sustained professional development. We will strive to build parental and community relations between the students, parents and community of Santa Paula (Parent Involvement Team, ASB Welcome Committee, etc.)


Metric/Indicator Baseline Expected Outcome Parent Involvement


This goal is aligned to LCAP Goal 1, increase student performance, and LCAP Goal 4, efficient school climate.


This goal was formed in response to an analysis of PLCs during the 2017 WASC Self-Study and in review of the 2014-2015 and 2015-2016 state assessment results.




PLCs are not functioning as efficiently as desired and students are not performing at the desired level on the LCAP.


All students, grades 9-12. Average student GPA will increase and grades schoolwide will show less than 15% Ds and Fs overall.


Common Core Data, AYP, Common Summative Assessments, Pass Rates, Common Formative Assessments


Administrators and Teachers will collaborate, and analyze results that will inform their instructional practices and student placement.


Not Applicable


43


Start & Completion

Dates Personnel

Responsible Funding Source

& Amount


Implementation

1. Provide information to Area

Chairs. Have more cross

department curriculum

coordination.

• Common Core content

literacy/articulation across

departments

Principal

Collaboration

Teams

• Documentation of work accomplished through cross-curricular coordination

2. Faculty and staff will develop

professional learning plans that

complement school wide

professional development goals

and that provide enrichment

opportunities in research based

instructional strategies and in

content pedagogical knowledge

2018-19 Principal

Department Area

Chairs

Counselors

All Teachers &

Staff


professional learning

plans/calendar for

each department

3. Provide monthly

communication entitled “State of

the School” from the principal,

centered on best teaching

practices, celebrating staff and

student achievements and

updating them on school events

2018-19 Principal

Assistant

Principals


“State of the School”

4. Implement Collaborative Teams

in a Professional Learning

Community focused on research

based strategies to support

English Learners in (lesson

plans), WASC recommendations,

Curriculum Guides, Pacing

Calendars, best teaching

practices, Common Summative

and Common Core Assessments,

differentiation, data analysis, and

reteaching. Area Chairs will

complete progress reports on

accomplishments and next steps

with faculty and administration.

• SPHS will contract VCOE

consultants to work with

school departments and their

Professional Learning

Communities to use data to

drive instruction and to

provide professional

2018-19 Principal

Assistant

Principals

Dept. Area Chairs

Counselors

All Teachers

• Curriculum Guides

and Pacing Calendars

will be evaluated for

modifications,

including reteaching

and differentiation


Data will be evaluated

for students scoring

proficient or above


progress of

Collaborative Teams

(minutes) maintained

by Dept. Area Chairs


44


Start & Completion

Dates Personnel


& Amount


Implementation

development on research

based instructional practices.

• VCOE trainers will conduct

walkthroughs once per month

• Provide PLC training to all

teams through onsite and off-

site professional development

• Cover cost of substitutes for

those attending Professional

Development

5. Up to two Professional

Development Days prior to the

opening of school in order to

provide training to staff and time

to collaborate on the WASC

recommendations

• Provide monthly faculty

meetings focused on

Response to

Intervention, WASC

Recommendations,

Understanding Program

Improvement, SIOP, Use

of data to drive

instruction, student and

staff celebration and best

teaching practices

• Provide professional

development for faculty

and staff for Cultural

Proficiency and At-Risk

students

2018-19 Principal

Assistant

Principals

Dept. Area Chairs

• Faculty sign-in sheets

for PD Days

• Teacher Evaluations

• Outside evaluation of

quality of professional

development

6. A professional learning

community leadership team will

be developed that includes

department area chairs, and

content specialist teachers that

will provide input on the design of

professional development and

development of a Response to

Intervention approach. The team

will receive specialized training for

collaborative team-building

2018-19 Principal

Assistant

Principals

Counselors

Teachers

Professional

Learning

Community Team

Content specialist

LCAP • Teacher evaluations

and surveys


45


Start & Completion

Dates Personnel


& Amount


Implementation

7. Provide for faculty to attend

professional development

conferences and workshops

aligned with programs and

courses that are taught including

supplemental programs such as

AVID, SIOP, Link Crew, Foreign

Language, Special Education,

English, Language Development,

Reading, Advanced Placement,

California Partnership Academies,

Math, Science/STEM Education,

English, Social Science, Physical

Education, Art, Computer

Technology, Career Technical

Education, Technology, and

Counseling

• Provide for faculty to attend

professional development

conferences and workshops

aligned with improving

instructional practice

including Response to

Intervention, positive

behavior support, classroom

management, technical

training, training on

instruction technology,

student motivation, bullying

and harassment, mental and

behavioral health, a-g

requirements, etc.

• Cover cost of substitutes for

those attending Professional

Development

2018-19 Principal

Director of

Educational

Services

Assistant

Principals

Counselors

Teachers

Instructional Aides

Title 1- $11,295 • Documentation of

faculty and staff

attendance at

conferences and

workshops

8. Revisit the WASC process and

Focus on Learning and re-write

chapters in preparation for future

WASC visits

2018-19 Principal Assistant Principals

WASC Coordinator

Focus Group Leaders

Classified and Certified Staff

Director of

• Written narrative of

WASC Chapters

• Identification of critical

academic needs

• Data Dashboard


46


Start & Completion

Dates Personnel


& Amount


Implementation

Educational Services

District

Administration

9. Ensure all teachers have

certification to be highly qualified.

The district will provide a teacher

mentoring program & coordinator

to mentor new teachers

(Induction)

Principal

Assistant

Principals

All Teachers

Counselors

Induction

Coordinator

• Record of

certifications in District

Office

• New Teacher

meetings and

trainings (sign in

sheets)

• Evaluations

10. Provide translators and

childcare at School Site Council

Meetings to support parental

involvement

2018-19 Principal • Documentation of

meetings translated

and childcare

provided


47

References

2016-17 CAASPP – Grade 11 English Language Arts/Literacy & Mathematics

*For all CAASPP charts, 2017-18 scores are not available until approximately August 2018.


48

2015-16 CST Science (Grade 10) 1-Year Chart & 3-Year Comparisons

*2017-18 Scores not available as CDE is developing a new science assessment based on the Next Generation Science Standards, and the new science test (CAST) was piloted in spring 2017. No scores will be available during the CAST pilot field test.

0%

5%

10%

15%

20%

25%

30%

35%

Grade 10 15-16

16%

28%

35%

10% 11%

% Advanced

% Proficient

% Basic

% Below Basic

% Far Below Basic

13-14 14-15 15-16

Students Tested 403 350 404

% of Enrollment 87.6% 97.8% 95.7%

Students with Scores 400 350 308

Mean Scale Score 348.8 341.9 341.9

% Advanced 20% 13% 16%

% Proficient 29% 27% 28%

% Basic 31% 38% 35%

% Below Basic 12% 15% 10%

% Far Below Basic 9% 6% 11%

CST Science

Grade 10


49

School-Parent/Home Compact

School-Parent-Student Compact Santa Paula High School (SPHS), its students, and their parents agree on the responsibilities of each party listed below. A contract version of this compact will be distributed to parents and students separately from the Parent Involvement Policy, for each party to sign and for the school to keep on record. School Responsibilities

• SPHS will provide high-quality curriculum and instruction in a supportive and effective learning environment that enables students to meet the state academic standards.

• SPHS will involve parents in planning, reviewing, and improving school policies and programs.

• SPHS will encourage students to work hard and assist them in developing their talents.

• SPHS will provide a safe, engaging, and challenging learning environment.

• SPHS will assist parents and students in understanding the academic requirements for graduation, college, and the work force.

• SPHS will assist parents in understanding their child’s academic assessments.

• SPHS will notify parents in advance if my child is at risk of failing a course or not meeting graduation requirements and offer academic support.

• SPHS will provide information to parents in a language they understand.

• SPHS will provide parent involvement opportunities.

• SPHS will regularly communicate the progress of students through an online portal. Parent Responsibilities

• Parents will assist their children with assignments or arrange for tutoring as needed.

• Parents will encourage their children to perform well in school and put forth maximum effort.

• Parents will make sure their children attend school every day.

• Parents will listen and read notices from school and respond appropriately.

• Parents will participate in school activities such as Back to School Night, parent-student-teacher conferences, and parent councils.

• Parents will review their children’s report cards and academic assessment reports with them.

• Parents will encourage their children to discuss their academic and professional goals with family and counselors.

• Parents will volunteer to contribute their time and talents as needed by SPHS.

• Parents will review academic review forms throughout the school year. Student Responsibilities

• Students will do their best work, be responsible, and cooperate with their parents, teachers, and peers.

• Students will come to school every day and attend all of their classes on time.

• Students will participate in parent-teacher-student conferences and inform their families about school activities and events.

• Students will complete their class work and homework assignments on time, and will ask for help when needed.

• Students will discuss their report card grades, academic assessment results, and academic goals with their family.

• Students will treat their parents, school staff and volunteers, and peers with courtesy and respect.

• Students will contribute their talents and time to their family, school, and community.

• Students will contribute to a safe and clean learning environment and follow all school policies.

• Students will be proactive and seek assistance from their teachers regarding their progress.


50

Parent Involvement Policy – Santa Paula USD

Santa Paula High School Parental Involvement Policy

2018-19

Santa Paula High School's parent involvement policy, programs, and activities are consistent with

the following statutory definition:

Parental involvement means the participation of parents in regular, two-way, and meaningful

communication involving student academic learning and other school activities, including

ensuring:

• that parents play an integral role in assisting their child's learning;

• that parents are encouraged to be actively involved in their child's education at school;

• that parents are full partners in their child's education and are included, as appropriate, in

decision-making and on advisory committees to assist in the education of their child;

• the carrying out of other activities, such as those described in section 1118 of the

ESEA.

To promote parent involvement and implement the statutory requirements of Section 1118 of the ESEA, School will:

• Create a parent involvement policy in collaboration with parents, make that policy

available to all stakeholders, and notify parents about the policy in an understandable

format and, to the extent practicable, in a language that parents can understand.

• Update the policy periodically to meet changing needs.

▪ Work with parents to create a school-parent compact.

• Provide opportunities for the full participation of parents of English learners, special

education, and migrant students.

• Involve the parents of students served in Title I in decisions about how funds reserved for

parental involvement is spent.

• Build site capacity for parent leadership, collaboration, and communication.

• Provide other reasonable support for parental involvement activities as requested by

parents.

Santa Paula High School will involve parents in the joint development, review and update of its

school parental involvement policy and plan. Parents will have the opportunity to learn about,

discuss, and have input into the plan at School Site Council meetings, SPHS PTA meetings, the

annual Title I meeting, and English Learner Advisory Committee meetings.

Annual Title I Meeting

Santa Paula High School holds an annual meeting to inform parents of the school's participation in Title I programs, and to explain the Title I requirements and the right of parents to be involved in Title I programs. The school convenes the meeting at a time convenient for parents and offers a flexible number of additional parental involvement meetings, as requested by parents. All parents of students participating in Title I programs are invited to this meeting, and will be encouraged to attend by:


51

• Making individual phone calls to reach all parents • Sending home letters and reminders to inform parents about time and place (all

information sent home and given out at the meeting is in Spanish and English) • Providing translation at the meeting, so that all parents can access the information . • Providing follow up information to parents who were unable to attend

Title I Program and Services

Santa Paula High School will provide parents of participating student's information about the Title I

program, including a description and explanation of the school's curriculum, assessments used to

measure students' progress, and the proficiency levels students are expected to meet. This

information will be provided to parents through:

• Annual Title I Parent meeting

• Formal/informal/conference with teachers

• Phone and E-mail contacts

• Report cards

• Back- to-School Night

Santa Paula High School makes every attempt to coordinate Title I parent involvement activities

with similar activities that are done through ELAC, SSC, and SPHS PTA.

School Review and Improvement/Information about Student Achievement and Progress

SPHS PTA will involve parents in the process of school review and improvement, giving

parents the opportunity to review school wide and program achievement data and make

suggestions for school improvement at School Site Council, Title I, English Learner Advisory

Committee, and SPHS PTA meetings. Santa Paula High School will provide each parent with

information about the individual performance of their child on both classroom and State

assessments through:

• Providing parents with individualized information about students during parent/teacher

conferences.

• Providing parents a copy of the student's individual State Assessment data.

• Providing parents a copy of the student's CELDT results (English Learners only)

• Giving parents report cards every semester.

Parent Feedback and Input

Santa Paula High School will provide opportunities for parents to formulate suggestions and to

participate in decisions about the education of their students. The school will respond to any

such suggestions through:

• Incorporating suggestions into the school evaluation and/or the school plan, goals, and

activities designed to achieve those goals

• Developing differentiated instruction for students as needed • Tailoring intervention services to meet student needs

• Development of IEP (special education students)


52

Training for Parents and Staff

Santa Paula High School will provide materials and training to help parents work with their

students to improve their student's academic achievement through activities such as:

• School Site Council and ELAC training for parents

• SPHS PTA sponsored parent training/education activities

• Ventura County Office of Education parent training

• Training provided to parents at Annual Title I parent meeting

Santa Paula High School will also assist parents in understanding California Content Standards, state and local assessments, how to monitor their child's progress and how to work collaboratively with the school through:

• Parent conferences

• Newsletters

• Presentations at ELAC and SSC

• Annual Title I Meeting

• Parent coffees with the Principal

Santa Paula High School will, with the assistance of its parents, educate its teachers, principal,

coordinator, paraprofessionals, library clerk, and office staff in how to reach out to, communicate

with, and work with parents as equal partners in the value and utility of contributions of parents

through:

• Presentations and discussion at staff meetings, inservices, and/or staff development days

planned by the Santa Paula High School staff

• BTSA and new teacher support meetings provided by the District

• Written information presented by the administration in staff newsletters or distributed to

teachers' mailboxes

• Communication from parents to staff during the year informally and formally at Site Council, ELAC, and Title I parent meetings

Translation and Understandable Format

Santa Paula High School provides all information related to the school and parent programs,

meetings, and other activities in an understandable format, translated into Spanish, and provided

verbally as needed.


53

Parent Involvement Calendar

Santa Paula High School welcomes and encourages parent involvement at the many school functions. The calendar below identifies many of the activities throughout the 2018-19 school year that parents are encouraged to attend. If a parent would like to become more involved at the school, they can contact the principal, their child’s teacher or any school office member for more information.

To be submitted in 2018-19 after dates have been established.


54

Teacher Mentoring Programs

The district offers two distinct programs to support professional growth and improve instruction in the classroom. The California Teacher Induction (CTI) program offers support and assistance to newly credentialed teachers. All participating new teachers are provided peer support over a two-year period. The Peer Assistance and Review (PAR) program is available to veteran teachers who need to improve instructional skills, classroom management strategies, subject knowledge, and/or related aspects of their teaching performance. Experienced and knowledgeable veteran teachers, referred to as “coaches”, are paired with teachers referred to the PAR program to provide individualized guidance, support, and training. The Ventura County Office of Education Teacher Support Services has established an integrated system that supports multiple entry points into the teaching profession to provide a skilled, credential teacher for every classroom in Ventura County. The department is a unique blending of support through the learning-to-teach system from pre-service experiences to university teacher preparation to new teacher induction. Teacher Support Services provides a broad range of professional development and services. Program and services are offered locally and within the region reaching VCOE and its 20 districts, charter and private schools, 6 university teacher preparation programs, and Santa Barbara and San Luis Obispo County offices. Site-based Mentoring Programs: Santa Paula High School supports teacher mentoring through classroom observation and modeling. Teachers are provided opportunities to visit other classrooms on and off campus during instructional hours to observe effective teaching strategies through the use of substitute teachers providing release time. The principal conducts classroom observation in order to provide regular feedback and coaching to all teaching staff.


55

Professional Development Plan

All teachers at Santa Paula High School have received ongoing Professional Development in Common Core Literacy Standards, Response to Intervention, California content specific standards through faculty meetings, conference and workshop attendance and district training, Ongoing instructional assistance and support is available for Santa Paula High School teachers as follows: · Daily walk-throughs by administrative team (Principal and Asst. Principals) with targeted written feedback and/or conference regarding lesson design, instructional delivery, and implementation of CHAMPS and Restorative Justice behavior management approaches · Professional Development focusing on instructional delivery strategies to meet the needs of students at all ability and language development levels · Content specific professional development by department (Language Arts, Social Studies, Math, Science, and PE) provided by VCOE consultants on Common Core. · Professional Learning Community, Focused Common Core instructional strategies, EL Shadowing, CHAMPs, Kagan Cooperative Learning Strategies provided to representatives of each core content area · Instructional support personnel provided for Math and English teachers piloting and implementing new curriculum During the 2018-19 school year, Santa Paula High School teachers will focus on the following staff development topics: · English Language Development (Designated and Integrated ELD Across the Curriculum) · Academic Conversations · Strengthen PLC’s · AVID Strategies


56

Principal’s Training Aimed at Improving Student Achievement

During the 2018-19 school year, Ms. Garcia plans to attend the following workshops:

• English Language Development (Designed and Integrated ELD Across the Curriculum) • Academic Conversations • Strengthen PLC’s • AVID Strategies • California Language Learning Institute (CLLI) Conference • Educating for Careers Conference • CABE Conference • ACSA Leadership Development • VCOE Legal Update Training (Level 3)


57

School Accountability Report Card


58


59


60


61


62


63


64


65


66


67


68


69

School Site Council Bylaws

BYLAWS

SCHOOL SITE COUNCIL

Preamble

In order to encourage school improvements through a collaborative decision-making process within the

school community and to effectively meet the educational, personal, and career needs of every student in

a timely and effective manner, we adopt these Bylaws.

ARTICLE I - Name of Council

The name of this council shall be the Santa Paula High School Site Council.

ARTICLE II - Role of Council

The School Improvement Plan titled Single Plan for Student Achievement (SPSA), including a budget,

shall be developed and recommended by the School Site Council. The School Site Council, following

approval of a plan by the school district governing board, shall have ongoing responsibility to review the

plan with parents, teachers, other school personnel, and the school community. Implementation of the

school plan shall include modifications that result from staff review of programs and achievement, data

from achievement tests, program improvement status as well as any other findings from review teams.

Additionally, the school program shall be assessed periodically based on criteria that show significant

improvements for special needs populations over previous years. Specific changes to the plan or budget

shall be developed, recommended, and approved or disapproved in the same manner.

This section of the bylaws shall in no way be construed as giving the School Site Council a power of

veto over any education program. The council shall be an advising and collaborating council in order to

further the purpose of education and specific purpose of these bylaws.

In the absence of written consent, no council member shall be required to provide any sum of money,

property or service, other than the services described herein, to the School Site Council. The council

shall carry out all other duties and responsibilities assigned to it in the Education Code of the State of

California.

ARTICLE III - Members

Section 1 – Size and Composition

The School Site Council shall be composed of a minimum of 12 members, ensuring that there is parity

according to the definition below.

All consolidated programs require that the membership of the SSC consists of the following members

who were nominated and selected by their peers:

In secondary schools, half of the members are the principal, classroom teachers, and other school

personnel; half are student and parents. Classroom teachers are majority of the first group; students

make up one-half of the second group. A 50 percent, 50 percent ratio shall be maintained if additional

members are elected.


70

Council members representing parents and/or community members may be employees of the school

district but may not serve as parent representative at the site of employment.

Section 2 - Term of Office

All members of the council shall be selected and serve for a two-year term.

However, in order to achieve staggered membership, one-half, or the nearest approximation thereof, of

the members representing parents (and students) or community members and one-half, or the nearest

approximation thereof, of the members and students representing teachers and other school personnel

(except the principal) shall serve for a one-year term only during the first year of the council’s existence.

After the first year of the council’s existence, all terms shall be two years in length. At the first regular

meeting of the council, a chance method shall be used to determine which members shall serve one-year

terms. At the conclusion of a member’s term, at least one year shall elapse before such member may be

selected to a new term.

Section 3 – Voting Rights

Each member shall be entitled to one vote and may cast that vote on each matter submitted to a vote of

the council. The elected alternate shall vote in the absence of the representative. Absentee ballots shall

not be permitted.

Section 4 – Termination of Membership

A member shall no longer hold membership should he or she cease to be a resident of the area or no

longer meets the membership requirements under which he or she was selected. Membership shall

automatically terminate for any member who is absent from all regular meetings or a period of three

consecutive months. The council, by affirmative vote of two-thirds of all of the members, can suspend

or expel a member.

Section 5 – Transfer of Membership

Membership in the School Site Council is not transferable or assignable.

Section 6 – Resignation

Any member may resign by filing a written resignation with the principal of the school.

Section 7 – Vacancy

Any vacancy on the council shall be filled for the remainder of the school year by appointment by the

chairperson. If the unexpired term is for another full year thereafter, the term for that year shall be filled

by the regular selection process.

ARTICLE IV – OFFICERS

Section 1 – Officers

The officers of the School Site Council shall be a chairperson, vice-chairperson, secretary, and such

other officers as the council may deem desirable.


71

Section 2 – Election and Term of Office

The officers of the School Site Council shall be selected annually and shall serve for two years or until

each successor has been elected.

Section 3 – Removal

Any officer may be removed by a two-thirds vote of all members sitting on the School Site Council

whenever, in the judgement of the council, the best interest of the council would be served thereby.


A vacancy in any office because of death, resignation, removal, disqualification, or otherwise shall, by

special election, be filled by the School Site Council for the unexpired portion of the term.

Section 5 – Chairperson

The chairperson shall preside at all meetings of the School Site Council and may sign all letters, reports,

and other communications of the School Site Council. In addition, the chairperson shall perform all

duties incident to the office of chairperson and such other duties as may be prescribed by the School Site

Council.

Section 6 – Vice-Chairperson

The duties of the vice-chairperson shall be to represent the chairperson in assigned duties and to

substitute for the chairperson during his or her absence, and the vice-chairperson shall perform such

other duties as may be assigned by the chairperson or by the School Site Council.

Section 7 – Secretary

The secretary shall keep the minutes of the meetings, both regular and special, of the School Site

Council and shall:

• Promptly transmit to each of the members, to the principal, and to such other persons as the

council may deem, true and correct copies of the minutes of such meetings;

• See that all notices of all meetings are duly given to the members in accordance with the

provisions of these bylaws;

• See that agendas are posted in a location accessible to parents 72 hours in advance of a meeting;

• Be custodian of the School Site Council records; keep a register of the address and telephone

number of each member of the School Site Council which shall be furnished to the secretary by

such member; and, in general,

• Perform all duties incident to the office of secretary and such other duties as may be assigned to

the office by the chairperson or by the School Site Council.


72

ARTICLE V – Committees

Section I – Standing and Special Committees

The School Site Council may establish and abolish such standing or special committees as it may desire.

No standing or special committee may exercise the authority of the School Site Council.

Section 2 – Membership

Unless otherwise determined by the School Site Council in its decision to establish a committee, the

chairperson of the School Site Council shall appoint members to the various committees.

Section 3 – Term of Office

Each member of a committee shall continue as such for the term of his or her appointment and until his

or her successor is appointed, unless the committee shall be sooner terminated or abolished, or unless

such member shall cease to qualify as a member thereof.

Section 4 – Rules

Each committee may adopt rules for its own government not inconsistent with these bylaws or with rules

adopted by the School Site Council or with policies of the governing board.

Section 5 – Quorum

Unless otherwise provided in the decision of the School Site Council designating a committee, a

majority of the committee shall constitute a quorum, and the act of a majority of the members present at

a meeting at which a quorum is present shall be the act of the committee.


A vacancy in the membership of any committee will be filled in the same manner as provided in the case

of the original appointment.

ARTICLE VI – Meetings of the School Site Council

Section 1 – Regular Meetings

The School Site Council shall meet regularly with dates set by the SSC members.

Section 2 – Special Meetings

Special meetings may be called by the chairperson or by majority vote of the School Site Council.

Section 3 – Place of Meetings

The School Site Council shall hold its regular meetings and its special meetings in a facility provided by

the school and readily accessible by all members of the public, including handicapped persons.


73

Section 4 – Notice of Meetings

Public notice of all meetings shall be given and agendas posted 72 hours in advance in a place accessible

to the entire school community and parents. Any change in the established date, time, or location, must

be given special notice. All special meetings shall be publicized. Any required notice shall be in

writing, shall state the day, hour, and location of the meeting, and shall be delivered either personally or

by mail to each member not less than seventy-two hours or more than two weeks prior to the date of

such meeting.

Section 5 – Decisions of the School Site Council

All decisions of the School Site Council shall be made only after an affirmative vote of a majority of its

members in attendance, provided a quorum is in attendance.

Section 6 – Quorum

The presence of 51 percent of the total membership shall be required in order to constitute a quorum

necessary for the transaction of the business of the School Site Council. No decision of the School Site

Council shall be valid unless a majority of the members then holding office concur therein by their

votes.

Section 7 – Conduct of Meetings

All regular and special meetings of the School Site Council shall be conducted in accordance with

Robert’s Rules of Order or in accordance with an appropriate adaptation thereof.

Section 8 – Meetings Open to the Public

All regular and special meetings of the School Site Council and of its standing or special committees

shall be open at all times to the public.

ARTICLE VII – Amendments

These bylaws may be amended at any time by a two-thirds affirmative vote of the members of the

council, provided that the amendment is used to further the purpose of the council as herein expressed.

Any amendments must conform with the Education Code of the State of California.

In witness thereof, the Santa Paula High School Site Council has caused these bylaws to be duly

executed on the __ of October, 2015.

Name of School Site Council Chairperson: __________________________________________

Signed: __________________________________________


74

Single Plan for Student Achievement Annual Evaluation – 2017-18

Santa Paula Unified School District 201 S. Steckel Dr

Santa Paula, CA

93060

SINGLE PLAN FOR STUDENT ACHIEVEMENT ANNUAL EVALUATION - Worksheet

School Name: Santa Paula High School School Year: 2017-2018

Per EC Section 64001(g) the SSC must evaluate, at least annually, the effectiveness of planned activities. In the cycle of continuous improvement of student performance, evaluation of the results of goals will provide data to inform and guide subsequent plans. Annual evaluation by the SSC and local educational agency (LEA) is a critical part of the continuous cycle of improvement for a school. Furthermore, it is an integral component of the Compensatory Education (CE) Federal Program Monitoring (FPM) review process for Single Plan for Student Achievements (SPSAs). During an FPM review, the SSC and LEA must be able to provide evidence of the evaluation process to determine if the needs of students are being met by the strategies described in the SPSA. The SPSA annual evaluation may be a summary description of the school’s progress toward implementation of the strategies and actions in the SPSA. The report may also include a data analysis of the school’s progress towards its student achievement goals based on local, state, or national assessment data. During the evaluation process, it is important for the SSC and LEA to exercise caution about jumping to conclusions about the effectiveness or non-effectiveness of specific activities and programs without examining the underlying causes. The SSC and LEA should consider all relevant factors when evaluating the plan, such as the degree of implementation, student enrollment changes, and health and safety issues.

PLAN PRIORITIES

Identify the top priorities of the current SPSA. (No more than 2–3.)

The top priorities in the current SPSA are: ➢ Math ➢ LTELs ➢ College and Career Readiness

Identify the major expenditures supporting these priorities.

The major expenditures are: ➢ Professional Development Training (PD in Math and EL support strategies and subs) ➢ Technology for EL’s and LTELs ➢ AVID (College and Career Readiness) ➢ RtI program with a focus on Math ➢ Restorative Justice


75

PLAN IMPLEMENTATION

Identify strategies in the current SPSA that were fully implemented as described in the plan.

Goal 1: Strategy 2 - To support a school-wide focus on teachers’ use of strategies to support increased rigor for English Learners, with a particular focus on Long Term English Learners (LTELs), there will be professional development prior to the start of the school year and throughout the school year (i.e. CALL, ELITE, LTELs, etc). Professional Development will focus on: How to use the elements of the Sheltered Instruction Observation Protocol in lessons aligned to state content and Career Technical Education, CTE standards (Echevarria, J, et. al), Professional Development to support English Learners: focus on reading, writing, listening, and speaking. There will be a particular emphasis on developing students abilities to have academic discourse/conversation (Zwiers, J and Soto, I, 2016), School-wide Instructional rounds, Differentiated instruction, Interactive research-based strategies in everyday classroom instruction to support ELs, Common Formative assessments including frequent checks for understanding for ELs (DuFour and DuFour), Use of language objectives to complement content objectives to increase rigor in the classroom using Hess’ Cognitive Rigor Matrix, Teachers with English Learners will create one ESLR /SLO Signature Assignment for inclusion into their curriculum guides, Teachers with English Learners will create one writing assignment per unit for inclusion in their curriculum guides

Goal 1: Strategy 3 – EL Assembly and individual reclassification meetings to provide and discuss student scores. Goal 1: Strategy 4 - Supplemental instructional and assessment materials and will be identified to support the core ELD Curricula and subject specific support materials for designated and integrated ELD (supplements may include but are not limited to English 3D, Achieve 3000, content supports etc.) and are intended to be utilized for enhancement of the general instructional program during the school year for all English Learners. Goal 1: Strategy 5 - An ELD Summer Academy to support English Learners, will be held to provide supplemental intensive English instruction to ELs Goal 1: Strategy 6 - Migrant After School Tutoring

Goal 1: Strategy 8 – Title I meeting for parents Goal 1: Strategy 9 - All ELD Students at Santa Paula High School will meet with a(n) appropriate certificated staff member(s) (counselor and EL/Migrant Coordinator) for an individual review of CELDT scores and placement in the ELD program

Goal 1: Strategy 10 – Technology, such as tablets, laptops, or other mobile computing devices will be used for supplemental educational purposes to promote academic conversation/discourse focused on writing and close reading with rigor. Goal 1: Strategy 11 - Instructional materials/equipment to support standards-based instruction such as (translation devices, dictionaries/thesauri, foreign language fiction and informational texts, visuals and graphic organizers, personalized learning technology, computer assisted technology, interactive technology to accelerate English language acquisition, assistive reading devices, videos, maps and emaps, educational posters, magazine subscriptions to promote literacy, hi/low books for reluctant readers, text to speech devices, technology support for ELs in mathematics, science, history and English etc.) Goal 3: Strategy 1 To support a school-wide focus on research-based instructional strategies (i.e. SDAIE, SIOP, etc.) and to support teachers’ application of said strategies in mathematics, there will be support to attend professional development and conferences prior to the start of the school year and throughout the school year. There will be Professional Development at the start of the school year and throughout the school year to help teachers incorporate research based strategies, including, but not limited to, elements of Sheltered Instruction Observation Protocol, collaboratively developed curriculum guides and guaranteed curriculum, pacing plans. Professional Development supports curriculum development to align instruction to the Common Core Math state content standards. Using, curriculum development time, all teachers will continue to work with subject matter teams to collaboratively develop and implement, Common Summative Assessments, IABs, performance tasks and common formative and summative assessments (i.e. unit tests, Common summative exams, etc.) Lesson plans with elements of SIOP, and an inquiry based approach to teaching mathematics, Curriculum aligned to Common Core Math Standards ELD and ESLRs/SLOs

Goal 6: Strategy 1 – Counselors will meet with all students at a minimum of twice a year to ensure a course of study that fulfills graduation requirements and A-G. This is in order to increase graduation rate. All students will have a minimum of 2 face to face meetings with a counselor to discuss career and college pathways and monitor progress toward high school graduation and college entrance requirements using the Academic Review Form. Goal 6: Strategy 2 – Provide academic supports to all students by offering after school tutoring, identify students pulled out during the school day for intensive Tier 2 Interventions, provide supplemental instructional materials and course materials to at-risk and homeless students, software and books to support Accelerated Reader Program, AVID Coordinator, AVID tutors, additional computers for homework center

Goal 6: Strategy 3 – Provide academic interventions for students if they are struggling to meet A-G and graduation requirements through intervention programs available Goal 6: Strategy 4 – Increase parent engagement with parent outreach programs Goal 6: Strategy 5 – Support college going culture by providing students with test preparation services to become competitive through the college entrance process Goal 6: Strategy 6– Focus on academic preparations to increase the number of students enrolled in Honor and Advanced Placement Courses and increase the number of AP offerings. Goal 6: Strategy 7 – Increase course offerings to increase student enrollment and retention. Goal 6: Strategy 8 – Instructional materials/equipment to support supplements to standards-based instruction


76

Goal 6: Strategy 9 – Continue increased enrollment to Career Education Center (VCOE, CEC) and pathway elective courses. Goal 6: Strategy 12 – Establish university and college industry partnerships that may include college and industry tours and will support student acquisition of skills necessary to succeed in college and career. Create follow up survey to track SPHS alumni attending universities and colleges. Students will be taken on college field trips to improve college-going rates at SPHS.

Identify strategies in the current SPSA that were not fully implemented as described in the plan or were not implemented within the specified timelines.

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

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

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

● What impact did the lack of full or timely implementation of these strategies have on student outcomes?

What data did you use to come to this conclusion?

Goal 1: Strategy 1 – ELD Professional Development Support Goal 1: Strategy 12 – EL Aides Goal 3: Strategy 2 – Professional Development in Math Summer Academy Goal 3: Strategy 9 – Math Diagnostic Universal Screen Goal 3: Strategy 11 – Math Instructional Rounds and Coaching In Goal 1, there was not enough professional development guidance to help all teachers feel comfortable implementing the English Language Development standards. A key barrier to this is time because the key focus has been on implementation of newly adopted curriculum and frameworks in the core subjects. Goal 1 Strategy 12 was a carryover goal from the previous year regarding more English Learner aides. The barrier is not having enough in the budget to pay for additional time. In Goal 3 focused on Math, some of the barriers that exist include: student skill levels and a negative or fixed mindset, lack of motivation and resistance, teacher inexperience with new curriculum, big common core transition for students and teachers. Every year since Common Core, there has been a change in curriculum, lack of consistency, teacher resistance and inflexibility. Actions that were taken to mitigate these barriers included Response to Intervention strategies to support students and reduce failures, implementing a Math Reasoning course to increase student skill levels, additional professional development in the newly district-adopted curriculum, administrator meetings with the department chair and department to discuss ways to support students. The impact of a lack of adequate training for teachers to support the needs of EL students may have affected student failure rates. Many students who struggle are English Learners. We also use semester grade data and quarter report cards. Goal 3 Strategy 2 is removed from the plan. To address the need of skill deficiencies a Math Diagnostic needs to be created. Barriers to full implementation are time and needed collaboration with Isbell Middle School. No actions were taken this year because of the new implementation of CPM curriculum that was adopted at the beginning of the 2017-18 school year. Lack of timely implementation affects teachers’ abilities to address skill deficiencies throughout the curriculum. We used D/F rates. For math instructiona l rounds, we need to develop a more robust system of visiting each other’s classrooms. The barriers were time needed after the Thomas fire to makeup days of instruction. Teachers could not be pulled out after February by district directive. A commitment was made to follow up in the 18-19 school year and to provide adequate training. The impact was not many changes in instructional practice and high D/F rates. CAASPP data is anticipated to be the same as the previous year.

STRATEGIES and ACTIVITIES

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

Goal 1, increasing proficiency of English Learners was effective. Inside Goal 1, strategies 5, 6, 9, 11, and 12 were particularly effective. The evidence we have for this is the CAASP baseline data for EL students. Our EL reclassified students out performed our general population students. However, LTELs continue to struggle.

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

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


77

Lack of timely implementation

Limited or ineffective professional development to support implementation

Lack of effective follow-up or coaching to support implementation

Not implemented with fidelity

Not appropriately matched to student needs/student population

Other: need to focus on Common core, lack of time, lack of parent awareness, better communication

needed

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

Eliminating it from next year’s plan

Continuing it with the following modifications: we are going to follow district priorities and focus on

LTELs in the 2018-19 school year.

INVOLVEMENT/GOVERNANCE

How was the SSC involved in development of the plan?

The SSC was involved in setting the goals, timelines, and performance/evaluation measures. To accomplish this task the SSC met monthly and used data and artifacts to develop, monitor, and evaluate goals and strategies in the Single Plan for Student Achievement. For example the SSC evaluated data about the effectiveness of various strategies in a goal. Explored potentially more effective uses for the funds, and then allocated them after research and thorough discussion.

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

The SSC was advised by the ELAC committee, Area/Department chairs, and counseling staff. They were also supported by data from the assistant principal’s office. These advisory committees attended SSC meeting when relevant and provided additional information and perspective. This advice guided the SSC’s discussion of the SPSA.

How was the plan monitored during the school year?

The plan was monitored through monthly meetings and the use of survey instruments and advisory committees. Ms. Garcia, the principal, was primarily responsible for bringing data to the SSC; however, representatives from the various advisory committees also brought relevant data for discussion and analysis. Throughout the school year the SSC evaluated grade reports, CAASSP results, and a variety of other measures to monitor the effectiveness of the current allocation of funds and make adjustments as needed.

What changes are needed to ensure involvement of all stakeholders and adequate monitoring of planned activities and outcomes? Provide Board updates to the SSC and incorporate SSC actions at faculty meetings and Area Chair meetings. Additionally involvement of Area Chairs in rewriting of SPSA.


78

OUTCOMES

Identify any goals in the current SPSA that were met.

Goal 5, school climate and safety improved. Our survey data show that students do feel safe on campus and that many have witnessed multiple fights on campus. Evidence: WASC survey, CHKS

Goal 4, reduction in Ds and Fs was well as attendance and suspension rates, was fully met. The distribution of A-F grades improved, attendance improved, and the suspension and referrals rates fell this year. Additionally, SPHS holds a Future Freshmen night for parents and students to learn about programs and opportunities at SPHS. Parents also have the opportunity to attend PIQE classes and learn about how to support their students at SPHS. Within the school community, restorative practices have been implemented, peer mentoring, including utilizing a Restorative Justice Coordinator (LCAP), to build a team of restorative justice facilitators across the certificated and classified staff, who have attended trainings, and regularly participate with our intervention counselor (LCAP). This team works together to address alternative means of correction that directly and positively impact reduction in suspensions, referrals, and drug/alcohol abuse. The Academic Intervention Counselor (RtI) together with our Behavior Intervention Counselor, conduct progress monitoring of academically and behaviorally struggling students and recommend appropriate interventions. A campus watchlist is maintained and regularly reviewed by the RtI action committee to monitor students. Overall, the schoolwide grade distribution shows a 5 year pattern of reduction in D’s and F’s, and an increase in average GPA and reduction in suspensions and referrals.

Identify any goals in the current SPSA that were not met, or were only partially met.

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

Partially Met: Goal 1, increase proficiency among EL students, was partially met because many of our LTEL students continue to struggle academically. Strategies 1, 6, and 8 were not fully implemented. Goal 1: Strategy 1 - Throughout the year, teachers will do an in depth review of the 2012 English Language Development framework and align curriculum, interweave the standards (including Expected Schoolwide Learning Results, ESLRs or Schoolwide Learning Outcomes, SLOs) into lessons/units that support the SIOP model (Sheltered Instruction Observation Protocol elements), curriculum guides and pacing calendars.

Goal 1: Strategy 6 - Migrant After School Tutoring Goal 1: Strategy 8 - Students and parents will receive notification that the school is in Program Improvement (PI) status. Notice will also include information regarding Supplemental Educational Services. An SES fair will be held Goal 2 improving the outcomes for all students on formative, summative, and state assessments was met as evidenced by CAASP scores. Strategies 2, 4, 5, 6, 7, and 8 were not fully implemented. Goal 2: Strategy 2 - There will be a school-wide focus on teachers’ use of the Common Core Literacy and content standards to increase rigor in the classroom and lesson plans with elements of SIOP to increase student content literacy and opportunities for academic discourse. use of rigorous and differentiated instruction, application of interactive research-based strategies in everyday classroom instruction, focus on reading, writing, listening, and speaking, formative assessments including frequent checks for understanding, use of language objectives to increase rigor in the classroom using Bloom’s Taxonomy and Hess’ Cognitive Rigor Matrix, there will be interdepartmental meetings and discussion to address Common Core school wide needs focused on reading and writing

Goal 2: Strategy 4 - Accelerated Reading Requirements will be incorporated into all classes schoolwide and will be web-based, Support from an Accelerated Reader Coordinator to promote school wide reading and writing Goal 2: Strategy 5 - Maintain a full inclusion English program for special education students in grades 9th-12th and continue supporting instruction with co-teaching model, and/or instructional aides. Provide training and support Goal 2: Strategy 6 - Subject Matter Collaborative Teams will receive professional development to provide support with development of professional learning communities, common formative & summative assessments development of research based lessons that support standards-based instruction and content pedagogy Goal 2: Strategy 7 - Professional Learning Communities Leadership Team members will receive onsite professional development to assist with successful building of collaborative teams that build effective instructional units that incorporate content reading and writing into the curriculum and creation of common formative & summative assessments, including performance tasks and IABs Goal 2: Strategy 8 - All departments will revise and adopt writing rubrics to address Common Core Writing to support student expository, narrative and argumentative writing as needed


79

Goal 6, 20% increase in student attending 2 and 4 year colleges, ensure all students meet A-G requirement. Although Santa Paula High School met the 20% increase in students attending 2 year colleges we did not meet the A-G progress. Strategies 2 and 3 were not fully implemented Goal 6: Strategy 2 - Provide academic supports to all students by offering: After school tutoring in the homework center in all subject areas focusing on subject areas with greatest need according to growth data. For 2016-17 there needs to be a specific focus on Math growth, specifically in Secondary Math I. Have identified students pulled out in the regular school day to provide small groups of students with intensive Tier 2 Interventions addressing content or skill weaknesses. Provide supplemental instructional and course materials to at-risk students and additional supports for homeless students. Additional purchase of computers for assistance in homework center. Software and books to support expansion of the Accelerated Reader program. AVID tutors to support AVID courses and tutorials for AVID program. Goal 6: Strategy 3 - Provide academic interventions for students if they are: Struggling to meet a-g and graduation requirements through intervention programs available: migrant education program, PASS and online learning support options. Goal 3, students are attending after school tutoring for math. This has resulted in a small impact on grades. However; more improvement must be made. Strategy 5 was not implemented. Goal 3: Strategy 5 - Recruit Peer Tutors to assist students in Mathematics and/or provide community service hours to peer tutors (registration form)

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

In the future Santa Paula High School needs to focus on systemic monitoring of student progress particularly with regard to LTELs, A-G rates, and math. To do this SPHS will follow district guidelines and continue to focus on LTELs and math in the 2018-2019 school year.


80

Title I – School Plan Reference of Required Components (SW schools only)

The following components of this plan comply with ESEA Title I, Part A Section 1114 for Title I Schoolwide Schools

Addressed in SPSA?

Comprehensive Needs Assessment Preparation of a comprehensive needs assessment of all children enrolled in the school, including migratory children, which includes the analysis of student performance data in relation to the state academic content standards.

Described in the School Information Section of this

plan.

Schoolwide Reform Strategies Provide opportunities for all students to meet the academic standards at the proficient and advanced levels:

• Use instructional strategies that are based on scientifically-based research that strengthen the core academic program that: o Increase the amount and quality of learning time such as through an

extended school year, before- and after-school, and summer school programs and help provide an enriched and accelerated curriculum

o Include strategies for meeting the educational needs of historically underserved populations.

Include strategies to address the needs of all children in the school, and in particular, the needs of low-achieving students and those at-risk of not meeting the state content standards:

• Description of a process of revaluating whether the needs of students have been met and are consistent with the LEA plan

Included in school goals and action plans.

Student Support Strategies Strategies for timely and effective assistance to students that need additional help.


Teacher Involvement in Planning Academic Assessments Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on and to improve student achievement and the overall instructional program.


Transit ion from Preschool to Kindergarten Plans for assisting preschool children in the transition from early childhood programs, such as Head start, Even Start, Early Reading First, or a state-run preschool program to local elementary school programs.

Identified in the School Information Section of this

plan.

Highly Qualif ied Teachers Instruction by highly qualified teachers. Strategies to attract high quality highly-qualified teachers to high-need schools.

Identified in the School Information Section of this

plan.

Professional Development Provisions for high quality and ongoing professional development for teachers, principals, and paraprofessional and other staff to enable all children to meet the state’s academic achievement standards.

Included in school goals and action plans. Additional

information available in the Professional Development

Plan located in the Reference Section of this plan.

Coordination of Programs Coordination and integration of federal, state, and local services and program.

o Violence prevention programs o Nutrition Programs o Housing Programs o Head Start o Adult Education o Vocation and Technical Education o Job Training

Included in school goals and action plans. Additional details

available in the School Information Section of this

plan. Vocational and Technical Education programs and job

training programs are identified in the SARC located

in the Reference Section of this plan.

Parent Involvement Strategies to increase parental involvement in accordance with Section 1118, such as parents training parents, in-home conferences, parent centers, collaboration with government-sponsored preschool programs, literacy services.

School-Parent/Home Compact included in the Reference

Section of this plan.


81

Chart of Requirements

REQUIREMENTS LEGAL CITATION

EIA

, En

glis

h

Le

arn

ers

EIA

, Sta

te

Co

mp

en

sa

tory

E

du

ca

tion

Title

I, Ta

rge

ted

A

ssis

tan

ce

Title

I, Sch

oo

lwid

e

Title

I, Pro

gra

m

Imp

rovem

en

t

Qu

ality

Ed

uca

tion

In

ve

stm

en

t Act

Title

II, Imp

rovin

g

Te

ach

er Q

ua

lity

Title

III, En

glis

h

Le

arn

ers

Sch

oo

l Sa

fety

B

lock G

ran

t

Pu

pil R

ete

ntio

n

Blo

ck G

ran

t

Sch

oo

l & L

ibra

ry

Imp

rovem

en

t BG

I. Involvement

Involve parents and community in planning and implementing the school plan

EC 52055.750(b) X

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

5CCR 3932 X X X X X X

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

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

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

Advisory committee review and recommendations

EC 64001(a) X X X X X X

EC 52055.755 X

Written notice of program improvement status

20 USC 6316(b)(3) X

II. Governance and Administration

Single, comprehensive plan

EC 64001(a), (d) X X X X X X X X X

EC 52853 X X X X X

EC 41572 X

EC 41507 X

EC 35294.1(a) 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

SSC developed SPSA and expenditures

EC 64001(a) EC 41572 EC 41507 EC 35294.1(b)(1)

X X X X X X X X X

X

X

X

SSC annually updates the SPSA

EC 64001(g) 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

EC 52055.750(a)(5) X

Policies to ensure all groups succeed (specify role of school, LEA, and SEA; and coordination with other organizations)

20 USC 6316(b)(3) X

20 USC 6316(b)(3) X

III. Funding

Plan includes proposed expenditures to improve academic performance

EC 64001(g) X X X X X X X

EC 52853 X X X X X


82

20 USC 6316(b)(3) X

20 USC 6315(c) X

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

Describe centralized services expenditures

5 CCR 3947(b) X X

IV. Standards, Assessment, and Accountability

Comprehensive assessment and analysis of data

EC 64001(f) X X X X X X X

EC 52055.740(a)(1)(D)(5) X

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

Evaluation of improvement strategies


EC 52853 X X X X X

EC 35294.2(e) X

EC 32228.5(b) X

Assessment results available to parents

EC 35294.2(e) X

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

V. Staffing and Professional Development

Provide staff development EC 52853 X X X X X

EC 52055.750I X

EC 32228(b)(2) X

20 USC 6316(b)(3) X

20 USC 6315I(1)(F) X

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

Budget 10 percent of Title I for staff development

20 USC 6316(b)(3) X

Provide highly qualified staff

EC 52055.740(a)(1)(D)(3) X

20 USC 6315I(1)(E) X

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

Distribute experienced teachers

EC 52055.750(a)(10) X

VI. Opportunity and Learning

Describe instruction for at-risk students

EC 52853 X X X X X

Describe the help for students to meet state standards


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

20 USC 6315(c) X

Describe auxiliary services for at-risk students

EC 52853 X X X X 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

VII. Teaching and Learning

Goals based on performance



83

Define objectives 20 USC 6316(b)(3) X

Steps to intended outcomes

5CCR 3930 X X X X X

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

Provide strategies responsive to student needs


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

-Address under-served populations

EC 52054 X

-Provide effective, timely assistance

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

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

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 Assessments

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

-Coordinate state and federal programs

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

-Transition from preschool

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

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

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

Enable continuous progress Acquire basic skills, literacy


5CCR 3937 X X X X X

Align curriculum, strategies, and materials with state standards or law

EC 52853 X X X X X

Provide high school career preparation

5CCR 4403 X

single plan for student achievement fiscal year 2018-19 ......santa paula high school single plan...

Documents