single plan for student achievement (spsa) template · 2018. 4. 17. · other funding: 2016-17...

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SPSA Year

2017–18

Single Plan for Student Achievement (SPSA) Template

Addendum 1: Regulatory requirements Addendum 2: General instructions.

Appendix A: Guiding Questions: Use as prompts (not limits)

LCFF Evaluation Rubrics

School Name Cahuilla Desert Academy

CDS Code 33736766112874

Revision Date

---------- Contact Name and Title

Michael Reule Principal

Email and Phone

[email protected] 760-398-0097

The District Governing Board approved this revision of the SPSA on

THE STORY: Briefly describe the students and community and how the school serves them.

Cahuilla Desert Academy provides instruction for students in grades 7-8. During the 2017-18 school year, a total of 963 students are enrolled with 486 in seventh grade and 477 in eighth grade. 93.2% of the school’s enrollment for 2017-18 qualify for free and reduced price meals. During the 2016-17 school year, 12.7% of our enrollment were students with disabilities and 28.5% were English Learners. School Vision Ensure that all students, upon leaving CDA in two years, will receive challenge-based instruction in all coursework that develops academic and social skills along with a 4-year academic plan that promotes and maintains a college and career minded attitude for the purpose of contributing to the community. We will create and maintain a learning environment that ensures every student of our learning community reaches a high level of academic achievement as determined by California State standards. We will ensure social and academic success of all students through extraordinary service, support and partnerships. School Mission

• Cahuilla Desert Academy Middle School students will remain actively engaged in the learning process as they acquire the skills and knowledge necessary to become responsible, contributing citizens within the local, state, national, and world community.

• Cahuilla Desert Academy Middle School parents will remain actively involved as advocates for their children and supporters of the school programs, faculty & staff.

• Within a nurturing, safe environment, Cahuilla Desert Academy Middle School faculty & staff members will actively engage all students in the learning process during the regular and after-school programs and teach students to become critical thinkers, problem-solvers, and life-long learners.

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SPSA Highlights: Identify and briefly summarize the key features of this year’s SPSA.

This year's SPSA has the following goals: 1 a). The percentage of 7th – 8th grade students who Met or Exceeded the Standard on the ELA / Literacy California Assessment of Student Performance and Progress (CAASPP) in the Spring of 2017 will rise from 28% to 33%. 1 b).The percentage of 7th – 8th grade students who Met or Exceeded the Standard on the Math California Assessment of Student Performance and Progress (CAASPP) in the Spring of 2017 will rise from 16% to 21%. 1 c). The percentage of EL students who advance one performance level will increase from 52.5% on the 2016 CELDT to 57.5% as indicated by the 2018 ELPAC test. 2). Maintain our facilities and grounds as we are now in our third decade. 3). Increase engagement and collaboration among students, parents, staff and community members. Our School Site Council is supporting goal 1 a) by supporting ELA Tutoring, the increase of student writing in Social Studies with DBQ Online, AVID schoolwide supplies, and professional development supporting literacy. Our School Site Council is supporting goal 1 b) by supporting Math Tutoring, professional development supporting numeracy, and supplemental Math Software Licenses. Our School Site Council is supporting goal 1 c) by supporting ELD Tutoring, Rosetta Stone licenses for newcomers, supplemental Spanish Close Readers for newcomers, and the Redtail Readers program. Our School Site Council is supporting goal 3 by helping fund our Positive Behavior Intervention and Support (PBIS) program, supporting ELAC parents in attending the CABE conference in Sacramento in the spring, stamps for teachers to acknowledge students using the agenda planners, and supplies and materials for our Parent Center.

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REVIEW OF PERFORMANCE

Based on a review of performance on the state indicators and local performance indicators included in the California School Dashboard, progress toward SPSA goals, local self-assessment tools, stakeholder input, or other information, what progress is the school proudest of, and how does the school plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students.

GREATEST PROGRESS

Our school is most proud of our achievement in English Language Arts and our support of English Learner Progress. Our English Language Arts performance was in the Yellow Performance band, and we are committed to increasing student achievement in this area. School wide, in a three year comparison, the number of students not meeting the standard decreased from 60.9% to 39.4%, while the number of students meeting or exceeding the standard rose from 19.4% in 2014-15 to 31% in 2016-17. Similarly, when looking at 7th graders alone, in a three year comparison, the number of students not meeting the standard decreased from 63.8% to 31.5%, while the number of students meeting or exceeding the standard rose from 16.8% in 2014-15 to 32.8% in 2016-17.

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Referring to the California School Dashboard, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category. Additionally, identify any areas that the school has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the school planning to take to address these areas with the greatest need for improvement?

GREATEST NEEDS

None of our indicators were green or blue, so improvement is needed in several areas. Our area of greatest weakness is Mathematics with an overall performance in the Red and a very low status of 107.4 points below level 3. Furthermore, the Mathematics performance was only Maintained with an increase of just 3.4 points. Both our Suspension Rate and English Learner Progress were in the Orange performance catefory with a high suspension rate of 9.6% and a low status for English Learner Programs of just 61.1%.

Referring to the California School Dashboard, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. Additionally, identify any areas in which the school has determined there are significant performance gaps based on review of local performance indicators or other local indicators. What steps is the school planning to take to address these performance gaps?

PERFORMANCE GAPS

While our overall student performance for English Language Arts was in the Yellow performance level, the performance was Red for English Learners and Students with a Disability. Our school notified our teachers of this performance gap. We have a renewed emphasis on inclusion for students who would benefit from that environment as indicated on their IEP. Our English Learners are expected to benefit from our commitment to implementing AVID strategies schoolwide. Furthermore, we are reforming our Professional Learning Communities (PLC) for teachers to share data with each other and to identify best practices to increase student achievement.

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INCREASED OR IMPROVED SERVICES

If not previously addressed, identify the two to three most significant ways that the school will increase or improve services for low-income students, English learners, and foster youth.

With such a high number of low-income students (89.7%), we qualify as a 100% free and reduced lunch school. Our district's unduplicated pupil count is 95.4%. Our district English Learner department visits us for regular walkthroughs and feedback of how we can strengthen our instruction in both designated and integrated ELD environments. We work with our Child Welfare and Attendance office to help support our foster youth.

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BUDGET SUMMARY

Complete the table below. LEAs may include additional information or more detail, including graphics.

DESCRIPTION AMOUNT

Title I 2017-18 Preliminary Allocation $34,510

----------

LCFF S/C Funding $27,953

Other funding: 2016-17 Title l Carry-over (15% allowable) $5,625

Other funding: 2017 -18 Title l District Parent Involvement $5,308

$73,396 Total Projected funding for SPSA 2017-18

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Annual Update 2017-18 SPSA Year Reviewed: 2016-17

CA Data Dashboard

Goal 1 Increased Student Academic Achievement in ELA/Literacy

----------

1

2

3

4

5

6

7

8

ANNUAL MEASURABLE OUTCOMES

EXPECTED

The percentage of 7th – 8th grade students who Met or Exceeded the Standard on the ELA/Literacy California Assessment of Student Performance and Progress (CAASPP) in the Spring of 2017 will rise from 27% to 32%.

Use actual annual measurable outcome data, including performance data from the CA School Dashboard, as applicable.

Describe the overall implementation of the actions/services to achieve the articulated goal.

With the loss of PLC time during the 2015-16 and 2016-17 school years, time to collaborate with colleagues was limited. Staff Meetings included professional development from iCenter staff and best practice sharing from other teachers. The second staff monthly staff meeting time was dedicated for department collaboration. Continued implementation and refinement of the Units of Study with increasing skill in using technology lead to increased student performance. Student tutoring time was a necessary support for struggling students and is frequently requested by parents.

-------- Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the school.

The number of students meeting or exceeding the standards was relatively flat and rose by just 1% from 26% to 27%.

--------

https://www.caschooldashboard.org/#/Details/19642120000000/1/EquityReport

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Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

There were no material differences between budget expenditures and estimated actual expenditures for this goal.

-------- Describe any changes made to this 2016-17 goal, expected outcomes, metrics, or actions and services to achieve this goal as a result. Include specific examples of how these changes have led to improved student performance. Identify where those changes can be found in the SPSA.

There were no modifications to this goal.

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CA Data Dashboard

Goal 2 Increased Student Academic Achievement in Math

----------

1

2

3

4

5

6

7

8


EXPECTED

The percentage of 7th – 8th grade students who Met or Exceeded the Standard on the Math California Assessment of Student Performance and Progress (CAASPP) in the Spring of 2017 will rise from 16% to 21%.



With the loss of PLC time during the 2015-16 and 2016-17 school years, time to collaborate with colleagues was limited. Staff Meetings included professional development from iCenter staff and best practice sharing from other teachers. The second staff monthly staff meeting time was dedicated for department collaboration. Continued implementation and refinement of the Units of Study with increasing skill in using technology lead to increased student performance. Student tutoring time was a necessary support for struggling students and is frequently requested by parents.


The number of students meeting or exceeding the standards was relatively flat and rose by just 0.25% from 16% to 16.25%.

--------


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Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

The SSC supported the purchase of Chromebooks to provide additional resources for our Math Support programs, but our district was not supporting two platforms at the time.

-------- Describe any changes made to this 2016-17 goal, expected outcomes, metrics, or actions and services to achieve this goal as a result. Include specific examples of how these changes have led to improved student performance. Identify where those changes can be found in the SPSA.

There were no modifications made to this goal.

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CA Data Dashboard

Goal 3 Increased performance for English Learners

----------

1

2

3

4

5

6

7

8


EXPECTED

The percentage of EL students who advance one performance level per year on the overall CELDT score will increase from 42% to 47% as indicated by the 2016 CELDT test and noted on the CELDT Movement Report in EADMS.



We dramatically increased the number of students making progress in English Language Development, with 52.5 percent of our students showing positive growth on the CELDT. This is over a 10 percent increase from the prior year.


This growth exceeded our goal and shows the value of ELD tutoring and a focus in supporting our English Language Learners.

-------- Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

The Redtail Reader program gained support in 2016-17 but actual expenditures will be during the 2017-18 school year.

--------


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Describe any changes made to this 2016-17 goal, expected outcomes, metrics, or actions and services to achieve this goal as a result. Include specific examples of how these changes have led to improved student performance. Identify where those changes can be found in the SPSA.

There were no modifications made to this goal.

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CA Data Dashboard

Goal 4 Increased alignment of CTE Academies with the Academies at CVHS.

----------

1

2

3

4

5

6

7

8


EXPECTED

Continue to develop and support Middle School Academies at CDA and align with Academies at CVHS.



We were able to purchase an Epilog Laser Cutter / Engraver with this funding support.


We used our Home Depot Makerspace Grant to remodel the round room in preparation for this piece of equipment.


We used the entire budgeted allocation on the Epilog Laser Cutter / Engraver.

--------


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No changes were made and this CTE investment will tangentially relate to student performance over time and eventual participation in high school CTE pathways and academies.

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CA Data Dashboard

Goal 5 School safety and climate

----------

1

2

3

4

5

6

7

8


EXPECTED

School safety and climate: Implement the new schoolwide PBIS system with Hawk Bucks.



We printed Hawk Bucks to support the inaugural year with our new PBIS system to support positive teachers and incentivize teacher participation.


We will be able to track our year to year suspension rate on the new California Dashboard.


We were unable to use LCFF S/C to help purchase an electronic marquee to improve communication with parents but are willing to try again in the future if supported by parent groups again.

--------


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No changes.

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Stakeholder Engagement ---------- ----------

SPSA Year

2017–18

INVOLVEMENT PROCESS FOR SPSA AND ANNUAL UPDATE

How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Analysis?

We began with our 2016-17 School Site Council when we approved the use on June 8, 2017 of 2017-18 categorical funds to support the goals, actions, and services in the 2016-17 SPSA. Our 2017-18 School Site Council met on September 19 and October 23 and approved the 2017-18 SPSA during the October 23, 2017 meeting. We included input from our 2017-18 ELAC which met on October 2, 2017.

INVOLVEMENT PROCESS FOR LCAP AND ANNUAL UPDATE

IMPACT ON SPSA AND ANNUAL EVALUATION AND ANALYSIS

How did these stakeholders impact the SPSA for the upcoming year?

The stakeholders gave direct input for the priorities and specific uses of these Title I and LCFF S/C funds. The SSC suggested a shift in funds from the Redtail Reader program to further boost our PBIS program. Our SSC considered and valued the input of our ELAC.

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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:

Name of Members

Pri

nc

ipal

Cla

ss

roo

m

Teach

er

Oth

er

Sch

oo

l S

taff

Pare

nt

or

Co

mm

un

ity

Mem

be

r

Seco

nd

ary

Stu

den

ts

Michael Reule X

Jeff Kruger X

Ashley Sincosky X

Viridiana Valdovinos X

Angie Reyes X

Lupita Cuevas X

Erika Gudino X

Jovita Gurrola X

Barbara Reyes X

Sara Sanchez X

Numbers of members of each category: 1 3 1 5

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Goals, Actions, & Services 2017-18

Strategic Planning Details and Accountability

----------

New

Modified

Unchanged

----------

Goal 1

LEA Goal: Increase student achievement and other pupil outcomes to prepare all students for college, career and citizenship in the 21st Century. School Goal: 1a) The percentage of 7th – 8th grade students who Met or Exceeded the Standard on the ELA / Literacy California Assessment of Student Performance and Progress (CAASPP) in the Spring of 2017 will rise from 28% to 33%. 1b) The percentage of 7th – 8th grade students who Met or Exceeded the Standard on the Math California Assessment of Student Performance and Progress (CAASPP) in the Spring of 2017 will rise from 16% to 21%. 1c) The percentage of EL students who advance one performance level per will increase from 52.5% on the 2016 CELDT to 57.5% as indicated by the 2018 ELPAC test.

---------- State and/or Local Priorities Addressed by this goal: STATE

1

2

3

4

5

6

7

8

COE

9

10

LOCAL

---------- Identified Need Need to increase student achievement across the board in English Language Arts, Mathematics and for English

Language Learners.

---------- EXPECTED ANNUAL MEASURABLE OUTCOMES

Metrics/Indicators Baseline 2017-18 2018-19 2019-20

State Priority: 2- Implementation of State standards: CVUSD will use the proposed Option 2: Reflection Tool from CA Dashboard. CA Dashboard Reflection Tool rating scale: 1-Exploration and Research Phase 2- Beginning Development 3- Initial Implementation 4- Full Implementation 5- Full Implementation and Sustainability.

2-Implementation of State standards: Use CA Dashboard Reflection Tool rating scale.




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I) Professional Development: Rate the LEA's progress in providing professional learning for teaching to the recently adopted academic standards and/or curriculum framework II. Instructional Materials: Rate in making instructional materials that are aligned to CCSS and/or curriculum frameworks identified in all classrooms where the subject is taught. III. Progress Implementing Policies/Programs: Rate progress in implementing policies or programs to support staff in identifying adopted academic standards and/or curriculum frameworks (e.g. Collaboration, focused classroom walkthroughs, teacher pairing). IV. Rate the School’s progress in Implementing standards for CTE/Health/PE/VAPA/World Language. V. Engaging with teachers and school administrators for the following activities: A) Identifying professional learning needs for teachers and staff as a whole: B) Identifying professional

I) Professional Development: ELA CCSS: 3 ELD (Aligned to ELA Standards): 3 Math CCSS: 3 Science NGSS: 3 History- Social Science: 3 II. Instructional Materials: ELA CCSS: 3 ELD (Aligned to ELA Standards): 3 Math CCSS: 3 Science NGSS: 3 History- Social Science: 3 III. Progress Implementing Policies/Programs: ELA CCSS: 3 ELD (Aligned to ELA Standards): 3 Math CCSS: 3 Science NGSS: 3 History- Social Science: __ IV. Progress Implementing other adopted academic standards: CTE: 3 Health Education: 3 PE: 4 VAPA: __ World Lang: __ V. Engaging with teachers and school administrators for the following activities:

I) Professional Development: ELA CCSS: 3 ELD (Aligned to ELA Standards): 3 Math CCSS: 3 Science NGSS: 3 History- Social Science: 3 II. Instructional Materials: ELA CCSS: 3 ELD (Aligned to ELA Standards): 3 Math CCSS:3 Science NGSS: 3 History- Social Science: 3 III. Progress Implementing Policies/Programs: ELA CCSS: 3 ELD (Aligned to ELA Standards): 3 Math CCSS: 3 Science NGSS: 3 History- Social Science: 3 IV. Progress Implementing other adopted academic standards: CTE: 3 Health Education: 3 PE: 4 VAPA: __ World Lang:2 V. Engaging with teachers and school administrators for the following activities: A) Identifying professional learning needs for teachers and staff: 2 B) Identifying professional learning needs for individual

I) Professional Development: ELA CCSS: 4 ELD (Aligned to ELA Standards): 4 Math CCSS: 4 Science NGSS: 3 History- Social Science: 3 II. Instructional Materials: ELA CCSS: 4 ELD (Aligned to ELA Standards): 4 Math CCSS: 4 Science NGSS: 3 History- Social Science: 3 III. Progress Implementing Policies/Programs: ELA CCSS: 3 ELD (Aligned to ELA Standards): 3 Math CCSS: 3 Science NGSS: 3 History- Social Science: 3 IV. Progress Implementing other adopted academic standards: CTE: 3 Health Education: 3 PE: 4 VAPA: __ World Lang: 2 V. Engaging with teachers and school administrators for the following activities: A) Identifying professional learning needs for teachers and staff: 3 B) Identifying professional learning needs for individual

I) Professional Development: ELA CCSS: 4 ELD (Aligned to ELA Standards): 4 Math CCSS: 4 Science NGSS: 4 History- Social Science: 4 II. Instructional Materials: ELA CCSS: 4_ ELD (Aligned to ELA Standards): 4 Math CCSS: 4 Science NGSS: 3 History- Social Science: 3 III. Progress Implementing Policies/Programs: ELA CCSS: 4_ ELD (Aligned to ELA Standards): 4 Math CCSS: 4 Science NGSS: 3 History- Social Science: 3 IV. Progress Implementing other adopted academic standards: CTE: 3 Health Education: 3 PE: 4 VAPA: __ World Lang: 2 V. Engaging with teachers and school administrators for the following activities: A) Identifying professional learning needs for teachers and staff: 3 B) Identifying professional learning needs for individual

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learning needs for individual teachers and staff: C) Providing support for teachers on standards they have not mastered: VI. EL access to Common Core and ELD Standards.

A) Identifying professional learning needs for teachers and staff: 1 B) Identifying professional learning needs for individual teachers and staff: 2 C) Providing support for teachers on standards they have not mastered: 1

teachers and staff: 2 C) Providing support for teachers on standards they have not mastered:2 VI. EL Access to Common Core and ELD standards: 2

teachers and staff: 3 C) Providing support for teachers on standards they have not mastered: 3 VI. EL Access to Common Core and ELD standards: 3

teachers and staff: 3 C) Providing support for teachers on standards they have not mastered: 3 VI. EL Access to Common Core and ELD standards: 3

State Priorities: 4-Pupil Achievement & 8-Other Pupil Outcomes: A. SBAC assessments (3-8) met or exceeded percentages & placement on CA 5 by 5 Grid)

4-Pupil Achievement & 8-Other Pupil Outcomes: A. 2016-2017 SBAC: (Source: EADMS CAASPP Dashboard) Percentage of students meeting or exceeding standards on SBAC for: ELA: All Students 28.2% English Learners 0.8% R-FEPS 35.4% Migrant 39.6% Socioeconomically Disadvantaged 28% Hispanic/Latino 28.3% Students with disabilities 3.7% MATH: All Students 16.3% English Learners 1.5% R-FEPS 20% Migrant 20.8% Socioeconomically

4-Pupil Achievement & 8-Other Pupil Outcomes: A. SBAC: Percentage of students meeting or exceeding standards on SBAC for: ELA: All Students: 33 % English Learners: 6% Migrant: 45% Socioeconomically Disadvantaged: 33% Hispanic/Latino: 33% Students with disabilities: 9% Percentage of students meeting or exceeding standards on SBAC for: MATH: All Students: 21 % English Learners: 7 % Migran:t 26% Socioeconomically Disadvantaged: 22% Hispanic/Latino: 21% Students with disabilities: 8%

4-Pupil Achievement & 8-Other Pupil Outcomes: A. SBAC: Percentage of students meeting or exceeding standards on SBAC for: ELA: All Students: 38% English Learners: 11% Migrant: 50 % Socioeconomically Disadvantaged: 38% Hispanic/Latino: 38% Students with disabilities: 14% Percentage of students meeting or exceeding standards on SBAC for: MATH: All Students: 26% English Learners: 12% Migrant: 31 % Socioeconomically Disadvantaged: 27% Hispanic/Latino: 26% Students with disabilities: 13%

4-Pupil Achievement & 8-Other Pupil Outcomes: A. SBAC: Percentage of students meeting or exceeding standards on SBAC for: ELA: All Students: 43% English Learners: 16% Migrant: 55% Socioeconomically Disadvantaged: 43% Hispanic/Latino: 43% Students with disabilities: 19 % Percentage of students meeting or exceeding standards on SBAC for: MATH: All Students: 31 % English Learners: 17% Migrant: 36% Socioeconomically Disadvantaged: 32% Hispanic/Latino: 31% Students with disabilities: 18 %

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D. EL progress (% of EL students improving 1 CELDT Proficiency Level) E. EL reclassification

Disadvantaged 16.8% Hispanic/Latino 16.3% Students with disabilities 2.2% D. EL progress: 42.69% E. EL reclassification: 33.6%

D. EL progress: 47.7% E. EL reclassification: 38.6%



State Priority: 7-Course Access A. A broad course of study: CTE Pathway Completion B. Programs/Services developed and provided to unduplicated pupils: Placement on CA 5by5 Grid

7 - Course Access: B. Programs/Services developed and provided to unduplicated pupils: Percentage of students meeting or exceeding standards on SBAC: 2016-17 Placement on 5 by 5 Grid: 1) All Students: ELA Color: Orange Status: Low Distance/points from 3: -66.4 Change: Decreased Points change: -3.8 Math Color: Red Status: Very Low Distance/points from 3: -108.5 Change: Maintained Points change: 0.2 2015-16 Placement on 5 by 5 Grid: 1) All Students: ELA Color: Yellow Status: Low

7 - Course Access B. Programs/Services developed and provided to unduplicated pupils: Percentage of students meeting or exceeding standards on SBAC: Placement on 5 by 5 Grid: 1) All Students: ELA Color: Yellow Status: Low Distance/points from 3: -59.4

7 - Course Access: B. Programs/Services developed and provided to unduplicated pupils: Percentage of students meeting or exceeding standards on SBAC Placement on 5 by 5 Grid: 1) All students: ELA Color: Yellow Status: Low Distance/points from 3: -52.4

7 - Course Access: B. Programs/Services developed and provided to unduplicated pupils: Percentage of students meeting or exceeding standards on SBAC Placement on 5 by 5 Grid: 1) All students: ELA Color: Yellow Status: Low Distance/points from 3: -45.2

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Distance/points from 3: -61.1 Change: Maintained Points change: 1.9 Math Color: Red Status: Very Low Distance/points from 3: -107.4 Change: Maintained Points change: 3.4 2) English Learners: ELA Color: Red Status: Very Low Distance/points from 3: -88.5 Change: Decreased Points change: -4.7 Math Color: Red Status: Very Low Distance/points from 3: -135.6 Change: Decreased Points change: -4.8 4) Socioeconomically Disadvantaged: ELA Color: Yellow Status: Low Distance/points from 3: -61.9 Change: Increased Points change: 7.3 Math Color: Orange Status: Very Low Distance/points from 3: -107.7 Change: Increased Points change: 9.4 5) Hispanic/Latino: ELA Color: Yellow Status: Low Distance/points from 3: -61.4 Change: Maintained Points change: 2.4 Math Color: Red

Change: Increased Points change: 7 Math Color: Orange Status: Very Low Distance/points from 3: -103.5 Change: Increased Points change: 5 2) English Learners: ELA Color: Orange Status: Very Low Distance/points from 3: -74.5 Change: Increased Points Change: 7 Math Color: Orange Status: Very Low Distance/points from 3: -125.6 Change: Increased Points change: 5 4) Socioeconomically Disadvantaged: ELA Color: Yellow Status: Low Distance/points from 3: -54.9 Change: Increased Points change: 7 Math Color: Orange Status: Very Low Distance/points from 3: -102.7 Change: Increased Points change: 5 5) Hispanic/Latino: ELA Color: Yellow Status: Low Distance/points from 3: -54.4 Change: Increased Points change: 7 Math Color: Orange Status: Very Low Distance/points from 3: -102.7

Change: Increased Points change: 7 Math Color: Orange Status: Very Low Distance/points from 3: -98.5 Change: Increased Points change: 5 2) English Learners: ELA Color: Yellow Status: Low Distance/points from 3: -67.5 Change: Increased Points Change: 7 Math Color: Orange Status: Very Low Distance/points from 3: -120.5 Change: Increased Points change: 5 4) Socioeconomically Disadvantaged: ELA Color: Yellow Status: Low Distance/points from 3: -47.9 Change: Increased Points change: 7 Math Color: Orange Status: Very Low Distance/points from 3: -97.7 Change: Increased Points change: 5 5) Hispanic/Latino: ELA Color: Yellow Status: Low Distance/points from 3: -47.4 Change: Increased Points change: 7 Math Color: Orange Status: Very Low Distance/points from 3: -97.7

Change: Increased Points change: 7 Math Color: Yellow Status: Low Distance/points from 3: -93.5 Change: Increased Points change: 5 2) English Learners: ELA Color: Yellow Status: Low Distance/points from 3: -60.5 Change: Increased Points Change: 7 Math Color: Orange Status: Very Low Distance/points from 3: -115.5 Change: Increased Points change: 5 4) Socioeconomically Disadvantaged: ELA Color: Yellow Status: Low Distance/points from 3: -40.9 Change: Increased Points change: 7 Math Color: Yellow Status: Low Distance/points from 3: -92.7 Change: Increased Points change: 5 5) Hispanic/Latino: ELA Color: Yellow Status: Low Distance/points from 3: -40.4 Change: Increased Points change: 7 Math Color: Yellow Status: Low Distance/points from 3: -92.7

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C. Programs/Services developed and provided to individuals with exceptional needs: Percentage of students meeting or exceeding standards on SBAC or CAA

Status: Very Low Distance/points from 3: -107.7 Change: Maintained Points change: 3.9 C. Programs/Services developed and provided to individuals with exceptional needs: 1) Students with disabilities: ELA Color: Red Status: Very Low Distance/points from 3: -147.6 Change: Maintained Points change: -0.2 Math Color: Red Status: Very Low Distance/points from 3: -208.2 Change: Maintained Points change: 1.6

Change: Increased Points change: 5 C. Programs/Services developed and provided to individuals with exceptional needs: 1) Students with disabilities: ELA Color: Orange Status: Very Low Distance/points from 3: -133.6 Change: Increased Points change: 7 Math Color: Orange Status: Very Low Distance/points from 3: -198.2 Change: Increased Points change: 5



PLANNED ACTIONS / SERVICES

Action 1

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:

Students to be Served

All

English Learners

Students with Disabilities

Foster Youth

Low Income

ACTIONS/SERVICES

2017-18

New

Modified

Unchanged

ELA Tutoring

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2017-18

Amount $4,500.00

$4,500.00 Source Title I 3010

$4,500.00 Budget Reference Expenditure Description

1000-1999: Certificated Personnel Salaries Extra Services for certificated personnel for tutoring/intervention

Action 2



All

English Learners


Foster Youth

Low Income

ACTIONS/SERVICES

2017-18

New

Modified

Unchanged

DBQ Online Supplemental

Amount $3,262.00



4000-4999: Books And Supplies Supplemental Writing Curriculum

Action 3



All

English Learners


Foster Youth

Low Income

2017-18

New

Modified

Unchanged

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AVID schoolwide supplies

Amount $3,000.00

$3,000.00 Source LCFF Supplemental/Concentration 0701


4000-4999: Books And Supplies Agenda Planners and Binder Supplies

Action 4



All

English Learners


Foster Youth

Low Income

2017-18

New

Modified

Unchanged

Literacy in content areas professional development

2017-18

Amount $3,000.00



5000-5999: Services And Other Operating Expenditures Conference Registration and travel costs

Action 5



All

English Learners


Foster Youth

Low Income

2017-18

New Modified Unchanged

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Math Tutoring

2017-18

Amount $4,500.00




Action 6



All

English Learners


Foster Youth

Low Income

2017-18

New

Modified

Unchanged

Math conferences and training

2017-18

Amount $2,500.00



5000-5999: Services And Other Operating Expenditures Conference Registration and travel costs

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Action 7



All

English Learners


Foster Youth

Low Income

2017-18

New

Modified

Unchanged

Supplemental Math Software Incenses

2017-18

Amount $7,500.00



4000-4999: Books And Supplies Math Software subscription licenses

Action 8



All

English Learners


Foster Youth

Low Income

2017-18

New

Modified

Unchanged

ELD Tutoring

2017-18

Amount $2,000.00

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Action 9



All

English Learners


Foster Youth

Low Income

2017-18

New

Modified

Unchanged

Rosetta Stone licenses

2017-18

Amount $3,000.00



4000-4999: Books And Supplies Rosetta Stone licenses

Action 10



All

English Learners


Foster Youth

Low Income

2017-18

New

Modified

Unchanged

Spanish Close Reader

of 48

2017-18

Amount $1,000.00



4000-4999: Books And Supplies Supplemental curriculum

Action 11



All

English Learners


Foster Youth

Low Income

2017-18

New

Modified

Unchanged

Literacy Supplement, Redtail readers

2017-18

Amount $3,873.00



4000-4999: Books And Supplies Books

Action 12



All

English Learners


Foster Youth

Low Income

2017-18

of 48

New

Modified

Unchanged

Parent Nights for Content Area Help

2017-18

Amount $2,000.00



1000-1999: Certificated Personnel Salaries Extra Services for certificated staff for parent workshops

Action 13



All

English Learners


Foster Youth

Low Income

2017-18

New

Modified

Unchanged

Teacher Pay Teacher Math Supplemental

2017-18

Amount $3,000.00



4000-4999: Books And Supplies Math Supplemental Licenses

Action 14


of 48


All

English Learners


Foster Youth

Low Income

2017-18

New

Modified

Unchanged

K12 Alliance Math Professional Development and Teacher subs

2017-18

Amount $8,350.00



5000-5999: Services And Other Operating Expenditures K12 Alliance Math Professional Development

Amount $4,600.00



1000-1999: Certificated Personnel Salaries Teacher subs for Professional Development

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Action 15



All

English Learners


Foster Youth

Low Income

2017-18

New

Modified

Unchanged

Library Books

2017-18

Amount $4,003.00



4000-4999: Books And Supplies Library Books

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----------

New

Modified

Unchanged

----------

Goal 2

LEA Goal: Improve conditions of learning in a fiscally solvent and operationally efficient manner. School Goal: Maintain our facilities and grounds as we are now in our third decade.


1

2

3

4

5

6

7

8

COE

9

10

LOCAL

---------- Identified Need Replace damaged shade structures and restore large dirt patch eye sore between Multipurpose Room and Amphitheater.



State Priority: 1. Basic Services A. Access to Curriculum- Aligned Instructional Materials: Williams Report B. Safe, Clean and Functional School Facilities: Facilities Inspection Tool (FIT) report on Restrooms and Overall School Rating

1.Basic Services A. Access to Curriculum- Aligned Instructional Materials: Williams Report 100% Textbook Sufficiency B. Safe, Clean and Functional School Facilities: Facilities Inspection Tool (FIT): Overall: Rated Fair with 80% Restrooms: Rated Fair with 80%

1.Basic Services A. Access to Curriculum- Aligned Instructional Materials: Williams Report 100% Textbook Sufficiency B. Safe, Clean and Functional School Facilities: Facilities Inspection Tool (FIT): Overall: Rated Fair with 85% Restrooms: Rated Fair with 85%

1.Basic Services A. Access to Curriculum- Aligned Instructional Materials: Williams Report 100% Textbook Sufficiency B. Safe, Clean and Functional School Facilities: Facilities Inspection Tool (FIT): Overall: Rated Good with 90% Restrooms: Rated Good with 90%

1.Basic Services A. Access to Curriculum- Aligned Instructional Materials: Williams Report 100% Textbook Sufficiency B. Safe, Clean and Functional School Facilities: Facilities Inspection Tool (FIT): Overall: Rated Good with 95% Restrooms: Rated Good with 95%


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Action 1



All

English Learners


Foster Youth

Low Income

ACTIONS/SERVICES

2017-18

New

Modified

Unchanged

School administrators and staff will monitor the school campus daily/weekly to ensure a safe learning environment for all students and staff.

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New

Modified

Unchanged

----------

Goal 3

LEA Goal: Increase engagement and collaboration among students, parents, staff and community members. School Goal: Increase engagement and collaboration among students, parents, staff and community members.


1

2

3

4

5

6

7

8

COE

9

10

LOCAL

---------- Identified Need CDA needs to increase parent involvement to help ensure the academic success and emotional well being of our

students. We need to hear parent voices to meet the needs of families and the community.



State Priority:3- Parental Involvement A) CVUSD will use the proposed Option 1: Survey from CA Dashboard (LEA administers a local survey to parents/guardians in at least one grade within each grade span): B) Seeking input from parents in decision making: 3) Promoting Parental Participation:

3- Parental Involvement A) CVUSD administered a local survey to parents/guardians in at least one grade level within each grade level span in May, 2017. There were 611 responses from the following stakeholders: Students: 274 Parents: 46 Teachers: 272 B) Seeking input from parents in decision making: We met quorum 4 times a year for the following parent committees: SSC, and ELAC. 3) Promoting Parental

3- Parental Involvement A) Administer Parent Survey in grade 7 for at least 100 families. B) Seeking input from parents in decision making: We will meet quorum for at least 6 times a year for the following parent committees: SSC and ELAC. 3) Promoting Parental Participation: At least 5 percent of our parent population (unduplicated) will

3- Parental Involvement A) Administer Parent Survey in grade 7 for at least 125 families. B) Seeking input from parents in decision making: We will meet quorum for at least 6 times a year for the following parent committees: SSC, ELAC, and FIAT. 3) Promoting Parental Participation: At least 5 percent of our parent population (unduplicated) will

3- Parental Involvement A) Administer Parent Survey in grade 7 for at least 150 families. B) Seeking input from parents in decision making: We will meet quorum for at least 6 times a year for the following parent committees: SSC, ELAC, and FIAT. 3) Promoting Parental Participation: At least 5 percent of our parent population (unduplicated) will

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Participation: <1 % of our parent population (unduplicated) attended our parenting workshops as measured by sign in sheets.

attend our parenting workshops as measured by sign in sheets.

attend our parenting workshops as measured by sign in sheets.

attend our parenting workshops as measured by sign in sheets

State Priority: 5-Pupil Engagement A. School Attendance B. Chronic Absenteeism C. Middle School Dropout Rate:

5-Pupil Engagement A. School Attendance rate: 94.8% B. 2-16-17 Chronic Absenteeism rate: 11.6 % C. 2015-16 Middle School Dropout rate: 0%

5-Pupil Engagement A. School Attendance rate: 96.8% B. Chronic Absenteeism rate: 9.6% C. Middle School Dropout rate: 0%



6-School Climate A. Pupil suspension rate B. Pupil expulsion rate C. California Healthy Kids School Survey

6-School Climate A. 2015-16 Pupil suspension rate: 8% B. 2015-16 Number of expulsions: 4 C. California Healthy Kids School Survey: Analyze site data and set goals based on CHKS.

6-School Climate A. Pupil suspension rate: 7% B. Number of expulsions: 3 C. California Healthy Kids School Survey: Analyze site data and set goals based on CHKS.




of 48

Action 1



All

English Learners


Foster Youth

Low Income

ACTIONS/SERVICES

2017-18

New

Modified

Unchanged

Promote Positive Climate, PBIS

2017-18

Amount $7,000.00



4000-4999: Books And Supplies Materials to support our PBIS program.

Action 2



All

English Learners


Foster Youth

Low Income

ACTIONS/SERVICES

2017-18

New

Modified

Unchanged

ELAC Parents conferences and training

Amount $4,000.00


of 48


5000-5999: Services And Other Operating Expenditures Conference fees, travel, and per diem.

Action 3



All

English Learners


Foster Youth

Low Income

2017-18

New

Modified

Unchanged

Student Agenda stamps

Amount $1,000

$1,000 Source LCFF Supplemental/Concentration 0701

$1,000 Budget Reference Expenditure Description

4000-4999: Books And Supplies Stamps for teachers to stamp student agenda planners to improve parent communication.

Action 4



All

English Learners


Foster Youth

Low Income

2017-18

New

Modified

Unchanged

Parent Center

2017-18

Amount $1,308.00

$1,308.00

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Source Title I 3010


4000-4999: Books And Supplies Supplies and Materials for the Parent Center.

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The Single Plan for Student Achievement 27 of 49 1/25/18

Recommendations and Assurances

The school site council (SSC) recommends this school plan and Proposed Expenditure(s)s to the district governing board for approval and assures the board of the following:

1. The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.2. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating

to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.3. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan (Check

those that apply):

State Compensatory Education Advisory CommitteeSignature

X English Learner Advisory CommitteeSignature

Special Education Advisory CommitteeSignature

Gifted and Talented Education Program Advisory CommitteeSignature

District/School Liaison Team for schools in Program ImprovementSignature

Compensatory Education Advisory CommitteeSignature

X Departmental Advisory Committee (secondary)Signature

Other committees established by the school or district (list):Signature

4. The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

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

6. This SPSA was adopted by the SSC at a public meeting on 1/24/18.

Attested:

Michael ReuleTyped Name of School Principal Signature of School Principal Date

Sara SanchezTyped Name of SSC Chairperson Signature of SSC Chairperson Date

SPSA Annual Evaluation School Name: Cahuilla Desert Academy School Year: 2017-18

SPSA Goal SPSA Strategies/Actions What is

Working? What is Not Working?

Modifications Based on Evaluation Results

Goal #1: (Overall Academic) Increase college readiness completion rate to 35 % as measured by CDE DATA A-G Re-designation of ELD students increased to 20 % Meet our graduation goal of 90%, or a minimum improvement previous year by 10 % of previous year. Improve overall average daily attendance (ADA) from the current 94.2 to 95 %. Increase ELA from 36 % to 40 % FAFSA/Dream Act Completion rate increased from 67 % to 75 % Develop and implement a Professional Learning community which focuses on growth and development for all students

1a. Transportation afterschool academic support 1b. Response to intervention (RTI), all at-risk students including Positive Behavior Intervention support program 1c. PD for Counselors- CCC Preparedness Intervention and Support Services 1d. Academic Intervention and Support Saturday School-transportation 1e. Substitutes for teacher release time 1g. Response to Intervention and engagement training

1b, 1c, 1d, 1e Need more RTI training (1g).

Need more RTI training (1g).

Goal #2: (Targeted Subgroups)

Develop, define and implement Response to

Intervention (RTI) strategies which will meet

the needs of academically at-risk students,

ELD students, SWD students and any

significant subgroups.

Identify student’s social, emotional, and behaviors barriers hindering successful graduation progress implementing a pyramid of interventions.

Implement an effective pyramid of interventions which includes teacher training, student tutoring, resources and clerical staff.

2a. Academic assistance Homework center students core subjects 2b. PD SDAIE training for improving instruction of ALL students in ELA, Math, Science, ELD dept. Conferences & Extra Services 2f. Staffing for At-risk students/Positive Behavior

Intervention Support Services

2g. Improve Family Literacy Rosetta Stone curriculum license renewal PD Academic ELD Intervention and Support any core or graduation subjects 2i. Academic Intervention and Support-Technology and Other

2a, 2g Could use more staffing to help with at-risk students (2f).

Could use more staffing to help with at-risk students (2f).

Goal #3: (Goal #3: (Building Capacity)

Increase engagement and rigor through first bestinstruction: Building capacity in Culture, Career, College and Citizenship: Transition to Common Core standards and assessment, effective instructional practices and rigor, MLI technology to support learning, implementation of CPA and Agriculture incentive grants, building CTE Pathways and Linked Learning Systems, PLCs and data analysis to inform instruction, RTI2 and behavioral intervention, Parent and Community Involvement, and building positive school culture and relationship.

PAPinc Technology and Equipment PLC summer leadership meetings with teachers School-wide goals setting Parent Engagement and Training parent training CPA/CTE Conferences, Entry fees, materials, clerical, benefits

Parent Engagement

Need more PLC training for teachers.

Need more PLC training for teachers.


SPSA Expenditure Summary

Total Expenditures by Funding Source

Funding Source 2017-18

Annual Update Budgeted

2017-18 Annual Update

Actual 2017-18

2017-18 Total

All Funding Sources 0.00 0.00 73,396.00 73,396.00

0.00 0.00 0.00 0.00

LCFF Supplemental/Concentration 0701 0.00 0.00 27,953.00 27,953.00

Title I 3010 0.00 0.00 45,443.00 45,443.00

* Totals based on expenditure amounts in goal and annual update sections.


Total Expenditures by Object Type

Object Type 2017-18



Actual 2017-18

2017-18 Total

All Expenditure Types 0.00 0.00 73,396.00 73,396.00

0.00 0.00 0.00 0.00

1000-1999: Certificated Personnel Salaries 0.00 0.00 17,600.00 17,600.00

4000-4999: Books And Supplies 0.00 0.00 37,946.00 37,946.00

5000-5999: Services And Other Operating Expenditures 0.00 0.00 17,850.00 17,850.00



Total Expenditures by Object Type and Funding Source

Object Type Funding Source 2017-18



Actual 2017-18

2017-18 Total

All Expenditure Types All Funding Sources 0.00 0.00 73,396.00 73,396.00

0.00 0.00 0.00 0.00

1000-1999: Certificated Personnel Salaries

LCFF Supplemental/Concentration 0701

0.00 0.00 4,600.00 4,600.00

1000-1999: Certificated Personnel Salaries

Title I 3010 0.00 0.00 13,000.00 13,000.00

4000-4999: Books And Supplies LCFF Supplemental/Concentration 0701

0.00 0.00 15,003.00 15,003.00

4000-4999: Books And Supplies Title I 3010 0.00 0.00 22,943.00 22,943.00

5000-5999: Services And Other Operating Expenditures

LCFF Supplemental/Concentration 0701

0.00 0.00 8,350.00 8,350.00

5000-5999: Services And Other Operating Expenditures

Title I 3010 0.00 0.00 9,500.00 9,500.00



Total Expenditures by Goal

Goal 2017-18 2017-18

Total

Goal 1 60,088.00 60,088.00

Goal 3 13,308.00 13,308.00



SPSA Addendums

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single plan for student achievement (spsa) template · 2018. 4. 17. · other funding: 2016-17...

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