School Plan for Student Achievement (SPSA) Template...School Plan for Student Achievement (SPSA)...

School Plan for Student Achievement (SPSA) of 64 Williamson Elementary School

School Year: 2019-20 SPSA Title Page

School Plan for Student Achievement (SPSA) Template Instructions and requirements for completing the SPSA template may be found in the SPSA Template Instructions.

School Name Williamson Elementary School

County-District-School (CDS) Code

34673306033286

Schoolsite Council (SSC) Approval Date

September 3, 2019

Local Board Approval Date

October 24, 2019

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Table of Contents

SPSA Title Page ...............................................................................................................................................1

Table of Contents ..............................................................................................................................................2

Purpose and Description ...................................................................................................................................4

School Vision and Mission ................................................................................................................................4

School & Community Profile .............................................................................................................................4

Comprehensive Needs Assessment Components ...........................................................................................6

Data Analysis ............................................................................................................................................6

Surveys .....................................................................................................................................................6

Classroom Observations ...........................................................................................................................6

Analysis of Current Instructional Program .................................................................................................6

Stakeholder Involvement ..................................................................................................................................9

Resource Inequities ..........................................................................................................................................9

School and Student Performance Data ..........................................................................................................12

Student Enrollment ..................................................................................................................................12

CAASPP Results .....................................................................................................................................14

ELPAC Results .......................................................................................................................................18

Student Population ..................................................................................................................................21

Overall Performance ...............................................................................................................................23

Academic Performance ...........................................................................................................................24

Academic Engagement ...........................................................................................................................29

Conditions & Climate ...............................................................................................................................31

Goals, Strategies, & Proposed Expenditures ..................................................................................................33

Goal 1 ......................................................................................................................................................33

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

Goal 3 ......................................................................................................................................................42

Goal 4 ......................................................................................................................................................45

Budget Summary ............................................................................................................................................49

Budget Summary ....................................................................................................................................49

Other Federal, State, and Local Funds ...................................................................................................49

School Site Council Membership ....................................................................................................................50

English Learner Advisory Committee (ELAC) .................................................................................................51

Recommendations and Assurances ...............................................................................................................52

Instructions ......................................................................................................................................................53

Instructions: Linked Table of Contents ....................................................................................................53

Purpose and Description .........................................................................................................................54

Stakeholder Involvement .........................................................................................................................54

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Resource Inequities ................................................................................................................................54

Goals, Strategies, Expenditures, & Annual Review ........................................................................................55

Annual Review ........................................................................................................................................56

Budget Summary ....................................................................................................................................57

Appendix A: Plan Requirements .............................................................................................................59

Appendix B: .............................................................................................................................................62

Appendix C: Select State and Federal Programs ...................................................................................64

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Purpose and Description Briefly describe the purpose of this plan (Select from Schoolwide Program, Comprehensive Support and Improvement, Targeted Support and Improvement, or Additional Targeted Support and Improvement) X Schoolwide Program

Briefly describe the school’s plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs. We will follow all Every Student Succeeds Act (ESSA) requirements and be aligned with the Folsom Cordova Unified School District (FCUSD) Local Control and Accountability Plan (LCAP).

School Vision and Mission Vision: Valuing our families while utilizing community partners, Williamson staff will foster high expectations for students to achieve their full potential. Our whole child approach encompasses academic, social emotional, and health development, as well as language and technological skills. We will provide the rigorous educational opportunities necessary to mold all students into lifelong learners. Mission: Williamson Elementary will provide a high-quality, standards-based education that supports the academic and social-emotional development of all students.

School & Community Profile Williamson Elementary School is located east of Sacramento along the Highway 50 corridor in the city of Rancho Cordova. Williamson Elementary has a rich heritage of community pride, family involvement, and neighborhood charm. The campus presents an inviting landscape with beautiful large trees and colorful murals. Located in Rancho Cordova, Williamson is one of twenty elementary schools in the Folsom Cordova Unified School District. The district serves approximately 19,500 students. Williamson Elementary School's student enrollment as of September 2019 is 580 students in preschool through 5th grade. Our school has many different cultural groups and languages including Spanish, Russian, Armenian, Ukrainian, and many others. Learning extends beyond the core curriculum of reading, math, social studies, and science. Our 4th and 5th-grade students receive twice weekly music instruction. All classrooms and the library are connected to the Internet and students use the computers in a variety of ways. The strong parent and community support we receive help reinforce the goal of providing an excellent educational program in a warm, caring, and safe environment. School spirit abounds on campus as the Williamson student body participates in special spirit days planned by the student leadership group. Williamson offers extra support for teachers and students with the addition of a full-time Assistant Principal in 2017. We also have a full-time Academic Coach and Intervention teacher who help deliver specialized academic instruction to small groups of students. In 2016, we went to 1:1 ration for student technology. Each child has access to their own Chromebook in their classroom. The most current California Department of Education (CDE) Ethnicity data from 2017/2018 follows: 12.9% African American, 1.6% Asian, 0.9% Filipino, 40.1% Hispanic/Latino, 2.5% Pacific Islander, 29.1% White, 11.3% Two Or More Races and 1.6% Declined to State. As you can see from this data, Williamson Elementary has a very diverse population of students. Hispanic/Latino is our largest represented ethnic group. We translate all school communication into Spanish. Our robust English Language Advisory Committee (ELAC) group serves our diverse population. We currently have Spanish, Russian, Ukrainian, and Armenian translators on campus daily. Social-emotional learning is an important component of the overall educational program at Williamson and we commit to helping students learn the following: Show Respect, Make Good Decisions, and Solve Problems. Our Reflection Room is open to all students at their morning recess. Trained teachers and instructional assistants work individually and with

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small groups of children that may need extra practice and time to be successful with our school rules of Respectfulness, On Task and Always Safe behavior, followed with Responsibility. Teachers can assign this support or students may self select to attend during morning recess time. We encourage our community to continue to assist Williamson in our efforts to reach our goals for ongoing improvement. We will actively seek out new community partnerships to leverage connections for student support. We know with everyone's support and assistance our students will become positive members of our community for years to come. Success is everyone's job!

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Comprehensive Needs Assessment Components Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided.

Surveys This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s). Parent Surveys include the School Effectiveness Survey and the Title I Parent Survey. Both surveys characterize the current educational practices at the school. The conclusions reached are used to determine improvements needed. Our fifth grade students participate in the California Healthy Kids Survey each year. This survey helps inform our staff about the types of choices our student population is making and their level of risk.

Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings. The principal and assistant principal conduct formal and informal observations of all classrooms on a yearly basis. Permanent teachers receive observations every other year and probationary teachers receive observations every year for the first 3 years. Tenured teachers are on a 5 year cycle at the Principal's discretion. We find that our teachers are a highly qualified, energetic, and hard working.

Analysis of Current Instructional Program The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

• Not meeting performance goals• Meeting performance goals• Exceeding performance goals

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs.

Standards, Assessment, and Accountability Use of state and local assessments to modify instruction and improve student achievement (ESEA) Third through fifth grade students took the California (CA) Smarter Balanced California Assessment of Student Performance and Progress (CAASPP) state assessment last year online. We made growth in Language Arts and Math. All grades administer either the Systematic Instruction in Phoneme Awareness, Phonics and Sight Words (SIPPS) placement test, an Oral Reading Passage (ORP), and an i Ready English Language Arts (ELA) and Math Diagnostic. This is a test we give three times a year District wide to monitor student growth. Kindergarten, first and second grade teachers administer the Systematic Instruction in Phonological Awareness, Phonics, and Sight Words initial assessment for placement into phonics groups. These are flexible groupings that are used throughout the year for the systematic instruction of phonics. All grades give an initial, mid and end of year writing assessment as well.

Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) Essential standard data as tested by common formative assessments are to be reviewed at Professional Learning Team (PLT) meetings. The teacher focus in these meetings is to plan common assessments and leveled instruction for our students in Language Arts and Math. Teachers use the data to create leveled groups - multiple tiered systems of support (MTSS) for targeted instruction based on the data showing students who need more time and instruction and/or extension in the material. During the time of reteaching, all teachers are working on the same standard and no new material is taught to the students. This ensures that no student misses core instruction in any area.

Staffing and Professional Development 6


Status of meeting requirements for highly qualified staff (ESEA) All of our teachers are highly qualifed.

Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC) All teachers participate in school and District-wide professional development. They also participate in Professional Learning Communities to review data and plan instruction.

Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA) District Lead teachers work with our staff to make sure content is aligned with standards.

Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) Williamson has a Guiding Coalition that consists of; the principal, the assistant principal, the primary and intermediate implementation coach, the technology coach, a Special Education lead, an Academic Coach and Intervention teacher who help deliver professional development at a site level during monthly staff meetings. Our site also has funds allotted for conferences that support instructional practices within the classroom and are aligned with our site goals.

Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC) Williamson has Professional Learning Communities (PLC) time three times a month during staff meetings to support student achievement of essential standards.

Teaching and Learning Alignment of curriculum, instruction, and materials to content and performance standards (ESEA) Williamson utilizes our monthly meetings to assure that our curriculum is aligned and being delivered with fidelity and integrity.

Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC) Teachers turn in their class schedules which are reviewed by the Principal to ensure instructional minutes are observed. PE minutes are recorded daily in our PowerTeacher tracker.

Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC) Teachers pace together in English Learner Arts (ELA) and Math so they can share students needing reteaching and/or extension on essential standards during Multi-Tiered System of Support (MTSS) time.

Availability of standards-based instructional materials appropriate to all student groups (ESEA) We have sufficient instructional materials available to all student groups. We passed our Williams Audit in August of 2018.

Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC) We use all adopted and standards-aligned instructional materials available to us. Preschool uses Houghton Mifflin curriculum for English Learner Arts( ELA) and Math.Transitional Kindergarten (TK) uses Handwriting Without Tears, Envisions, and Benchmark materials. Grades K - 5 use Envisions, Benchmark, SIPPS, Therapeutic Crisis Intervention(TCI) curriculum for Social Studies and Amplify curriculum for Science. All curriculum are Board adopted.

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Opportunity and Equal Educational Access Services provided by the regular program that enable underperforming students to meet standards (ESEA) Our first and second grade students are grouped into heterogeneous early and late groupings so teachers can offer standard assistance to small groups of students. We use programs before, during and after school that are accessible to all identified students needing support.

Evidence-based educational practices to raise student achievement We are using programs that are research based, common core aligned, and Board approved to help raise student achievement. We made gains on the 2019 California Assessment of Student Performance and Progress (CAASPP) last year. We increased the number of students meeting and exceeding standards by 1% in ELA and 2% in math.

We still have a lot of hard work ahead of us and MORE gains to be made. The gap that still exists for many of our students is wide. For the 2019/2020 school year we are going to narrow our focus with laser light precision to only include the 15 day challenge model that was presented to the PLT Leads at a PLC conference in June of 2019.

This model includes identification of essential standards, planning learning targets and common formative assessments as a grade level team. Using this model we will...

As a team, identify the essential standard for the 15 day challenge; Create the learning targets (“I can” statements) and Common Formative Assessments (CFA); Plan intentional student engagement around the learning targets; Agree, as a team, on the delivery date of the CFA; Deliver intentional Tier 1 instruction; Analyze and discuss CFA data as a team; Plan intentional Multi-Tiered System of Supports ( MTSS) groups for students who have mastered the material and for those who need extra time and practice.

Parental Engagement Resources available from family, school, district, and community to assist under-achieving students (ESEA) Parent Engagement and Community Partnerships 2019/2020

Parent Engagement: WME will identify, plan and implement 3 MAJOR parent engagement opportunities for the 2019/2020 school year.

Community Partnerships: Identify all community partners and create a tracking system of the engagement they provide. Identify and engage one new community partner for the year.

Very family favorable activities with high attendnace in 2018/2019: STEM Night, Family Skate Night, Monthly Morning Coffee

Social Media/Communication Component: How can we use a greater social media presence to engage our parents? How will we use Blackboard connect to engage our parents?

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) We provide opportunities for parents, staff and community members to take part in the planning, implementation, and evaluation of programs.

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Funding Services provided by categorical funds that enable underperforming students to meet standards (ESEA) Some of the programs provided by categorical funds are: Intervention programs, extended day, and teacher planning.

Fiscal support (EPC) We receive funding through Title I that helps support programs for our school.

Stakeholder Involvement How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update? Involvement Process for the SPSA and Annual Review and Update Williamson Elementary works to involve all stakeholder input. Meetings and activities where stakeholder information is taken and reviewed by staff will occur at the following opportunities: Academic Leadership Team - Meets twice weekly Guiding Coalition - Meets every 4 to 6 weeks Professional Learning Team Leads - The principal will meet with the PLT Leads monthly to start and we will decide as a group the meeting frequency moving forward Site Council Meetings Implementation Coach Meetings as part of Staff Meetings Neighborhood Engagement Group run by the City of Rancho Cordova Parent Teacher Association (PTA) English Language Learner Committee (ELAC) Consultations with the FCUSD Director of Categorical Programs, Elena Cabrera Title I Budget Development and Title I Meeting Positive Behavior Intervention Systems (PBIS) Social Emotional Learning (SEL) Meetings Parent and student surveys All Hands on Deck - a weekly meeting where department heads meet with the school administration to review the calendar for the upcoming week Resource Inequities Briefly identify and describe any resource inequities identified as a result of the required needs assessment, as applicable. Williamson Elementary School is located east of Sacramento along the Highway 50 corridor in the city of Rancho Cordova. Williamson Elementary has a rich heritage of community pride, family involvement, and neighborhood charm. The campus presents an inviting landscape with beautiful large trees and colorful murals. Williamson is the largest elementary school in Rancho Cordova and is one of twenty elementary schools in the Folsom-Cordova Unified School District. The district serves approximately 20,000 students. Williamson Elementary School has a diverse student enrollment as of September 2018 with 590 students in preschool through 5th grade. We have a large English Learners (EL) population at our site with 34% of our students being considered EL. Our school has many spoken languages

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including, but not limited to, Spanish, Russian, Armenian, and Ukrainian. We translate all school communication into Spanish. Our robust English Learner Advisory Committee (ELAC) group serves our diverse population. We currently have Spanish, Russian, Ukrainian, and Armenian translators on campus daily. We support our EL students during small group instruction within the classroom with bilingual aides. The teacher with the support of the bilingual aides will use English Language Development (ELD) materials that are found in our Benchmark curriculum to support vocabulary and comprehension needs. We also have the advantage of being a Title I school with 89.2% of our families being considered socioeconomically disadvantaged. This gives us the opportunity to have the support of a full-time Academic Coach and Intervention teacher who help deliver specialized academic instruction to small groups of students. The grade level Professional Learning Team Leads work with the Academic Coach and Intervention teacher to support students with essential standards during our MTSS time. These two essential leaders on our campus also work with our students who are needing restorative justice techniques for problem-solving with peers and staff. Social-emotional learning is an important component of the overall educational program at Williamson, and we utilize these two positions to assist our students to make well planned choices at our school so that they have the opportunity to improve their overall academic performance. Learning extends beyond the core curriculum of reading, math, social studies, and science. Our school has had the good fortune to give more musical and technological opportunities to our students. Our fourth and fifth grade students receive twice weekly music instruction with a musically trained instructor. Our district music department had the opportunity to purchase more instruments for our Title I students, giving many more of our students the ability to play a violin, trumpet, or flute. Many of our students took advantage of this opportunity which gave them the chance to play an instrument and expand their musical abilities. Our District has moved us to a 1:1 Chromebook/student ratio so there are many opportunities to use technology within the curriculum. Many of our teachers on campus have expanded their curriculum and opportunities to learn the essential standards by using programs like google classroom. The strong parent and community support we receive helps reinforce the goal of providing an excellent educational program in a warm, caring, and safe environment. Our additions to SEL this year include more robust opportunities for students to work with caring adults. The District has added Marriage and Family Therapist (MFT) support which also supports the SEL needs of students. The addition of a full-time Assistant Principal was enacted in 2017. The Advanced Placement (AP) has been an asset to the team here at Williamson and is able to support our families and student needs. She is able to take time in her schedule to do home visits when needed and to connect our special education and our general education teams. We encourage our community to continue to assist Williamson in our efforts to reach our goals for ongoing improvement. With everyone's support and assistance, students will become positive members of our community in the years to come. Success is everyone's job! CDE Enrollment by Ethnicity: 2017/2018 12.9% African American, 1.6% Asian, 0.9% Filipino, 40.1% Hispanic/Latino, 2.5% Pacific Islander, 29.1% White, 11.3% Two Or More Races and 1.6% Declined to State 2018/2019 11.2% African American, 2.2% Asian, 0.9% Filipino, 42.5% Hispanic/Latino, 2.4% Pacific Islander, 28.3% White, 11.4% Two Or More Races and 1.1% Declined to State

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School Plan for Student Achievement (SPSA) Page 12 of 64 Williamson Elementary School

School and Student Performance Data

Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup

Percent of Enrollment Number of Students Student Group

2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

American Indian 0.4% % % 2 1

African American 9.9% % % 55 53 73

Asian 1.3% % % 7 10 9

Filipino 0.9% % % 5 6 5

Hispanic/Latino 45.3% % % 252 238 226

Pacific Islander 2.7% % % 15 17 14

White 32.2% % % 179 172 164

Multiple/No Response 7.2% % % 40 57 73

Total Enrollment 556 554 564

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Number of Students Grade

2015-16 2016-17 2017-18

Kindergarten 114 115 86

Grade 1 94 95 97

Grade 2 89 92 92

Grade3 96 87 92

Grade 4 82 92 98

Grade 5 81 73 99

Total Enrollment 556 554 Conclusions based on this data: 1. Williamson Elementary is the largest elementary school in Rancho Cordova.

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Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment

Number of Students Percent of Students Student Group

2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

English Learners 224 181 192 40.3% 32.7 34.0

Fluent English Proficient (FEP) 25 2 4 4.5% 0.4 0.7

Reclassified Fluent English Proficient (RFEP) 16 43 37 6.8% 7.8 6.6 Conclusions based on this data: 1. Eight students were reclassified as proficient in English during the 2018/2019 school year.

2. In 17/18 we had 32.7% of students considered English Learners. In 18/19 we had 34% of students considered English Learners. This shows a 1.3% growth trend.

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CAASPP Results English Language Arts/Literacy (All Students)

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Students Tested Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 98 91 96 96 87 93 96 87 93 98 95.6 96.9

Grade 4 89 102 102 86 97 102 86 97 102 96.6 95.1 100

Grade 5 84 68 99 83 68 97 83 68 97 97.6 100 98

All Grades 271 261 297 265 252 292 265 252 292 97.4 96.6 98.3

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded

% Standard Met

% Standard Nearly Met

% Standard Not Met Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 2367.4

2395.3

2408.3

1 10.34 15.05 22 22.99 23.66 22 31.03 27.96 55 35.63 33.33

Grade 4 2404.8

2417.1

2441.3

5 6.19 9.80 16 18.56 26.47 20 25.77 31.37 59 49.48 32.35

Grade 5 2449.4

2466.1

2486.4

5 8.82 10.31 24 29.41 31.96 28 20.59 31.96 43 41.18 25.77

All Grades N/A N/A N/A 3 8.33 11.64 21 23.02 27.40 23 26.19 30.48 53 42.46 30.48

Reading Demonstrating understanding of literary and non-fictional texts % Above Standard % At or Near Standard % Below Standard

Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 6 11.49 18.28 41 43.68 45.16 53 44.83 36.56

Grade 4 12 8.25 18.63 28 56.70 50.98 60 35.05 30.39

Grade 5 7 11.76 18.56 43 48.53 53.61 49 39.71 27.84

All Grades 8 10.32 18.49 38 50.00 50.00 54 39.68 31.51

Writing Producing clear and purposeful writing

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

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 4 12.64 17.20 40 52.87 44.09 56 34.48 38.71

Grade 4 5 4.12 10.78 44 44.33 50.98 52 51.55 38.24

Grade 5 11 16.18 18.56 47 48.53 50.52 42 35.29 30.93

All Grades 6 10.32 15.41 43 48.41 48.63 50 41.27 35.96

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Listening Demonstrating effective communication skills


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 6 14.94 12.90 68 59.77 67.74 26 25.29 19.35

Grade 4 7 6.19 8.82 66 59.79 77.45 27 34.02 13.73

Grade 5 5 13.24 9.28 59 60.29 69.07 36 26.47 21.65

All Grades 6 11.11 10.27 64 59.92 71.58 30 28.97 18.15

Research/Inquiry Investigating, analyzing, and presenting information


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 8 12.64 16.13 49 50.57 59.14 43 36.78 24.73

Grade 4 12 8.25 11.76 46 56.70 58.82 42 35.05 29.41

Grade 5 11 13.24 16.49 61 50.00 56.70 28 36.76 26.80

All Grades 10 11.11 14.73 52 52.78 58.22 38 36.11 27.05 Conclusions based on this data: 1. Our overall performance in 3rd grade has grown in ELA. In 16/17 we had 33.33% of students meeting or exceeding

standard. In 17/18 we had 38.71% meeting or exceeding standard. This shows a 5.38% growth trend. 2. Our overall performance in 4th grade has grown in ELA. In 16/17 we had 24.75% of students meeting or exceeding

standard. In 17/18 we had 36.27% meeting or exceeding standard. This shows a 11.52% growth trend. 3. Our overall performance in 5th grade has grown in ELA. In 16/17 we had 38.23% of students meeting or exceeding

standard. In 17/18 we had 38.71% meeting or exceeding standard. This shows a .48% growth trend.

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CAASPP Results Mathematics (All Students)

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Students Tested Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 98 91 96 96 90 96 96 89 96 98 98.9 100

Grade 4 89 102 102 85 98 102 85 98 102 95.5 96.1 100

Grade 5 84 68 99 83 68 98 82 68 98 97.6 100 99

All Grades 271 261 297 264 256 296 263 255 296 97.1 98.1 99.7

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded

% Standard Met

% Standard Nearly Met

% Standard Not Met Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 2388.6

2414.1

2418.1

3 6.74 13.54 18 31.46 26.04 36 32.58 30.21 43 29.21 30.21

Grade 4 2425.2

2426.8

2444.7

7 4.08 10.78 13 11.22 12.75 32 44.90 40.20 48 39.80 36.27

Grade 5 2454.1

2480.8

2455.0

4 17.65 6.12 15 16.18 13.27 26 27.94 30.61 56 38.24 50.00

All Grades N/A N/A N/A 5 8.63 10.14 15 19.61 17.23 32 36.08 33.78 49 35.69 38.85

Concepts & Procedures Applying mathematical concepts and procedures


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 11 28.09 23.96 38 41.57 47.92 51 30.34 28.13

Grade 4 14 7.14 16.67 25 28.57 31.37 61 64.29 51.96

Grade 5 9 23.53 13.27 30 29.41 23.47 61 47.06 63.27 All Grades

11 18.82 17.91 31 33.33 34.12 57 47.84 47.97

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


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 6 11.24 15.63 50 59.55 39.58 44 29.21 44.79

Grade 4 11 5.10 12.75 38 45.92 49.02 52 48.98 38.24

Grade 5 5 11.76 8.16 34 48.53 41.84 61 39.71 50.00

All Grades 7 9.02 12.16 41 51.37 43.58 52 39.61 44.26

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Communicating Reasoning Demonstrating ability to support mathematical conclusions


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 5 11.24 16.67 66 60.67 56.25 29 28.09 27.08

Grade 4 8 4.08 10.78 47 52.04 50.00 45 43.88 39.22

Grade 5 6 13.24 5.10 49 44.12 41.84 45 42.65 53.06

All Grades 6 9.02 10.81 54 52.94 49.32 39 38.04 39.86 Conclusions based on this data: 1. Our overall performance in 3rd grade has grown in Math. In 16/17 we had 38.2% of students meeting or exceeding

standard. In 17/18 we had % meeting or exceeding standard. This shows a 1.38% growth trend. 2. Our overall performance in 4th grade has grown in Math. In 16/17 we had 15.3% of students meeting or exceeding

standard. In 17/18 we had 23.53% meeting or exceeding standard. This shows a 8.23% growth trend. 3. Our overall performance in 5th grade has grown in Math. In 16/17 we had 33.83% of students meeting or exceeding

standard. In 17/18 we had % meeting or exceeding standard. This shows a 14.44% growth trend.

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ELPAC Results

2017-18 Summative Assessment Data Number of Students and Mean Scale Scores for All Students

Grade Level Overall Oral Language Written Language Number of

Students Tested Grade K 1420.5 1427.4 1404.2 32

Grade 1 1449.2 1451.4 1446.3 31

Grade 2 1467.0 1466.4 1467.0 29

Grade 3 1475.0 1469.6 1479.9 32

Grade 4 1500.2 1497.9 1501.9 17

Grade 5 1519.9 1520.5 1519.0 22

All Grades 163

Overall Language Number and Percentage of Students at Each Performance Level for All Students

Level 4 Level 3 Level 2 Level 1 Grade Level # % # % # % # %

Total Number of Students

Grade K * * 14 43.75 * * * * 32

Grade 1 * * * * * * * * 31

Grade 2 * * 13 44.83 * * * * 29

Grade 3 * * 15 46.88 * * 32

Grade 4 * * * * * * * * 17

Grade 5 * * * * * * * * 22

All Grades 36 22.09 61 37.42 44 26.99 22 13.50 163

Oral Language Number and Percentage of Students at Each Performance Level for All Students



Grade K * * 13 40.63 * * * * 32

Grade 1 17 54.84 * * * * * * 31

Grade 2 16 55.17 * * * * * * 29

Grade 3 * * 16 50.00 * * * * 32

Grade 4 * * * * * * 17

Grade 5 15 68.18 * * * * * * 22

All Grades 70 42.94 52 31.90 26 15.95 15 9.20 163

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Written Language Number and Percentage of Students at Each Performance Level for All Students



Grade K * * * * 18 56.25 * * 32

Grade 1 * * * * 15 48.39 * * 31

Grade 2 * * * * * * * * 29

Grade 3 * * 15 46.88 15 46.88 32

Grade 4 * * * * * * * * 17

Grade 5 * * * * * * * * 22

All Grades 26 15.95 31 19.02 68 41.72 38 23.31 163

Listening Domain Number and Percentage of Students by Domain Performance Level for All Students

Grade Level Well Developed Somewhat/Moderately Beginning Total Number of

Students Grade K 18 56.25 12 37.50 * * 32

Grade 1 18 58.06 * * * * 31

Grade 2 17 58.62 * * * * 29

Grade 3 * * 21 65.63 * * 32

Grade 4 * * * * * * 17

Grade 5 12 54.55 * * * * 22

All Grades 74 45.40 70 42.94 19 11.66 163

Speaking Domain Number and Percentage of Students by Domain Performance Level for All Students


Students Grade K * * 21 65.63 * * 32

Grade 1 14 45.16 11 35.48 * * 31

Grade 2 12 41.38 13 44.83 * * 29

Grade 3 12 37.50 16 50.00 * * 32

Grade 4 * * * * 17

Grade 5 16 72.73 * * * * 22

All Grades 70 42.94 74 45.40 19 11.66 163

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Reading Domain Number and Percentage of Students by Domain Performance Level for All Students


Students Grade K * * 21 65.63 * * 32

Grade 1 * * 15 48.39 * * 31

Grade 2 * * 12 41.38 * * 29

Grade 3 16 50.00 16 50.00 32

Grade 4 * * * * * * 17

Grade 5 * * 14 63.64 * * 22

All Grades 28 17.18 87 53.37 48 29.45 163

Writing Domain Number and Percentage of Students by Domain Performance Level for All Students


Students Grade K 11 34.38 16 50.00 * * 32

Grade 1 * * 23 74.19 * * 31

Grade 2 * * 19 65.52 * * 29

Grade 3 * * 22 68.75 * * 32

Grade 4 * * * * * * 17

Grade 5 * * 12 54.55 * * 22

All Grades 36 22.09 100 61.35 27 16.56 163

Conclusions based on this data: 1. 59.51% of our students are at level 3 or 4 on their overall performance and 40.49% are at a level 1 or 2.

2. 74.84% of our students are at a level 3 or 4 in their Oral Written Language, while 34.97% of our students were at a level 3 or 4 in Written Language.

3. While looking at our four domains, Reading scored at 17.18% of our students considered Well Developed. This was our lowest of the four domains when looking at the students who were considered Well Developed.

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Student Population This section provides information about the school’s student population.

2017-18 Student Population

Total Enrollment

564 This is the total number of students enrolled.

Socioeconomically Disadvantaged

89.2% This is the percent of students who are eligible for free or reduced priced meals; or have parents/guardians who did not receive a high school diploma.

English Learners

34.0% This is the percent of students who are learning to communicate effectively in English, typically requiring instruction in both the English Language and in their academic courses.

Foster Youth

0.4% This is the percent of students whose well-being is the responsibility of a court.

2017-18 Enrollment for All Students/Student Group

Student Group Total Percentage

English Learners 192 34.0%

Foster Youth 2 0.4%

Homeless 30 5.3%

Socioeconomically Disadvantaged 503 89.2%

Students with Disabilities 61 10.8%

Enrollment by Race/Ethnicity

Student Group Total Percentage

African American 73 12.9%

Asian 9 1.6%

Filipino 5 0.9%

Hispanic 226 40.1%

Two or More Races 64 11.3%

Pacific Islander 14 2.5%

White 164 29.1% Conclusions based on this data: 1. CDE Enrollment by Ethnicity:

2017/2018 12.9% African American, 1.6% Asian, 0.9% Filipino, 40.1% Hispanic/Latino, 2.5% Pacific Islander, 29.1% White, 11.3% Two Or More Races and 1.6% Declined to State 2018/2019 11.2% African American, 2.2% Asian, 0.9% Filipino, 42.5% Hispanic/Latino, 2.4% Pacific Islander, 28.3% White, 11.4% Two Or More Races and 1.1% Declined to State

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2. Hispanic/Latino continues to be our largest enrollment. All communications will continue to be translated into Spanish.

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Overall Performance

2018 Fall Dashboard Overall Performance for All Students

Academic Performance

English Language Arts

Yellow

Mathematics

Orange

English Learner Progress

No Performance Color

Academic Engagement

Chronic Absenteeism

Orange

Conditions & Climate

Suspension Rate

Red

Conclusions based on this data: 1. Williamson has a high Suspension rate on the Fall dashboard. Over 60 students had been suspended the year

before. In 2018/2019 15 total students were suspended. Our District and school focus on Social Emotional Learning and Restorative Justice has aided in the decline of this indicator.

2. Williamson has a high Chronic Absenteeism rate. This will be a targeted area for growth in the 19/20 school year.

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Academic Performance English Language Arts

The performance levels are color-coded and range from lowest-to-highest performance in the following order: Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance

This section provides number of student groups in each color.

2018 Fall Dashboard English Language Arts Equity Report

Red

0 Orange

1 Yellow

4 Green

0 Blue

0 This section provides a view of Student Assessment Results and other aspects of this school’s performance, specifically how well students are meeting grade-level standards on the English Language Arts assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3–8 and grade 11.

2018 Fall Dashboard English Language Arts Performance for All Students/Student Group

All Students

Yellow

21.7 points below standard

Increased 17.6 points

270 students

English Learners

Yellow



115 students

Foster Youth


Less than 11 Students - Data Not Displayed for Privacy

1 students

Homeless



27 students


Yellow



237 students

Students with Disabilities

Orange

72 points below standard


51 students

23


2018 Fall Dashboard English Language Arts Performance by Race/Ethnicity

African American




43 students

American Indian


0 Students

Asian



3 students

Filipino



2 students

Hispanic

Yellow



102 students

Two or More Races




29 students

Pacific Islander



7 students

White

Yellow



83 students

This section provides a view of Student Assessment Results and other aspects of this school’s performance, specifically how well students are meeting grade-level standards on the English Language Arts assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3–8 and grade 11.

2018 Fall Dashboard English Language Arts Data Comparisons for English Learners

Current English Learner


Maintained 2.7 points

64 students

Reclassified English Learners

30.8 points above standard

Maintained -0.3 points

51 students

English Only


Increased 18 points

153 students

Conclusions based on this data: 1. Overall in ELA, Williamson increased by 17.6 points; however, we are still 21.7 points below standard.

2. Our most At-Risk learner group as reported by the 2017/2018 California Assessment of Student Performance and Progress (CAASPP) test was Students with Disabilities. In ELA, Students with Disabilities, increased by 31.1 points closing the gap from 103 points to 72 points away from meeting standard.

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Academic Performance Mathematics


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Mathematics Equity Report

Red

0 Orange

2 Yellow

3 Green

0 Blue

0 This section provides a view of Student Assessment Results and other aspects of this school’s performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3–8 and grade 11.

2018 Fall Dashboard Mathematics Performance for All Students/Student Group

All Students

Orange


Declined -3.6 points

270 students

English Learners

Yellow


Increased 3 points

115 students

Foster Youth



1 students

Homeless



27 students


Orange


Maintained -2.2 points

237 students


Yellow


Increased 14 points

51 students

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2018 Fall Dashboard Mathematics Performance by Race/Ethnicity

African American




43 students

American Indian


0 Students

Asian



3 students

Filipino



2 students

Hispanic

Yellow



102 students

Two or More Races



Increased

26.7 points 29 students

Pacific Islander



7 students

White

Orange



83 students

This section provides a view of Student Assessment Results and other aspects of this school’s performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3–8 and grade 11.

2018 Fall Dashboard Mathematics Data Comparisons for English Learners

Current English Learner



64 students

Reclassified English Learners

3.2 points above standard


51 students

English Only



153 students

Conclusions based on this data: 1. Our most At-Risk learner group as reported by the 2017/2018 CAASPP test was Students with Disabilities. In math,

Students with Disabilities, increased by 14 points closing the gap from 99 points to 85 points away from meeting standard.

2. Williamson had a declining overall math score, by 3.9 points, on the 2018 CAASPP.

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Academic Performance English Learner Progress

This section provides a view of the percent of students performing at each level on the new English Language Proficiency Assessments for California (ELPAC) assessment. With the transition ELPAC, the 2018 Dashboard is unable to report a performance level (color) for this measure.

2018 Fall Dashboard English Language Proficiency Assessments for California Results

Number of Students

163

Level 4 Well

Developed 22.1%

Level 3 Moderately Developed

37.4%

Level 2 Somewhat Developed

27%

Level 1 Beginning

Stage 13.5%

Conclusions based on this data: 1. 59.5% of our students are well or moderately developed on the English language Proficiency Assessments for CA

(ELPAC).

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Academic Engagement Chronic Absenteeism


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Chronic Absenteeism Equity Report

Red 1

Orange 6

Yellow 1

Green 0

Blue 0

This section provides information about the percentage of students in kindergarten through grade 8 who are absent 10 percent or more of the instructional days they were enrolled.

2018 Fall Dashboard Chronic Absenteeism for All Students/Student Group

All Students

Orange

17.3% chronically absent

Increased 0.9%

612 students

English Learners

Orange


Increased 2.6%

201 students

Foster Youth



6 students

Homeless

Orange


Declined 5.6%

73 students


Orange


Increased 0.8%

542 students


Red


Increased 5.3%

86 students

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2018 Fall Dashboard Chronic Absenteeism by Race/Ethnicity

African American

Orange


Declined 0.9%

80 students

American Indian



2 students

Asian



9 students

Filipino



5 students

Hispanic

Orange


Increased 2%

242 students

Two or More Races

Orange


Declined 0.7%

77 students

Pacific Islander



Maintained 0%

18 students

White

Yellow


Declined 1.1%

179 students

Conclusions based on this data: 1. 2018/19 Data Conclusions:

African Americans declined by 0.9% from last year to 23.8%. They make up more of our population this year from 12% to 14%. Hispanics increased 2% this year from 11.7% to 13.2%. However, their population also increased 5% this year and now make up 45% of our population. Pacific Islanders Maintained their chronic absenteeism. Whites declined this year 1.1% from 16.2% to 15.6%. Their population also increased from 29.1% to 34%. Two or more races declined 0.7% from 24.6% to 22.2%. Their population also increased from 11.3% to 14%. 2017/2018 Data Conclusions: Chronic Absenteeism Students are determined to be chronically absent if they were enrolled for a combined total of 30 days or more at the selected reporting level during the academic year and they were absent for 10% or more of the days they were expected to attend. Our percentages of cumulative chronic absenteeism, by ethnicity, are below: African American - 23.0%, African Americans make up 12.9% of our population. This group is over-represented in our absenteeism rates. Asian - 9.1%, Asians make up 1.6% of our population. This group is over-represented in our absenteeism rates. Hispanic or Latino -11.7%, Hispanic or Latino makes up 40% of our population. This group is not over-represented in our absenteeism rates. Pacific Islander - 21.1%, Pacific Islanders make up 2.5% of our population. This group is over-represented in our absenteeism rates. White - 16.2%, African Americans make up 29.1% of our population. They are not over-represented in our absenteeism rates. Two or More Races - 24.6%, Two or More Races make up 11.3% of our population. This group is not over-represented in our absenteeism rates.

2. 17/18-The Pacific Islander, Asian and African American ethnicity groups are over-represented in our absenteeism rates. 18/19-Our Students with Disabilities is an area we will work on in the 19/20 school year.

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Conditions & Climate Suspension Rate


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Suspension Rate Equity Report

Red

5 Orange

3 Yellow

0 Green

0 Blue

0 This section provides information about the percentage of students in kindergarten through grade 12 who have been suspended at least once in a given school year. Students who are suspended multiple times are only counted once.

2018 Fall Dashboard Suspension Rate for All Students/Student Group

All Students

Red

6.4% suspended at least once

Increased 2% 640 students

English Learners

Orange



Foster Youth


Less than 11 Students - Data Not Displayed for Privacy 6 students

Homeless

Red


Increased 1.4% 79 students


Red

7% suspended at least once



Red



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2018 Fall Dashboard Suspension Rate by Race/Ethnicity

African American

Red



American Indian



Asian



Filipino



Hispanic

Orange



Two or More Races

Orange



Pacific Islander




White

Red



This section provides a view of the percentage of students who were suspended.

2018 Fall Dashboard Suspension Rate by Year

2016 3.3% suspended at least once



Conclusions based on this data: 1. Suspensions rates increased at Williamson in 2017/2018; however, we look forward to the Dashboard data for

2018/2019 as we significantly reduced suspensions from over 60 students to the following: 15 TOTAL suspensions in 2018/2019 Breakdown by Ethnicity 7 - White 3 - Hispanic/Latino 4 - African American 1 - Hmong

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Goals, Strategies, & Proposed Expenditures Complete a copy of the following table for each of the school’s goals. Duplicate the table as needed. LEA/LCAP Goal All students will receive instruction from a highly-qualified teacher and have access to curriculum which promotes college and career readiness. (State Priority 1) 1.1 Maintain the appropriate assignment of fully credentialed teachers and provide new teacher support. 1.2 Maintain schools in good repair. 1.3 All students, including English Learners, must have access to curriculum that is aligned to the state standards.

Goal 1 1.1 Folsom-Cordova Unified School District ensures that all teachers have a valid California credential. The school site and District offer professional development for teachers to support adopted curriculum and social emotional learning. The District starting in 2019, will provide their own new teacher induction program for beginning teachers. Mentors from our own District will be provided for those new teachers. 1.2 The Williamson head custodian and principal will conduct a monthly facility inspection and report for the District. All needed repairs are logged as work orders on this report. Our head custodian tracks work orders cumulatively on this report. 1.3 At Williamson we use District approved curriculum, such as, Benchmark, Benchmark ELD, SIPPS, enVisions, TCI, and Amplify. These curriculums are aligned to our Common Core State Standards.

Identified Need 1.1 Support first and second year teachers and teachers whom are new to Williamson. 1.2 Continue to do monthly facility inspections. 1.3 Create access to more leveled readers in ELA.

Annual Measurable Outcomes Metric/Indicator Baseline/Actual Outcome Expected Outcome

1.1 Creation of a mentor assignment 1.2 Monthly facility reports 1.3 Leveled reading library checkout system

1.1 Baseline 0/4 teachers 1.2 Baseline 0/10 months 1.3 Baseline 0/1 check out systems

1.1 Expected Outcome 4/4 teachers 1.2 Expected Outcome 10/10 months 1.3 Expected Outcome 1/1 check out systems

Complete a copy of the Strategy/Activity table for each of the school’s strategies/activities. Duplicate the table, including Proposed Expenditures, as needed. startcollapse

Strategy/Activity 1 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students

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Strategy/Activity Grade level supplemental program improvement. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 76,617 Title I

1000-1999: Certificated Personnel Salaries Title I Academic Coach: Supplemental support and academic coaching for improved student achievement.

Strategy/Activity 2 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) Identified EL, LTEL,Reclassified to Fluent English Proficient (RFEP) students Strategy/Activity Fund Title I and Bilingual Aides to work with EL, LTEL, and RFEP students and families. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 31,326 Title I

2000-2999: Classified Personnel Salaries Instructional Assistants to support students not meeting grade level standards. To provide translation for parents.

29,619 Title I 3000-3999: Employee Benefits Benefits for Academic Coach and Bilingual Aides

Strategy/Activity 3 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) EL and lower performing subgroup students Strategy/Activity Purchase of leveled reading books for Benchmark and SEL trade books

33


Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 2,000 Title I

4000-4999: Books And Supplies Leveled reading books for Benchmark and SEL trade books

Strategy/Activity 4 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students Strategy/Activity Purchase of appropriate technological equipment, software and licenses to support the core program. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 1,500 Title I

4000-4999: Books And Supplies Purchase 3 mini iPads and cases

2,000 Title I 4000-4999: Books And Supplies chromebook mice and headphones

Strategy/Activity 5 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students Strategy/Activity supplies will be purchased to strengthen core academic programs Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 5,750 Title I

4000-4999: Books And Supplies 34


classroom and office supplies, SEL supplies, attendance/grades/behavior incentives, ROAR store supplies

Strategy/Activity 6 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students Strategy/Activity Access to academic field trips that support the core program. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 3,000 Title I

5800: Professional/Consulting Services And Operating Expenditures payment of field trip activity fees that support the core program

Strategy/Activity 7 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All parents needing translation. Strategy/Activity Providing translation for parents. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 1,500 Title I

2000-2999: Classified Personnel Salaries Bilingual Aides will be used to translate conferences, family meetings, teacher meetings and other school activities.

Strategy/Activity 8 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students and families

35


Strategy/Activity purchase of postage for Cumulative Records (CUMS) and communication with families Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 100 Title I

5900: Communications Purchase of postage for positive student postcards to be sent home and Cumulative records to be sent to the student's new school.

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

Goal 2 2.1 Increase student attendance rate to 96%. 2.4 Provide behavioral supports and other means to suspension through SEL. 2.4 Implement a robust PBIS program. 2.4 Fully investigate all allegations of bullying in a timely manner; teach social skills; provide opportunities for social support and counseling. 2.4 Provide support for positive play at recess. 2.5 Provide innovative ways to bring families to campus; facilitate family input into surveys; provide effective communication with the school community. 2.6 Continued use of our established community partners and an addition of at least one new partnership each year at Williamson Elementary. 2.7 Effectively communicate with our school community.

Identified Need 2.1 Time for the administration to review weekly attendance reports, call parents, and/or perform home visits. 2.1 Attendance awards for students are needed. 2.4 Purchase of classroom SEL libraries. Time is provided in the master schedule to support SEL time. All grade levels have one assigned day. 2.4 Provide support for families through administration and MFT for allegations of bullying. 2.4 Extra trained personnel is needed to help support positive play at recess. 2.5 Planning time is needed for the Principal, PTA and Parent Coordinator. The most attended activity in the 2018/2019 school year was a Skate Night in May of 2019. 2.6 More community partners are needed to enhance the educational program at Williamson. 2.7 We will provide translations in Spanish for all school communications. 2.7 We will communicate regularly through Social Media.


2.1 Schedule weekly attendance meetings

2.1 0/30 Attendance meetings completed

2.1 30/30 Attendance meetings completed

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Metric/Indicator Baseline/Actual Outcome Expected Outcome

2.1 Purchase attendance awards 2.4 Purchase SEL books for classroom libraries based on our character traits of the month 2.4 For any allegation of bullying the principal and MFT will make contact with both families to help resolve the concern 2.4 The Academic Coach, Intervention Teacher, AP, and Principal will work with students at recess. 2.5 The principal will meet with the Parent Coordinator and the PTA President to identify 3 parent engagement activities for the 2019/2020 school year 2.6 We will quantify how many community partners we work with and add one new contact for the 2019/2020 school year 2.7 All school communications are provided in Spanish.

2.1 0 Attendance awards are purchased 2.4 0 books have been purchased 2.4 0/0 phone calls have been made 2.4 0 recesses have had push out support 2.5 0/1 meeting has occurred 2.6 0/1 new community partners added 2.7 0% of school communications are translated into Spanish

2.1 Attendance awards are purchased by early October 2.4 SEL books have been purchased for classroom libraries 2.4 100% of phone calls and/or in person meetings have been made by the principal or MFT 2.4 All grade levels have been trained in the rules and every grade level has had push out support at recess 2.5 1/1 meeting will occur 2.6 1/1 community partners added 2.7 100% of school communication will be translated into Spanish


Strategy/Activity 1 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students Strategy/Activity Target student engagement grade level supplemental program improvement. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 4,600 Title I

4000-4999: Books And Supplies

38


Purchase of SEL classroom library books and Benchmark Leveled Readers. All students will have access SEL materials and experiences for development of the whole child. Creation of a robust Social Emotional Learning program that strengthens our safe, healthy, and positive learning environment. (PBIS)

Annual Review SPSA Year Reviewed: 2018-19 Respond to the following prompts relative to this goal. If the school is in the first year of implementing the goal, an analysis is not required and this section may be deleted. ANALYSIS Describe the overall implementation of the strategies/activities and the overall effectiveness of the strategies/activities to achieve the articulated goal. In 2018/2019 the overall implementation went well. We kept a Budget Tracker sheet and the principal and administrative assistant met every 6 weeks to monitor the site and Title I Budget. The strategies/activities supported by the Title I Budget were found to be effective. Overall, parents, teachers and and students benefited greatly by the implementation of our supplemental academic and social emotional programs and activities. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal. There were not a lot of differences between the intended implementation and the budget expenditures. We did budget for some field trips that were denied funding from Title I. This was due to the fact that the field trips were not supporting essential stand work in math, ELA, and/or health and art. We will make more judicious field trip choices for the 2019/2020 school year. Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. All goals contained in the Single Plan for Student Achievement (SPSA) Part 2 are new goals. We will be monitoring our success next year in achieving our intended goals. Please see above for our metrics. Below are some anecdotal notes on areas of focus for SPSA GOAL 2: Parent Engagement: Williamson Elementary (WME) will identify, plan and complete 3 parent engagement opportunities for the 2019/2020 school year. Community Partnerships: WME will identify all current community partners and create a tracking system of the engagement they provide. WME will identify and positively engage one new community partner for the 2019/2020 school year. Very family favorable activities in 2018/2019:

• STEM Night • Skate Night

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• Monthly Morning Coffee

Social Media/Communication Component How can we use a greater social media presence to engage our parents? How will we use Blackboard connect to engage our parents? PBIS Team Areas of Focus:

Develop a plan to teach the rules to the students Recess support for students that reinforces positive play Yard supervisor training

40


Goals, Strategies, & Proposed Expenditures Complete a copy of the following table for each of the school’s goals. Duplicate the table as needed. LEA/LCAP Goal Provide students with high quality classroom instruction and access to a broad course of study. (State Priority 2, 4 and 7) 3.1 Provide professional development in new adoptions and local curriculum. 3.2 Ensure all teachers/students have access to research-based EL instructional strategies to improve achievement. 3.3 Provide access to A-G, Career Technical Education (CTE), International Baccalaureate (IB), Advanced Placement (AP) and Science, Technology, Engineering, and Mathematics (STEM) courses.

Goal 3 3.1 Williamson Elementary will provide staff with opportunities for professional learning to optimize classroom instruction and practices. All professional development accessed with the Title I budget will be based solely on PLC learning and learning around research based techniques in improving student engagement. 3.1 Williamson will support teachers doing academic work outside of contract hours to further the goals of the staff. i.e. A teacher working on a project that data crunches common formative assessments. 3.2 We will function as a Professional Learning Community by providing release time for collaboration to analyze student outcomes and to plan flexible learning opportunities to help all students meet grade level standards. Professional development will focus on strategies and techniques that have proven effective at raising the skills of our English Language Learners (ELL's) and our students not achieving proficiency according to iReady diagnostics and CAASPP results. 3.3 We will continue to expand the opportunities in STEM education through the use of our newly adopted Science curriculum and Mystery Science.

Identified Need 3.1 We will need funds to pay for substitutes and projects that further the goals of the site: common formative assessment development, essential standard work in ELA or Math, or student engagement. 3.2 The Williamson Administration will structure Thursday staff meeting time in the following fashion to support common planning time: PLT Meetings, 19/per year - Time for grade levels to meet in PLC teams to review data, plan instruction, and plan interventions Response to Intervention (RtI) Meetings, 5/per year - Time for two grade level teams to meet concurrently with one RTI team. See team formations above. District Cohort Meetings, 3/per year - PLC time for similar cohort schools to meet and refine PLC processes and to receive PLC or RTI training through Global PD (for schools in a similar stage of the PLC implementation journey) 3.3 The District will allocate time for teachers to be paid for Science training.


3.1 Send at least 6 more teachers to an RtI Institute

3.1 0/6 teachers trained 3.1 0% stipends paid 3.2 0/19 PLT Meetings held

3.1 6/6 teachers trained 100% stipends paid 3.2 19/19 PLT Meetings held

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3.1 Support with a stipend work by teachers to support our common goals. 3.2 Support of common planning time during staff meetings

3.2 0/5 RtI Meetings held/per grade level 3.2 0/3 District Cohort meetings held

3.2 5/5 RtI Meetings held/per grade level 3.2 3/3 District Cohort meetings held


Strategy/Activity 1 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students Strategy/Activity Target student engagement grade level supplemental program improvement. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 7,370 Title I

1000-1999: Certificated Personnel Salaries Teacher subs to support PLC work, Team Data Chats, Learning Walks, Release time for observations

1,707 Title I 3000-3999: Employee Benefits Benefits

Strategy/Activity 2 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Teachers Strategy/Activity Provide time for teachers to work on academic projects that support the professional, academic, and behavioral goals of the school. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

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Amount(s) Source(s) 500 Title I

1000-1999: Certificated Personnel Salaries Teacher Temp Hourly/Stipend and/or Teacher Subs: To be used for projects that support ELA and Math. We are working on creating an item bank for common formative assessments in Illuminate. Payment of teachers for their time in taking on academic or behavioral projects. May include common formative assessment development, essential standard work in ELA or Math, or student engagement.

5,000 Title I 5000-5999: Services And Other Operating Expenditures Conferences pertaining to PLC training

112 Title I 3000-3999: Employee Benefits Benefits

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Goals, Strategies, & Proposed Expenditures Complete a copy of the following table for each of the school’s goals. Duplicate the table as needed. LEA/LCAP Goal Student progress and educational outcomes will be monitored for success using assessment results. (State Priority 4 and 8) 4.1 Ensure students are reading at grade level (1st, 3rd, 5th, 8th, and 11th grades). 4.2 Ensure students are meeting grade level standards in math (1st, 3rd, 5th, 8th, and 11th grades). 4.3 Ensure English Learners make yearly progress. 4.4 Ensure Special Education students make yearly progress. 4.5 Improve kindergarten readiness as measured by curriculum embedded assessment. 4.6 Increase the percentage of 9th grade students completing 60 units by using interventions and credit recovery.

Goal 4 Implementation of engaging high quality instruction for all students in all areas of the curriculum.

Identified Need 4.1 - 4.5 At Williamson we recognize the need for time to do the work it takes to plan for maximum student engagement around essential standards. We will provide time to monitor student learning and mastery of said essential skills in language arts and math. We will participate in District progress assessments, plan time to look at assessment results, and make informed decisions about the next steps in learning for students. Teachers will be provided Professional Learning Team (PLT) time 3 times a month so that teachers may plan instruction, common formative assessments, and Multiple Tiers of Systematic Support (MTSS) time where students will either have extra time with the standards taught or extension of the standards taught all the while no new core curriculum is being taught. Systematic support is essential in the success of our school goals. We will work hard to protect and honor the systems that are in place at Williamson because we know they lead to the success of ALL students.


4.1 - 4.5 District assessments:

iReady Diagnostics 3 times a year

Common Formative Assessments

RtI, Progress Monitoring

CAASPP SIPPS Initial/Mid/End of Year

Writing Assessments

District Assessment (iReady) PLT Data Chat - 2 times a year, 0/2 Grade Level Data Chats

Common Formative Assessments - ongoing at staff meetings, time for 19 meetings a year as a PLT, 0/19 PLT Meetings

RtI Progress Monitoring Meetings by grade level, 5/ per

District Assessments, 2/2 Grade Level Data Chats

Common Formative Assessments, 19/19 PLT Meetings

RtI Progress Monitoring Meetings, 5/5 RtI Grade Level Meetings

CAASPP, 1/1 CAASPP data review

100% testing rate of all Kinder - 3rd grade students in SIPPS

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year, 0/5 RtI Grade Level Meetings

CAASPP - Review of data at the initial staff meeting, 0/1 CAASPP data review

Test all Kinder - 3rd grade students in SIPPS, 0% completed

Initial/Mid/End of Year Writing Assessments - Grade Levels will agree and administer an initial, mid and and of year writing assessments, 0/3 per student

Initial/Mid/End of Year Writing Assessments, 3/3 per student


Strategy/Activity 1 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Teachers Strategy/Activity Provision of common planning time. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) None Specified

None Specified Common planning time for PLT work during staff meeting time on Thursday 3 times a month.

Strategy/Activity 2 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students Strategy/Activity

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Provide time for teachers to work on academic projects that support the professional, academic, and behavioral goals of the school. Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 500 Title I

1000-1999: Certificated Personnel Salaries Payment of teachers for their time in taking on academic or behavioral projects. May include common formative assessment development, essential standard work in ELA or Math, or student engagement.

112 Title I 3000-3999: Employee Benefits Benefits

Annual Review SPSA Year Reviewed: 2018-19 Respond to the following prompts relative to this goal. If the school is in the first year of implementing the goal, an analysis is not required and this section may be deleted. ANALYSIS Describe the overall implementation of the strategies/activities and the overall effectiveness of the strategies/activities to achieve the articulated goal. We provided common planning time in 2018/2019; however, our model was different than the new staff meeting model for common planning time this year. We released teacher every 6to 8 weeks to meet to plan in their grade level groups. The work time was valuable but it was not as focused as it needs to be. For the 2019/2020 school year we have narrowed our focus to implementing the 15 day challenge model along with essential standards identification and the use of common formative assessments. Our overarching focus is improved student engagement during first instruction. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal. For the 2019/2020 school year we have narrowed our focus to implementing the 15 day challenge model along with essential standards identification and the use of common formative assessments. Our overarching focus is improved student engagement during first instruction. To do this work we need time so our Title I budget is narrowly focused on supporting the practices that improve student engagement with essential standards. Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA.

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Please see above for changes that will be made to this goal. Our metrics for improvement will be mastery of the essential standards for each child in every grade level be the time they are completing 5th grade. We will make SMART Goals to measure student standard growth that include a goal for students who we expect to achieve the standard AND a goal for the students who do not. This second Specific, Measurable, Achievable, Realistic, and Timely (SMART) goal will be the measurement tool of MTSS time.

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Budget Summary Complete the table below. Schools may include additional information. Adjust the table as needed. The Budget Summary is required for schools funded through the ConApp, and/or that receive funds from the LEA for Comprehensive Support and Improvement (CSI). Budget Summary

Description Amount

Total Funds Provided to the School Through the Consolidated Application $

Total Federal Funds Provided to the School from the LEA for CSI $

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA $173,313.00

Other Federal, State, and Local Funds List the additional Federal programs that the school is including in the schoolwide program. Adjust the table as needed. If the school is not operating a Title I schoolwide program this section is not applicable and may be deleted. startcollapse

Federal Programs Allocation ($)

Title I $173,313.00

Subtotal of additional federal funds included for this school: $173,313.00 List the State and local programs that the school is including in the schoolwide program. Duplicate the table as needed. startcollapse

State or Local Programs Allocation ($)

Subtotal of state or local funds included for this school: $ Total of federal, state, and/or local funds for this school: $173,313.00

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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: 1 School Principal 3 Classroom Teachers

2 Other School Staff

3 Parent or Community Members startcollapse

Name of Members Role

Angi Carlomagno, Principal X Principal

Sandy Portlock, Teacher X Classroom Teacher

Debbie Hooper, Teacher X Classroom Teacher

X Parent or Community Member

Kimberly Walker, Parent X Classroom Teacher

Michelle Zilles, Parent Coordinator X Parent or Community Member

Tita Williams, Parent X Parent or Community Member

Chelsea Bryant, Parent X Parent or Community Member

Corinna Dorsey, Teacher X Classroom Teacher

Lynn, Blodgett X Other School Staff 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.

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

Name of ELACMembers Role

Angi Carlomagno, Principal X Principal

Darsie Dupree, Academic Coach X Other School Staff

Josefina Quintero, Parent X Parent or Community Member

, Parent X Parent or Community Member










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

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

a. The school’s needs assessment. b. The school’s annual language census.

c. Ways to make parents aware of the importance of regular school attendance.

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Recommendations and Assurances The School Site Council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following: The SSC is correctly constituted and was formed in accordance with district governing board policy and state law. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the School Plan for Student Achievement (SPSA) requiring board approval. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan:

Signature Committee or Advisory Group Name

X State Compensatory Education Advisory Committee

X English Learner Advisory Committee

The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. This SPSA was adopted by the SSC at a public meeting on October 8, 2018. Attested:

Principal, Angi Carlomagno on 9/3/2019

SSC Chairperson, Chelsea Bryant, Parent on 9/3/2019

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Instructions The School Plan for Student Achievement (SPSA) is a strategic plan that maximizes the resources available to the school while minimizing duplication of effort with the ultimate goal of increasing student achievement. SPSA development should be aligned with and inform the Local Control and Accountability Plan process. The SPSA consolidates all school-level planning efforts into one plan for programs funded through the consolidated application (ConApp), and for federal school improvement programs, including schoolwide programs, Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), and Additional Targeted Support and Improvement (ATSI), pursuant to California Education Code (EC) Section 64001 and the Elementary and Secondary Education Act as amended by the Every Student Succeeds Act (ESSA). This template is designed to meet schoolwide program planning requirements. It also notes how to meet CSI, TSI, or ATSI requirements, as applicable. California’s ESSA State Plan supports the state’s approach to improving student group performance through the utilization of federal resources. Schools use the SPSA to document their approach to maximizing the impact of federal investments in support of underserved students. The implementation of ESSA in California presents an opportunity for schools to innovate with their federally-funded programs and align them with the priority goals of the school and the LEA that are being realized under the state’s Local Control Funding Formula (LCFF). The LCFF provides schools and LEAs flexibility to design programs and provide services that meet the needs of students in order to achieve readiness for college, career, and lifelong learning. The SPSA planning process supports continuous cycles of action, reflection, and improvement. Consistent with EC 65001, the Schoolsite Council (SSC) is required to develop and annually review the SPSA, establish an annual budget, and make modifications to the plan that reflect changing needs and priorities, as applicable. For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of Contents The SPSA template meets the requirements of schoolwide planning (SWP). Each section also contains a notation of how to meet CSI, TSI, or ATSI requirements. Stakeholder Involvement Goals, Strategies, & Proposed Expenditures Planned Strategies/Activities Annual Review and Update Budget Summary Appendix A: Plan Requirements for Title I Schoolwide Programs Appendix B: Plan Requirements for Schools to Meet Federal School Improvement Planning Requirements Appendix C: Select State and Federal Programs For additional questions or technical assistance related to LEA and school planning, please contact the Local Agency Systems Support Office, at [email protected].

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mailto:[email protected]


For programmatic or policy questions regarding Title I schoolwide planning, please contact the local educational agency, or the CDE’s Title I Policy and Program Guidance Office at [email protected]. For questions or technical assistance related to meeting federal school improvement planning requirements (for CSI, TSI, and ATSI), please contact the CDE’s School Improvement and Support Office at [email protected].

Purpose and Description Schools identified for Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), or Additional Targeted Support and Improvement (ATSI) must respond to the following prompts. A school that has not been identified for CSI, TSI, or ATSI may delete the Purpose and Description prompts. Purpose Briefly describe the purpose of this plan by selecting from Schoolwide Program, Comprehensive Support and Improvement, Targeted Support and Improvement, or Additional Targeted Support and Improvement) Description Briefly describe the school’s plan for effectively meeting ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs.

Stakeholder Involvement Meaningful involvement of parents, students, and other stakeholders is critical to the development of the SPSA and the budget process. Schools must share the SPSA with school site-level advisory groups, as applicable (e.g., English Learner Advisory committee, student advisory groups, tribes and tribal organizations present in the community, as appropriate, etc.) and seek input from these advisory groups in the development of the SPSA. The Stakeholder Engagement process is an ongoing, annual process. Describe the process used to involve advisory committees, parents, students, school faculty and staff, and the community in the development of the SPSA and the annual review and update. [This section meets the requirements for TSI and ATSI.] [When completing this section for CSI, the LEA shall partner with the school in the development and implementation of this plan.]

Resource Inequities Schools eligible for CSI or ATSI must identify resource inequities, which may include a review of LEA-and school-level budgeting as a part of the required needs assessment. Identified resource inequities must be addressed through implementation of the CSI or ATSI plan. Briefly identify and describe any resource inequities identified as a result of the required needs assessment and summarize how the identified resource inequities are addressed in the SPSA. [This section meets the requirements for CSI and ATSI. If the school is not identified for CSI or ATSI this section is not applicable and may be deleted.]

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Goals, Strategies, Expenditures, & Annual Review In this section a school provides a description of the annual goals to be achieved by the school. This section also includes descriptions of the specific planned strategies/activities a school will take to meet the identified goals, and a description of the expenditures required to implement the specific strategies and activities. Goal State the goal. A goal is a broad statement that describes the desired result to which all strategies/activities are directed. A goal answers the question: What is the school seeking to achieve? It can be helpful to use a framework for writing goals such the S.M.A.R.T. approach. A S.M.A.R.T. goal is one that is Specific, Measurable, Achievable, Realistic, and Time-bound. A level of specificity is needed in order to measure performance relative to the goal as well as to assess whether it is reasonably achievable. Including time constraints, such as milestone dates, ensures a realistic approach that supports student success. A school may number the goals using the “Goal #” for ease of reference. [When completing this section for CSI, TSI, and ATSI, improvement goals shall align to the goals, actions, and services in the LEA LCAP.] Identified Need Describe the basis for establishing the goal. The goal should be based upon an analysis of verifiable state data, including local and state indicator data from the California School Dashboard (Dashboard) and data from the School Accountability Report Card, including local data voluntarily collected by districts to measure pupil achievement. [Completing this section fully addresses all relevant federal planning requirements] Annual Measurable Outcomes Identify the metric(s) and/or state indicator(s) that the school will use as a means of evaluating progress toward accomplishing the goal. A school may identify metrics for specific student groups. Include in the baseline column the most recent data associated with the metric or indicator available at the time of adoption of the SPSA. The most recent data associated with a metric or indicator includes data reported in the annual update of the SPSA. In the subsequent Expected Outcome column, identify the progress the school intends to make in the coming year. [When completing this section for CSI the school must include school-level metrics related to the metrics that led to the school’s identification.] [When completing this section for TSI/ATSI the school must include metrics related to the specific student group(s) that led to the school’s identification.] Strategies/Activities Describe the strategies and activities being provided to meet the described goal. A school may number the strategy/activity using the “Strategy/Activity #” for ease of reference.

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Planned strategies/activities address the findings of the needs assessment consistent with state priorities and resource inequities, which may have been identified through a review of the local educational agency’s budgeting, its local control and accountability plan, and school-level budgeting, if applicable. [When completing this section for CSI, TSI, and ATSI, this plan shall include evidence-based interventions and align to the goals, actions, and services in the LEA LCAP.] [When completing this section for CSI and ATSI, this plan shall address through implementation, identified resource inequities, which may have been identified through a review of LEA- and school-level budgeting.] Students to be Served by this Strategy/Activity Indicate in this box which students will benefit from the strategies/activities by indicating “All Students” or listing one or more specific student group(s) to be served. [This section meets the requirements for CSI.] [When completing this section for TSI and ATSI, at a minimum, the student groups to be served shall include the student groups that are consistently underperforming, for which the school received the TSI or ATSI designation. For TSI, a school may focus on all students or the student group(s) that led to identification based on the evidence-based interventions selected.] Proposed Expenditures for this Strategy/Activity For each strategy/activity, list the amount(s) and funding source(s) for the proposed expenditures for the school year to implement these strategies/activities. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal, identify the Title and Part, as applicable), Other State, and/or Local. Proposed expenditures that are included more than once in a SPSA should be indicated as a duplicated expenditure and include a reference to the goal and strategy/activity where the expenditure first appears in the SPSA. Pursuant to Education Code, Section 64001(g)(3)(C), proposed expenditures, based on the projected resource allocation from the governing board or governing body of the LEA, to address the findings of the needs assessment consistent with the state priorities including identifying resource inequities which may include a review of the LEA’s budgeting, its LCAP, and school-level budgeting, if applicable. [This section meets the requirements for CSI, TSI, and ATSI.] [NOTE: Federal funds for CSI shall not be used in schools identified for TSI or ATSI. In addition, funds for CSI shall not be used to hire additional permanent staff.]

Annual Review In the following Analysis prompts, identify any material differences between what was planned and what actually occurred as well as significant changes in strategies/activities and/ or expenditures from the prior year. This annual review and analysis should be the basis for decision-making and updates to the plan.

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Analysis Using actual outcome data, including state indicator data from the Dashboard, analyze whether the planned strategies/activities were effective in achieving the goal. Respond to the prompts as instructed. Respond to the following prompts relative to this goal. If the school is in the first year of implementing the goal the Annual Review section is not required and this section may be deleted.

● Describe the overall implementation of the strategies/activities and the overall effectiveness of the strategies/activities to achieve the articulated goal.

● Briefly describe any major differences between either/or the intended implementation or the

budgeted expenditures to implement the strategies/activities to meet the articulated goal. ● Describe any changes that will be made to the goal, expected annual measurable outcomes,

metrics/indicators, or strategies/activities to achieve this goal as a result of this analysis and analysis of the data provided in the Dashboard, as applicable. Identify where those changes can be found in the SPSA.

[When completing this section for CSI, TSI, or ATSI, any changes made to the goals, annual measurable outcomes, metrics/indicators, or strategies/activities, shall meet the CSI, TSI, or ATSI planning requirements. CSI, TSI, and ATSI planning requirements are listed under each section of the Instructions. For example, as a result of the Annual Review and Update, if changes are made to a goal(s), see the Goal section for CSI, TSI, and ATSI planning requirements.]

Budget Summary In this section a school provides a brief summary of the funding allocated to the school through the ConApp and/or other funding sources as well as the total amount of funds for proposed expenditures described in the SPSA. The Budget Summary is required for schools funded through the ConApp and that receive federal funds for CSI. If the school is not operating a Title I schoolwide program this section is not applicable and may be deleted. From its total allocation for CSI, the LEA may distribute funds across its schools that meet the criteria for CSI to support implementation of this plan. In addition, the LEA may retain a portion of its total allocation to support LEA-level expenditures that are directly related to serving schools eligible for CSI. Budget Summary A school receiving funds allocated through the ConApp should complete the Budget Summary as follows:

● Total Funds Provided to the School Through the Consolidated Application: This amount is the total amount of funding provided to the school through the ConApp for the school year. The school year means the fiscal year for which a SPSA is adopted or updated.

● Total Funds Budgeted for Strategies to Meet the Goals in the SPSA: This amount is the total of

the proposed expenditures from all sources of funds associated with the strategies/activities reflected in the SPSA. To the extent strategies/activities and/or proposed expenditures are listed in the SPSA under more than one goal, the expenditures should be counted only once.

A school receiving federal funds for CSI should complete the Budget Summary as follows:

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● Total Federal Funds Provided to the School from the LEA for CSI: This amount is the total amount of funding provided to the school from the LEA.

[NOTE: Federal funds for CSI shall not be used in schools eligible for TSI or ATSI. In addition, funds for CSI shall not be used to hire additional permanent staff.]

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Appendix A: Plan Requirements Schoolwide Program Requirements This School Plan for Student Achievement (SPSA) template meets the requirements of a schoolwide program plan. The requirements below are for planning reference. A school that operates a schoolwide program and receives funds allocated through the ConApp is required to develop a SPSA. The SPSA, including proposed expenditures of funds allocated to the school through the ConApp, must be reviewed annually and updated by the SSC. The content of a SPSA must be aligned with school goals for improving student achievement. Requirements for Development of the Plan

I. The development of the SPSA shall include both of the following actions: A. Administration of a comprehensive needs assessment that forms the basis of the school’s

goals contained in the SPSA. 1. The comprehensive needs assessment of the entire school shall:

a. Include an analysis of verifiable state data, consistent with all state priorities as noted in Sections 52060 and 52066, and informed by all indicators described in Section 1111(c)(4)(B) of the federal Every Student Succeeds Act, including pupil performance against state-determined long-term goals. The school may include data voluntarily developed by districts to measure pupil outcomes (described in the Identified Need); and

b. Be based on academic achievement information about all students in the school, including all groups under §200.13(b)(7) and migratory children as defined in section 1309(2) of the ESEA, relative to the State's academic standards under §200.1 to— i. Help the school understand the subjects and skills for which teaching and

learning need to be improved; and ii. Identify the specific academic needs of students and groups of students who are

not yet achieving the State's academic standards; and iii. Assess the needs of the school relative to each of the components of the

schoolwide program under §200.28. iv. Develop the comprehensive needs assessment with the participation of

individuals who will carry out the schoolwide program plan. v. Document how it conducted the needs assessment, the results it obtained, and

the conclusions it drew from those results. B. Identification of the process for evaluating and monitoring the implementation of the SPSA

and progress towards accomplishing the goals set forth in the SPSA (described in the Expected Annual Measurable Outcomes and Annual Review and Update).

Requirements for the Plan

II. The SPSA shall include the following: A. Goals set to improve pupil outcomes, including addressing the needs of student groups as

identified through the needs assessment.

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B. Evidence-based strategies, actions, or services (described in Strategies and Activities)1. A description of the strategies that the school will be implementing to address school

needs, including a description of how such strategies will--a. provide opportunities for all children including each of the subgroups of students to

meet the challenging state academic standardsb. use methods and instructional strategies that:

i. strengthen the academic program in the school,ii. increase the amount and quality of learning time, andiii. provide an enriched and accelerated curriculum, which may include programs,

activities, and courses necessary to provide a well-rounded education.c. Address the needs of all children in the school, but particularly the needs of those at

risk of not meeting the challenging State academic standards, so that all studentsdemonstrate at least proficiency on the State’s academic standards throughactivities which may include:i. strategies to improve students’ skills outside the academic subject areas;ii. preparation for and awareness of opportunities for postsecondary education and

the workforce;iii. implementation of a schoolwide tiered model to prevent and address problem

behavior;iv. professional development and other activities for teachers, paraprofessionals,

and other school personnel to improve instruction and use of data; andv. strategies for assisting preschool children in the transition from early childhood

education programs to local elementary school programs.C. Proposed expenditures, based on the projected resource allocation from the governing

board or body of the local educational agency (may include funds allocated via theConApp, federal funds for CSI, any other state or local funds allocated to the school), toaddress the findings of the needs assessment consistent with the state priorities, includingidentifying resource inequities, which may include a review of the LEAs budgeting, it’sLCAP, and school-level budgeting, if applicable (described in Proposed Expenditures andBudget Summary). Employees of the schoolwide program may be deemed funded by asingle cost objective.

D. A description of how the school will determine if school needs have been met (described inthe Expected Annual Measurable Outcomes and the Annual Review and Update).1. Annually evaluate the implementation of, and results achieved by, the schoolwide

program, using data from the State's annual assessments and other indicators ofacademic achievement;

2. Determine whether the schoolwide program has been effective in increasing theachievement of students in meeting the State's academic standards, particularly forthose students who had been furthest from achieving the standards; and

3. Revise the plan, as necessary, based on the results of the evaluation, to ensurecontinuous improvement of students in the schoolwide program.

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E. A description of how the school will ensure parental involvement in the planning, review, and improvement of the schoolwide program plan (described in Stakeholder Involvement and/or Strategies/Activities).

F. A description of the activities the school will include to ensure that students who experience difficulty attaining proficient or advanced levels of academic achievement standards will be provided with effective, timely additional support, including measures to 1. Ensure that those students' difficulties are identified on a timely basis; and 2. Provide sufficient information on which to base effective assistance to those students.

G. For an elementary school, a description of how the school will assist preschool students in the successful transition from early childhood programs to the school.

H. A description of how the school will use resources to carry out these components (described in the Proposed Expenditures for Strategies/Activities).

I. A description of any other activities and objectives as established by the SSC (described in the Strategies/Activities).

Authority Cited: S Title 34 of the Code of Federal Regulations (34 CFR), sections 200.25-26, and 200.29, and sections-1114(b)(7)(A)(i)-(iii) and 1118(b) of the ESEA. EC sections 6400 et. seq.

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Appendix B: Plan Requirements for School to Meet Federal School Improvement Planning Requirements For questions or technical assistance related to meeting Federal School Improvement Planning Requirements, please contact the CDE’s School Improvement and Support Office at [email protected].

Comprehensive Support and Improvement The LEA shall partner with stakeholders (including principals and other school leaders, teachers, and parents) to locally develop and implement the CSI plan for the school to improve student outcomes, and specifically address the metrics that led to eligibility for CSI (Stakeholder Involvement). The CSI plan shall:

1. Be informed by all state indicators, including student performance against state-determined long-term goals (Goal, Identified Need, Expected Annual Measurable Outcomes, Annual Review and Update, as applicable);

2. Include evidence-based interventions (Strategies/Activities, Annual Review and Update, as applicable) (For resources related to evidence-based interventions, see the U.S. Department of Education’s “Using Evidence to Strengthen Education Investments” at https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf);

3. Be based on a school-level needs assessment (Goal, Identified Need, Expected Annual Measurable Outcomes, Annual Review and Update, as applicable); and

4. Identify resource inequities, which may include a review of LEA- and school-level budgeting, to be addressed through implementation of the CSI plan (Goal, Identified Need, Expected Annual Measurable Outcomes, Planned Strategies/Activities; and Annual Review and Update, as applicable).

Authority Cited: Sections 1003(e)(1)(A), 1003(i), 1111(c)(4)(B), and 1111(d)(1) of the ESSA.

Targeted Support and Improvement In partnership with stakeholders (including principals and other school leaders, teachers, and parents) the school shall develop and implement a school-level TSI plan to improve student outcomes for each subgroup of students that was the subject of identification (Stakeholder Involvement). The TSI plan shall:

1. Be informed by all state indicators, including student performance against state-determined long-term goals (Goal, Identified Need, Expected Annual Measurable Outcomes, Annual Review and Update, as applicable); and

2. Include evidence-based interventions (Planned Strategies/Activities, Annual Review and Update, as applicable). (For resources related to evidence-based interventions, see the U.S. Department of Education’s “Using Evidence to Strengthen Education Investments” https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf.)

Authority Cited: Sections 1003(e)(1)(B), 1003(i), 1111(c)(4)(B) and 1111(d)(2) of the ESSA.

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https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf

https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf


Additional Targeted Support and Improvement A school identified for ATSI shall:

1. Identify resource inequities, which may include a review of LEA- and school-level budgeting, which will be addressed through implementation of its TSI plan (Goal, Identified Need, Expected Annual Measurable Outcomes, Planned Strategies/Activities, and Annual Review and Update, as applicable).

Authority Cited: Sections 1003(e)(1)(B), 1003(i), 1111(c)(4)(B), and 1111(d)(2)(c) of the ESSA.

Single School Districts and Charter Schools Identified for School Improvement Single school districts (SSDs) or charter schools that are identified for CSI, TSI, or ATSI, shall develop a SPSA that addresses the applicable requirements above as a condition of receiving funds (EC Section 64001[a] as amended by Assembly Bill [AB] 716, effective January 1, 2019). However, a SSD or a charter school may streamline the process by combining state and federal requirements into one document which may include the local control and accountability plan (LCAP) and all federal planning requirements, provided that the combined plan is able to demonstrate that the legal requirements for each of the plans is met (EC Section 52062[a] as amended by AB 716, effective January 1, 2019). Planning requirements for single school districts and charter schools choosing to exercise this option are available in the LCAP Instructions. Authority Cited: EC sections 52062(a) and 64001(a), both as amended by AB 716, effective January 1, 2019.

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Appendix C: Select State and Federal Programs For a list of active programs, please see the following links: Programs included on the Consolidated Application: https://www.cde.ca.gov/fg/aa/co/ ESSA Title I, Part A: School Improvement: https://www.cde.ca.gov/sp/sw/t1/schoolsupport.asp Available Funding: https://www.cde.ca.gov/fg/fo/af/ Developed by the California Department of Education, January 2019

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https://www.cde.ca.gov/fg/aa/co/

https://www.cde.ca.gov/sp/sw/t1/schoolsupport.asp

https://www.cde.ca.gov/fg/fo/af/

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