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Pinole Valley High SchoolPinole Valley High SchoolPinole Valley High School 2015 Single Plan for Student Achievement

West Contra Costa Unified School District

Pinole Valley High School

SINGLE PLAN FOR STUDENT ACHIEVEMENT

2015 - 2016

Board Approval Date: March 16, 2016

Contact Person: Kibby Kleiman

Principal: Kibby Kleiman

Telephone Number: (510) 231-1442

Address: 2900 Pinole Valley Road

Pinole, CA 94564-1442

E-mail address:

[email protected]

BOARD OF EDUCATION 2015 - 2016

BOARD PRESIDENT : RANDY ENOS

BOARD CLERK : ELIZABETH BLOCK

VALERIE CUEVAS

TODD GROVES

MADELINE KRONENBERG

Superintendent Dr. Bruce Harter

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1101

Fax

(510) 236-6784

Email Address

[email protected]

Assistant Superintendent Nia Rashidchi

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1130

Fax

(510) 620-2074

Email Address

[email protected]

Contents Page

School Site Council (SSC) Recommendations and Assurances

SSC Roster

Executive Summary

Stakeholder Involvement

System-wide Barriers

Data Analysis

Action Plan for Improving Student Achievement (Academic)

Student Achievement Strategies

ELA

Math

ELD

Science

History/Social Studies

World Language

Attendance

School Climate

Parent Involvement

Other 1

Other 2

Other 3

Overall Budget Summary

Agreements

School Site Council (SSC) Recommendations and Assurances

The school site council recommends this school plan and proposed expenditures to the district governing board for approval, and

assures the board of the following:

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

law.

2. The school site council reviewed its responsibilities under state law and district governing board policies, including those

board policies relating to material changes in the school plan requiring board approval.

3. The school site council sought and considered all recommendations from the following groups or committees before adopting

this plan.

X English Learner Advisory Committee

X Other (list)

Departments

4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for

Student Achievement and believes all such content requirements have been met, including those found in district governing

board policies and in the Local Improvement Plan.

5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a

sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This school plan was adopted by the school site council on: October 7th 2014.

7. The School Site Council will monitor the implementation and effectiveness of strategies in the plan at least twice during the

2015 - 2016 school year, using the WCCUSD monitoring process.

Attested:

Kibby Kleiman

Typed name of school principal Signature of school principal Date

Manuel Hinojosa

Typed name of SSC chairperson Signature of SSC chairperson Date

West Contra Costa Unified School District

Pinole Valley High School

2015 - 2016

School Site Council Membership Roster

Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures

of funds allocated through the Consolidated Application, by the school site council. The current make-up of the school site council is

as follows:

Names of Members Email address

(Home mailing address if email n/a) Phone Number

Term

ends on:

Identify

Chair

Person:

Parent/Community Members

#1 Raul Morales [email protected] 510 918-0003 June

2017

#2 Manuel Hinojosa [email protected] 510 495-5032 June

2016 X

#3 Telma Escobar 510 672-1043 June

2017

Student Members

#1 Sonia Zarceno (12th grade) [email protected] (510) 426-2201 June

2016

#2 Diego Aguilar [email protected] June

2016

#3 Jonathan Hinojosa (12th Grade) [email protected] 495-5032 June

2016

School/Other Members

Tchr #1 Dana Schurr [email protected] 510-290-5383 June

2016

Tchr #2 Parm Franciosa [email protected] 510-231-1142 ex

27455

June

2016

Tchr #3 William Heyward [email protected] 510-231-1442 ext

27415

June

2016

Tchr #4 Katherine Marroquin [email protected] 510-231-1442 ext

27309

June

2016

Other Deborah Sample [email protected] 510 231-1442 June

2016

Principal Kibby Kleiman [email protected] (510) 231-1442 N/A

Membership Composition:

Secondary (12 total)

1 Principal

4 classroom teachers

1 other school staff

3 parents/community members

3 students

Executive Summary

The Single Plan for Student Achievement (SPSA) has traditionally served as a vehicle for communicating information about the

school’s vision, initiatives to improve academic achievement, as well as describe how supplemental categorical funds are used to

support these efforts.

WCCUSD’s new district Local Control Accountability Plan (LCAP) is designed to improve student achievement, support the whole

child socially and emotionally, and involve stakeholders to ensure all WCCUSD students are college and career-ready, able to make

life choices that have successful, productive outcomes.

Improve Student Achievement: Provide a clear, well-resourced and rigorous student achievement program that addresses the full

range of student needs and results in all students being prepared for a successful life.

Support the Whole Child Socially and Emotionally: For students to achieve at high academic levels, schools, families, and

communities must focus on the child’s social, emotional, physical and behavioral health, as well as the acquisition of academic skills.

Involve All Stakeholders: Engage the community in a process that provides for open, transparent, and inclusive participation of

community stakeholders in WCCUSD planning.

Ensure All WCCUSD Students Are College and Career-Ready: Students can demonstrate independence, build strong content

knowledge, respond to the varying demands of audience, task, purpose, and discipline, comprehend as well as critique, value

evidence, use technology and digital media strategically and capably, and understand other perspectives and cultures.

Through data metrics and analysis, the LCAP also addresses the State’s 8 Priority Areas: Student Achievement, Student Engagement,

Other Critical Student Outcomes, School Climate, Parental Involvement, Basic Services, Implementation of Common Core State

Standards, and Course Access (see glossary for details on the 8 priority areas).

During the 2015-16 school year, we are transitioning our school’s SPSA to becoming a true companion document to the district LCAP

so that it focuses on programs, activities and actions which are designed to continually address and support the same goals and 8

priority areas articulated in the LCAP.

As we go deeper into this work, we will continue to connect these two critical plans, driving the academic needle forward for

WCCUSD students.

Please read on to learn about Pinole Valley High School’s specific SPSA plan of action for the 2015-16 school year.

SPSA Stakeholder Involvement

The School Site Council (SSC) works effectively with its stakeholders to complete the variety of tasks involved in developing,

implementing, and monitoring the effectiveness of the Single Plan for Student Achievement (SPSA).

As the lead group, the SSC agrees to the following procedures for completing all work involving the SPSA:

Choose one task management option for each step

Task SSC Actively Involved in Task or Task Delegated to

Step 1 Analyze local assessment data Process: The Staff will review CST

(Science), SBAC, CELDT and

CAHSEE data for prior year on the

First staff meeting in September.

or Process: Department Chairs, Academy

Leads, Principal, APs, Counselors.

Step 2 Gather input from

(check all that apply)

X ELAC

X Others SAC

Process: ELAC and SSC/SAC will

gather input from designated

departments and staff.

or Process: AP, ELD Department Chair

Person, Bilingual Community Worker.

Step 3 SPSA strategies development Process: or Process: Department Chairperson,

Administrative Team.

Step 4 Budget development Process: Departments will meet to

develop budgets relative to strategies.

or Process: Department Chairperson,

Administrative Team.

Step 5 Finalize and submit SPSA for

School Board Approval

Date: October 7th 2014

Step 6 SPSA monitoring Process: Department Chairs and

teachers will provide input to

SSC/SAC.

or Process: Department meetings, ILT.

System-wide Barriers

The following system-wide barriers have impacted our ability to meet our academic goals. Check all that apply and provide brief

description of issue(s) and where applicable any site determined strategy for overcoming the barrier(s).

Barrier Description Strategy for Overcoming Barrier

X Staffing: Our class sizes are large (many classes are at

or over 40 students). The number of students in each

class not only impacts the teacher's ability to meet the

needs of each individual students but also there is not

enough physical space in some classrooms for all the

students. In addition, we have had to displace

incoming 9th and 10th graders to other sites.

X* To reduce some class sizes, we created sections (math

and social science) and have some teachers teach

120%. In addition, a bilingual grad tutor was hired

(using LCAP funds) to support ELL students in large,

mainstream classes.

X Facilities maintenance: As the school moves from its

original campus to a temporary campus, there are

repairs being postponed. In addition, the start of the

new school year was rocky because teachers did not

have much time to set up their classrooms and locate

missing furniture and equipment, whiteboard and

screens not hung, etc.

X* At this point, classrooms have been set up and most of

the missing furniture located.

X Facility capacity (space for classrooms/programs): We do

not have a gym on site or an indoor space that will

more than 100 students (for rallies, assemblies, class

meetings, etc.) In addition, we lack the space needed

for our music and theater programs.

*

Safety: *

Materials availability: *

X Technology: We have a limited number of computer

and computer labs for student use.

X* The district is supporting an increase in computers

through the COW roll out program.

Fiscal Support: *

Compliance Support: *

X Curriculum and Instruction Support: Additional staff and

support for teacher coaching is needed. Teacher need

more time being coached through the CCSS and new

instructional strategies.

*

Other: *

* A check in the box indicates that completion of this section requires additional central administrative department support.

Data Analysis

Data Reviewed

Concern/Strength Determine if data results

indicate an area of growth

school wide or an area of

concern/need

Description of Findings (400 character max) Provide a brief description of what the data shows/implications for

instruction

Academic Data

Ch

oo

se 3

Accelerated Reader/Star

Reading:

Describe data reviewed

Area of concern

Area of strength

Benchmarks:


Area of concern

Area of strength

Benchmarks:


Area of concern

Area of strength

Benchmarks:


Area of concern

Area of strength

CAHSEE:

Describe data reviewed:

10th Graders scoring a Pass

XArea of concern

Area of strength The numbers of students who have passed has risen to 76%

passing in both English and 73% in Math. ELL and

Economically Disadvantages students score below the general

population.

AMAO Data:


Area of concern

Area of strength

CELDT:


Number of students scoring

Early Advanced or better

XArea of concern

Area of strength Our EL population continues to have the majority scoring

below Early Advanced in most matrices, especially in the

Writing component

Grade Count: (Secondary

Only)


Area of concern

Area of strength

GPA: (Secondary Only)


Area of concern

Area of strength

Credits Earned: (Secondary

Only)


Graduation numbers

Area of concern

XArea of strength Our student graduation numbers 94.4% demonstrate our

ability to support and provide for our students at-risk of not

graduation, through credit recover programs.

Other:


Area of concern

Area of strength

Other:


Area of concern

Area of strength

Student Support Data

Ch

oo

se 2

Attendance:

Attendance Data Area of concern

XArea of strength For 2013-14 our attendance rate was 96% a 3% increase

from 09-10.

Suspension


The number of suspensions

on campus

Area of concern

XArea of strength We have reduced the number of suspensions by more than

15% this year, and are employing strategies to sustain that

trend

Parent/Community Survey:


Area of concern

Area of strength

Keys Survey:


Area of concern

Area of strength

Data Reviewed

Concern/Strength Determine if data results

indicate an area of growth

school wide or an area of

concern/need

Description of Findings (400 character max) Provide a brief description of what the data shows/implications for

instruction

Healthy Kids Survey:


Ability to make our target

numbers on the survey

XArea of concern

Area of strength The ability to get more than 60% of our school surveyed is

stretched with our limits on computer lab facilities and to get

our parents to link online and complete the survey as well.

Other:


Area of concern

Area of strength

Other:


Area of concern

Area of strength

ACTION PLAN

REQUIRED SPSA STRATEGIES

FOR IMPROVING STUDENT ACHIEVEMENT

Student Achievement

English Language Arts (ELA)

2015-2016 Single Plan for Student Achievement (SPSA) Goals LCAP Alignment

1. Content Area

2. What student needs have been

identified and what metrics were

used to measure/identify progress?

3. Description of 2015-16 School

SMART Goal

4. Targeted Pupil

Subgroup(s)

5. What Local Assessment/Metric

will be used to measure School

SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

English Language

Arts

As of Jan. 1st, 2016, 12% of

9th-12th graders demonstrated

mastery on the Common Core

aligned District

Reading/Language Benchmark

1.--------

By May, 2016, 40% of 9th-

12th will demonstrate mastery

on the Common Core aligned

District Reading/Language

Benchmark 2.--------

All District Reading/English

Benchmark 2 and SBAC--------

Student

Achievement

Improve Student

Achievement for

all students

Actions to Support Goal: (one action per line) By When: Cost: Site Funding Source

1 identify reading/language standards needing focus instruction through teacher

collaboration time beginning 2015-16 2500 LCAP

2 Release time to Evaluate Quarter 1 (7x 2 days), Semester 1 (7 x 1 day), Quarter

4 (7 X 1 day) ongoing 3360 LCAP

3 Purchase classroom materials for close reading and annotation (paper, pens,

etc). ongoing 1500 LCAP

4 Subscriptions to online NY times, SCOPE, Time and National Geographic. ongoing 500 LCAP

5 Class sets of No Fear Shakespeare Romeo and Juliet, MacBeth, Othello,

Hamlet. ongoing 500 LCAP

6 Facilitate Study Trips ongoing 5000 LCAP

Student Achievement

Mathematics


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Mathematics Diagnostics and Benchmark

Data show a need for

technology skills, team work,

and critical thinking.--------

Provide an appropriate

academic challenge for each

student.. That we will see a

10% improvement in grades

by June 2016 compared to

year's past, that we will have a

10% improvement in

benchmark results from first

test administration to the final

one.--------

• English

Language

Learners

• Socioeconomic

ally

Disadvantaged

Youth

Benchmark Exams, # of Ds

and Fs--------

Student

Achievement

Improve student

achievement for

all students


1 Asilomar professional development fees and subs November 2015 5400 LCAP

2 Department members joining NCTM December 2015 900 LCAP

3 Chart Paper for classroom use December 2015 300 LCAP

6 Collaboration around common assessments. November 2015 2100 LCAP

7 E-book access for AP Calculus Early Transcendentals, 2nd edition by

Rogawski for classroom use, October 2015 1500 LCAP

8 10% increase in Benchmark scores, 5% decrease in Ds and Fs and more

consistent scores (when normalized) across the department in common

assessments when compared to common assessments from 2015-2015 school

year.

January 2017

Student Achievement

English Language Development (ELD)


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

English Language

Development (ELD)

Many students are failing 1 or

more core classes, identified by

progress reports.--------

85% of EL students will

receive passing grades in all

core curriculum.--------

English Language

Learners

Quarterly ELD writing

assessments, ELD benchmarks

and ELD placement tests.

Report cards and progress

reports.--------

Student

Achievement

Accelerate

student learning

increases for

ELL students


1 Bilingual Grad Tutor will be hired to support students in ELD and Sheltered

Classes. Grad tutor will also do after school tutoring to support students in

CaHSEE and SAT preparation.

Ongoing 47857 LCAP

2 Teachers will tutor students after school to support their academic achievement

in core and ELD classes. Ongoing 1200 LCAP

3 ELD students will participate in Study Trips to Monterey Bay Aquarium to

supplement learning in their science classes and gain a deeper understanding of

biology. Students will develop language skills and academic vocabulary.

LCAP

4 ELD students will participate in Study Trips to San Francisco State University

to gain a deeper understanding of college requirements and opportunities.

Students will develop language and academic vocabulary skills.

April 2016 2400 LCAP

5 ELD students will participate in Study Trips to California Academy of Sciences

to supplement learning in their science classes and gain a deeper understanding

of biology and chemistry. Students will develop language skills and academic

vocabulary.

April 2016 LCAP

6 ELD students will participate in Study Trips to Angel Island to supplement

learning in their History classes and gain a deeper understanding of

immigration history. Students will develop language skills and academic

vocabulary.

April 2016 2400 LCAP

7 Purchase supplemental supplies to engage students in core curriculum. ie

Thumb Drives, Dictionaries, poster board paper, highlighters. etc. December 2015 500 LCAP

8 Contact with parents via Community Outreach Worker Ongoing

Student Achievement

Science


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Science Out of 883 science grades

issued at the end of Q1, over

22% were Ds and Fs (198).-----

---

The percentage of students

receiving C's or better in core

and Academy science classes

will increase by 10% by June

2016.

Student scores on lab

standards test will increase by

10% by June 2016.

--------

Socioeconomically

disadvantaged

youth, all science

students

Term grades, lab standards

test, teacher created

assessments--------

Student

Achievement

Improve student

achievement for

all students


1 Teachers will tutor students after school 3 days per week to improve academic

achievement Ongoing 5000 LCAP

2 Professional development 1/1/2016 3000 LCAP

3 Purchase 100 rats for disection 12/1/2015 500 LCAP

4 Purchase Rocket Engineering and parts 11-1-2015 1000 LCAP

5 Purchase ring stands and cross beams 12-1-2015 1000 LCAP

6 Purchase microscopes (6) 1-1-2016 2000 LCAP

7 Purchase Specialty Chemicals 1-1-2016 1000 LCAP

Student Achievement

History/Social Studies


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

History/Social

Studies

WASC identified that PVHS

needs a, “Site commitment to

consistently implement “best

practices” necessary for the

effective implementation of

Common Core standards and

coals across all content areas.”

Future Progress Goal #1:

Closing Achievement Gap.------

--

By the end of January 2016, as

we move students towards

proficiency on the district

history benchmark, all

history/social studies students

will have practices

collaborative conversations

and evidence-based writing

using best practices including

educational technology. By

June 2016, 75% of students

will score proficient or

advanced on the district

history benchmark.

--------

• English

Language

Learners

• Socioeconomic

ally

disadvantaged

youth

Reduction in Ds & Fs, increase

on PSAT, increase reading

lexile using assessment.--------

Student

achievement

1.1 Improve

student

achievement for

all students


1 Arrange PD & Collaboration hours: (Department Wide Tech PD, also

Collaboration by Subject: World, US, Gov., Econ, etc., Benchmark Grading.

Preferred time for all PD/Collab is Afterschool.)

First Subject Matter

Collaboration to be held before

start of Sem 2 - 2016.

2 Purchase an up-to-date World Map and USA Political/Physical Map for each

Social Science classroom. Sem 2 - 2016 3000 LCAP

3 AP Training for Mrs. Weeks (APUSH) and Mrs. Sanchez (APHUG) Summer

2016 Summer 2016 LCAP

4 Site/Department License for Voice Thread

https://voicethread.com/products/k12/school/ Sem 2 - 2016 500 LCAP

5 Site/Department License for Rand McNally World Atlas

http://education.randmcnally.com/world-atlas/ 2016-2017 1000 LCAP

6 Materials to support movement toward Common Core (paper for primary and

secondary sources, access to UCHSSP resources, and other office supplies Semester 2- 2016 1000 LCAP

Student Achievement

World Languages


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

World Languages Currently collecting baseline

data - of note is PVHS' school-

wide commitment to integrate

reading into all areas of study

based on the fact that our

entering freshman are coming

to use reading below grade

level. CAHSEE ELA data.

CELDT data.--------

By the end of June 2016 all

teachers in the Department of

World languages will be

presenting multiple levels of

authentic texts throughout

their curriculum.--------

Socioeconomically

disadvantaged

youth / ELD

students

Site created summative and

formative assessments.

Publisher supplied formative

and summative assessments.

--------

Student

Achievement

Improve student

achievement for

all students.


1 Teachers will choose authentic sources appropriate for each level October 2014 (extended to

September 2015) 1500 LCAP

2 Teachers will collaborate on methods of integration of text into daily

curriculum and develop curriculum and begin a plan of implementation to

support academic literacy.

Ongoing at monthly department

meetings 3000 LCAP

3 Materials and supplies for student specific use to improve academic literacy -

paper, markers, highlighters, flashcards, books, notebooks, etc. June 2015 500 LCAP

4 Spanish teachers will incorporate one section of EASY SPANISH READER in

each of the levels one through three December 2015 500 LCAP

Student Achievement

Attendance


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Attendance Improve student attendance and

sense of belonging--------

To improve student sense of

connectivity, improve

attendance by 2% and track

grades and attitude (measured

by CHKS) for similar

improvement--------

All students -------- Improve student

achievement

Improve student

achievement for

all students


1 After School coordinator September 2015 5000 LCAP

Student Achievement

School Climate


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

School Climate After School coordination to

boost our club and academic

offerings for students who are

underserved. Students who are

thriving academically are also

observed informally to be more

involved in club and extra

curricular events. By

expanding opportunities and

engaging more students, we

will connect them better to the

school.

--------

To improve student sense of

connectivity, improve

attendance by 2% and track

grades and attitude (measured

by CHKS) for similar

improvement. This will

happen by January 2016 and

continue through the academic

year.--------

English Learners,

and Socio

economic

disadvantaged

Whether increased numbers of

students are involved in lunch

time or extra curricular

activities and whether we

retain more students --------

Student

Achievement

Improve Student

Achievement for

all students


1 After School coordinator position December 2015 10,000 LCAP

2 Secure buses for the Band to attend the Chinese New Year Parade. Jan 2016 4000 LCAP

Student Achievement

Parent Involvement


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Parent Involvement Greater school-family

communication and

partnerships are essential to the

success of our students --------

By June of 2015, the

California Healthy Kids

Parent Survey response rare

will increase by 10%. --------

English Language

Learners -------- Parent

Involvement

Increase parent

engagement,

involvement and

satisfaction


1 Bilingual Community Worker will collaborate with parents to complete the

California Healthy Kids Survey to promote greater parent involvement and

engagement in school activities.

June 2015 8678 LCAP

2 Bilingual Community Worker will analyze CHKS data and recommend

programs and strategies to better engage parents Ongoing

3 Bilingual Community Worker will work with teachers to communicate with

parents regarding their child's academic achievement Ongoing

4 Information nights for parents for each grade, with counselors giving

advice/information as to what is required to move on. Ongoing

Student Achievement

Other #1


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Professional

Development

Students need additional

support around writing

instruction - based on the EAP

results for 2013-14, only 12%

of students are prepared for

college level reading and

writing (and additional 10% are

conditionally prepared). --------

By June of 2016, all

departments will have created

and implemented a pacing

guide using Common Core

State Standards. Departments

pick 3-5 power standards to

cycle through each quarter and

assess for mastery. --------

English Language

Learners

Socioeconomically

disadvantaged

youth

-------- Implementation

of Common Core

State Standards

Improve

instructional

practice through

professional

development

and professional

learning

communities at

schools


1 Teachers will collaborate in departments and to implement Common Core State

Standards, create common assessment, analyze student data and plan corrective

instruction units to support student learning. Teachers will share and implement

best practices to support all learners including ELD, Sped and

Socioeconomically disadvantaged youth. (75 Sub-release days)

Ongoing

2 Teachers will collaborate in department to implement Common Core State

Standards, create common assessment, analyze student data and plan corrective

instruction units to support student learning. Teachers will share and implement

best practices to support all learners including ELD, Sped and

Socioeconomically disadvantaged youth. (5 hours per teacher)

Ongoing

Student Achievement

Other #2


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Special Education 78% of 10th graders receiving

special education services did

not pass the English section of

the CaHSEE during the 13-14

school year--------

By June of 2015, Special

Education students will

increase their ability to read

informational texts by one

grade level as measured by

____. --------

Special Education

Students

Department created

assessments --------

Student

Achievement

Improve student

achievement for

all students


1 Materials and supplies for student specific use to improve academic literacy -

paper, markers, highlighters, flashcards, books, notebooks, etc. Ongoing

2 Teachers will collaborate to develop reading units and assessments for

informational text to increase student reading abilities. Students will be

exposed to at least one expository text per quarter during their tutorial class.

Quarterly


Student Achievements

Other #3


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Physical Education Need improvement on PFT

testing based on state results

from previous year--------

All 9th grade PE teachers get

90% PFT results.--------

All 9th grade

students.

State mandated PFT

parameters--------


1 Purchase PFT testing equipment December 1st 1000.00 LCAP

2 Refurbish weight room equipment December 1st 1000.00 LCAP

3 Purchase TV/DVD players for multi-media activities December 1st 1000.00 LCAP

4 Repairs on football field for safety and sanitary reasons December 1st 5000.00 LCAP

5 ArrangeProfessional development and collaboration hours December 1st 1000.00 LCAP


Overall Budget Summary

Summary of Costs

Total Allocations and Expenditures by Funding Source

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

LCAP 139095 0.00

Total Expenditures by Funding Source

Funding Source Total Expenditures

LCAP 139,095.00

Agreements

The following critical compliance items are in place throughout WCCUSD:

Highly Qualified Teachers: All teachers and paraprofessional involved in our academic programs will meet NCLB’s highly

qualified requirements. Our site coordinates with the WCCUSD Human Resources Department to ensure compliance with this

item.

Strategies to attract and retain high quality teachers: Our site acknowledges the importance of attracting and retaining high

quality instructional staff. Our site coordinates with the WCCUSD Human Resources Department to develop programs and

strategies to ensure high quality instruction staff want to come to and remain at our site.

Learning Center Collaborative Model: Each WCCUSD school that runs a collaborative model provides a seamless approach to

integrating personnel, resources, and teaching strategies to serve at-risk special and general education students. Special education

teachers may work with unidentified students and regular education teachers may work with identified students (as long as they

are qualified to meet the goals on the students’ I.E.P.s).

Staff development, selected strategies to implement or continue, and materials used are focused on meeting the needs of at-risk

and general education students. This information is detailed in the SPSA. Any funds spent to support the model are also outlined

in the SPSA. Finally, staff is consistently monitoring and evaluating the effectiveness of the collaborative model so that changes

can be made where needed.

Pre School Transition – Description of the above program:

The preschool kindergarten transition program provides a smooth path for parents and students to be introduced to kindergarten.

By offering preschool students and parents the opportunities to participate in school-wide activities, meet the kindergarten staff,

and visit classrooms.

This transitional program

Promote continuity from preschool to kindergarten

Focus on family strengths and build collaborative relationships

Schoolwide Plans and Homeless Children and Youth: In accordance with McKinney Vento Federal Homeless Assistance

Law, the following actions are taken:

o Flyers are posted in the front office stating the rights of homeless children and services available. These flyers are made

readily available to homeless families.

o Staff is trained before the start of each academic year on how to enroll and identify homeless students by the district’s

homeless liaison.

o Teachers receive yearly training on how to identify warning signs which may indicate homelessness and sensitivity

training on the special needs of homeless children and youth.

o Parents without homes are included in outreach efforts by parent involvement outreach workers for inclusion in school

site councils.

west contra costa unified school district pinole valley ... · 2016 #3 june jonathan hinojosa (12th...

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