elementaryplan for student achievement (spsa) template€¦ · lcff provides schools and leas...

School Plan for Student Achievement (SPSA) of 51 Folsom High School

School Year: 2018-19

SPSA Title Page

School Plan for Student Achievement (SPSA) Template The School 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 Folsom High School

Address 1655 Iron Point Road Folsom, CA 95630

County-District-School (CDS) Code 34673303433216

Principal Howard Cadenhead

District Name Folsom Cordova Unified School District

SPSA Revision Date September 27, 2018

Schoolsite Council (SSC) Approval Date September 27, 2018

Local Board Approval Date November 1, 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 ................................................................................................................................3

School & Community Profile .............................................................................................................................3

Stakeholder Engagement .................................................................................................................................5

School and Student Performance Data ............................................................................................................6

Student Enrollment ....................................................................................................................................6

CAASPP Results .......................................................................................................................................9

CELDT Results .......................................................................................................................................13

Equity Report ..........................................................................................................................................16

Status and Change Report ......................................................................................................................17

Goals, Strategies, & Proposed Expenditures ..................................................................................................25

Goal 1 ......................................................................................................................................................25

Goal 2 ......................................................................................................................................................28

Goal 3 ......................................................................................................................................................31

Goal 4 ......................................................................................................................................................33

Annual Review and Update ............................................................................................................................36

Goal 1 ......................................................................................................................................................36

Goal 2 ......................................................................................................................................................38

Goal 3 ......................................................................................................................................................40

Goal 4 ......................................................................................................................................................42

Budget Summary and Consolidation ..............................................................................................................44

Budget Summary ....................................................................................................................................44

Allocations by Funding Source ................................................................................................................44

Expenditures by Funding Source ............................................................................................................45

Expenditures by Budget Reference ........................................................................................................46

Expenditures by Budget Reference and Funding Source .......................................................................47

Expenditures by Goal ..............................................................................................................................48

School Site Council Membership ....................................................................................................................49

English Learner Advisory Committee (ELAC) .................................................................................................50

Recommendations and Assurances ...............................................................................................................51


School Vision and Mission Mission: Folsom High School provides a high-quality learning environment in which all students develop the knowledge, skills, and personal attributes necessary to become responsible, productive, and contributing members of a democratic society Vision: We are a dynamic and adaptable team dedicated to: * Improving the quality of education as we work and learn together in a safe, supportive, challenging, and inspiring environment. * Creating in each person a sense of community and ownership. * Producing responsible citizens, collaborative workers, constructive thinkers, quality producers and performers, effective communicators, and self-directed learners. * Mastering the skills necessary in a technologically sophisticated and interdependent global community. * Developing self-discipline to encourage choices that lead to positive outcomes. * Realizing that learning is a rewarding and life-long process.

School & Community Profile Vision Statement: Guided by the highest expectations, Folsom Cordova Unified School District provides our students with a broad range of rigorous educational opportunities. Staff enables students to reach their full potential and successfully meet the demands and opportunities of a highly technological 21st century. Community Folsom Cordova Unified School District encompasses an area northeast of downtown Sacramento, California. Its boundaries include the cities of Folsom and Rancho Cordova, both of which adjoin Highway 50, which leads east to Lake Tahoe. Folsom High School is located in a community with about 73,000 inhabitants. School Folsom High School is one of the district’s three comprehensive high schools. Our district is made up of 33 schools, including 19 elementary schools, 4 middle schools, plus continuation high schools, adult education and other service centers. The ethnic distribution of FHS is: White: 58% African- American: 4.5% Asian: 20% Hispanic: 12.5% Filipino: 3.5% Other: 1% Number of teaching faculty: 100 Number of counselors: 4 Current enrollment in grades 9-12 is approximately 2477. Current size of the 12th grade class is 554. The academic calendar is two semesters. Classes meet four days per week on a modified block schedule. Two days a week, classes are 58 minutes each. One day a week, classes are 41 minutes each. On a block day, classes are 101 minutes in duration. In 2015, Folsom High School was granted a six-year accreditation through the Western Association of Secondary Schools and Colleges.


Families are an integral part of the educational process. In recognition of this important role, family involvement is actively sought, encouraged, and welcomed. Special Features and Range of Curriculum Offered: Social Science World Cultures, GPS World Cultures, AP European History, U.S. History, GPS U.S. History, AP U.S. History, Economics, Government, AP Government, and AP Psychology. Math Foundations of Integrated Math 1, Integrated Math 1, Foundations of Integrated Math 2, Integrated Math 2, Foundations of Integrated Math 3, Integrated Math 3, Personal Business Finance, Trigonometry, Statistics/Problem Solving, AP Statistics, Highlights of Calculus, AP Calculus AB, AP Calculus BC, Advanced Algebra Science Biology, AP Biology, Chemistry, Honors Chemistry, AP Chemistry, Forensics, Physics, AP Physics, and Human Anatomy and Physiology English English 1-4; Honors English 1-2; AP English Language, AP English Lit, GPS English 9, GPS English 12 and AP Seminar. World Language Spanish 1-4, AP Spanish Language; French 1-3, AP French, Language; German 1-3, AP German Language Visual & Performing Arts Drama 1-4, Drawing/Painting 1-3, AP Studio Art: Digital & Drawing/Painting, 3-D Design 1-3, Digital Art 1-2, Media Production 1-2, Fashion Design, Concert Band, Guitar, Orchestra, Jazz Band, Choirs: Beginning, Concert, Chamber and Jazz, Film as Visual Literature, Speech and Debate 1-2, GPS Intercultural Speech Communication, Introduction to Technical Theater CTE Pathways: Media, Game Design, Computer Science, Product Innovation and Design, Engineering Global curriculum and co-curricular opportunities through Global Program Studies (GPS) Accelerated College Entrance (ACE) credit at California State Universities may be earned in the following courses: Media Production, French 3, AP French, German 3, AP German, AP US History, Spanish 3, Spanish 4, AP Spanish, Speech and Debate 2 Percent of recent 12th graders who took the SAT: 49% Overall mean score of each of the test sections: Reading = 553 Writing = 541 Math = 576 Percent of recent 12th graders taking ACT test: 41% Average composite score = 26.4 2017 Data (2018 not availalble) Percent of high school seniors continuing their education at: Universities/four-year colleges: 43% Two-year colleges: 51% Technical/Military: 6% (Based upon student self-reporting in Naviance) Culture and Climate: Folsom High School fosters an inclusive climate where a wide variety of opportunities are available to all students. Typically, approximately 37 student clubs (club list available on the FHS web page) are offered along with a full range of athletic opportunities. Folsom High annually has 800-900 student-athletes. The vast majority of FHS students report that they feel a significant level of connectedness to the school.


Stakeholder Engagement 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 The School Site Council at Folsom High meets three times a year. The site council consists of an appropriate percentage of students, teachers, administrators, parents, and classified staff. The council reviews and approves the Single Plan for Student Achievement and the school's comprehensive safety plan.


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% % % 11

African American 3.0% % % 70

Asian 15.6% % % 358

Filipino 3.5% % % 80

Hispanic/Latino 12.0% % % 275

Pacific Islander 0.2% % % 4

White 61.1% % % 1,406

Multiple/No Response 4.0% % % 92

Total Enrollment 2,300

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Number of Students Grade

2015-16 2016-17 2017-18

Kindergarten 0

Grade 1 0

Grade 2 0

Grade3 0

Grade 4 0

Grade 5 0

Grade 6 0

Grade 7 0

Grade 8 0

Grade 9 623

Grade 10 619

Grade 11 547

Grade 12 511

Total Enrollment 2,300 Conclusions based on this data: 1. Demographics by ethnicity have not changes significantly in the last three years.


2. The number of Low SES students has increased by approximately 6% in the last three years.



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 1.7%

Fluent English Proficient 433 18.8%

Reclassified Fluent English Proficient 14 26.9% Conclusions based on this data: 1. 47 students were ELPAC tested during the 17-18 school year, and 79.1% of our EL students made significant

progress toward English proficiency 2. Writing is the largest focus area for our EL students; 70% of students tested are considered "somewhat/moderately"

progressing toward proficiency



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 11 528 555 525 524 552 522 524 552 522 99.2 99.5 99.4

All Grades 528 555 525 524 552 522 524 552 522 99.2 99.5 99.4

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 11 2665.3

2686.0

2674.8

50 57.79 53.83 30 30.25 29.12 15 7.97 13.41 4 3.99 3.64

All Grades N/A N/A N/A 50 57.79 53.83 30 30.25 29.12 15 7.97 13.41 4 3.99 3.64

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 11 51 61.71 57.85 41 32.67 35.25 8 5.63 6.90

All Grades 51 61.71 57.85 41 32.67 35.25 8 5.63 6.90

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 11 59 67.03 65.33 33 28.80 29.89 8 4.17 4.79

All Grades 59 67.03 65.33 33 28.80 29.89 8 4.17 4.79

Listening Demonstrating effective communication skills


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 35 47.64 37.55 58 48.19 57.09 6 4.17 5.36

All Grades 35 47.64 37.55 58 48.19 57.09 6 4.17 5.36

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 11 57 64.97 59.77 40 29.40 34.29 3 5.63 5.94

All Grades 57 64.97 59.77 40 29.40 34.29 3 5.63 5.94


Conclusions based on this data: 1. The summary data for FHS for ELA is very good with 82% of FHS students meeting or exceeding state standards in

ELA 2. The most significant achievement gap exists with students with a disability as only 55% of students with a disability

were proficient. 3. The second most significant achievement gap exists with students who with lower socio-economic status as 69% of

these students met proficiency standards, 13% lower than our summary proficiency rates.



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 11 529 554 525 526 550 520 526 549 520 99.4 99.3 99

All Grades 529 554 525 526 550 520 526 549 520 99.4 99.3 99

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 11 2662.1

2666.4

2665.3

31 34.24 32.69 35 33.52 33.08 19 16.58 20.00 15 15.66 14.23

All Grades N/A N/A N/A 31 34.24 32.69 35 33.52 33.08 19 16.58 20.00 15 15.66 14.23

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 11 48 52.09 48.17 34 28.05 29.87 17 19.85 21.97 All Grades

48 52.09 48.17 34 28.05 29.87 17 19.85 21.97

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 11 37 38.62 38.54 50 46.81 44.32 13 14.57 17.15

All Grades 37 38.62 38.54 50 46.81 44.32 13 14.57 17.15

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 11 36 39.71 40.77 55 49.73 47.88 9 10.56 11.35

All Grades 36 39.71 40.77 55 49.73 47.88 9 10.56 11.35 Conclusions based on this data: 1. 65% of FHS students met or exceeding state standards in math. This score represents a decline of 3% from the

2017-2018 school year. 2. The most significant achievement gap exists with students with a disability as only 19% of students with a disability

were proficient.


3. The second most significant achievement gap exists with students who with low socio-economic status as 49% of these students met proficiency standards, 16% lower than our summary proficiency rates.



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

Conclusions based on this data: 1. The CELDT test no longer exists as we have moved to the ELPAC test. As 2017-2018 was the first year of the

ELPAC, we have no longitudinal data.



CELDT Results Annual Assessment Results

Percent of Students by Proficiency Level on CELDT Annual Assessment


9 14 15 31 43 23 14 15 29 15

10 17 0 42 14 17 43 17 14 8 29

11 27 20 27 60 27 9 10 9 10

12 11 56 44 11 33 33 11

Total 18 23 31 31 28 23 13 10 10 13 Conclusions based on this data: 1. The majority of EL students at Folsom High are acquiring the language at or beyond the expected rate.

2. For the most part, student who are not progressing are co-identified as English Learners and special needs.

3. A large portion of our EL students come to FHS already proficient in English



CELDT Results All Assessment Results

Percent of Students by Proficiency Level on CELDT All Assessments


9 47 50 12 18 18 14 12 9 12 9

10 18 9 47 18 18 27 12 9 6 36

11 20 23 40 46 20 15 13 8 7 8

12 29 40 43 20 21 33 7 7

Total 29 34 35 25 19 21 11 8 6 11 Conclusions based on this data: 1. Overall, most of our enrolled EL students are performing between the advanced and intermediate categories, this

suggest that our students are mostly fluent before starting FHS. 2. Our students that are scoring on the lower end of intermediate to beginning, we see a strong correlation between

CELDT scores are classroom success. Students that receive lower CELDT scores tend to struggle academically. 3. To support our CELDT beginners, we have developed and ELD support class to help support our students with

curriculum that is accessible to their language development (i-Lit curriculum).



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

College/Career (9-12) N/A N/A N/A 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. Four groups have been reported in the orange or red range according to the fall and spring semester dashboard

reports; however, none of these groups fell into the orange or red range for suspensions for both semesters. These groups include African American, English Learners, Socioeconomically Disadvantaged, and students with disabilities.

2. The FHS African American and English Learner populations are small enough (2.9% and 2%) that the data is inconsistent.

3. The overall suspension rate for Folsom High is in the yellow or medium range.



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. Summary data for chronic absenteeism os not available on the CDE Dashboard

2. Local data indicates that the subgroup with the highest rate of chronic absenteeism is students of lower social economic status.



Status and Change Report Suspension Rate


Fall 2017 Suspension Rate Status and Change Report



Suspension Rate

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


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 suspension rate at FHS is reasonably proportionate.

2. The most disproportionate group is special education.



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

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

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

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. Suspensions for EL students were identified on the state dashboard as "medium."

2. The state dashboard identified EL progress as "high."



Status and Change Report Graduation Rate

This report shows the performance level, or colors, for each student group on the Graduation Rate Indicator. It also shows status (current year data) and change (prior year data).

Fall 2017 Graduation Rate Status and Change Report



Graduation Rate (9-12)

This report shows the performance level, or colors, for each student group on the Graduation Rate Indicator. It also shows status (current year data) and change (prior year data).

Fall 2017 Graduation Rate Report



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 FHS graduation rate was identified as "highest" by the state dashboard.

2. The one group not identified as "highest" was students with disabilities which was identified as low at 82%.



Status and Change Report College/Career


Fall 2017 College/Career Status and Change Report


Number of Students

Status (Percent

Prepared) Change

College/Career N/A N/A

This report shows the status level for student groups on the College/Career Indicator. A color-coded performance level will be reported for the first time in the fall of 2018.

Fall 2017 College/Career Report


Number of Students

Status (Percent Prepared) Change

All Students N/A N/A

English Learners N/A N/A

Foster Youth N/A N/A

Homeless N/A N/A

Socioeconomically Disadvantaged N/A N/A

Students with Disabilities N/A N/A

African American N/A N/A

American Indian N/A N/A

Asian N/A N/A

Filipino N/A N/A

Hispanic N/A N/A

Pacific Islander N/A N/A

Two or More Races N/A N/A

White N/A N/A

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. Assessment Performance Results


Assessment Number of Students Status Change

English Language Arts (Grade 11)

Mathematics (Grade 11)

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. Longitudinal data regarding college and career readiness is not yet available from the state.



Detailed Report School Conditions and Climate

Suspension

Indicator 2016 2017

Suspension () () Conclusions based on this data: 1. Suspension rate in 2016-2017 was 3% and the suspension rate in 2017-2018 was 2.4%, a decline of .6%.



Detailed Report Academic Engagement

Graduation

Indicator 2015 2016 2017

Graduation

Conclusions based on this data: 1. Graduation rates has remained at 98% or above for about the last 5 years.


Goals, Strategies, & Proposed Expenditures

Goal 1 Statement All students at Folsom High will have access to grade level curriculum and meet the definition college and career ready.

Goal Description All students will receive high quality instruction utilizing appropriately rigorous curriculum. Reduce the number of D/F grades in the Integrated Math classes by 3%

LCAP Goal All students will receive instruction from a highly-qualified teacher and have access to curriculum which promotes college and career readiness. (State Priority 1) 1.1 Maintain the appropriate assignment of fully credentialed teachers and provide new teacher support. 1.2 Maintain schools in good repair. 1.3 All students, including English Learners, must have access to curriculum that is aligned to the state standards.

Basis for this Goal 1. GPA data from all curricular areas 2. i-Ready scores 3. CAASPP scores 4. GVC curriculum

Expected Annual Measurable Outcomes

Metric/Indicator Baseline Expected Outcome

A-G Completion

ELA CAASPP

Math CAASPP

A-F Data/Passing Rates Planned Strategies/Activities startcollapse

Strategy/Activity 1 Review GPA data each quarter, and identify areas of need for instructional intervention to support student success. (LCAP 4.1, 4.6)

Students to be Served by this Strategy/Activity All students

Timeline 2018-2019


Person(s) Responsible Division Members and supporting administrators

Proposed Expenditures for this Strategy/Activity

Amount 4,000

Source LCFF - Base

Budget Reference 1000-1999: Certificated Personnel Salaries

Description Potential release time or PLC collaboration time.

Source LCFF - Base


Description Data disaggregation

Strategy/Activity 2 Review i-Ready data after each testing distribution. Develop the culture of student responsibility using i-Ready. (LCAP 4.1, 3.1)

Students to be Served by this Strategy/Activity 9th through 11th grade students

Timeline 2017-2018

Person(s) Responsible Individual teachers, PLCs, intervention specialists


Source LCFF - Base



Description Data disaggregation

Strategy/Activity 3 Pilot new texts in math and science with specific supports for English Learners. Fully implement EL supports available in adopted textbooks for Social Science. Continue training and support implementation of EL supports available in Study Sync and iLit. (LCAP 4.1, 3.1)

Students to be Served by this Strategy/Activity English Learners

Timeline 2017-2018


Person(s) Responsible Departments/PLCs/supporting administrators/district lead teachers


Amount 3,000

Source LCFF - Base



Description GVC



Goal 2 Statement Students at Folsom High will be motivated to become academically successful in in an emotionally safe environment.

Goal Description Students will attend school regularly, consistently engage in rigorous academics, and receive all necessary supports. Maintain an overall school attendance rate of 97% or higher for the 2018-2019 school year. As measured by the 2019-2020 CHKS, increase by 5% the number of 11th grade students who report “high” or “medium” rates of “Meaningful Participation in School.” 2017 CHKS: High-10% Moderate-38%

LCAP Goal Increase parent and student engagement and provide a safe, healthy, and positive learning environment. (State Priority 3, 5 and 6) 2.1 Increase student attendance rates and reduce chronic absences. 2.2 Increase the high school graduation rate and decrease the dropout rate for all students including historically under-performing sub groups. 2.3 Decrease 8th grade dropout rates. 2.4 Reduce student suspension, expulsion rates, and reduce bullying incidents. Increase school connectedness. 2.5 Increase family engagement and parent input and the utilization of volunteers. 2.6 Increase community partnerships that support student learning. 2.7 Increase the efficiency, timeliness and accessibility of district communications.

Basis for this Goal CELDT, CAASPP, iReady, academic grades


Metric/Indicator Baseline Expected Outcome startcollapse Planned Strategies/Activities startcollapse

Strategy/Activity 1 Students with "unverified" absences will be counseled

Students to be Served by this Strategy/Activity All Students

Timeline 2018-2019

Person(s) Responsible Teachers/Assistant Principals/Classified



Description Data pulling

Strategy/Activity 2 "Knock and Talk" home visits will be performed, attendance focused, family conferences will be held and administrators will pursue SART and SARB meetings in conjunction with the district Attendance and Due Process department.


Timeline 2018-2019

Person(s) Responsible Admin/ADP/SRO


Strategy/Activity 3 Develop additional strategies and activities to capture and value student voice and develop strong personal relationships with staff members. Implement "Breaking Down the Walls" and "Challenge Success" strategies.


Timeline 2018-2019

Person(s) Responsible Admin, staff, Activities Director


Amount 10000

Source ASB

Budget Reference 5000-5999: Services And Other Operating Expenditures

Description Cost of "Breaking Down the Walls" program

Amount 1500

Source ASB


Description Substitute costs for teacher release time for BDTW


Amount 8000

Source None Specified


Description 1/2 the cost of "Challenge Success" program: site funds

Amount 8000

Source Donations


Description 1/2 the cost of "Challenge Success" program: PTSA Donation

Amount 5000

Source None Specified


Description Travel and sub cost for fall and spring Challenge Success conferences



Goal 3 Statement All students will receive appropriately rigorous curriculum.

Goal Description Provide collaboration time and training for teachers to focus on implementation of EL strategies embedded in newly adopted curriculum. Develop new school bell schedule to give students additional choice of courses. Move from 6 period day to 7 or more periods.

LCAP Goal Provide students with high quality classroom instruction and access to a broad course of study. (State Priority 2, 4 and 7) 3.1 Provide professional development in new adoptions and local curriculum. 3.2 Ensure all teachers/students have access to research-based EL instructional strategies to improve achievement. 3.3 Provide access to A-G, CTE, IB, AP and STEM courses.

Basis for this Goal SBA and A-F data



Strategy/Activity 1 Supporting admin will work with all PLCs to ensure that effective, curriculum-embedded research strategies are employed in all classes.

Students to be Served by this Strategy/Activity EL students

Timeline 2018-2019

Person(s) Responsible Admin/District lead teachers/PLCs



Strategy/Activity 2 Develop school and district schedule redesign team. The team will meet regularly and complete a process to identify needs, research possible schedules, and develop an implementation process.

Students to be Served by this Strategy/Activity All

Timeline Process in 2018-2019. Implementation in 2019-2020 school year.

Person(s) Responsible FHS and district admin, teachers, classified staff, school board


Amount 4000

Budget Reference 5800: Professional/Consulting Services And Operating Expenditures

Description Travel expenses for school visits



Goal 4 Statement Students will perform at grade level on ELA and math state assessments.

Goal Description Students will achieve an 88% proficiency rate on the ELA portion of the CAASPP, a 6% improvement over 2018. Students will achieve a 70% proficiency rate on the math portion of the CAASPP, a 5% improvement over 2018. 25% of EL students will be reclassified to RFEP during the 2018 school year. Increase the math CAASPP score for students with disabilities by 5% this year.

LCAP Goal Student progress and educational outcomes will be monitored for success using assessment results. (State Priority 4 and 8) 4.1 Ensure students are reading at grade level (1st, 3rd, 5th, 8th, and 11th grades). 4.2 Ensure students are meeting grade level standards in math (1st, 3rd, 5th, 8th, and 11th grades). 4.3 Ensure English Learners make yearly progress. 4.4 Ensure Special Education students make yearly progress. 4.5 Improve kindergarten readiness as measured by curriculum embedded assessment. 4.6 Increase the percentage of 9th grade students completing 60 units by using intervention and credit recovery.

Basis for this Goal 19% of students with special needs attained proficiency in the CAASPP in 2018. 65% of students attained proficiency on the math CAASPP in 2018. 82% of students attained proficiency on the math CAASPP in 2018.



Strategy/Activity 1 Implement school-day and after-school reading intervention using iReady intervention.

Students to be Served by this Strategy/Activity Focus will be on students who test more than two year behind in reading comprehension as measured by iReady and CAASPP

Timeline 2018-2019

Person(s) Responsible


English teachers and intervention specialists Proposed Expenditures for this Strategy/Activity

Amount 3500

Source LCFF - Supplemental


Description Instructional Support

Strategy/Activity 2 Implement an after-school intervention and tutoring program for students referred by classroom teachers.

Students to be Served by this Strategy/Activity All identified math students

Timeline 2018-2019

Person(s) Responsible Math teacher and intervention specialists. Supporting Admin


Amount 3500



Description Instructional support

Strategy/Activity 3 Increase the number of effective classroom supports for English Learners by delivering training on new curricular support in the areas of ELA, Social Science, and Science.

Students to be Served by this Strategy/Activity EL students

Timeline 2018-2019

Person(s) Responsible PLCs/Departments/District Lead Teachers/Supporting Admin


Strategy/Activity 4


Ensure appropriate academic rigor for all students with disabilities by pushing students out who are capable and appropriately level and place all students. Develop an appropriate set of essential standards for all 10s (sheltered) courses.

Students to be Served by this Strategy/Activity Students with disabilities

Timeline 2018-2019

Person(s) Responsible Special Education math teachers/supporting administrators/district lead teachers/Director of Curriculum and Instruction


Amount 600


Budget Reference 2000-2999: Classified Personnel Salaries

Description Sub time for release


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 1 1. Increase students qualified to take AP English classes by 2% each year. 2. Increase 9th grade i-Ready scores by 10% each year. 3. Increase CAASPP achievement by 2% each year.

Annual Measurable Outcomes

Metric/Indicator Expected Outcomes Actual Outcomes startcollapse Strategies/Activities for Goal 1

Planned Actions/Services

Actual Actions/Services

Proposed Expenditures

Estimated Actual Expenditures

Review GPA data each quarter, and identify areas of need for instructional intervention to support student success. (LCAP 4.1, 4.6)

Potential release time or PLC collaboration time. 1000-1999: Certificated Personnel Salaries LCFF - Base

Data disaggregation 1000-1999: Certificated Personnel Salaries LCFF - Base

Review i-Ready data after each testing distribution. Develop the culture of student responsibility using i-Ready. (LCAP 4.1, 3.1)


Data disaggregation

Continue to develop curriculum to match tested CAASPP assessments. (LCAP 4.1, 3.1)


GVC

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. A-F data was reviewed quarterly and strategies were implemented accordingly. Math 2, Fall credits were recovered and communication was developed to educate students and parents about available supports. I-Ready data was reviewed after each test; interventions were accordingly designed; parents, teachers and students were educated about the interventions available at home at at school.


Study Sync and iLit were utilized to match instruction to CAASPP expectations.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. A-F interventions were effective as 40 or more F grades were recovered prior to needing summer school. I-Ready interventions increased modestly. For the most part, students still are not accessing I-Ready at home.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. No specific expenditures were necessary.

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. We have decided to offer a teacher-led, after-school intervention for students in the area of math and ELA. This attempt is in response to our conclusion that students are unlikely to engage in I-Ready intervention at home. Due to the analysis of A-F data, we are offering after school intervention and credit recovery in order to make intervention timely and relevant. We believe that summer school is a less valuable learning experience than school-year, after-school intervention which allows students to fill gaps in learning while engaging in the curriculum.


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 2 1. Increase reclassification of EL students by 2%. 2. Increase EL student's i-Ready scores by 5%







Pull i-Ready data twice a year to measure growth, or to find areas for interventions. (LCAP 4.3, 3.1)

Data pulling None Specified None Specified

None Specified None Specified

Students will be strategically pulled out of classes for language intervention and support with EL specialist. (LCAP 4.3, 4.6, 3.3)

Instructional Support 1000-1999: Certificated Personnel Salaries LCFF - Supplemental 4615

1000-1999: Certificated Personnel Salaries LCFF - Supplemental 1581

EL students will be assessed with growth-model, adaptive assessment system and supported with the associated, prescriptive interventions. (LCAP 3.1, 3.2)

Computer adaptive assessment tool 4000-4999: Books And Supplies LCFF - Supplemental

Provide additional interventions and services during the school year as student academic needs are determined 1000-1999: Certificated Personnel Salaries LCFF - Supplemental 20375






3000-3999: Employee Benefits LCFF - Supplemental 5096

All staff members will receive professional development in the area of research-based EL instructional strategies. (3.1, 3.2, 3.3)

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. All strategies were implemented for all students.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Overall, our EL students are exceptionally successful, and, in math, scored higher than non-EL students as a group.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. Expenditures were not necessary as all strategies were implemented through normal PLC and intervention processes.

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. No changes are necessary. We will, however, have our EL College and Career Specialist monitor the progress of our EL students as a whole. Admin will continue to monitor all data.


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 3 Improve pass rates in IM3 and IM2 by 5 %. Increase performance on the I-Ready test from the first (August) to the second (January) assessment by7%. Increase the number of students demonstrating proficiency by 3% as measured by the SBA.







1 hour per week pullout, individual and small group interventions as needed and identified by I-Ready scores and teacher referrals. (LCAP 4.2, 4.6)

Full-time math intervention None Specified LCFF - Supplemental

Common assessments used in all core math classes to ensure timely interventions for all students. (4.2, 3.1, 4.6)

Common assessments designed to measure the progress of student proficiency in the area of "Concepts and Procedures." Assessment data to be shared and evaluated for the purpose of intervention and instruction. (4.2, 3.1, 4.6)

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. All strategies were implemented through the PLC process and in connection with the school's intervention specialist.


Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. A-F data indicates that the strategies were modestly successful. The number of D/F grades in math 2 were significantly reduced, leading to an increased number of students eligible to take IM3 and become a-g eligible.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. The only expenditure was the district provided, full-time intervention teacher whom we used exclusively for math intervention.

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. Each of the goals above will remain.


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 4 Improve the proficiency rates of students with a disability by 5% in both ELA and math as measured by the 2018 SBA. Improve the proficiency rate of Low Income students by 3% in both ELA and math as measured by the 2018 SBA. Improve the proficiency rate of English Learner students by 3% in both ELA and math as measured by the 2018 SBA.







Students will be strategically pulled out of classes for language intervention and support with EL specialist. (LCAP 4.4, 4.6, 3.3)

Instructional Support 1000-1999: Certificated Personnel Salaries LCFF - Supplemental 22538

3000-3999: Employee Benefits LCFF - Supplemental 7720

Provide student in low income subgroup equal access to experiential learning opportunities and interventions. (LCAP 4.4, 4.6, 3.3)

Student scholarships for instructional activities 5700-5799: Transfers Of Direct Costs LCFF - Supplemental 2750

Student scholarships for sports/and or club activities 5700-5799: Transfers Of Direct Costs LCFF - Supplemental 2252

Increase the number of students who are engaging in I-Ready interventions at home and at school. (LCAP 4.4, 4.6, 3.3)

No associated cost None Specified None Specified

Utilize common assessments in our SAI math courses to ensure consistent rigor and instructional practices. (LCAP 4.4, 4.6, 3.1)

No Associated Cost






SAI teachers will attend Guaranteed and viable curriculum meetings with lead teachers to ensure appropriate rigor. (LCAP 3.1, 3.3)

1000-1999: Certificated Personnel Salaries

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. Special Education math teachers attended guaranteed and viable, district-level meetings. SAI teachers used most of the grade-level math PLC's common assessments.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. CAASPP scores for students with disabilities increased in the area of math by 11% CAASPP scores for students with disabilities increased in the area of ELA by 4%

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

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. These goals and strategies will continue.


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 172,709 165,109.00


Expenditures by Funding Source startcollapse

Funding Source Amount

4,000.00

ASB 11,500.00

Donations 8,000.00

LCFF - Base 7,000.00

LCFF - Supplemental 7,600.00

None Specified 13,000.00


Expenditures by Budget Reference startcollapse

Budget Reference Amount

1000-1999: Certificated Personnel Salaries 15,500.00

2000-2999: Classified Personnel Salaries 600.00

5000-5999: Services And Other Operating Expenditures

31,000.00

5800: Professional/Consulting Services And Operating Expenditures

4,000.00


Expenditures by Budget Reference and Funding Source startcollapse

Budget Reference Funding Source Amount

5800: Professional/Consulting Services And Operating Expenditures

4,000.00


ASB 1,500.00


ASB 10,000.00


Donations 8,000.00


LCFF - Base 7,000.00


LCFF - Supplemental 7,000.00

2000-2999: Classified Personnel Salaries

LCFF - Supplemental 600.00


None Specified 13,000.00


Expenditures by Goal startcollapse

Goal Number Amount

Goal 1 7,000.00

Goal 2 32,500.00

Goal 3 4,000.00

Goal 4 7,600.00


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 2 Classroom Teachers

1 Other School Staff

4 Parent or Community Members

4 Secondary Students startcollapse

Name of Members Role

Howard Cadenhead X Principal

Nikka Vaughan X Other School Staff

Mary Slusser X Other School Staff

Jake Allen-Barfield X Secondary Student

Cade Berry X Secondary Student

Ciara Alvarez X Secondary Student

Philomena Crone X Parent or Community Member

Dixie Wyant X Secondary Student

Shelby Maddux X Parent or Community Member

Sherry Berry X Parent or Community Member

Peggy Daniels X Parent or Community Member

Jodi Keele X Classroom Teacher

Emma Maccoux X Secondary Student 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.


English Learner Advisory Committee (ELAC) A committee comprised of parents, staff, and community members specifically designated to advise school officials on English Learner program services. Education Code Section 35147 (c), 52176 (b), and (c), 62002.5, and 64001 (a). The current make-up of the ELAC is as follows: startcollapse

Name of ELACMembers Role

Elizabeth Sisson X Principal

Dawnyelle Ramos X Classroom Teacher

Kim Bonk X Classroom Teacher Parents of English learners must comprise the same percentage of the ELAC membership as English learners constitute of the school’s total student population. Example, if 25% of the students in a school are English learners, then parent/guardians of English learners must comprise 25% of the ELAC membership. Other members can be parent/guardians, school staff, and/or community members as long as the minimum percentage requirement for EL parents is maintained. Each California public school, grades kindergarten through 12, with 21 or more English learners must form an ELAC. 1. The ELAC shall be responsible for advising the principal and staff on programs and services for English learners and

the School Site Council on the development of the School Plan for Student Achievement (SPSA) 2. The ELAC shall assist the school in the development of:

a. The school’s needs assessment. b. The school’s annual language census. c. Ways to make parents aware of the importance of regular school attendance.


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 School 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

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 November 15, 2011. Attested:

Principal, Howard Cadenhead on 9/27/2018

SSC Chairperson, Nikka Vaughan on 9/27/2018

Folsom High School Site Council Meeting

Date: September 27, 2018

Time: 3:15 P.M.

Location: Career Center

of 56

elementaryplan for student achievement (spsa) template€¦ · lcff provides schools and leas...

Documents