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North Campus Continuation High SchoolNorth Campus Continuation High SchoolNorth Campus Continuation High School 2014 Single Plan for Student Achievement

West Contra Costa Unified School DistrictNorth Campus Continuation High School

Title I

SINGLE PLAN FOR STUDENT ACHIEVEMENT

2014 - 2015

Board Approval Date: March 18, 2015Contact Person: Paul ShatswellPrincipal: Paul ShatswellTelephone Number: (510) 231-1438Address: 2465 Dolan Way

San Pablo, CA 94806E-mail address: [email protected]

BOARD OF EDUCATION2014 - 2015

ELIZABETH BLOCKVALERIE CUEVAS

RANDY ENOSTODD GROVES

MADELINE KRONENBERG

SuperintendentDr. Bruce HarterDistrict Address1108 Bissell Avenue

CityRichmond, CA

Zip Code94801

Telephone(510) 231-1101

Fax(510) 236-6784

Email [email protected]

Assistant SuperintendentNia RashidchiDistrict Address1108 Bissell Avenue

CityRichmond, CA

Zip Code94801

Telephone(510) 231-1130

Fax(510) 620-2074

Email [email protected]

Contents Page

School Site Council (SSC) Recommendations and Assurances

SSC Roster

Executive Summary

Stakeholder Involvement

System-wide Barriers

Data Analysis

Action Plan for Improving Student Achievement (Academic)

Student Achievement StrategiesELAMathELDScienceHistory/Social StudiesWorld LanguageAttendanceSchool ClimateParent InvolvementOther 1Other 2Other 3

Overall Budget Summary

Agreements

School Site Council (SSC) Recommendations and Assurances

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

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

2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval.

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

English Learner Advisory Committee

Other (list)

4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the Local Improvement Plan.

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

6. This school plan was adopted by the school site council on: .

7. The School Site Council will monitor the implementation and effectiveness of strategies in the plan at least twice during the 2014 - 2015 school year, using the WCCUSD monitoring process.

Attested:Paul ShatswellTyped name of school principal Signature of school principal Date

Typed name of SSC chairperson Signature of SSC chairperson Date

West Contra Costa Unified School DistrictNorth Campus Continuation High School

2014 - 2015School Site Council Membership Roster

Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated through the Consolidated Application, by the school site council. The current make-up of the school site council is as follows:

Names of MembersEmail address

(Home mailing address if email n/a) Phone Number Term ends on:

Identify Chair

Person:

Parent/Community Members

Student Members

School/Other Members

Tchr #1

Tchr #2

Tchr #3

Tchr #4

Principal Paul Shatswell [email protected] (510) 231-1438

Membership Composition:

Secondary (12 total)1 Principal4 classroom teachers1 other school staff3 parents/community members3 students

Executive Summary

The Single Plan for Student Achievement (SPSA) has traditionally served as a vehicle for communicating information about the school’s vision, initiatives to improve academic achievement, as well as describe how supplemental categorical funds are used to support these efforts.

WCCUSD’s new district Local Control Accountability Plan (LCAP) is designed to improve student achievement, support the whole child socially and emotionally, and involve stakeholders to ensure all WCCUSD students are college and career-ready, able to make life choices that have successful, productive outcomes.

Improve Student Achievement: Provide a clear, well-resourced and rigorous student achievement program that addresses the full range of student needs and results in all students being prepared for a successful life.

Support the Whole Child Socially and Emotionally: For students to achieve at high academic levels, schools, families, and communities must focus on the child’s social, emotional, physical and behavioral health, as well as the acquisition of academic skills.

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

Ensure All WCCUSD Students Are College and Career-Ready: Students can demonstrate independence, build strong content knowledge, respond to the varying demands of audience, task, purpose, and discipline, comprehend as well as critique, value evidence, use technology and digital media strategically and capably, and understand other perspectives and cultures.

Through data metrics and analysis, the LCAP also addresses the State’s 8 Priority Areas: Student Achievement, Student Engagement, Other Critical Student Outcomes, School Climate, Parental Involvement, Basic Services, Implementation of Common Core State Standards, and Course Access (see glossary for details on the 8 priority areas).

During the 2014-15 school year, we are transitioning our school’s SPSA to becoming a true companion document to the district LCAP so that it focuses on programs, activities and actions which are designed to continually address and support the same goals and 8 priority areas articulated in the LCAP.

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

Please read on to learn about North Campus Continuation High School’s specific SPSA plan of action for the 2014-15 school year.

SPSA Stakeholder Involvement

The School Site Council (SSC) works effectively with its stakeholders to complete the variety of tasks involved in developing, implementing, and monitoring the effectiveness of the Single Plan for Student Achievement (SPSA).

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

Choose one task management option for each stepTask SSC Actively Involved in Task or Task Delegated to

Step 1 Analyze local assessment data Process: or Process: ILT will be responsible for data review and analysis to ensure student resources are effectively monitored and resources are fairly divided.

Step 2 Gather input from(check all that apply) ELAC Others

Process: or Process:

Step 3 SPSA strategies development Process: or Process: ILT will discuss strategies that can be implemented and monitored

Step 4 Budget development Process: or Process: ILT will provide input on budget development.

Step 5 Finalize and submit SPSA for School Board Approval

Date:

Step 6 SPSA monitoring Process: or Process: ILT will continually monitor and refine SPSA initiatives and strategies.

System-wide Barriers

The following system-wide barriers have impacted our ability to meet our academic goals. Check all that apply and provide brief description of issue(s) and where applicable any site determined strategy for overcoming the barrier(s).

Barrier Description Strategy for Overcoming Barrier Staffing: *

Facilities maintenance: *

Facility capacity (space for classrooms/programs): *

Safety: *

Materials availability: *

Technology: *

Fiscal Support: *

Compliance Support: *

Curriculum and Instruction Support: *

Other: *

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

Data Analysis

Data Reviewed

Concern/StrengthDetermine if data results

indicate an area of growth school wide or an area of

concern/need

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

instruction

Academic Data

Accelerated Reader/Star Reading:

Area of concern Area of strength

DIBELS: Area of concern Area of strength

Benchmarks: Participation levels

XArea of concern Area of strength

Participation in Benchmarks is low

Benchmarks: Area of concern Area of strength

Benchmarks: Area of concern Area of strength

CAHSEE: Disaggregated longitudinal data and strand data

XArea of concernXArea of strength

Over years low pass rates have improved due to integrating CHASEE topics into classes and using individual tutors, all informed by analysis of strand data.

AMAO Data: Area of concern Area of strength

CELDT: Area of concern Area of strength

Grade Count: (Secondary Only)

Area of concern Area of strength

GPA: (Secondary Only) Area of concern Area of strength

Credits Earned: (Secondary Only) Disaggregated extra credits awarded

Area of concernXArea of strength

Students recover missing credits at a high rate across all identified groups.

Cho

ose

3

Other: Area of concern Area of strength

Student Support Data

Attendance: Disaggregated longitudinal data and ongoing identification/monitoring of truants

XArea of concernXArea of strength

Attendance rises over years across all identified groups. Attendance interventions are effective at curbing truancy.

Suspension Area of concern Area of strength

Parent/Community Survey: Area of concern Area of strength

Keys Survey: Area of concern Area of strength

Healthy Kids Survey: Perception of safety

XArea of concern Area of strength

Only 50% of students reported feeling "safe" or "very safe" during 2013-14

Cho

ose

2


Data Reviewed

Concern/StrengthDetermine if data results

indicate an area of growth school wide or an area of

concern/need

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

instruction


ACTION PLANREQUIRED SPSA STRATEGIES

FOR IMPROVING STUDENT ACHIEVEMENT

Student Achievement

English Language Arts (ELA)

2014-2015 Single Plan for Student Achievement (SPSA) Goals LCAP Alignment

1. Content Area2. What student needs have been identified and what metrics were

used to measure/identify progress?

3. Description of 2014-15 School SMART Goal

4. Targeted Pupil Subgroup(s)

5. What Local Assessment/Metric will be used to measure School SMART Goal?

Specify LCAP Priority

Specify LCAP Goal

English Language Arts

24% of students passed the 2013-14 ELA portion of CAHSEE.--------

By May 2015, at least 30% of students will pass CAHSEE ELA.--------

ALL Teacher created formative assessments and CAHSEE prep practice tests.--------

Student Achievement

1.1 Increase student achievement

Actions to Support Goal: (one action per line) By When: Cost: Site Funding Source1 Teacher modeled strategies using multiple text type samples and text-

dependent questionsOngoing

2 Guided and independent student practice emphasizing leveled questions that encourage more in-depth thinking/CAHSEE prep materials

Ongoing

3 Using student-generated questions and writing activities to extend text comprehension

Ongoing

4 Facilitate Common Core trainings including Common Sense, Illuminate, and others

Ongoing 1908 Title II

5 Hire part time after school Grad Tutor to work with targeted students Jan - June 2252 LCAP

6 Pay extra teacher hours to work with targeted students in the after school tutoring program

Jan - June 2810 LCAP

7 Purchase materials and supplies for students. Ongoing 3427 LCAP

8 Conduct study trips and college visits Jan - June 1500 LCAP

Student Achievement

Mathematics








Specify LCAP Goal

Mathematics There is low CAHSEE pass rate across almost all identified subgroups. Three groups have particularly low rates: Students with an IEP, females, and those that identify as African American. The rates were measured by inputting student pass/fail data into an Excel spreadsheet and using Excel functions to calculate values. --------

Increase pass rate for both CAHSEE tests to 50% for females and students that identify as African American, during the 2014-15 school year--------

Females, students that identify as African American

Student CAHSEE pass/fail status--------

Student Achievement


Actions to Support Goal: (one action per line) By When: Cost: Site Funding Source1 Identify CAHSEE non-passers Once per quarter

2 Individual and small group tutoring for willing students Ongoing

3 CAHSEE prep class Ongoing

4 Analyze disaggregated data to determine effectiveness of program June

5 Hire part time Grad Tutor to work with targeted students Jan - June 1126 LCAP

6 Pay extra teacher Hour for after school tutoring Ongoing 686 LCAP

7 Purchase materials and supplies for students Ongoing 1405 LCAP

8 Conduct study trips and college visits Jan - June 1500 LCAP

Student Achievement

English Language Development (ELD)








Specify LCAP Goal

English Language Development (ELD)

In the 2013-14 school year, 49 North Campus EL students scored at level 4 or 5 on the CELDT, however, of these 4% (2) were able to be reclassified RFEP. --------

In the 2014-15 school year 25 EL students were identified as reaching level 4-5 on the CELDT. 8% of those students will be reclassified by May of 2015--------

EL Students ELD benchmarks, ELD placement tests, CAHSEE pass and SRI tests--------

Student Achievement

1.1 Increase student achievement1.2 Accelerate student learning increases for ELL and low income students.

Actions to Support Goal: (one action per line) By When: Cost: Site Funding Source1 Create individual plans for ELD students levels 1-5 May

2 Purchase materials and supplies for ELD students Ongoing 686 LCAP

Student Achievement

Science








Specify LCAP Goal

Science -------- -------- --------

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

Student Achievement

History/Social Studies








Specify LCAP Goal

History/Social Studies

-------- -------- --------

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

Student Achievement

World Languages








Specify LCAP Goal

World Languages Students regularly ask the counselor for an alternate world language besides Spanish but we have not had an alternative in the past. --------

North Campus will increase the number of world languages available to 2 by quarter 2.--------

The number of world languages available will be reported by the counselor.--------

Student Achievement


Actions to Support Goal: (one action per line) By When: Cost: Site Funding Source1 Add American Sign Language to the courses available to students quarter 2

Student Achievement

Attendance








Specify LCAP Goal

Attendance There is low attendance across almost all identified subgroups, with no group far below the average. Attendance was measured by inputting data into an Excel spreadsheet and using Excel functions to calculate values. ADA for 2013-14 was 80.25%--------

Increase yearly average attendance by 2% from 2013-14 to 2014-15--------

All students Attendance monitoring -------- Student Engagement

4.2 Improve studentengagement and climateoutcomes

Actions to Support Goal: (one action per line) By When: Cost: Site Funding Source1 Bi-weekly analysis and interventions Ongoing

Student Achievement

School Climate








Specify LCAP Goal

School Climate According to the 2013-14 Healthy Kids survey only 50% of students feel "safe" or "very safe" at school. 31% of students reported at least one instance of harassment based on hate-crime reasons. --------

At least 55% of students will report feeling "safe" or "very safe" at school according to the 2014-15 Healthy Kids survey. --------

All Healthy Kids survey-------- School Climate 4.2 Improve studentengagement and climateoutcomes.

Actions to Support Goal: (one action per line) By When: Cost: Site Funding Source1 Register for No Place for Hate status September

2 Form a coalition of students and staff October 30

3 Professional development - AB 1266 January 25

4 Complete three anti-discrimination projects April 1000

5 Participate in completion ceremony May 100

6 Conduct PD and collaboration meetings, including peer observation Ongoing 1409 LCAP

7 Restorative Justice Training May 550

Student Achievement

Parent Involvement








Specify LCAP Goal

Parent Involvement Parent participation is lacking in school activities such as back to school night--------

20% of parents will participate in at least one school activity during the 2014-15 school year.--------

Participation level in school activities--------

Parent Involvement

3.1 Increase parentengagement,involvement, andsatisfaction

Actions to Support Goal: (one action per line) By When: Cost: Site Funding Source1 Host parent dinner activity #1 January

2 Host parent dinner activity #2 March

3 Host parent dinner activity #3 May

4 Purchase materials and supplies for parent activities and meetings Ongoing 2000 LCAP

Student Achievement

Other #1








Specify LCAP Goal

Implementationof CCSS

The percentage of students engaged in learning activities in classrooms at any time is 63% on average. This result has been determined by averaging outcomes of the North Campus quarterly self-assessment procedure.--------

During the 2014-15 school year at least one quarterly self-assessment will reflect an average student engagement level of at least 70%. --------

The North Campus quarterly self-assessment procedure--------

Implementationof CCSS

2.3 Improve instructionalpractice throughprofessionaldevelopment andprofessional learningcommunities at schools

Actions to Support Goal: (one action per line) By When: Cost: Site Funding Source1 Four collaborations quarterly

2 Before and after self-assessment quarterly

3 Multiple peer observations quarterly

4 Individual coaching by the instructional coach quarterly

5 Data analysis/reporting by the ILT quarterly

6 Professional development - Responsive Design For Educators January 100

Student Achievement

Other #2








Specify LCAP Goal

Technology Educational research, including The Technology Factor by Project Red, have proved clear correlations between technology use and student achievement--------

By the end of the 2014-15 school year all intervention classes will use technology daily, teachers will focus collaboration on technology once per month, and students will use technology for online collaboration in every class. --------

Technology use will be coordinated and monitored by the TTL--------

WCCUSD Strategic Plan

6.2 Integrate technologyin classrooms toimprove studentlearning

Actions to Support Goal: (one action per line) By When: Cost: Site Funding Source1 Technology use will be coordinated and monitored by the TTL September

2 Teacher professional learning and collaboration once per month Ongoing

3 Students use technology for online collaboration in every class May


Student Achievements

Other #3








Specify LCAP Goal

Student engagement According to surveys students want more activities at school. --------

The number of students participating in activities will increase to 25% by quarter 2 --------

Participation level in activities--------

Student Engagement

4.2 Improve studentengagement and climateoutcomes.

Actions to Support Goal: (one action per line) By When: Cost: Site Funding Source1 Create music class Quarter 2

2 Create PE class Quarter 2


Overall Budget Summary

Summary of Costs

Total Allocations and Expenditures by Funding Source

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

LCAP 18801 0.00

Title II 1,908 0.00

Total Expenditures by Funding Source

Funding Source Total ExpendituresLCAP 18,801.00

Title II 1,908.00

Agreements

The following critical compliance items are in place throughout WCCUSD:

Highly Qualified Teachers: All teachers and paraprofessional involved in our academic programs will meet NCLB’s highly qualified requirements. Our site coordinates with the WCCUSD Human Resources Department to ensure compliance with this item.

Strategies to attract and retain high quality teachers: Our site acknowledges the importance of attracting and retaining high quality instructional staff. Our site coordinates with the WCCUSD Human Resources Department to develop programs and strategies to ensure high quality instruction staff want to come to and remain at our site.

Learning Center Collaborative Model: Each WCCUSD school that runs a collaborative model provides a seamless approach to integrating personnel, resources, and teaching strategies to serve at-risk special and general education students. Special education teachers may work with unidentified students and regular education teachers may work with identified students (as long as they are qualified to meet the goals on the students’ I.E.P.s).

Staff development, selected strategies to implement or continue, and materials used are focused on meeting the needs of at-risk and general education students. This information is detailed in the SPSA. Any funds spent to support the model are also outlined in the SPSA. Finally, staff is consistently monitoring and evaluating the effectiveness of the collaborative model so that changes can be made where needed.

Parental Involvement: We recognize that parents/guardians need to be purposely involved in the education of their children. Our school will develop systems and opportunities for parents/guardians to understand the grade level standards and assessments, as well as participate in learning at home and decision-making activities. Many of our parental involvement activities are reflected in our SPSA. The following represents our agreements:

o Our site provides parents with individual student performance information and assistance with interpretation of the state assessment results through the following activities:

Principal, counselor, and teachers meet with parents and students regularly to review student performance data and to determine the most appropriate interventions to assist students in meeting goals.

o Our site provides information and assistance to parents on how to understand academic content standards, assessments and how to monitor academic progress through the following activities:

Teachers discuss academic content standards and assessments with parents during SST meetings and regularly scheduled one-on-one meetings.

o Parents have opportunities to attend meetings to discuss programs and decisions related to their child’s academic performance as follows:

Principal, counselor, and teachers meet with parents during SST meetings, and students during counseling sessions, to discuss academic progress monitoring and credit recovery opportunities.

o Students who have difficulty attaining proficiency are identified and provided with additional academic help. o Parents have the opportunity to submit comments on the SPSA to the LEA if they do not find the plan to be satisfactory.

Pre School Transition – Description of the above program:The preschool kindergarten transition program provides a smooth path for parents and students to be introduced to kindergarten. By offering preschool students and parents the opportunities to participate in school-wide activities, meet the kindergarten staff, and visit classrooms.

This transitional program Promote continuity from preschool to kindergarten Focus on family strengths and build collaborative relationships

Schoolwide Plans and Homeless Children and Youth: In accordance with McKinney Vento Federal Homeless Assistance Law, the following actions are taken:

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

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

o Teachers receive yearly training on how to identify warning signs which may indicate homelessness and sensitivity training on the special needs of homeless children and youth.

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

Title I Schools Only: Parent Involvement is supported through the development and maintenance of

1) school-level parent involvement policy - Revised on 2) parent-school compact - Revised on

Our site will hold an annual Title I meeting to 1) inform parents of school’s participation in Title I program, 2) explain the requirements of Title I, and 3) explain the rights of parents to be involved. For 2014 - 2015 this meeting is held on:

The information distributed at the annual Title I meeting will be made available to all parents through the following activities:

We have a flexible number of meetings in order to involve parents in an organized, ongoing and timely way in the planning, review and improvement of Title I programs.

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