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Single Plan for Student Achievement (SPSA) of 74 Tommie Kunst Junior High

School Year: 2018-19

SPSA Title Page

Single Plan for Student Achievement (SPSA) Template 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. School Name Tommie Kunst Junior High

Address 930 Hidden Pines Way Santa Maria, CA

County-District-School (CDS) Code 42-69120 0102855

Principal Barbara Jones

District Name Santa Maria-Bonita School District

SPSA Revision Date January 2018

Schoolsite Council (SSC) Approval Date

Local Board Approval Date June 13, 2018

In the pages that follow, please describe the school’s plan for making the best use of federal ESEA resources in alignment with other federal, state, and local programs.


Table of Contents

SPSA Title Page ...............................................................................................................................................1

Table of Contents ..............................................................................................................................................2

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

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

Stakeholder Involvement ..................................................................................................................................4

School and Student Performance Data ............................................................................................................5

Student Enrollment ....................................................................................................................................5

CAASPP Results .......................................................................................................................................7

CELDT Results .......................................................................................................................................11

Equity Report ..........................................................................................................................................14

Status and Change Report ......................................................................................................................15

Detailed Report .......................................................................................................................................23

Student Group Report .............................................................................................................................26

Goals, Strategies, & Proposed Expenditures ..................................................................................................28

Goal 1 ......................................................................................................................................................28

Goal 2 ......................................................................................................................................................32

Goal 3 ......................................................................................................................................................35

Goal 4 ......................................................................................................................................................37

Goal 5 ......................................................................................................................................................40

Goal 6 ......................................................................................................................................................43

Annual Review and Update ............................................................................................................................46

Goal 1 ......................................................................................................................................................46

Goal 2 ......................................................................................................................................................49

Goal 3 ......................................................................................................................................................53

Goal 4 ......................................................................................................................................................56

Goal 5 ......................................................................................................................................................59

Goal 6 ......................................................................................................................................................61

Budget Summary and Consolidation ..............................................................................................................63

Budget Summary ....................................................................................................................................63

Allocations by Funding Source ................................................................................................................63

Expenditures by Funding Source ............................................................................................................64

Expenditures by Budget Reference ........................................................................................................65

Expenditures by Budget Reference and Funding Source .......................................................................66

School Site Council Membership ....................................................................................................................67

Recommendations and Assurances ...............................................................................................................68

Addendum .......................................................................................................................................................69


Instructions: Linked Table of Contents ....................................................................................................69

Appendix A: Plan Requirements for Schools Funded Through the ConApp ...........................................72

Appendix B: Select State and Federal Programs ....................................................................................74


School Vision and Mission Tommie Kunst Junior High School is a community of students, staff and parents dedicated to developing the abilities and talents of individuals in a positive, supportive environment promoting academic excellence. Students are encouraged to honor themselves, respect and communicate well with others, and be self-motivated life-long learners; through physical, social, and intellectual opportunities, students strive to be the best they can be

School Profile Tommie Kunst Junior High is located in the northwest corner of Santa Maria, California. Kunst's beautiful campus houses over 1100 students in grades seven and eight and almost 90 teachers and staff members. Tommie Kunst teachers strive to deliver a rigorous education to our outstanding students on a daily basis. Along with core content courses our students engage in a wide selection of activities after school such as poetry slam, soccer. Our student population is comprised of 90% Hispanic/ Latino. 22% are designated as English Language learners5.73% identified as migrant students, and 72.82% qualifying for free and reduced lunch. The instructional program at Tommie Kunst Junior High is aligned with Common Core Standards, with instructional materials selected from the state's most recent list of approved materials for classroom use by the State Board of Education. One hundred percent of Tommie Kunst teachers are highly qualified according to the requirements set forth by the state.

Stakeholder Involvement How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update? Involvement Process for the SPSA and Annual Review and Update A variety of stakeholders were consulted during the process of review and evaluation of the Single Plan for Student Achievement. School Site Council met October 30, 2017; December 18, 2017; March 5, 2018; March 26, 2018; June 11, 2018. It is important to note a meeting was scheduled and held on May 21, 2018, however the number of members required for a quorum were not present. ELAC was also consulted on the dates listed above. The school leadership team met on a monthly basis to discuss data and student achievement.


School and Student Performance Data

Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup

Percent of Enrollment Number of Student Student Group

2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

American Indian 0.5% 0.4% 0.3% 4 4 3

African American 1.3% 0.6% 0.3% 10 6 3

Asian 1.2% 1.0% 0.4% 9 10 5

Filipino 3.4% 2.9% 3.3% 26 30 37

Hispanic/Latino 88.1% 89.6% 91.6% 678 923 1038

Pacific Islander 0.3% 0.1% 0.0% 2 1 0

White 5.2% 5.3% 4.0% 40 55 45

Multiple/No Response 0.1% 0.1% 0.2% 1 1 2

Total Enrollment 770 1,030 1133

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Number of Students Grade

2015-16 2016-17 2017-18

Grade 7 363 576 559

Grade 8 407 454 574

Total Enrollment 770 1,030 1133 Conclusions based on this data: 1. The student enrollment has increased significantly over the course of three years and is expected to remain at

current levels. 2. The percentage of the Hispanic/Latino students in the school population continues to increase while other student

groups have either remained the same or decreased.



Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment

Number of Students Percent of Students Student Group

2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

English Learners 160 230 255 20.8 22.3 22.5

Fluent English Proficient (RFEP) 337 457 508 43.8 44.4 44.8

Reclassified Fluent English Proficient (RFEP) 45 50 43 21.5 31.2 18.7 Conclusions based on this data: 1. The redesignation rate for Tommie Kunst Junior High School is higher than the district's redesignation rate.

2. The redesignation rate was highest during the 2016-2017 school year.

3. The number of English Learners has increased slightly each year.



CAASPP Results English Language Arts/Literacy (All Students)

Overall Participation for All Students

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

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 7 370 557 361 551 361 551 97.6 98.9

Grade 8 395 438 388 431 388 431 98.2 98.4

All Grades 765 995 749 982 749 982 97.9 98.7

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded

% Standard Met

% Standard Nearly Met

% Standard Not Met Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 7 2530.3

2521.1

8 5.81 34 36.84 32 27.59 26 29.76

Grade 8 2559.9

2547.7

13 8.35 36 35.27 29 34.11 22 22.27

All Grades N/A N/A N/A 10 6.92 35 36.15 30 30.45 24 26.48

Reading Demonstrating understanding of literary and non-fictional texts % Above Standard % At or Near Standard % Below Standard

Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 7 10 12.34 53 49.73 36 37.93

Grade 8 26 14.85 47 50.58 27 34.57

All Grades 18 13.44 50 50.10 32 36.46

Writing Producing clear and purposeful writing

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

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 7 25 18.33 52 55.72 23 25.95

Grade 8 27 23.43 49 54.76 23 21.81

All Grades 26 20.57 51 55.30 23 24.13

Listening Demonstrating effective communication skills


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 7 9 7.26 68 62.07 23 30.67

Grade 8 12 8.12 68 72.85 20 19.03

All Grades 10 7.64 68 66.80 21 25.56


Research/Inquiry Investigating, analyzing, and presenting information


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 7 20 20.33 57 53.72 24 25.95

Grade 8 23 17.21 54 57.91 23 24.88

All Grades 21 18.96 55 55.56 23 25.48 Conclusions based on this data: 1. The percent of students within the "Above Standard" is low in all areas.

2. Of the four subcategories in ELA, that of reading, writing, listening and research/inquiry, our strongest is writing where students are scoring significantly higher than the other measures of ELA achievement.

3. Approximately 43% of students met or exceeded standards for English Language Arts.



CAASPP Results Mathematics (All Students)

Overall Participation for All Students

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

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 7 370 557 367 555 365 555 99.2 99.6

Grade 8 395 439 392 438 392 438 99.2 99.8

All Grades 765 996 759 993 757 993 99.2 99.7

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded

% Standard Met

% Standard Nearly Met

% Standard Not Met Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 7 2505.0

2498.9

9 7.39 19 18.38 32 30.45 39 43.78

Grade 8 2542.4

2512.4

16 13.24 21 14.38 26 22.15 36 50.23

All Grades N/A N/A N/A 13 9.97 20 16.62 29 26.79 38 46.63

Concepts & Procedures Applying mathematical concepts and procedures


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 7 16 13.69 33 33.51 51 52.79

Grade 8 24 17.58 35 28.77 41 53.65

All Grades

20 15.41 34 31.42 46 53.17

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


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 7 12 8.83 51 47.93 37 43.24

Grade 8 16 11.87 55 35.62 29 52.51

All Grades 14 10.17 53 42.50 33 47.33

Communicating Reasoning Demonstrating ability to support mathematical conclusions


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 7 12 8.11 53 59.64 35 32.25

Grade 8 19 15.98 52 43.84 29 40.18

All Grades 16 11.58 53 52.67 32 35.75


Conclusions based on this data: 1. Of all subcategories, Communicating Reasoning has the lowest percentage of students scoring below standard.

2. Approximately 26% met or exceeded standards in Math.

3. Overall in Math, our scores have significantly decreased.



CELDT Results Initial Assessment Results

Percent of Students by Proficiency Level on CELDT Initial Assessment

Advanced Early Advanced Intermediate Early Intermediate Beginning Grade 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

7 9 11 11 91 78

8 8 8 20 31 80 54

Total 6 9 5 6 18 5 88 64 Conclusions based on this data: 1. Initial testing indicates that students who are new to our schools are scoring in the Beginning range on CELDT.



CELDT Results Annual Assessment Results

Percent of Students by Proficiency Level on CELDT Annual Assessment


7 6 5 43 41 30 28 10 9 11 16

8 9 11 40 33 25 30 8 15 18 11

Total 7 8 42 38 28 29 9 12 14 13 Conclusions based on this data: 1. The greatest percentage of students tested annually are at the early advanced level on the CELDT.

2. The results indicate continued ELD support to help students in their language acquisition.

3. The majority of students are scoring 1-3 (Beginning-Intermediate) levels on the CELDT and will require additional support.



CELDT Results All Assessment Results

Percent of Students by Proficiency Level on CELDT All Assessments


7 6 6 39 38 27 26 9 10 20 20

8 9 10 37 30 24 30 7 13 23 16

Total 7 8 38 34 26 28 8 11 21 18 Conclusions based on this data: 1. 42% of students scored in the Advanced or Early Advanced categories, 28% in the Intermediate category, 11% and

18% in the early Intermediate and Beginning categories respectively. The results indicate that all teachers in all content areas should use the English Learner Placement scores to help drive their instruction and assist in language acquisition and skill mastery.

2. It is an observation that the percentage of students scoring at the Beginning level decreased and the percentage of students scoring in the Early Intermediate level has increased indicating growth .

3. In order to measure progress during the school year and between California English Language Development Assessments, the TELL program will be implemented as an assessment tool each semester.



Equity Report The Equity Report shows the performance levels for all students on the state indicators. It also shows the total number of student groups that received a performance level for each indicator and how many of those student groups are in the two lowest performance levels (Red/Orange). The total number of student groups may vary due to the number of grade levels included within each indicator.

Fall 2017 Equity Report

State Indicators All Students Performance Total Student Groups Student Groups in

Red/Orange

Chronic Absenteeism N/A N/A N/A

Suspension Rate (K-12) 6 6

English Learner Progress (1-12) 1 0

College/Career (9-12) N/A N/A N/A

English Language Arts (3-8) 6 6

Mathematics (3-8) 6 5 An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. Our strongest performance area is English Learner Progress at Blue and higher than the District's English Learner

Progress indicator (green). 2. The ELA and Math indicators are the same as the District's at Orange.

3. Our Suspension Rate indicator Performance Level is Orange.



Status and Change Report Chronic Absenteeism

The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 Chronic Absenteeism Status and Change Report

State Indicators Student Performance

Number of Students Status Change

Chronic Absenteeism N/A N/A N/A N/A

2017-18 Chronic Absenteeism by Subgroup

Student Subgroup Cumulative Enrollment

Chronic Absenteeism Count

Chronic Absenteeism Rates

Conclusions based on this data: 1.



Status and Change Report Suspension Rate


Fall 2017 Suspension Rate Status and Change Report



Suspension Rate 1,084 High 8.1%

Increased +1.5%

This report shows the performance levels for a single state indicator, Suspension Rate, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 Suspension Rate Report

Student Group Student Performance


All Students 1,084 High 8.1%

Increased +1.5%

English Learners 254 Very High 12.2%

Increased +3.4%

Foster Youth 11 Very High 18.2%

Homeless 186 High 10.2%

Increased +2.5%

Socioeconomically Disadvantaged 884 High 8.7%

Increased +1.3%

Students with Disabilities 111 High 11.7%

Increased +2.1%

African American 7 *

*

American Indian 4 *

*

Asian 11 Very Low 0%

Declined Significantly -18.2%

Filipino 32 Medium 3.1%

Declined Significantly -7.2%

Hispanic 970 High 8.6%

Increased +2%

Pacific Islander 1 *

*

Two or More Races 1 *

*

White 58 Medium 6.9%

Increased Significantly +6.9%

An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)


Conclusions based on this data: 1. Overall the Suspension Rate has increased for the school. English Language Learners are reported in the Red

Performance Level. 2. The Asian and Filipino Subgroups have indicated a significant decline in their Suspension Rate.

3. This data is lagging but is important for the identification of trends.



Status and Change Report English Learner Progress

This report shows the performance levels for a single state indicator, English Learner Progress Indicator, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 English Learner Progress Status and Change Report



English Learner 267 Very High 95.5%

Increased +1.5%

This report shows the performance levels for English Learners on all state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 English Learner Progress Report

State Indicators Students Performance Status Change

Chronic Absenteeism N/A N/A N/A

Suspension Rate (K-12) Very High

12.2% Increased

+3.4%

English Learner Progress (1-12) Very High

95.5% Increased

+1.5%

College/Career (9-12) N/A N/A

English Language Arts (3-8) Low

39.6 points below level 3 Declined

-12.1 points

Mathematics (3-8) Low

84.1 points below level 3 Declined Significantly

-20.6 points An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. Although our students are acquiring English at a high rate, this is not reflected in their academic performance in

ELA and math. 2. The Suspension Rate indicator for English Learners is higher than that of both the school and district.



Status and Change Report English Language Arts (ELA)


Fall 2017 English Language Arts Status and Change Report



English Language Arts (3-8) 952 Low

23.9 points below level 3

Declined -12.3 points

This report shows the performance levels for a single state indicator, English Language Arts Assessment, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 English Language Arts Report



All Students 952 Low 23.9 points below level 3


English Learners 546 Low 39.6 points below level 3


Foster Youth 5 *

*

Homeless 155 Low 27.5 points below level 3


Socioeconomically Disadvantaged 777 Low 28 points below level 3


Students with Disabilities 85 Very Low




*

American Indian 4 *

*

Asian 7 *

*

Filipino 25 Very High 48.8 points above level 3

Increased +5.2 points

Hispanic 860 Low 27.1 points below level 3



*


*

White 48 Low 8 points below level 3

Declined Significantly -15.2 points

Additional ELA Assessment Data for English Learners (EL)


The English learner student group definition for this indicator includes students who are currently English learners and students who were reclassified within the past four years. Data for both the English Learners and reclassified students are provided below for informational purposes. In addition, data for English Only students are provided for easy comparison.

Fall 2017 EL Additional Assessment Data

State Indicators Number of Students Status Change

EL - Reclassified Only 385 Low 5.6 points below level 3


EL - English Learner Only 161 Very Low 121.1 points below level 3


English Only 317 Low 17.9 points below level 3

Declined -10 points

ELA California Alternate Assessment (CAA) Data The California Alternate Assessments (CAAs) are administered to eligible students with the most significant cognitive disabilities. The 2017 CAA results for English language arts (ELA) [OR mathematics] are displayed below for informational purposes only. These results will be included in future calculations for the Academic Indicator. The graphs below display the percent of students who achieved Levels 1, 2, and 3.

Fall 2017 ELA California Alternate Assessment (CAA) Assessment Data

State Indicators Number of Students Level 1 Level 2 Level 3

English Language Arts (3-8) 16 81.3% 12.5% 6.3% An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. Overall the ELA status has declined with the exception of the Filipino subgroup. It is the only group scoring above

level 3. 2. The subgroup of Students with Disabilities are the only group with a Red Performance Indicator.

3. English Only students declined a greater number of points in ELA when compared to EL and Reclassified students.



Status and Change Report Mathematics (Math)


Fall 2017 Mathematics Status and Change Report



Mathematics (3-8) 953 Low



This report shows the performance levels for a single state indicator, Math Assessment, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 Mathematics Report



All Students 953 Low 67.4 points below level 3


English Learners 546 Low 84.1 points below level 3


Foster Youth 5 *

*

Homeless 155 Low 71.2 points below level 3


Socioeconomically Disadvantaged 778 Low 71.8 points below level 3

Declined Significantly -16 points

Students with Disabilities 85 Very Low 202 points below level 3



*

American Indian 4 *

*

Asian 7 *

*

Filipino 25 High 22 points above level 3


Hispanic 861 Low 71.7 points below level 3



*


*

White 48 Low 48.1 points below level 3

Increased +9.6 points

Additional Math Assessment Data for English Learners The English learner student group definition for this indicator includes students who are currently English learners and students who were reclassified within the past four years. Data for both the English Learners and reclassified students are provided below for informational purposes. In addition, data for English Only students are provided for easy comparison.


Fall 2017 Math Additional Assessment Data for English Learners

State Indicators Number of Students Status Change

EL - Reclassified Only 385 Low 47.3 points below level 3


EL - English Learner Only 161 Very Low 171.9 points below level 3


English Only 318 Low 62.9 points below level 3


Math California Alternate Assessment (CAA) Data The California Alternate Assessments (CAAs) are administered to eligible students with the most significant cognitive disabilities. The 2017 CAA results for English language arts (ELA) [OR mathematics] are displayed below for informational purposes only. These results will be included in future calculations for the Academic Indicator. The graphs below display the percent of students who achieved Levels 1, 2, and 3.

Fall 2017 Math California Alternate Assessment (CAA) Assessment Data

State Indicators Number of Students Level 1 Level 2 Level 3

Mathematics (3-8) 15 93.3% 6.7% 0% An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. The overall performance in mathematics decreased. White students showed an increase of 9.6 points but remain

below level 3. 2. The status for English Learners is very low and declined by 10.1 points.

3. Students with Disabilities are the only group with a Red Performance Indicator.



Detailed Report Academic Performance

English Learner Progress Indicator (Grades K-12)

Student Group 2016 2017

English Learners 94.0% 95.5%

The percent of English Learners who made progress towards English proficiency.

College/Career Indicator

Student Group Prepared Approaching Prepared Not Prepared

Class of 2016

For the Fall 2017 Dashboard, the College/Career Indicator (CCI) is reported as Status only. Because it only contains one-year of data, both Change and a performance level (color) will not be calculated or reported. For more information about the CCI, please visit the California Department of Education Web resource page at http://www.cde.ca.gov/ta/ac/cm/.

Academic Indicators (Grades 3-8)

Indicator 2016 2017

English Language Arts 11.6 points below level 3 23.9 points below level 3

Mathematics 48.6 points below level 3 67.4 points below level 3

Assessment Performance Results for Grade 11

Indicator 2016 2017

English Language Arts

Mathematics An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. 96% of our English Learners made progress toward English proficiency.

2. Our students are only 23.9 points below level 3 in ELA.

3. Student performance in both ELA and Math decreased from the 2016-2017 to 2017-2018.

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



Detailed Report School Conditions and Climate

Suspension

Indicator 2016 2017

Suspension 6.6% (54) 8.1% (88) Conclusions based on this data: 1. The Suspension Rate increased for the 2017 year.



Detailed Report Academic Engagement

Graduation

Indicator 2015 2016 2017

Graduation

Conclusions based on this data: 1.



Student Group Report This report shows the performance levels for all students and for each student group on the state indicators.

Student Group Performance for State Indicator

Student Group Chronic Absenteeism

Suspension Rate

English Learner

Progress Graduation

Rate English

Language Arts Mathematics College/ Career

All Students

English Learners

Foster Youth

Homeless

Socioeconomically Disadvantaged

Students with Disabilities

African American

American Indian

Asian

Filipino

Hispanic

Pacific Islander

Two or More Races

White An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. Students with Disabilities scored lower than other subgroups in both ELA and Math, but had suspension rates similar to that of the entire school.


2. English Learners have a higher suspension Rate than that of their peers.


Goals, Strategies, & Proposed Expenditures

Goal 1 Subject English Language Arts

Goal Statement For the 2017-2020 school years, there will be a 8% increase in the number of students meeting or exceeding the standard on the ELA CAASPP.

LCAP Goal LEA GOAL: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics; and all students will be taught by highly qualified teachers. LCAP GOAL: Provide effective district/school wide support systems, procedures, processes, materials and practices that support student learning.

Basis for this Goal Results of the 2016-2017 CAASPP

Expected Annual Measurable Outcomes

Metric/Indicator Baseline Expected Outcome

CAASPP for ELA For the 2016-2017 school year, 43% met or exceeded the standard in ELA.

We expect to see the number of students who are meeting or exceeding the standard will increase and the number of students who did not meet the standards will decrease.

Planned Strategies/Activities startcollapse

Strategy/Activity 1 Provide access to technology for every student and staff member to support, enhance and increase knowledge of content standards and to improve motivation in learning. Provide software that supports standards based instruction.

Students to be Served by this Strategy/Activity All students

Timeline Professional development-August 2018-2020

Person(s) Responsible Administrators, teachers, and classified staff

Proposed Expenditures for this Strategy/Activity


Amount 17290

Source Title I Part A: Allocation

Budget Reference 4000-4999: Books And Supplies

Description Technology Hardware - Paperless projector mount kit, mice, headphones, Chromebooks, HP 4200 Maintenance Kit

Amount 20000



Description Software Programs including - Renaissance Learning

Amount 71000



Description Interactive project, speakers, cabling, installation and training for 17 rooms ($42,999 per room)

Amount 1,000

Source LCFF - Supplemental


Description Provide incentives for students for reading achievement (includes testing motivation and Poetry Slam)

Amount 300



Description External Drive with M-DISC Support DVD Writer (10 at $30 each)

Strategy/Activity 2 Provide time for collaboration among teachers to discuss students progress, programs, adopt policies and practices that have the greatest likelihood of ensuring that all students enrolled in school become proficient.


Timeline 2018-2020

Person(s) Responsible Administration and teachers



Amount 5,500


Budget Reference 1000-1999: Certificated Personnel Salaries

Description Teacher Extended Time

Strategy/Activity 3 Provide professional development for teachers to improve teaching of ELA standards.


Timeline 2018-2020

Person(s) Responsible Administrators and teachers


Amount 5,000



Description Teacher Extra time - including leadership

Strategy/Activity 4 Purchase supplemental and ancillary materials to support students.


Timeline 2018-2020



Amount 1,000



Description Books and magazine subscriptions to increase student exposure to literature and support a literacy rich environment


Strategy/Activity 5 Students, including, but not exclusively in AVID, will participate in experiential filed trips to colleges, universities and cultural areas of interest.


Timeline 2018-2020





Goal 2 Subject English Language Development

Goal Statement All students will demonstrate growth in English Proficiency as measured by the California English Language Assessment.

LCAP Goal LEA GOAL: 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. LCAP GOAL: Develop and enhance programs and services that support English Language Learners becoming proficient in all academic areas.

Basis for this Goal Scores for the 2016-2017 administration of the California English Language Assessment.



California's English Language Assessment CDE Dashboard English Learner Progress Indicator

(95.5%) Very High Status CDE Dashboard English Learner Progress Indicator

We expect that all of our English Learners demonstrate growth on California's English Language Assessment.


Strategy/Activity 1 Provide comprehensive English Language development classes based on students' ELPAC levels.

Students to be Served by this Strategy/Activity English Language Learners and Reclassified English proficient students.

Timeline 2018-2020

Person(s) Responsible Administrators, Teachers and Counselors



Strategy/Activity 2 Provide effective ELD instruction through increased use of effective strategies, supplemental/ancillary materials and additional support.

Students to be Served by this Strategy/Activity English Language Learners and Reclassified English Proficient students.

Timeline 2018-2020

Person(s) Responsible Administrators, teachers, and support/classified staff.


Amount 1,000


Budget Reference 2000-2999: Classified Personnel Salaries

Description Support staff to support data management

Amount 20,000


Budget Reference 5000-5999: Services And Other Operating Expenditures

Description Professional Learning/Conferences

Amount 10,000



Description Conferences

Strategy/Activity 3 1. Extended learning opportunities will be provided to all students, including English Learners, targeting on improving language skills. These opportunities may include TK Academy (Saturday School) , homework club, drama, videography, yearbook clubs. Materials and bussing will be provided to support these EDP's. 2. Educational fieldtrips may be offered as incentives and further learning opportunities. 3. Release time will be provided for department and inter department meetings and collaboration.


Timeline 2018-2020

Person(s) Responsible


Teachers, Administrators and support staff Proposed Expenditures for this Strategy/Activity

Amount 4,500



Description Extended Day bussing

Amount 25,000



Description Educational field trip bussing

Amount 1,890



Description Extended day Advisers - Reading Counts 45 Hours

Amount 2436



Description Supplies for Professional development.

Amount 5500



Description Books and supplies



Goal 3 Subject Mathematics

Goal Statement For the 2017-2020 school years, there will be a 7% increase in the number of students meeting or exceeding the standard on the Math CAASPP.

LCAP Goal LEA GOAL: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics; and all students will be taught by highly qualified teachers. LCAP GOAL: Provide effective district/school wide support systems, procedures, materials and practices that support student learning.

Basis for this Goal CAASP results



CAASPP for Math 2016-2017 CAASPP results for Math We expect to see the number of students who are meeting or exceeding the standard will increase and the number of students who did not meet the standards will decrease.


Strategy/Activity 1 Focus on high quality professional development for teachers. Provide time for teachers to collaborate regarding strategies, essential standards, etc


Timeline 2018-2020




Strategy/Activity 2 Purchase technology, supplemental and ancillary materials to support students.


Timeline 2018-2020



Strategy/Activity 3 Extended day learning opportunities will be made available, including TK Academy, Math Support, Homework Club and others as determined by leadership.

Students to be Served by this Strategy/Activity All student

Timeline 2018-2020



Strategy/Activity 4 Provide additional support staff in math classes


Timeline 2018-2020

Person(s) Responsible District office and administrators




Goal 4 Subject Other Subjects (Social Studies, Science, PE, Arts)

Goal Statement All subject matters support 100% of students acquiring academic literacy. Fifty percent of all students will score in the "Healthy Fitness Zone" for 3 of 6 fitness tests. All students will participate in appropriate other subjects during the school day, including social studies, science and physical education and the arts.

LCAP Goal LEA GOAL: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics; and all students will be taught by highly qualified teachers. 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. LCAP GOAL: Provide effective district/school wide support systems, procedures, processes, materials and practices that support student learning. Develop and enhance programs and services that support English Language Learners becoming proficient in all academic areas.

Basis for this Goal Academic grades; subject specific formative assessments; Teacher observations; results of the Fitness Gram test



State Physical Fitness Testing Social Studies Common Formative assessments CAST (California Science Test)

CAST 2017-2018 results will be available in the fall of 2018 A baseline has not been established for Social Studies or the FitnessGram test.

We expect students to demonstrate growth on common formative assessments and improved results on the Fitness Gram test.


Strategy/Activity 1 Hire staff to provide students with varied extended learning opportunities after school, at lunch, on Saturday/weekends. The purpose is for remediation, enrichment, the arts (including band), technology, physical education, and science.


Timeline 2018 -2020

Person(s) Responsible


Administrators, teachers and counselors Proposed Expenditures for this Strategy/Activity

Strategy/Activity 2 Provide students with rich and varied educational experiences. These will include hands on lab activities in science, field trips, fine art activities, assemblies, and guest speakers which will encourage a school attitude of success in academics across all content areas.


Timeline 2018-2020

Person(s) Responsible Administrators, counselors, and teachers


Amount 1,000



Description PCPA

Strategy/Activity 3 Provide technology and supplemental/ancillary materials and supplies for social studies, science, Physical Education, selectives, and the arts.


Timeline 2018-2020



Amount 20,000



Description Agendas, paper and ink

Amount 5,000




Description Supplies for Selective Classes

Strategy/Activity 4 Provide high quality professional development and conferences for teachers. Provide release time for department and inter department meetings and collaboration.


Timeline 2018-2020





Goal 5 Subject Support Services (Counseling, Safety, Nutrition, Health)

Goal Statement Tommie Kunst Junior High Students will be educated in learning environments that are safe, drug-free and conducive to learning. We will increase our attendance rate to 96% for the 2018-2019 school year.

LCAP Goal LEA GOAL: All students will be educated in learning environments that are safe, drug free, and conducive to learning. LCAP GOAL: Maintain a safe, secure, healthy and positive learning environment for all students and staff.

Basis for this Goal Analysis of current attendance data and the California Healthy Kids Survey



Attendance data the California Healthy Kids Survey

Approximately 94% attendance rate for students 93% High to moderate school connectedness 85% High to moderate academic motivation 49% of students feel safe or very safe at school

We expect our attendance rate to increase and for our students to increase or maintain their levels of school connectedness, academic motivation, and feelings of safety at school.


Strategy/Activity 1 A variety of activities will be undertaken to help students adapt to school environment and adjust to all phases of individual growth and how it relates to academic performance. The following programs will be included: PBIS, Project Alert, after school clubs that create a connection to school and widen students' world view, intramural sports at lunch, and purchase of student ID cards with lanyards. This list is not inclusive and other social/emotional achievement programs will be researched for possible implementation.


Timeline 2018-2020




Amount 3,000



Description Provide incentives for school connectedness, including materials for assemblies

Amount 60,000



Description Provide stipends for club advisers- Yearbook, Drama, Cheer, Volleyball, Homework Club, ELPAC Teacher Support, Track Coaches, Poetry Club, Soccer Coach

Amount 8842



Description Books and supplies

Strategy/Activity 2 Develop strategies, policies and procedures school-wide through collaborative leadership that will help to motivate and encourage learning for all teachers, staff and students.


Timeline 20180-2020

Person(s) Responsible Administrators, teachers and staff


Amount 1,000



Description Testing Motivation


Strategy/Activity 3 Provide materials and supplies for all programs to improve the culture, climate, and school environment.


Timeline 2018-2020



Amount 5,040



Description Character counts

Strategy/Activity 4 CADA support services


Timeline 2018-2020

Person(s) Responsible Administrator and counselors


Amount 0

Source LCAP Supplemental

Budget Reference 5800: Professional/Consulting Services And Operating Expenditures

Description CADA Counselor



Goal 6 Subject Parent Involvement

Goal Statement Tommie Kunst Junior High School will provide a school climate that encourages parent engagement through educational and beneficial programs and events for parents and families.

LCAP Goal LCAP GOAL: Create a culture of respect and caring that supports positive relationships among all stakeholders. LEA ACTION: Involvement of staff, parents, and community (including notification procedures, parent outreach, and interpretation of student assessment results to parents).

Basis for this Goal Calendar of meetings, agendas, sign in sheets



parent attendance rates for school event,Committee meetings including: ELAC, PTSC, Conferences, Family Nights, SSC and other scheduled events.

No baseline exists We expect increased participation in Parent Engagement events.


Strategy/Activity 1 Establish parent events that provides information needed to support their student; Parent orientation meetings Parent Teacher conferences will be held twice yearly Parent-Teacher-Student-Committee (PTSC)will be formed to support the school.This would include additional staff to support activities organized by PTSC. School Site Council (SSC) will be formed to oversee the school activities and programs Holding a parent workshop to- Educate parents about how to use district wide on line programs Educate parents about social media Back to School Night Open House Drama Production Math/Science Night AVID Night



Timeline 2018 -2020

Person(s) Responsible Administration, Teachers, counselors, classified staff and Parent Leaders


Amount 5,000



Description Provide extra time for classified staff to provide interpreters for parent conferences and IEP meetings

Amount 2,000



Description Provide extra time for classified staff to provide child care for parent meetings and parent education programs

Amount 2,697

Source Title I Part A: Parent Involvement


Description Parent Workshops

Strategy/Activity 2 Postage for parent communication


Timeline 2018-2020

Person(s) Responsible Principal and Office Manager


Amount 10,000



Budget Reference 5900: Communications

Description Postage to be used to mail notifications and other important materials to parents


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 1 For the 2017-2020 school years, 60% students will demonstrate growth in ELA standards based on SBAC results and will show an increase in district writing samples by 1 growth point, based on a ten point rubric. We intend that all students, including those with disabilities, low income (FRL, homeless, migrant) English learners, re-designated fluent English proficient, and foster youth have access to materials, technology, and highly qualified teachers to provide them with the skills necessary to be college and career ready.

Annual Measurable Outcomes

Metric/Indicator Expected Outcomes Actual Outcomes

* ELA teachers will meet monthly to share classroom writing practice samples and summative assignments

Strategies/Activities for Goal 1

Planned Actions/Services

Actual Actions/Services

Proposed Expenditures

Estimated Actual Expenditures

1. Implementation of Study Sync, Program 2 adoption; use of Accelerated Reader and Achieve 3000 to improve fluency and lexile levels; use of core literature books to support adoption. 2. Ongoing practice of various writing genres. 3. Schoolwide Sustained Silent Reading will be scheduled into the daily schedule. 4. Million Word Club will be utilized as an incentive to encourage reading in all genres; participate in Battle of the Books. 5. The following supplemental staff will be secured to support SPSA as needed: a. extended day staff b. librarian c. computer lab technician

Study Sync. Program 2 adoption provided by the District 4000-4999: Books And Supplies District Funded

Software Programs including - Renaissance Learning, Study.com, Adobe, Brain Pop, IHT, EZ Scan) 4000-4999: Books And Supplies Title I 11,600

Provide supplemental materials to support instruction, including class set of literature and library books 4000-4999: Books And Supplies Title I Part A: Allocation 4000

Provide incentives for students for reading achievement 4000-4999: Books And Supplies LCFF - Supplemental 1,000

Hire support staff to support teachers and students with services






d. reading intervention teacher e. project clerk f. community liaison g. translators 6. Conference attendance will be provided to allow teachers to learn and improve daily practices. These conferences may include but not limited to AVID Institute, Middle Schools, CAG, Literacy 7. Extended learning opportunities will be offered to students to include, but not limited to homework clubs, drama, yearbook, newspaper. 8. Release time will be provided for department and inter department meetings and collaboration.

providing data, supporting home to school communication:

• Full time Community Liaison funded by District LCAP

• Full time Project Clerk funded by District LCAP and CPO.

2000-2999: Classified Personnel Salaries District Funded 58,919

Hire support staff to support library and computer lab funded with District LCAP. 2000-2999: Classified Personnel Salaries District Funded 47,400

Purchase supplemental supplies for ELA 4000-4999: Books And Supplies Title I Part A: Allocation 3250

Conference registration, possibly food, transportation and lodging may be provided 5000-5999: Services And Other Operating Expenditures Title I Part A: Allocation 15,000

Provide after school activities to support daily learning 1000-1999: Certificated Personnel Salaries Title I Part A: Allocation 12,000

Support materials for after school clubs 4000-4999: Books And Supplies Title I Part A: Allocation 3,898


Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA.


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 2 All students will increase lexile levels; students in Newcomers class and designated ELD classes will improve lexiles by at least 50 points.



* CELDT data; CAASP results * AR reports-STAR results and Lexile levels






1. The Accelerated Reader and STAR assessment tools will be used to provide data which will include each student's independent reading level, instructional and comprehension levels. 2. School City assessments will be implemented to provide data on reading comprehension. 3. Benchmark assessments may be implemented on a quarterly basis. 4. Teachers will implement System 44, Read 180, and the designated portion of Program 2 in Study Sync, as well as English 3D. . 5 SSR (Sustained Silent Reading) will be implemented school wide,

AR system 4000-4999: Books And Supplies Title I Part A: Allocation 2210

Student incentives 4000-4999: Books And Supplies LCFF - Supplemental 1,500

Additional books will be purchased to supplement core curriculum 4000-4999: Books And Supplies Title I Part A: Allocation 2,624

Monitor EL student progress 1000-1999: Certificated Personnel Salaries Title I Part A: Allocation 2100






as well as Milllion Word Club. 6. Teachers will use integrated ELD standards and strategies in all classes. 7. CCSS materials will be purchased to supplement core materials, including Achieve 3000

8. Release time will be provided for attendance staff to attend content area conferences to increase knowledge of teaching strategies to meet CC standards. Conference fees will be paid, possibly including lodging, meals, and mileage. Conferences may include AVID Institute, Middle Schools Conference, and others as appropriate. 9. Support staff (certificated or classified) will be used as appropriate to assist with assessments.. 10. Outside consultants may be secured to support staff development . 11. Instructional materials will be purchased to support and supplement the ELD curriculum, including additional books for the library, core, and sustained silent reading books. 12. Software will be purchased to support ELD and ELA.

Conference attendance will be paid for staff 5000-5999: Services And Other Operating Expenditures Title I Part A: Allocation 15,000

Support staff will be hired to assist data collection and translation (inc. in Goal 1) 2000-2999: Classified Personnel Salaries District Funded

Support staff will be hired to support in the library and computer lab (inc. in Goal 1) 2000-2999: Classified Personnel Salaries District Funded

Purchase of materials to support instruction such as paper, ink, etc 4000-4999: Books And Supplies LCFF - Supplemental 4,000

Technology will be purchased to support instruction 4000-4999: Books And Supplies Title I Part A: Allocation 5,000

Agenda books will be purchased to support student organization 4000-4999: Books And






13. Teaching materials will be purchased to provide intervention for extended day offerings 14. Technology equipment such as computers, chrome books, tablets, ink cartridges, etc. will be purchased as necessary. 15. Paper will be purchased to support delivery of instruction 16. Reproduction of non-copyrighted materials will be allowed 17. Agenda books will be purchased to support student success

Supplies Title I Part A: Allocation 10,000

ELPAC Training 1000-1999: Certificated Personnel Salaries LCFF - Supplemental 385

ELPAC Administration 1000-1999: Certificated Personnel Salaries LCFF - Supplemental 613

Purchase supplemental materials for ELD 4000-4999: Books And Supplies Title I Part A: Allocation 2500

18. Extended learning opportunities will be provided to all students, including English Learners, targeting on improving language skills. These opportunities may include TK Academy (Saturday School) , homework club, drama, videography, yearbook clubs. Materials and bussing will be provided to support these EDP's. 19. Educational fieldtrips may be offered as incentives and further learning opportunities. 20. Release time will be provided for department and inter department meetings and collaboration.

Hire advisors for clubs 1000-1999: Certificated Personnel Salaries LCFF - Supplemental 3,500

Provide materials for clubs 4000-4999: Books And Supplies LCFF - Supplemental 1,000

Educational field trips or assemblies will be offered, including busing 5000-5999: Services And Other Operating Expenditures LCFF - Supplemental 7121


Analysis






Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 3 For the 2017-2020 school years, the number of students meeting or exceeding standards will increase to at least 51% for both grades.



* The curriculum will be completed, with teachers sharing and implementing new strategies. * Teachers will pre and post- test students and monitor progress weekly, monthly, and quarterly.






1. Teachers will administer a pre-test to all students to analyze learning levels and then use the adopted curriculum with fidelity while differentiating as necessary to meet all students' needs. District benchmarks will be utilized. 2. Supplemental and specific intervention materials will be provided to students performing below grade level,and all materials will be Common Core aligned 3. Support materials, including software, paper, ink, etc. will be purchased. These may include reproduction of non-copyrighted materials. 4. Technology equipment such as computers,

Supplemental programs such as Reasoning Minds and IXL will be purchased 4000-4999: Books And Supplies Title I Part A: Allocation 4500

Technology will be purchased to support classrooms 4000-4999: Books And Supplies Title I Part A: Allocation 3000

Materials to support the math instruction, such as paper and other supplies 4000-4999: Books And Supplies LCFF - Supplemental 3751

Conference attendance, possibly lodging and meals will be provided 5000-5999: Services And Other Operating Expenditures Title I Part A: Allocation 15,000






chrome books, voice amplification systems, tablets, and materials to support the equipment, will be purchased. 5. Math conferences will be attended by department members, with registration fees, paid and possibly including lodging, meals, and transportation. These conferences may include AVID Institute, Middle Schools Conference,and others that support individual growth supported by Leadership. 6. Extended day learning opportunities will be made available such as TK Academy, homework club, and others as determined by Leadership. Materials and busing will be provided for these opportunities. 7. Support staff will be hired to support the SPSA , including extended day staff, computer lab technician, and project clerk. 8. Educational fieldtrips may be provided to enhance the learning.

Support staff will be hired to support data collection and translation (inc. in Goal 1) 2000-2999: Classified Personnel Salaries District Funded

Support staff will be hired to assist in library and computer lab (inc. in Goal 1) 2000-2999: Classified Personnel Salaries District Funded

Educational field trips may be provided, including busing, to support instruction 5000-5999: Services And Other Operating Expenditures LCFF - Supplemental 3,000

Math intervention 2000-2999: Classified Personnel Salaries Title I Part A: Allocation 1338

Supplemental Materials to support Math instruction 4000-4999: Books And Supplies Title I Part A: Allocation 3058

Title I 3250

9. Release time may be provided for department and inter department meetings and collaboration.

Teachers' release time for department meetings and collaboration 1000-1999: Certificated Personnel Salaries LCFF - Supplemental 1,416

After school math intervention program,






LAT and/or teacher tutor

Analysis






Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 4 All subject matters support 100% of students acquiring academic literacy. Eighty percent of all students will demonstrate improved fitness levels by completing all fitness skills/observations with 90% accuracy. All students will participate in an arts or technology class, widening their exposure to a variety of topics and experiences. All students will improve in achievement on the CAST, with 2017 being a base line year. All students will improve in all subjects as evidenced by school adopted formative and summative assessments. We intend that all students, including those with disabilities, low income (FRL, homeless, migrant), English learners, re-designated fluent English proficient and foster youth have access to experiential learning, materials, technology, and highly qualified teachers to provide them with a deep understanding of history/social studies, science, physical education, arts, and technology to be college and career ready.



* Grade point averages * Annual analysis of Fitness Gram test results






1. Teachers will provide well constructed lessons, including introducing students to a variety of visual/musical arts. Students will use living documents to broaden their knowledge and understanding of the history of our country and world. Students will experience learning lab experiments in science, broadening their knowledge of the world. Supplemental material, including technology, will be purchased to support their instruction in music, art, live skills, industrial technology, STEAM, science, and social studies. These materials may include, but not limited to, software, books, magazines, paper, ink, other equipment as necessary.

Supplemental materials, including software, will be purchased to support knowledge acquisition and experiences 4000-4999: Books And Supplies LCFF - Supplemental 8,000

Purchase of technology and other equipment to enhance physical fitness 4000-4999: Books And Supplies LCFF - Supplemental 38,000

Coaching stipends will be provided to enhance the sports program 1000-1999: Certificated Personnel Salaries LCFF - Supplemental 20000

Conference registration, and possibly, lodging, meals, transportation may be provided 5000-5999: Services And






Teachers will teach PE standards that directly impact student fitness levels. Equipment will be purchased to support this growth, including testing equipment and track materials. Coaching stipends will be provided to allow students to participate in after school sports Conference attendance will be supported to provide continued growth and support for teachers. Registration fees, and possibly lodging, meals, and transportation will be provided. These conferences may include, but not be limited to AVID Institute, CAHPERD, Middle Schools Conference, CAG, NSTA, NCSS. Outside consultants may be secured to provide and support staff development. Leadership will prioritize needs for instructional materials. Release time will be provided for department and inter department meetings and collaboration.

Other Operating Expenditures Title I Part A: Allocation 5,000

Purchase supplemental materials for Science and History 4000-4999: Books And Supplies Title I Part A: Allocation 5000

Contract for Lunch time STEM/ Soccer 5000-5999: Services And Other Operating Expenditures Title I Part A: Allocation 15000

Robotics Materials 4000-4999: Books And Supplies Title I Part A: Allocation 15041

Analysis




Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 5 Student attendance rates will improve to a consistent 97%; graduation eligibility rates will improve 10%, and students will report greater satisfaction about being at school. We intend to address the needs of all students, including the health, behavioral and social/emotional needs of students with disabilities, low income (FRL, homeless, migrant), English learners, re-designated fluent English proficient and foster youth that interfere with their learning and impede them to becoming college and career ready.



* The number of TMT and SARB meetings scheduled, graduation rates, analyze Healthy Kids Survey for results






1. Implement PBIS to create a more positive culture and climate. PBIS committee will incorporate with the Spirit Committee to provide fun assemblies to deepen school connections. Incentives will be purchased to encourage school spirit. 2. Weekly and monthly attendance recognition with use of incentives ( such as purchase of lanyards, etc) 3. After school clubs to be formed to create a connectedness to school and widen students' world view. These can include Drama, Speech/Debate, Film Club (TKTV), Yearbook, Homework Club, Reading Club among others as interest is created. 4. Intramural sports may be implemented at lunch.

Provide incentives for school connectedness, including materials for assemblies 4000-4999: Books And Supplies LCFF - Supplemental 8,000

Provide stipends for club advisors 1000-1999: Certificated Personnel Salaries LCFF - Supplemental 20976

Stipends for academic advisors 1000-1999: Certificated Personnel Salaries Title I Part A: Allocation 4,480

Stipends for club advisors 1000-1999: Certificated Personnel Salaries LCFF - Supplemental 14,523

Stipend for AVID teacher 1000-1999: Certificated Personnel Salaries Title I Part A: Allocation 12,500






5. School wide assemblies will be held quarterly to recognize and honor students, including: Red Ribbon Week celebration Spirit Days weekly Career Day will be held 6. Family Nights such as AVID dinner, sports banquets Project Alert will be taught in the Life Skills lab 7. AVID classes will continue to be offered before school 8. Purchase of student id cards

Conferences and training for Admin and teachers (ex: restorative practices; PBIS; equity conferences 5000-5999: Services And Other Operating Expenditures LCFF - Supplemental 2000

Additional time for counselor support 1000-1999: Certificated Personnel Salaries LCFF - Supplemental 1554

Consultant Restorative Practices 5000-5999: Services And Other Operating Expenditures LCFF - Supplemental 3360

Extended MFT hours 5000-5999: Services And Other Operating Expenditures Title I Part A: Allocation 5000

Analysis






Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 6 TKJHS will seek to improve the level of parental involvement, as demonstrated by the California Family Engagement Frameworjk Rubric. By June 2020 we will demonstrate a basic or progressive implementation level of the 18 principles within the five action areas outlined in the CFEFR. We intend to partner with families, district, school and community to address the needs of students with disabilities, low income (FRL, homeless, migrant), English Learners, re-designated fluent English proficient and foster youth to support students to be college and career ready.



* Analysis of attendance sign in sheets at various functions; feedback from parents






A variety of activities will be undertaken to help parents and students to adapt to the junior high setting, and adjust to all phases of individual growth and how it relates to academic performance. Parent information nights for both 7th grade and 8th grades will be held at the beginning of the year Parent Teacher conferences will be held twice yearly ParentTeacherStudentCommittee (PTSC)will be formed to support the school School Site Council will be formed to oversee the school activities and programs Partnering with Fighting Back to provide parent classes

Purchase materials and supplies for parent involvement, trainings, and meetings 4000-4999: Books And Supplies Title I Part A: Allocation 17,907

Provide extra time for classified staff to provide interpreters for parent conferences and IEP meetings 2000-2999: Classified Personnel Salaries LCFF - Supplemental 5,000

Provide extra time for classified staff to provide child care for parent meetings and parent education programs 2000-2999: Classified Personnel Salaries Title I Part A: Allocation 5310

Parent Workshops 5000-5999: Services And Other Operating Expenditures Title I Part A: Parent Involvement 20000






Holding a parent workshop to educate parents about social media.

Provide extra time for classified staff to provide child care for parent meetings and parent education programs. 2000-2999: Classified Personnel Salaries Title I 5000

Analysis






Budget Summary and Consolidation

The Budget Summary is required for schools funded through the ConApp. The Consolidation of Funds is required for a school receiving funds allocated through the ConApp and consolidating those funds as part of a schoolwide program. Budget Summary

Description Amount

Total Funds Provided to the School Through the Consolidated Application

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA

Allocations by Funding Source startcollapse

Funding Source Amount Balance

LCFF - Supplemental 119,936 0.00

Title I Part A: Allocation 192,362 0.00

Title I Part A: Parent Involvement 2,697 0.00


Expenditures by Funding Source startcollapse

Funding Source Amount

LCAP Supplemental 0.00

LCFF - Supplemental 119,936.00

Title I Part A: Allocation 192,362.00

Title I Part A: Parent Involvement 2,697.00


Expenditures by Budget Reference startcollapse

Budget Reference Amount

1000-1999: Certificated Personnel Salaries 72,390.00

2000-2999: Classified Personnel Salaries 8,000.00

4000-4999: Books And Supplies 159,972.00

5000-5999: Services And Other Operating Expenditures

64,633.00

5800: Professional/Consulting Services And Operating Expenditures

0.00

5900: Communications 10,000.00


Expenditures by Budget Reference and Funding Source startcollapse

Budget Reference Funding Source Amount

5800: Professional/Consulting Services And Operating Expenditures

LCAP Supplemental 0.00

1000-1999: Certificated Personnel Salaries


2000-2999: Classified Personnel Salaries


4000-4999: Books And Supplies LCFF - Supplemental 16,500.00



1000-1999: Certificated Personnel Salaries


2000-2999: Classified Personnel Salaries


4000-4999: Books And Supplies Title I Part A: Allocation 143,472.00



5900: Communications Title I Part A: Allocation 10,000.00


Title I Part A: Parent Involvement 2,697.00


School Site Council Membership California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows: 1 School Principal 3 Classroom Teachers

1 Other School Staff

7 Parent or Community Members startcollapse

Name of Members Role

Sharon Shell X Principal

Doris Mandie Dugan X Classroom Teacher

Deborah Simpson X Classroom Teacher

Bradley Escobar X Classroom Teacher

Lisette Murillo X Other School Staff

Aurora Guel,chair X Parent or Community Member

Princess Bautista X Parent or Community Member

Veronica Castillo X Parent or Community Member

Monica Diaz X Parent or Community Member

Alejandra Mendez X Parent or Community Member

Erika Torres X Parent or Community Member

Antonio Marin ELAC/DAC X Parent or Community Member At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.


Recommendations and Assurances The School Site Council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following: The SSC is correctly constituted and was formed in accordance with district governing board policy and state law. 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. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan:

Signature Committee or Advisory Group Name

X English Learner Advisory Committee

X Gifted and Talented Education Program Advisory Committee

X District/School Liaison Team for schools in Program Improvement

X Other: School Leadership Team

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. 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. This SPSA was adopted by the SSC at a public meeting on . Attested:

Principal, Barbara Jones on

SSC Chairperson, Aurora Guel on


Addendum For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of Contents

Stakeholder Involvement


Planned Strategies/Activities

Annual Review and Update

Budget Summary and Consolidation

Appendix A: Plan Requirements for Schools Funded Through the ConApp

Appendix B: Select State and Federal Programs For additional questions or technical assistance related to completion of the SPSA template, please contact the Local Educational Agency, or the CDE’s Title I Policy and Program Guidance Office at [email protected]. Stakeholder Involvement Meaningful involvement of parents, students, and other stakeholders is critical to the development of the SPSA and the budget process. As such, the SPSA should be shared with, and schools should request input from, school site-level advisory groups, as applicable (e.g., English Learner Advisory Councils, student advisory groups, etc.). Describe the process used to involve advisory committees, parents, students, school faculty and staff, and the community in the development of the SPSA and the annual review and update. Goals, Strategies, & Proposed Expenditures In this section a school provides a description of the annual goals to be achieved by the school. This section also includes descriptions of the specific planned strategies/activities a school will take to meet the identified goals, and a description of the expenditures required to implement the specific strategies and activities. Goal State the goal. A goal is a broad statement that describes the desired result to which all strategies/activities are directed. A goal answers the question: What is the school seeking to achieve? A school may number the goals using the “Goal #” for ease of reference. Basis for this Goal Describe the basis for establishing the goal. The goal should be based upon an analysis of verifiable state data, including state indicator data from the California School Dashboard (Dashboard) and data from the School Accountability Report Card, and may include any data voluntarily developed by districts to measure pupil achievement. Expected Annual Measurable Outcomes Identify the metric(s) and/or state indicator(s) that the school will use as a means of evaluating progress toward accomplishing the goal. A school may identify metrics for specific student groups. Include in the baseline column the most recent data associated with the metric or indicator available at the time of adoption of the SPSA. The most recent data associated with a metric or indicator includes data reported in the annual update of the SPSA. In the subsequent Expected Outcome column, identify the progress the school intends to be make in the coming year. Planned Strategies/Activities Describe the strategies and activities being provided to meet the described goal. Strategies and activities that are implemented to achieve the identified goal may be grouped together. A school may number the strategy/activity using the “Strategy/Activity #” for ease of reference.


A school receiving funds allocated through the ConApp is required to describe in their strategies and activities how they will address specific state and federal requirements. A list of these requirements may be found in Appendix A: Plan Requirements for Schools Funded Through the ConApp. At a minimum a school receiving funds allocated through the ConApp must address these requirements; however, a school may describe additional strategies/activities as well. Students to be Served by this Strategy/Activity Indicate in this box which students will benefit from the strategies/activities by indicating “All Students” or listing one or more specific student group(s) to be served. Proposed Expenditures for this Strategy/Activity For each strategy/activity, list and describe the proposed expenditures for the school year to implement these strategies/activities, including where those expenditures can be found in the school’s budget. The school should reference all fund sources for each proposed expenditure and should provide budget references as an object code or an object code description. Proposed expenditures that are included more than once in a SPSA should be indicated as a duplicated expenditure and include a reference to the goal and strategy/activity where the expenditure first appears in the SPSA. Annual Review and Update The planned goals, expected outcomes, planned strategies/activities, and proposed expenditures must be copied verbatim from the previous year’s approved SPSA. Minor typographical errors may be corrected. Annual Measurable Outcomes For each goal in the prior year, provide the metric/indicators, the expected outcomes, and the actual outcomes; review the actual outcomes as compared to the expected outcomes identified in the prior year for the goal. Strategies/Activities Identify the planned strategies/activities and the proposed expenditures to implement these strategies/activities toward achieving the described goal, then identify the actual strategies/activities implemented to meet the described goal and the estimated actual expenditures to implement the strategies/activities. As applicable, identify any changes to the student groups served. Analysis Using actual outcome data, including state indicator data from the Dashboard, analyze whether the planned strategies/activities were effective in achieving the goal. Respond to the prompts as instructed.

• Describe the overall implementation of the strategies/activities to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process.

• Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school.

• Explain any material differences between Proposed Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.

• Describe any changes that will be made to the goal, expected annual measureable outcomes, metrics/indicators, or strategies/activities to achieve this goal as a result of this analysis and analysis of the data provided in the Dashboard, as applicable. Identify where those changes can be found in the SPSA.


Budget Summary and Consolidation In this section a school provides a brief summary of the funding allocated to the school through the ConApp and/or other funding sources as well as the total amount of funds for proposed expenditures described in the SPSA. The Budget Summary is required for schools funded through the ConApp. The Consolidation of Funds is required for a school receiving funds allocated through the ConApp and consolidating those funds as part of a schoolwide program. Budget Summary A school receiving funds allocated through the ConApp should complete the Budget Summary as follows:

• Total Funds Provided to the School Through the Consolidated Application: This amount is the total amount of funding provided to the school through the ConApp for the school year. The school year means the fiscal year for which a SPSA is adopted or updated.

• Total Funds Budgeted for Strategies to Meet the Goals in the SPSA: This amount is the total of the proposed expenditures from all sources of funds associated with the strategies/activities reflected in the SPSA. To the extent strategies/activities and/or proposed expenditures are listed in the SPSA under more than one goal, the expenditures should be counted only once.

A school may include additional information or more detail. Consolidation of Funds A school receiving funds allocated through the ConApp and consolidating those funds as part of a schoolwide program is required to include a list of state and local programs and other federal programs that the school will consolidate in the schoolwide program. A list of commonly consolidated state and federal programs is provided in Appendix B: Select State and Federal Programs. List the federal funding source(s) and the amount(s) being consolidated in the schoolwide program, then list the state and/or local funding source(s) and the amount(s). Adjust the table as needed.


Appendix A: Plan Requirements for Schools Funded Through the ConApp

Basic Plan Requirements A school receiving funds allocated through the ConApp is required to develop a SPSA. The content of a SPSA must be aligned with school goals for improving student achievement. School goals must be based upon an analysis of verifiable state data and may include any data voluntarily developed by districts to measure student achievement. The SSC is required to develop the SPSA, which must address each of the following, as applicable:

1. A description of curricula, instructional strategies and materials responsive to the individual needs and learning styles of each student (described in the Strategies/Activities).

2. A description of instructional and auxiliary services to meet the special needs of non-English-speaking or limited-English-speaking students, including instruction in a language these students understand; educationally disadvantaged students; gifted and talented students; and students with exceptional needs (described in the Strategies/Activities).

3. A description of a staff development program for teachers, other school personnel, paraprofessionals, and volunteers, including those participating in special programs (described in the Strategies/Activities).

4. An identification of the schools’ means of evaluating progress toward accomplishing its goals (described in the Expected Annual Measurable Outcomes) and an ongoing evaluation of the educational program of the school (described in the Annual Review and Update).

5. A description of how funds provided to the school through the ConApp will be used to improve the academic performance of all pupils to the level of state performance goals (described in the Proposed Expenditures for Strategies/Activities).

6. The proposed expenditures of funds available to the school through the programs described in EC Section 52851. For purposes of this subdivision, proposed expenditures of funds available to the school must include, but not be limited to, salaries and staff benefits for persons providing services for those programs (described in the Proposed Expenditures for Strategies/Activities).

7. The proposed expenditure of funds available to the school through the federal Improving America’s Schools Act of 1994 and its amendments. If the school operates a state-approved schoolwide program in a manner consistent with the expenditure of funds available to the school pursuant to EC Section 52851, employees of the schoolwide program may be deemed funded by a single cost objective.

8. A description of how state and federal law governing programs identified in EC Section 64000 will be implemented, as applicable (described in the Strategies/Activities).

9. A description of any other activities and objectives as established by the SSC (described in the Strategies/Activities). The SPSA, including proposed expenditures of funds allocated to the school through the ConApp, must be reviewed annually and updated by the SSC. Authority cited: EC sections 64001(f)-(g) and 52853(a)(1)-(7).


Schoolwide Program Requirements A school receiving funds allocated through the ConApp and operating a schoolwide program (SWP) must describe how the school will carry out each of the following components:

1. A description of the strategies that the school will be implementing to address school needs, including a description of how such strategies will

a. provide opportunities for all students, including socioeconomically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and English learners, to meet the challenging state academic standards.

b. use effective methods and instructional strategies based on scientifically based research that i. strengthen the core academic program in the school; ii. provide an enriched and accelerated curriculum; iii. increase the amount and quality of learning time; iv. include strategies for meeting the educational needs of historically underserved populations; v. help provide an enriched and accelerated curriculum; and vi. are consistent with, and are designed to implement, state and local improvement plans, if any.

c. address the needs of all students in the school, but particularly the needs of those at risk of not meeting the challenging state academic standards, through activities which may include the following:

i. strategies to improve students’ skills outside the academic subject areas; ii. preparation for and awareness of opportunities for postsecondary education and the workforce; iii. implementation of a schoolwide tiered model to prevent and address problem behavior; iv. professional development and other activities for teachers, paraprofessionals, and other school

personnel to improve instruction and use of data; and v. strategies for assisting preschool children in the transition from early childhood education programs

to local elementary school programs.

2. A description of how the school will determine if school needs have been met (described in the Expected Annual Measurable Outcomes and the Annual Review and Update).

3. A description of how the school will ensure instruction by highly qualified teachers and provide ongoing professional development, including

a. strategies to attract highly qualified teachers; b. providing high-quality and ongoing professional development that is aligned with the state's academic

standards for teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff, to enable all students in the school to meet the state's academic standards;

c. the devotion of sufficient resources to effectively carry out professional development activities; and d. the inclusion of teachers in professional development activities regarding the use of academic assessments

to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program.

4. A description of how the school will ensure parental involvement in the planning, review, and improvement of the schoolwide program plan (described in Stakeholder Involvement and/or Strategies/Activities).

5. A description of the activities the school will include to ensure that students who experience difficulty attaining proficient or advanced levels of academic achievement standards will be provided with effective, timely additional support, including measures to

a. Ensure that those students' difficulties are identified on a timely basis; and b. Provide sufficient information on which to base effective assistance to those students.

6. For an elementary school, a description of how the school will assist preschool students in the successful transition from early childhood programs to the school.

7. A description of how the school will use resources to carry out these components (described in the Proposed Expenditures for Strategies/Activities).

Authority Cited: Title 34 of the Code of Federal Regulations (34 CFR) sections 200.27(a)(3)(i)-(iii) and 200.28 and section 1114(b)(7)(A)(i)-(iii) and 1118(b) of the ESEA.


Appendix B: Select State and Federal Programs Federal Programs Title I, Part A: School Allocation Title I, Part A: School Parent and Family Engagement Allocation Title I, Part A: Targeted Support and Improvement Allocation Title I, Part C: Education of Migratory Children Title II, Part A: Supporting Effective Instruction Title III, Part A: Language Instruction for English Learners and Immigrate Youth Title IV Part A: Student Support and Academic Enrichment Grants Title IV Part B: 21st Century Community Learning Centers Title V, Part B: Rural Education Initiative Title VI, Part A: Indian, Native Hawaiian, and Alaska Native Education State or Local Programs After School Education and Safety Program American Indian Education Child Development Programs Economic Impact Aid/State Compensatory Education (carryover funds) Economic Impact Aid/Limited English Proficient (carryover funds) California Foster Youth Services California Partnership Academies California Tobacco-Use Prevention Education Program

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