the single plan for student achievement · needs and differentiate for the range of english...

The Single Plan for Student Achievement for Del Paso Manor Elementary School 1 of 48 11/18/16

The Single Plan for Student Achievement

School: Del Paso Manor Elementary School

CDS Code: 34-67447-6034490

District: San Juan Unified School District

Principal: Damon Smith

Revision Date:

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA.

The Single Plan for Student Achievement is aligned to the Local Control and Accountability Plan approved by the San Juan Unified School District Board of Education. It includes actions and services, resource allocations, and expected outcomes which align with the eight state priority areas as appropriate to the context and needs of the school site. This includes, but is not limited to, ensuring the conditions of learning are consistently met and parents/students/staff are fully engaged creating a positive school environment which lead to student success on achievement indicators.

For additional information on school programs and how you may become involved locally, please contact the following person:

Contact Person: Damon Smith

Position: Principal

Phone Number: (916) 575-2330

Address: 2700 Maryal DriveSacramento CA, 95821

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on .


Table of Contents

School Mission........................................................................................................................................................................3

School Profile..........................................................................................................................................................................3

Comprehensive Needs Assessment Components ..................................................................................................................3

Introduction...................................................................................................................................................................3

Data Analysis .................................................................................................................................................................3

Parental Involvement ....................................................................................................................................................4

Description of Barriers and Related School Goals ..................................................................................................................4

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

CAASPP Results (All Students) .......................................................................................................................................6

CELDT (Annual Assessment) Results............................................................................................................................10

Title III Accountability (School Data) ...........................................................................................................................11

Local Assessment Data ................................................................................................................................................12

Planned Improvements in Student Performance .................................................................................................................27

Planned Improvements: Goal/Tactic #1 ......................................................................................................................27

Planned Improvements: Goal/Tactic #2 ......................................................................................................................31

Summary of Expenditures in this Plan..................................................................................................................................35

Total Allocations and Expenditures by Funding Source ..............................................................................................35

Total Expenditures by Object Type and Funding Source.............................................................................................36

School Site Council Membership ..........................................................................................................................................37

Recommendations and Assurances......................................................................................................................................38

Del Paso Manor Elementary School’s Parent Involvement Policy........................................................................................39

Del Paso Manor Elementary School’s Parent Compact ........................................................................................................40

Annual Program Evaluation for 2016-17 Goals & Actions....................................................................................................41


School Mission

Del Paso Manor Elementary School’s Mission StatementValuing a culturally and academically diverse community, Del Paso Manor Elementary School's mission is to educate and inspire each student to develop a strong academic foundation that supports life-long learning and responsible citizenship by providing intellectually challenging instruction while promoting integrity and critical thinking.

School Profile

Del Paso Manor Elementary School is nestled in the well established Del Paso Manor community in Sacramento. What was once a neighborhood school is now one of the most dynamic schools in the district. Students who have been identified as Gifted and Talented (GATE) attend the on-site Rapid Learner (RL) program. The RL program is comprised of students from throughout the district (approximately 20% of our school population), and serves grades 2-5. DPM has a growing number of students identified as English Language Learners (ELL) (approximately 25% of our school population). Over 60% of our students receive free or reduced price meals.While every student comes to DPM with different needs, we believe each student deserves the same high-quality education. Our school faculty, students and district Positive Behavior Intervention and Support (PBIS) personnel are actively working to increase the positive behaviors at our school site. We strive to provide a physically and emotionally safe school environment. We are focused particularly on defining, teaching, and reinforcing the behaviors that support successful practices. Student who exemplify the successful practices are awarded "Bucket Fillers." A goal of DPM is to build student capacity and independence. DPM students have the opportunity to participate in a variety of activities during and after school. During school student work on projects and share activities within the class, with buddy classes and across the school. After-school programs such as beginning and advanced choir and band, dance, Chess, Young Rembrandts, KidzArt, Early Engineers, Mad Science, Running for Rhett and other supervised weekly activities are offered to enrich student learning. We have an active Parent Teacher Association and Rapid Learner group called GATEPOST which support special experiences for our students. In addition, the school is supported by the community members living in the attendance area through volunteering, donations and partnerships.

Comprehensive Needs Assessment Components

IntroductionDPM faculty, parent/guardian(s), and community members completed our initial site strategic plan in the Spring of 2012. Our plan was revised in the Spring of 2014 and approved by SSC. The plan continues to be reviewed monthly. Our goals are to align our instructional practice with the Common Core, promote positive citizenship, and create a strong partnership with every family.

Data AnalysisDescribe the use of data both during the 2 day planning meeting and action planning. Refer to research done during action planning.

MAP, CAASPP and Q were utilized as a primary sources of data related to standardized test scores and suspension data. Grades 2-6 will take the Northwest Evaluation Association-Measures of Academic Progress (NWEA-MAP) two times in Reading and Mathematics during the 2016-2017 school year in the fall and winter. In the spring grade 2 will take MAP while grades 3-6 will take CAASPP. Results from past assessments found that Socioeconomically Disadvantaged students and Hispanic/Latino students are not consistenly making adequate yearly progress. There is a significant achievement gap between our White and Socioeconomically Disadvantaged and Hispanic/Latino students.

During 2013-2014, DPM's enrollment increased from 480 students to 615. Then the enrollment decreased to 560 students due to the sixth grade Rapid Learner students moving to Middle School for he 2014-2015 school year. Once again DPM's enrollment has increased for the 2015-16 year to 612 even though class size reduction was implemented for grades Kindergarten and first during that year. Currently for the 2016-2017 school year, with Class Size Reduction moving from Kindergarten through Second grade, the school population is at 610 students.


Student behavior continues to be an area of focus. Our Positive Behavior Intervention and Support (PBIS) Team continues to develop Tier 1, Tier 2, and Tier 3 interventions to support students struggling to self-manage.

We continue to identify additional ways to engage and promote parent involvement. Parent education opportunities have been scheduled to introduce the parent community to the new report card and Successful Practices.

Accountability measures include formative assessment and summative assessment school-wide. In grades K-2 teachers use Running Records/Text Levels to measure reading growth. As part of the summative assessment, NWEA scores are used for grades 2-6 for ongoing measurement of reading and math. Teachers attended training in English Language Development in order to meet the needs and differentiate for the range of English development. In addition, parent/staff and student surveys, attendance and behavioral referral data has and will be used to determine if goals are being met.

Parental InvolvementResources available from family, school, district, and community to assist under-achieving students (ESEA)

Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932)

DPM values the partnerships we create with our families. All parents/guardians are welcome at DPM. Parents/guardians have the opportunity to volunteer in the classroom and/or on field trips, join/attend the Parent Teacher Association (PTA), GATEPOST (RL Program), the English Language Advisory Committee (ELAC), and/or School Site Council (SSC). Each classroom has an art docent and volunteer room parent to assist with communication and the coordination of school-wide activities. DPM added a Parent Liason position during the 2015-16 school year to work with families and get more involvement. This position has continued for the 2016-17 school year and is currently working with our families who are new to the country.

Parents at DPM have a strong voice not only at the school site, but in the San Juan Unified School District. DPM parent representatives attend District level committees representing our school interests at the Superintendent's Parent Advisory Committee (SPAC), District English Language Advisory Committee (DELAC), Gifted and Talented

Advisory Committee (GAC), and the Rapid Learner Design and Marketing Committees. The PTA works closely with teachers to support their work and provides a per student allocation to assist with the cost of field trips (ticket or transportation related costs), a classroom fund, a fund for student recognition, and many other activities and events including, but not limited to assemblies, fall carnival, author day, read-a-thon, annual silent auction, community nights and many more family friendly activities.

Description of Barriers and Related School Goals

Include the strongest themes from critical issues or Gap to Goal Review of Data

DPM data analysis of 2015 MAP Data (MAP data is highly aligned with CAASPP data)

•2016 Reading Performance (Winter 2015-2016 MAP Grade Report)

In winter 2016, 37% of grade 3 scored proficient In winter 2016 35% of grade 3 students demonstrated growthIn winter 2016, 50% of grade 4 scored proficient In winter 2016 50% of grade 4 students demonstrated growthIn winter 2016, 44% of grade 5 scored proficient In winter 2016 49% of grade 5 students demonstrated growthIn winter 2016, 21% of grade 6 scored proficient In winter 2016 35% of grade 6 students demonstrated growth

2015 Mathematics (Spring 2014-2015 MAP Grade Report)

In winter 2016, 43% of grade 3 scored proficient In winter 2016 33% of grade 3 students demonstrated growthIn winter 2016, 35% of grade 4 scored proficient In winter 2016 32% of grade 4 students demonstrated growthIn winter 2016, 33% of grade 5 scored proficient In winter 2016 38% of grade 5 students demonstrated growthIn winter 2016, 21% of grade 6 scored proficient In winter 2016 33% of grade 6 students demonstrated growth


2015-2016 Growth Level Report (measures fall, 2015 to winter, 2016)

As of Winter 2016, 43% of all students in grades 2-6 met or had accelerated growth on the ELA MAP assessment.As of Winter 2016, 36% of ELL students in grades 2-6 met or had accelerated growth on the ELA MAP assessment.As of Winter 2016, 39% of low SES students in grades 2-6 met or had accelerated growth on the ELA MAP assessment..

There is a significant achievement gap between our Caucasian, the English Leaarner and Low SES subgroups. Objective 4 in our strategic plan: By 2016, we will decrease the achievement gap in targeted subgroups by at least 50%.

Potential barriers include limited site resources. Class size is at contractual max (26:1 in grades K, 1 and 2, 31:1 in grades 3, and 34:1 grades 4-6). The full time Special Education Resource (RSP) teacher and the Special Education Instructional Assistant support students on their caseload, but additional assistance is not available for students struggling with academics who do not qualify for Special Education. Several teachers including Special Education team members offer support services for his/her students before or after school.

For the 2016-2017 school year, having a full time English Language development (ELD) instructor and a half time Bilingual Instructional Assistant will help our EL group. As our number of beginning English Learners who speak Farsi is now our largest group, we changed our BIA to an interpreter who speaks Farsi also. ELD time has been established at all grade levels to meet the needs of an increasing and diverse English Learner population. More and more none to limited English speakers are enrolling. DPM has well over 160 EL students speaking 21 languages. Staff has attended training to meet the new demands.

School enrollment had increased from 480 (2009) to 620 (2013) and then decreased to 560 (2014) due to the loss of 6th grade Rapid Learners. Once again enrollment increased to over 610 for the 2016-2017 school year. DPM has maintained an average attendance rate of 95.6% for the 2015-2016 school year. Weekly/monthly attendance contests are held and perfect attendance is recognized each trimester and again at the end of the year. We work closely with our community outreach worker to support families struggling with attendance related concerns (tardys and more than 10 absences/year). Potential barriers include lack of transportation options for struggling families and attendance based upon the family's ability to get students to school, and on time.

DPM's Positive Behavior Intervention and Support (PBIS) Team meets monthly to discuss school-wide behavior trends/patterns and ways to reward positive behavior. Internal agreements have been made regarding expected student behavior before, during, and after school on campus. We are in the process of developing Tier 1, Tier 2 and Tier 3 interventions for students struggling with demonstrating positive behavior. Potential barriers include limited site resources to work 1:1 with students having extreme difficulty. For the 2016-2017 school year, the addition of the Multi tiered System of Support (MTSS) will help with having a Counselor, Psychologist, Social Worker, and Academic Interventionist available to our staff and students.


School and Student Performance Data

CAASPP Results (All Students)

English Language Arts/Literacy

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students TestedGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 101 100 95 91 95 90 94.1 91

Grade 4 97 105 94 98 94 98 96.9 93.3

Grade 5 105 104 101 96 101 96 96.2 92.3

Grade 6 60 75 54 70 54 70 90.0 93.3

All Grades 363 384 344 355 344 354 94.8 92.4

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not MetGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 2386.3 2388.8 22 24 14 18 15 9 49 49

Grade 4 2465.9 2473.4 35 36 11 16 15 15 39 33

Grade 5 2476.4 2497.3 25 29 21 19 11 16 44 36

Grade 6 2473.3 2443.6 4 1 19 16 35 19 43 64

All Grades N/A N/A 24 24 16 17 17 14 44 44

ReadingDemonstrating understanding of literary and non-fictional texts

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

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 20 22 29 38 51 40

Grade 4 33 41 27 31 40 29

Grade 5 28 28 32 30 41 42

Grade 6 4 6 56 36 41 59

All Grades 23 26 33 33 43 41

WritingProducing clear and purposeful writing


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 21 16 28 35 51 49

Grade 4 28 30 37 35 35 36

Grade 5 24 34 30 27 47 39

Grade 6 4 4 44 31 52 64

All Grades 21 22 34 32 45 46


ListeningDemonstrating effective communication skills


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 20 13 48 52 32 34

Grade 4 30 17 44 60 27 22

Grade 5 19 21 51 50 30 29

Grade 6 6 4 67 61 28 34

All Grades 20 15 51 56 29 30

Research/InquiryInvestigating, analyzing, and presenting information


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 20 23 38 34 42 42

Grade 4 30 30 37 44 33 27

Grade 5 30 41 40 34 31 25

Grade 6 9 10 63 46 28 44

All Grades 24 27 42 39 34 34

Conclusions based on this data:

1. In grades 3-5, most areas saw growth from 2014-15 to 2015-16

2. Sixth grade saw a decline from 2014-15 to 2015-16 of 21% more students are not meeting standards this year than last.



CAASPP Results (All Students)

Mathematics

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students TestedGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 101 100 96 94 96 93 95.0 94

Grade 4 97 105 95 104 95 103 97.9 99

Grade 5 105 104 102 102 101 102 97.1 98.1

Grade 6 60 75 58 74 58 73 96.7 98.7

All Grades 363 384 351 374 350 371 96.7 97.4

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not MetGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 2418.3 2404.8 24 25 18 19 23 12 35 44

Grade 4 2464.1 2454.8 26 23 17 15 24 24 33 38

Grade 5 2474.9 2488.2 25 26 12 14 18 16 44 44

Grade 6 2467.0 2432.8 5 7 7 10 34 18 53 66

All Grades N/A N/A 22 21 14 15 24 18 40 47

Concepts & ProceduresApplying mathematical concepts and procedures


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 33 28 28 24 39 48

Grade 4 34 28 16 19 51 52

Grade 5 28 30 25 20 48 50

Grade 6 7 7 29 19 64 74

All Grades 27 25 24 20 49 55


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


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 27 27 33 33 40 40

Grade 4 31 23 34 38 36 39

Grade 5 20 25 29 24 51 52

Grade 6 7 8 38 25 55 67

All Grades 23 22 33 30 45 48

Communicating ReasoningDemonstrating ability to support mathematical conclusions


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 27 31 43 35 28 33

Grade 4 32 28 20 35 48 37

Grade 5 24 25 33 29 44 45

Grade 6 5 8 47 42 48 49

All Grades 24 24 34 35 41 41


1. While the overall percentage of students meeting or exceeding standards in math stayed roughly the same from 2014-15 to 2015-16 school year, the percentage of students nearly at standard fell and the percentage of students not meeting standard went up 7%.

2. The area of Concepts and Procedures, and Problem Solving & Modeling/Data Analysis were the areas there was the largest drop overall.



CELDT (Annual Assessment) Results

2015-16 CELDT (Annual Assessment) Results

Advanced Early Advanced Intermediate Early Intermediate Beginning Number TestedGrade

# % # % # % # % # % #

K ********

*** ********

1 1 7 2 14 5 36 3 21 3 21 14

2 4 21 3 16 5 26 4 21 3 16 19

3 3 20 1 7 4 27 4 27 3 20 15

4 5 25 5 25 1 5 9 45 20

5 4 31 4 31 2 15 3 23 13

6 3 19 5 31 4 25 4 25 16

Total 8 8 18 18 29 30 18 18 25 26 98


1. 74% of EL students in grades 1-6 are scoring Beginning Level to Intermediate level, which is a 2% increase from the prior year. This is 72 students out of 98. Students continue to need support with learning English with an emphasis on vocabulary development through reading and writing.

2. Grade 4 had the highest level of Beginning students. This group needs to continue with oral language, Total Physical response/hands on and graphic organizers.First grade has the highest percentage of Intermediate students. This level needs to focus on academic vocabulary and scaffolding.Critical literacy will enhance learning of all levels.



Title III Accountability (School Data)

Annual GrowthAMAO 1

2013-14 2014-15 2015-16

Number of Annual Testers 85 89 98

Percent with Prior Year Data 100.0% 98.9% 100.0%

Number in Cohort 85 88 98

Number Met 34 41 44

Percent Met 40.0% 46.6% 44.9%

NCLB Target 59.0 60.5% 62.0%

Met Target No No No

Attaining English Proficiency

2013-14 2014-15 2015-16

Years of EL instruction Years of EL instruction Years of EL instructionAMAO 2

Less Than 5 5 Or More Less Than 5 5 Or More Less Than 5 5 Or More

Number in Cohort 83 19 88 17 112 18

Number Met 14 -- 18 -- 20 6

Percent Met 16.9% -- 20.5% -- 17.9% 33.3%

NCLB Target 22.8 49.0 24.2% 50.9% 25.4% 52.8%

Met Target No -- No -- No No

Adequate Yearly Progress for English Learner SubgroupAMAO 3

2013-14 2014-15 2015-16

English-Language Arts

Met Participation Rate Yes

Met Percent Proficient or Above --

Mathematics

Met Participation Rate Yes

Met Percent Proficient or Above --


1. While there showed significant growth from 2013-14 to 2014-15, there was a slight decrease between 2014-15 and 2015-16. The gap between meeting the goal grew slightly, and goal is still not met.

2. The number of EL students is growing rapidly each year.



Local Assessment Data



1. Percentage of students suspended has decreased each year. African American students are still the highest percentage of students suspended. Need to identify additional ways to teach and model character traits.

2. DPM needs to identify additional opportunities for student leadership (lowest % of agree) under effective instructional strategies & 21st century skills

3. ConnectEd, weekly newsletter and other communication tools need to be translated for families who speak a language other than English.


Planned Improvements in Student Performance

Planned Improvements: Goal/Tactic #1

The School Site Strategic Planning Team and Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following tactics, results statements, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:

LCAP Goal:

LCAP Goal #1: Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready.

Site Goal (optional):

We will establish and fully implement a balanced curriculum aligned to Common Core State Standards that will actively engage students with instructional strategies that integrate technology, the arts and additional enrichment opportunities in a unified, collaborative 21st century learning community.--------

Metric categories used to form this goal (Select all that apply):

ELA Proficiency RatesX K-2 Text level

X 3-9 Reading MAP

X 3-8,11 ELA CAASPP

Math Proficiency RatesX K-2 Math Assessment

X 3-9 Math MAP

X 3-8,11 Math CAASPP

English LearnersX ELD Growth

X EL Reclassification Rates

X CELDT Proficiency

Standards ImplementationX ELD Implementation

Course Access Pupil Outcomes College Readiness

Climate Attendance Parent Engagement Student Engagement

Findings from the analysis of overall metric categories listed above:

We found our ELA Proficiency Rates based on 3rd-6th grade 2015-2016 CAASPP data to be 41% of our total students were meeting or exceeding standards.ELA K-2 Reading text level Running Record assessment data showed that 62% of all students met their target growth for the 2015-2016 school year, while 59% of low SES and 58% of English Learners met growth target.We found our Math Proficiency Rates based on 3rd-6th grade 2015-2016 CAASPP data to be 36% of our total students were meeting or exceeding standards.We found that 32% of our English Learners grew 1 level or more on CELDT levels from the 2014-15 to 2015-2016 school level.Analyzing MAP data, 36.8% of our 2nd-6th grade English Learners met or exceeded their MAP growth target from Fall 2015 to Winter 2016.

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Process for monitoring progress of each metric category for this goal:

Based on our 2016-2017 CAASPP data, 44% of our 3rd-6th grade students will meet or exceed ELA standards.Based on K-2 Reading Running Record text level data, at least 65% of all students will meet their growth target, with at least 63% of low SES and 62% English Learner meeting growth target.The process for monitoring progress of our 2nd-6th grade ELA Proficiency Rates will be based on our Fall and Winter MAP assessment projected proficiency and students meeting growth targets, as well as K-2 Reading Running Record text levels.


Based on our 2016-2017 CAASPP data, 39% of our 3rd-6th grade students will meet or exceed Math standards.The process for monitoring progress of our 2nd-6th grade Math Proficiency Rates will be based on our Fall and Winter MAP assessment projected proficiency and students meeting growth targets, as well as numerous formative assessments during the year.The process for monitoring progress of our English Learners (2nd-6th grade) will be based on our Fall and Winter MAP assessment projected proficiency and students meeting growth targets, as well as K-2 Reading Running Record text levels.Based on our Fall 2016 to Winter 2017 MAP data, 40% of our 2nd-6th grade English Learners will meet or exceed their growth target.

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LCAP/SPSA Focus LCAP/SPSA Metric

Pupils to be Served

Actions/Services & Proposed Expenditures

SPSA # Action/Service Person(s) Responsible Funding Source Amount Implementation

Timeline

Focus 1: Ensure a high level of literacy skills for all students.

K-2 Text level, 3-9 Reading MAP, 3-8,11 ELA CAASPP

X AllOR:------ Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

-1.1.1 Scholastic K-2 LiteracyProfessional development for all K-2 teachers

Principal and K-2 teachers

2016-2017 school year

-1.1.2 Critical Literacy Training school wide

Principal and all teachers

2016-2017 school year

-1.1.3 GLAD training Selected teachers 2016-2017 school year

-1.1.4 Teachers provide after school intervention groups using Fountas and Pinnell Intervention kits.

Teachers 2016-2017 school year

-1.1.5 K-2 Scholastic Library book match

Site Leadership team

LCFF - Supplemental: Site Allocation

7,560

-1.1.6 Purchase Lexia Core for students


5,000

Focus 2: Ensure a high level of math skills for all students.

3-9 Math MAP, 3-8,11 ELA CAASPP, Completion of IM 1 (K-2 math assmt)


-1.2.1 Teachers attend training focused on Math framework and instructional strategies to meet students needs and standards.

Teachers LCFF - Supplemental: Site Allocation

3,000


5,000-1.2.2 Sub costs for training Teachers

LCFF - Site Carryover

700

Focus 3: Ensure the development of English language

ELD growth, ELD fluency, Reclassification

AllOR:------ Low Income

-1.3.1 Ensure all English Learners receive Designated and Integrated English Language

ELD Teacher(s) LCFF - Supplemental: English Learner

89,350



Pupils to be Served



Timeline

proficiency among English learners.

rates pupilsX English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

Development (ELD) daily. Central

-1.3.2 Provide primary language support to EL students, and/or the targeted student population, at beginning and early intermediate proficiency levels to support core content instruction in collaboration with the classroom teacher (BIA/IA).

Bilingual Instructional Assistant/Instructional Assistant


14,840

-1.3.3 GLAD Training Selected Teachers 2016-2017 school year

-1.3.4 Purchase books that are reflective of our diverse community

Parent Liason, principal and ELD teacher


1,530

Focus 7: Ensure site resources are allocated to meet unique the academic and social-emotional needs of students at each site.

Site defined X AllOR:------ Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify)

-1.4.1 Instructional Technology Site Leadership Team


15,000


Planned Improvements in Student Performance

Planned Improvements: Goal/Tactic #2

The School Site Strategic Planning Team and Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following tactics, results statements, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:

LCAP Goal:

LCAP Goal #2: Foster respectful, collaborative and reflective school and district cultures that ensure academic success and social/emotional well-being for each student.

Site Goal (optional):

We will identify, model and engage our students in activities that promote personal integrity, responsible behavior and exemplary citizenship on a local and global level.--------

Metric categories used to form this goal (Select all that apply):

ELA Proficiency Rates Math Proficiency Rates English Learners Standards Implementation

Course Access Pupil Outcomes College Readiness

ClimateX Home/class suspensions

X District Parent, Staff, Student Survey

AttendanceX Attendance Rates

Parent EngagementX Parent input in School Programs

X Participation in Parent Activities

Student EngagementX Student input in School Programs

Findings from the analysis of overall metric categories listed above:

Based on our Survey Results, we found there is a breakdown in communication between staff and families. Only 77% of parents feel concerns about their student's progress is communicated promptly to them. 68% feel the principal and staff listen to concerns about issues and only 74% feel that the school and parents are collaborating partners in promoting positive behavior for their student. Only 43% of our families found that the school's family resource center provides useful resources and services.

We found our Attendance for the year was 95.1%. There has been a steady decline in attendance rates for the past 3 years.

We found the number of EL students has consistently been increasing the past few years, and while the students attend school, the families do not typically participate in Parent Engagement. Based on our parent surveys, only 51% feel Translated materials (or a translator) for their language is available when they come to school.

We found a lack of Student Engagement led to an increase in work avoidance behaviors based on SWIS data.

We found other local assessments (formative) revealed that 16% of our student population is African American, yet that population represented 31 days (52%) of our 60 total days of suspension.

Parents are involved in School Site Council (SSC), Parent Teacher Association (PTA), Gifted And Talented Education Parents Organized for Students and Teachers (GATEPOST),


and help with community and various school events.

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Process for monitoring progress of each metric category for this goal:

The process for monitoring progress of our School Climate will be through reforming the school Positive Behavior and Intervention Support (PBIS) team.

The process for monitoring progress of our Attendance is to meet monthly with our assigned Attendance Improvement Program representative. We will hold HTC meetings for students struggling with attendance and provide supports for families as well as incentives for students positive attendance. Our goal for the 2016-2017 school year is to raise the attendance to 95.6%.

Based on our English Learner families response to the parent survey, we will increase to 70% for the amount of translated materials that go home, as well as ensure we provide translators for ELAC meetings, parent teacher conferences and community events.

The process for monitoring progress of our Student Engagement will be based on Behavior Information Form (BIF) and information input into SWIS as well as our monthly attendance rate. When students are more engaged in their education, behavior referrals should go down and attendance rates should go up. Professional development on Culturally Responsive Teaching and the Brain by Zaretta Hammond will assist in helping bring down the percentage of African American students who are suspended as well as bringing down our suspensions for all students. Our goal is a decrease by 10% of overall suspensions (<54 days of suspension) for the 2016-17 school year.

While we have a substantial amount of parents involved in the school, we are not reaching all of our families due to lack of communication and/or language barriers. We will reach out through email from our PTA and GATEPOST groups as well as using our connect ed for phone calls and emails to our community. We will update contact information more diligently through constant communication with teachers. We will also provide more information for parents who speak languages other than English as well as provide translators at events to help ensure we are reaching all our families. We will use our parent survey to assess our growth in this area.

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Pupils to be Served



Timeline

Focus 3: Improve school climate by providing behavioral and social-emotional support

Home/class suspensions, expulsion rates


-2.1.1 Positive Behavior team to meet weekly to discuss progress and any specific items regarding student behavior, how incentives are working and modify/adjust as needed based on Behavior Forms input into SWIS and Suspension Data

PBIS team 2016-2017 school year

-2.1.2 Incentives for student rewards

Principal, Secretary


1,000

-2.1.3 Social Skills groups for students identified by teachers

MTSS staff and teachers

-2.1.4 Implement Restorative Justice into identified classrooms

MTSS staff and teachers

-2.1.5 Book Study-PD on Culturally Responsive Teaching and the Brain by Zaretta Hammond

all staff

Focus 2: Develop and support patterns of regular attendance for all students

Attendance rates, Chronic absence


-2.2.1 Attendance Improvement Plan

Melinda Lauten and Jenny Holthaus



Pupils to be Served



Timeline

Focus 4: Improve the safety, climate and collaborative culture of the district and of school sites

Safety perceptions, facilities


-2.3.1 Hire Campus Monitor Principal LCFF - Supplemental: Site Allocation

20,000

Focus 6: Increase parent engagement in schools, particularly for parents of students in targeted groups

Parent support of learning (district, school)-offerings, participation in parent activities

AllOR:------X Low Income pupilsX English Learners Foster YouthX Redesignated fluent English proficient Other Subgroups: (Specify)

-2.4.1 Parent Liason hired to implement Thursday groups for families in the family resource center.

-2.4.2 Provide translated materials and translators for ELAC, Parent Teacher Conferences and Community events

ELD teacher, Parent Liason and principal


Summary of Expenditures in this Plan

Total Allocations and Expenditures by Funding Source

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

LCFF - Supplemental: English Learner Central 89,350 0.00

LCFF - Supplemental: Site Allocation 72,930 0.00

LCFF - Site Carryover 700 0.00


Summary of Expenditures in this Plan

Total Expenditures by Object Type and Funding Source

Funding Source Total Expenditures

LCFF - Site Carryover 700.00

LCFF - Supplemental: English Learner Central 89,350.00

LCFF - Supplemental: Site Allocation 6,000.00

LCFF - Supplemental: Site Allocation 66,930.00


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:

Name of Members

Prin

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Clas

sroo

mTe

ache

r

Oth

erSc

hool

Sta

ff

Pare

nt o

rCo

mm

unity

Mem

ber

Seco

ndar

ySt

uden

ts

Victor Bertolani X

Jennifer Holthaus X

Jean Hurley (Chair) X

Holly Ramsay X

Carmen Micsa X

Shelby Carney X

Magali Kincaid X

Jean Garcia X

Barbara Lezon X

Deborah Kraus X

Numbers of members of each category: 1 3 1 5

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


Recommendations and Assurances

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

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):

X English Learner Advisory Committee

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

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

6. This SPSA was adopted by the SSC at a public meeting on 5-24-2016.

Attested:

Damon SmithTyped Name of School Principal Signature of School Principal Date

Bonnie Jean HurleyTyped Name of SSC Chairperson Signature of SSC Chairperson Date


Del Paso Manor Elementary School’s Parent Involvement Policy


Del Paso Manor Elementary School’s Parent Compact


Annual Program Evaluation for 2016-17 Goals & Actions

Planned Improvement Goal #1:We will establish and fully implement a balanced curriculum aligned to Common Core State Standards that will actively engage students with instructional strategies that integrate technology, the arts and additional enrichment opportunities in a unified, collaborative 21st century learning community.--------

Related Objective and how it will be Measured:

By Spring, 2016, 45% of all students in grades 2-6 will meet or have accelerated growth on the ELA as measured by the MAP assessment.By Spring, 2016, 44% of ELL students in grades 2-6 will meet or have accelerated growth on the ELA as measured by the MAP assessment.By Spring, 2016, 40% of low SES students in grades 2-6 will meet or have accelerated growth on the ELA as measured by the MAP assessment.

By Spring, 2016, students in grades K-2 will increase their text level by 5 levels as measured by by running records as measured by the classroom teacher running record results entered into Data Director.

Behavior data collected this year will be reviewed monthly to set a baseline data for the 2015-2016 school year. An objective will be set monthly for improvement as well as an objective will be set in June for annual improvement. By June, 2016, suspensions will decrease by 25% (no more than 8 suspensions generated by 3 students) as measured by SWIS.

By Spring 2016, the attendance rate will increase by 1% to 96.47% for students in grades K-6 as measured by the San Juan Pupil Personnel Services Department.

By Spring 2016, the attendance rate will increase by 1% to 96.4% for ELL students in grades K-6 as measured by the District AEP report.--------

Mid- Year Data: Analysis/Findings: Please report progress based on the latest assessments in respect to the identified measures noted above

End of Year Data: Analysis/Findings: Please report progress based on the latest assessments in respect to the identified measures noted above**Based on this analysis, in the far right hand column of template below: 1) identify strategies/actions that are working and will continue next school year; 2) identify strategies and actions that will be modified or discontinued. If you are modifying actions, describe the changes will be making.

Please report progress in actions implemented this year:

Progress in ActionsActions to be Takento Reach This Goal

(Do Not Edit) Aug-Jan Jan-JuneAdditions/Modifications based on

Findings

Focus 1: Ensure a high level of literacy skills for


Actions to be Takento Reach This Goal

(Do Not Edit)

Progress in Actions Additions/Modifications based on FindingsAug-Jan Jan-June

all students.

Focus 2: Ensure a high level of math skills for all students.

Focus 3: Ensure the development of English language proficiency among English learners.

Focus 7: Ensure site resources are allocated to meet unique the academic and social-emotional needs of students at each site.


Planned Improvement Goal #2:We will identify, model and engage our students in activities that promote personal integrity, responsible behavior and exemplary citizenship on a local and global level.--------

Related Objective and how it will be Measured:All students will develop and consistently demonstrate (see current data above):Positive Character Traits (% Most/All of the Time character)Students take responsibility for their OWN Learning as measured by the Spring 2015 School Survey Results (AEP).Students take responsibility for their OWN behavior as measured by the Spring 2015 School Survey Results (AEP).Students take responsibility for their OWN treatment of others as measured by the Spring 2015 School Survey Results (AEP).Students take responsibility for their OWN PHYSICAL WELL-BEING as measured by the Spring 2015 School Survey Results (AEP).

By Spring, 2016, parents, students, and staff will identify positive character traits are demonstrated 85% or more of the time as measured by the spring school survey results. In addition safety will increase.--------






Findings

Focus 3: Improve school climate by providing behavioral and social-emotional support

Focus 2: Develop and support patterns of regular attendance for all students

Focus 4: Improve the safety, climate and collaborative culture of the district and of school sites


Actions to be Takento Reach This Goal

(Do Not Edit)

Progress in Actions Additions/Modifications based on FindingsAug-Jan Jan-June

Focus 6: Increase parent engagement in schools, particularly for parents of students in targeted groups


Planned Improvement Goal #3:--------

Related Objective and how it will be Measured:By May, 2016, all students and staff will have been a part of the development and application of knowledge and understanding of cultures representing our diverse community as documented on event sign in sheets, teacher lesson plans as measured attendance/sign in sheets for Professional Development Sheets.

By Spring, 2016, there will be a 10 % increase of teachers who will have been trained and will participate in the Parent/Teacher Home Visit Project as measured by the Training Log and Home Visit Log submitted to the Family and Community Engagement Department.

by Spring, 2016, Del Paso Manor will maintain or increase the number of home visits for 2014-2015. (133 home visits were made during the 2013-2014 year)

By Spring, 2016 parent and community volunteers will increase by 10% as measured by the volunteer logs maintained by PTA, Gatepost and the office.By Spring, 2016 a regular meeting time will be established for parents and community to meet to have informal discussions to identify and address parent/community needs, requests and resources. (Measured by Spring Survey and sign in sheets.--------






Findings



Related Objective and how it will be Measured:--------






Findings









Findings





End of Year Data: Analysis/Findings: Please report progress based on the latest assessments in respect to the identified measures noted above.**Based on this analysis, in the far right hand column of template below: 1) identify strategies/actions that are working and will continue next school year; 2) identify strategies and actions that will be modified or discontinued. If you are modifying actions, describe the changes will be making.




Findings

the single plan for student achievement · needs and differentiate for the range of english...

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