(SPSA) Template

School Plan for Student Achievement (SPSA) of 67 Upland Junior High 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 Upland Junior High School

County-District-School (CDS) Code

Schoolsite Council (SSC) Approval Date

October 24, 2019

Local Board Approval Date

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 X Comprehensive Support and Improvement X Targeted Support and Improvement X Additional Targeted Support and Improvement

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. Upland Junior High aims to provide all students an education that sets them up for A-G completion in high school, and puts them on the path to college and career readiness. All students will be provided a strong Tier 1 instruction in literacy, numeracy, and social-emotional learning. Some


students will receive targeted Tier support as indicated by universal screening tests, and some will receive additional targeted support to address larger deficits.


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). Upland Junior High has used teacher and student perception data from our AVID site team, district parent perception data, student perception data, and teacher perception data. In the areas of hope, engagement, and well-being, students report rates 88%, 78%, and 71% respectively. Parent perception of school leadership is 84% favorable, 77% for communication and service, and 81% for teaching and learning. For staff, 94% are favorable for instructional leadership, 93% for operational leadership, and 89% for cultural leadership.

Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings. Classroom observations are conducted by site and district administrators. Informal observations are conducted on a weekly basis by site administrators. These informal observations allow administration the opportunity to assess the classroom instructional program on a regular basis. With this information, administration is then able to hold reflective conversations with teachers regarding instructional decisions. This is also an opportunity for administration to determine areas of need for staff development. Teachers on the track for evaluation have two to four formal observations during the school year with a mid-year and end of year evaluation. Formal observations and evaluations are aligned to district mandates agreed upon by Upland Unified School District and the Upland Teachers Association. This is a formal opportunity to observe all aspects of lessons and provide very specific feedback to the teacher to reinforce effective strategies as well as offer suggestions for improvement. In particular, observations and post-observation conversations are intended to guide staff into teaching the Common Core State Standards, a more systematic implementation of technology-enhanced instruction, and the implementation of AVID strategies school-wide. This year, we will continue emphasizing deconstruction of the standards, including developing clarity on what mastery of the standards looks like. Evidence-based writing strategies using a claim-evidence-reasoning protocol will be an area of focus.

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) Math and ELA teachers will be administering the iReady diagnostics 3 times per year. Last year we administered one diagnostic in ELA, and 3 diagnostics in math. In collaborative groups, teachers work together to refine instruction for groups, classes, and grade levels based on these scores. To further develop this process, the Professional Learning Community Model is in place. History, math, science, and ELA have all been provided with student scores by period. Deconstruction of standards has begun for ELA and history. As soon as we have current scores for this year's CAASPP test, we will distribute by roster so teachers can see progress by their individual rosters.

Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) Student progress is monitored through multiple measures. Counselors and teachers work closely together to monitor the progress of students in danger of failing. Multiple measures are used to determine placement in intervention, and intervention needs. iReady diagnostics will give data on progress at beginning, middle, and end of year. Teachers also use iReady to provide individualized online instruction. Further training will take place using the Teacher Toolkit in iReady in order to assist students as they provide additional support based on instruction grouping needs as identified by the iReady diagnostics. We will also have CAASPP data by roster for each individual teacher, with comparisons between this year's test results and where students were when they began.

Staffing and Professional Development Status of meeting requirements for highly qualified staff (ESEA) All teachers at Upland Junior High have credentials for the areas they teach in, and are highly qualified in core academic subjects.

Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC) The California Common Core Standards are the basis for all curricula, and their mastery by all students drives professional development. Professional development needs are identified by site leadership teams in response to new textbook adoptions and student needs as identified by state tests and universal diagnostics.

Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA) Professional development is provided for teachers through district-wide staff development days, monthly staff meetings, grade level release time, and other release day training programs. Ongoing staff development is conducted at school sites. All professional development is focused on improving student mastery of the Common Core Standards, and increasing student engagement. Staff meetings have been reconfigured to maximize time for teacher learning and training. Operational items are covered electronically or via our short staff meeting. The longer staff meeting is used for professional development aimed at our various site initiatives. Time spent articulating in weekly PLC meetings and Data Days has allowed staff members to address student needs, and to refine teaching and reteaching based on teacher learning and results of assessment. The district has developed a comprehensive professional development calendar aimed at supporting site and district goals in alignment with the district focus of literacy, numeracy, and SEL.

Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) The district has two Math (7-12) teachers who are working with new and existing teachers through extensive professional development in concert with DNA math. Learning Innovation Leads and Tech Leads work with our coordinator of learning innovation to support professional development. Additional training continues to be provided in co-teaching models in order to support our co-teachers who are implementing our model of full inclusion for special education students.

Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC) Teachers meet every week in grade level and department teams. They collaborate together during at least one full day of release time. Math teachers are supported by TOSA's through coaching and lesson design.

Teaching and Learning


Alignment of curriculum, instruction, and materials to content and performance standards (ESEA) Core curriculum in ELA and Math are aligned to the Common Core standards for each grade level. This is year 3 of our new ELA adoption, which teachers were trained at the beginning of the year using the technology component. They are all implementing this curriculum. Supplemental curricula are provided for students with individualized education plans . Our Reading Intervention class and ELD classes have used Achieve 3000, a program that provides differentiated instruction to students based on reading levels. This program emphasizes nonfiction, and incorporates regular assessment as student move toward mastering state standards. As a school, we will focus on deconstruction of content standards, identifying what mastery looks like and communicating this to students. We will also develop weekly targets for ELA and history in the area of constructed responses that are evidence-based. We will be looking at Think CERCA, which would be a schoolwide writing program. Even without Think CERCA, UJH will implement a site-wide protocol for teaching writing (claim-evidence-reasoning_, and include this as an ongoing part of professional development

Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC) Grade level planning and team teaching supports implementation of Common Core Standards. At-risk students are provided with intervention both during the school day and outside of the regular instructional minutes. The EL coordinator takes an active role in communicating with teachers of individual students in order to monitor progress, and she also provides whole-staff development so that teachers have a clear understanding of the proficiency levels and needs of their individual students.

Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC) All teachers work with discipline specific and grade level teams to plan and pace lessons, create and administer common assessments, and evaluate the results of those assessments. Math and ELA are working off of a scope and sequence that was developed by a district team that included reps from both junior schools. Master schedule flexibility provides for those students identified as needing intervention in one or more areas. Student schedules are developed with their individual academic needs as a priority. Schedule is designed to provide co-teaching and collaborative classes for students on IEPs, and 3 bilingual aides provide support for English language learners in all content areas. This year we plan to add an intervention teacher to provide support to students who are reading 3 or more grade levels below.

Availability of standards-based instructional materials appropriate to all student groups (ESEA) Math and ELA are working off of a scope and sequence that was developed by a district team which is aligned with the Common Core Standards for each content area and grade level. This is currently being revised in the area of ELA, with a specific focus on type of writing for each trimester. Students with identified needs will be placed in research-based reading intervention classes, including Achieve 3000 and a Tier 3 intervention curriculum. English Language students work with our ELA adoption, which is aligned the the CCSS and included adapted curriculum for EL learners. History teachers will be implementing a brand new history curriculum. ELD teachers also implement the AVID Excel curriculum, which provides curriculum emphasizing AVID WICOR strategies, and a particular focus on language instruction. Classrooms have access to technology, and teachers are being trained in methods of harnessing technology to deliver instruction that emphasizes the instructions shifts of the Common Core, including developing/enhancing the depth of knowledge of classroom assignments.

Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC) All content areas are using the adopted textbooks for their disciplines.

Opportunity and Equal Educational Access


Services provided by the regular program that enable underperforming students to meet standards (ESEA) Research- based educational practices designed to raise achievement include: Achieve 3000, Study Sync ELA adoption (including modified material for EL students), AVID Excel, iReady individualized online instruction, including the Teacher Toolkit for addressing the needs of specific instructional groupings. Math teachers coordinate to provide regular tutoring at each grade level three times a week, and all math teachers employ a system of quiz corrections in order to promote student mastery. The EL Homework Club meets four times per week, with multiple bilingual aides providing support to students.

Evidence-based educational practices to raise student achievement Social studies and English teachers have been trained in Document Based Questioning, and this methodology is powerful means of addressing the CCSS instruction shifts of writing from sources and text-based answers. As mentioned above, Achieve 3000, AVID Excel, and Study Sync adoption is used with EL students and reading intervention, and its focus if based on high interest nonfiction text, argumentative discussions and writing, and development of interdisciplinary academic vocabulary. Collaborative, inquiry-based instruction is also a priority of AVID Excel, and our school-wide focus on WICOR. Every staff meeting has time allocated for teacher learning in an area of WICOR, technology integration, and practices for increasing student engagement. Over 75% of staff has been AVID trained. ELA and math teachers have been trained in iReady, and will continue to receive additional training. Instructional groupings are provided by roster based on student results on the diagnostic assessment.

Parental Engagement Resources available from family, school, district, and community to assist under-achieving students (ESEA) We believe there is great value in working in partnership with the families we serve. The principal, assistant principal, counselors, and many teachers are visible in front and around the school each morning and afternoon in order to create a welcoming atmosphere. All students have access to resources, both personnel and physical, which promote academic achievement and social development. Under performing students are given access to intervention time that assists them in meeting grade level standards and students that meet or exceed standards are given opportunities for enrichment. The PBIS team will add a parent to membership, and hold regular meetings at at time where this parent can attend. Each spring we have a College Night where representatives from local universities and trade schools come and talk to our students and parents about preparing for college or a career. When parents feel like they are valued members of the learning community, they seem to be more apt to reach out for assistance. In an effort to support our families in need, we partner with Healthy Start. Healthy Start provides food and home support for families in need. They also have social workers who can lend support when needed.

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) Meetings are held throughout the year for ELAC, PTSA and School Site Council to ensure that parents have opportunities to participate in shared decision making. We will need to add an additional parent to our AVID Site Team next year. Lastly, we implemented the Watch DOGS program at UJH, where fathers volunteered on campus and in classrooms.

Funding Services provided by categorical funds that enable underperforming students to meet standards (ESEA) Our categorical budgets, both state and federal, allow us to meet the needs of our students in different ways. We are able to provide an EL instructional aide to work with EL students who have not been redesignated. We purchased Achieve 3000, which specifically targets students reading below grade level by providing leveled non-fiction texts and extended close reading and writing opportunities for students to build their reading ability. We also supply nonfiction text in the form of Scholastic magazines. Other resources include Flocabulary, a standards-based vocabulary development resource, By addressing the language deficiencies within some of our students, we are building a strong foundation from which they can build upon.


Fiscal support (EPC) We receive District General Funds, ELLI funding, Title 1 Funding, donations, and PTA Funding. Funds are used to support, but not supplant, the district's general funds in providing services, resources and programs to all students. The school district also provides health services, library assistance, crisis intervention, speech and psychological services.

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 Upland Junior High's School Site Council is comprised of parents, students, teachers, and classified staff members who provide input and review of drafts of the SPSA. They review this document as needed at each school site council meeting, and revise when necessary. Upon election, this group is instructed in their role, and they provide evaluation and oversight using specific evaluation documents. Stakeholders are provided with copies of SPSA and necessary achievement and any additional data needed to make decisions promoting student success. Resource Inequities Briefly identify and describe any resource inequities identified as a result of the required needs assessment, as applicable.


School and Student Performance Data

Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup

Percent of Enrollment Number of Students Student Group

16-17 17-18 18-19 16-17 17-18 18-19

American Indian 0.7% 0.39% 0.26% 5 3 2

African American 11.3% 11.35% 9.66% 85 88 74

Asian 5.2% 3.61% 3.13% 39 28 24

Filipino 1.1% 1.81% 1.31% 8 14 10

Hispanic/Latino 68.2% 67.87% 71.8% 513 526 550

Pacific Islander 0.3% 0.52% 0.26% 2 4 2

White 11.7% 11.10% 11.1% 88 86 85

Multiple/No Response 0.3% 2.06% 1.17% 2 16 9

Total Enrollment 752 775 766

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Number of Students Grade

16-17 17-18 18-19

Grade 7 372 410 363

Grade 8 378 365 403

Grade 9 1

Grade 10 1

Total Enrollment 752 775 766 Conclusions based on this data: 1. Enrollment by subgroup has remained relatively constant, within 1-2%, over the last three years.

2. Overall enrollment has increased. We had about 50 more students in 7th grade as compared to 8th grade.



Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment

Number of Students Percent of Students Student Group

16-17 17-18 18-19 16-17 17-18 18-19

English Learners 112 111 89 14.9% 14.3% 11.6%

Fluent English Proficient (FEP) 168 170 182 22.3% 21.9% 23.8%

Reclassified Fluent English Proficient (RFEP) 7 8 8 6.7% 7.1% 7.2% Conclusions based on this data: 1. The number of EL students is trending slightly down by 3.3% from 2016-=2017 to 2017-2018.

2. Fluent English Proficient is trending slightly down (22.3%-21.9%), and with Reclassified Fluent English Proficient slightly tending up (6.8%-7.2%).



CAASPP Results English Language Arts/Literacy (All Students)

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores

% of Enrolled Students Tested

Grade Level 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 7 373 404 363 367 399 361 367 399 361 98.4 98.8 99.4

Grade 8 374 371 412 364 368 403 362 368 404 97.3 99.2 97.8

All Grades 747 775 775 731 767 764 729 767 765 97.9 99 98.6 * The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students Mean Scale Score % Standard

Exceeded % Standard Met % Standard Nearly

Met % Standard Not

Met Grade Level 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 7 2495.4

2504.6

2521.7

3.27 6.52 8.59 26.43 25.56 30.75 28.88 28.82 29.92 41.42 39.10 30.75

Grade 8 2521.1

2515.4

2516.7

8.29 5.43 6.45 22.10 22.55 23.82 32.87 33.42 31.76 36.74 38.59 37.97

All Grades N/A N/A N/A 5.76 6.00 7.46 24.28 24.12 27.09 30.86 31.03 30.89 39.09 38.85 34.55

Reading Demonstrating understanding of literary and non-fictional texts

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

16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 Grade 7 12.26 11.28 16.90 45.23 46.62 42.66 42.51 42.11 40.44

Grade 8 12.98 11.44 14.14 41.16 42.23 42.18 45.86 46.32 43.67

All Grades 12.62 11.36 15.45 43.21 44.52 42.41 44.17 44.13 42.15

Writing Producing clear and purposeful writing % Above Standard % At or Near Standard % Below Standard

Grade Level 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 7 10.63 12.53 17.45 47.96 48.12 53.19 41.42 39.35 29.36

Grade 8 13.26 10.35 10.42 48.34 49.59 56.08 38.40 40.05 33.50

All Grades 11.93 11.49 13.74 48.15 48.83 54.71 39.92 39.69 31.54

Listening Demonstrating effective communication skills


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 Grade 7 6.27 6.27 11.36 56.95 59.90 67.87 36.78 33.83 20.78

Grade 8 8.56 9.26 8.44 67.13 64.03 59.80 24.31 26.70 31.76

All Grades 7.41 7.70 9.82 62.00 61.88 63.61 30.59 30.42 26.57


Research/Inquiry Investigating, analyzing, and presenting information


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 Grade 7 9.54 14.54 17.17 51.50 54.39 49.03 38.96 31.08 33.80

Grade 8 16.30 11.17 11.41 45.86 51.77 43.92 37.85 37.06 44.67

All Grades 12.89 12.92 14.14 48.70 53.13 46.34 38.41 33.94 39.53 Conclusions based on this data: 1. We have the opportunity to move significant numbers of students from "nearly met" to "standard met." Overall

achievement has remained stagnant. 7th grade ELA scores are almost universally better than 8th, with 7th going from 3.27% standard exceeded to 6.52%, as compared to 8.29 dropping to 5.43% in 8th grade. 7th and 8th percentages for "standard met" were 25.56, and 22.55 respectively.

2. We again had the largest cohort of "standard not met" in reading, followed by writing, and then research and inquiry This is not a surprise, and we continue to see evidence of this need regardless of the assessment tool used. Our students need regular, consistent practice in critical reading, writing, and collaborating around text. These practices will continue to be an area of focus school wide, and reading comprehension is not something that can be built in a silo of intervention classes. Our school-wide implementation of AVID strategies, collaborating around text, and extended writing and critical reading opportunities will continue to help us in this area. While we are seeing progress in terms of classroom instruction and instructional strategies, we have been frustrated by these stagnant scores. This year we have a universal screener for ELA, and will be training all ELA and History in using Achieve 3000 to address student deficits in this area.

3. Two years ago, 7th outperformed 8th grade. A year ago 8th grade outperformed 7th grade in all claims except for reading, where scores were relatively even. 8th grade students showed a significant difference in the number of students above standard in research/inquiry (16.3 vs. 9.54 for 7th). These findings are not surprising, since they largely reflect the cohort data for students as they move through from grade to grade (last year's 7th scores correlate closely to this year's 8th grade scores). This year, we see 7th grade outperforming 8th grade again. It will be interesting to see if we will see a bump in this year's 8th grade scores as the 7th grade cohort moves on.



CAASPP Results Mathematics (All Students)

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores

% of Enrolled Students Tested

Grade Level 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 7 373 404 363 367 395 359 367 395 359 98.4 97.8 98.9

Grade 8 373 371 412 363 366 401 363 366 401 97.3 98.7 97.3

All Grades 746 775 775 730 761 760 730 761 760 97.9 98.2 98.1 * The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded

% Standard Met % Standard Nearly Met

% Standard Not Met

Grade Level 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 7 2468.0

2472.7

2475.3

3.54 3.29 5.57 11.17 13.67 12.26 30.25 30.89 28.41 55.04 52.15 53.76

Grade 8 2507.2

2506.5

2485.3

11.29 9.29 5.49 12.67 15.03 9.73 28.10 29.51 29.18 47.93 46.17 55.61

All Grades N/A N/A N/A 7.40 6.18 5.53 11.92 14.32 10.92 29.18 30.22 28.82 51.51 49.28 54.74

Concepts & Procedures Applying mathematical concepts and procedures


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 Grade 7 7.08 7.36 9.19 26.70 29.44 27.02 66.21 63.20 63.79

Grade 8 16.25 16.12 7.98 34.44 37.70 30.67 49.31 46.17 61.35

All Grades 11.64 11.58 8.55 30.55 33.42 28.95 57.81 55.00 62.50

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


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 Grade 7 5.45 6.08 6.69 39.78 42.28 42.62 54.77 51.65 50.70

Grade 8 9.09 6.56 6.73 33.06 46.45 36.91 57.85 46.99 56.36

All Grades 7.26 6.31 6.71 36.44 44.28 39.61 56.30 49.41 53.68

Communicating Reasoning Demonstrating ability to support mathematical conclusions


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 Grade 7 3.81 3.81 7.24 50.68 53.55 50.70 45.50 42.64 42.06

Grade 8 11.85 12.84 6.48 45.73 42.62 51.87 42.42 44.54 41.65

All Grades 7.81 8.16 6.84 48.22 48.29 51.32 43.97 43.55 41.84


Conclusions based on this data: 1. We continue to see growth as students move from 7th to 8th grade. The number of students at or above standard

has remained stagnant overall. 2. Communicating Reasoning is the strongest area, with about 57% of 7th grade students near or above the standard,

and 56% of 8th grade students near or above. This is still not a strength, however, as over 43% of students are below standard in this area. This has been consistent over the last three years.

3. Concepts and Procedures has the greatest percentage of students above standard (11.58%) but also the greatest percentage below standard (55%). There was an increase in students scoring "at/near standard" in Problem Solving and Modeling, moving from 36.44% last year to 44.28% in 2018. There was a significant reduction in students scoring below standard in this area (56.3%-49.41%). This is encouraging movement, in light of the effort teachers have been focusing on solving real-world problems.



ELPAC Results

ELPAC Summative Assessment Data Number of Students and Mean Scale Scores for All Students

Overall Oral Language Written Language Number of Students Tested Grade

Level 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

Grade 7 1531.0 1513.1 1548.5 53

Grade 8 1540.9 1517.0 1564.2 44

All Grades 97

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

Level 4 Level 3 Level 2 Level 1 Total Number of Students Grade

Level 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

7 24.53 50.94 * * 53

8 45.45 27.27 * * 44

All Grades 34.02 40.21 16.49 * 97

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

Level 4 Level 3 Level 2 Level 1 Total Number of Students Grade

Level 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

7 33.96 52.83 * * 53

8 40.91 40.91 * * 44

All Grades 37.11 47.42 * * 97

Written 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 7 17 32.08 13 24.53 14 26.42 * * 53

Grade 8 20 45.45 * * * * * * 44

All Grades 37 38.14 21 21.65 22 22.68 17 17.53 97

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

Well Developed Somewhat/Moderately Beginning Total Number of Students Grade

Level 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

7 30.19 60.38 * 53

8 36.36 52.27 * 44

All Grades 32.99 56.70 * 97


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


Level 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

7 49.06 45.28 * 53

8 61.36 29.55 * 44

All Grades 54.64 38.14 * 97

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


Level 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

7 30.19 30.19 39.62 53

8 40.91 25.00 34.09 44

All Grades 35.05 27.84 37.11 97

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


Level 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

7 30.19 62.26 * 53

8 43.18 56.82 44

All Grades 36.08 59.79 * 97

Conclusions based on this data: 1. Of 97 students tested, 34% were at Level 4, 40% were at Level 3, and 16% were at Level 2 in overall language.

8th grade had almost double the percentage of students score at 4, with the same being true for 7th grade at level 3.

2. Of all domains, Speaking had the highest percentage of students at 4. Discrepancy between 7th and 8th was consistent across all domains (roughly 20% more 8th graders than 7th graders were at Level 4 across all domains. This trend makes sense, as student are scoring higher the longer they are receiving instruction at UJH.



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

2017-18 Student Population

Total Enrollment

775 This is the total number of students enrolled.

Socioeconomically Disadvantaged

82.3% 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

14.3% 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

0.1% 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 111 14.3%

Foster Youth 1 0.1%

Homeless 29 3.7%

Socioeconomically Disadvantaged 638 82.3%

Students with Disabilities 126 16.3%

Enrollment by Race/Ethnicity

Student Group Total Percentage

African American 88 11.4%

American Indian 3 0.4%

Asian 28 3.6%

Filipino 14 1.8%

Hispanic 526 67.9%

Two or More Races 10 1.3%

Pacific Islander 4 0.5%

White 86 11.1% Conclusions based on this data: 1. A significant portion of our student population is identified as socioeconomically disadvantaged.

2. Our largest subgroup by race/ethnicity is Hispanic, at 68%.

3. We have significant numbers of English Learners (14.3%) and students with disabilities (16%).



Overall Performance

2018 Fall Dashboard Overall Performance for All Students

Academic Performance

English Language Arts

Orange

Mathematics

Yellow

English Learner Progress

No Performance Color

Academic Engagement

Chronic Absenteeism

Orange

Conditions & Climate

Suspension Rate

Yellow

Conclusions based on this data: 1. While our ELA scores are much higher than math, we still have a significant number of students not meeting

standard. Scores remained relatively flat. Although rates of proficiency in math are low, students showed progress this year overall, specifically at 8th grade.

2. Chronic absenteeism is an area of significant concern, and continues to be reflected throughout the current year. We need to identify proactive, systemic actions to prevent and respond to this problem.

3. Last year we had a reduction in suspensions, however our overall rate of suspension is still high. This trend in reduction has continued over the last several years.



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

1 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 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

Orange

47.2 points below standard

Maintained 1 points

724 students

English Learners

Yellow


Increased 3.4 points

207 students

Foster Youth


Less than 11 Students - Data Not Displayed for Privacy

2 students

Homeless



Declined -3.3 points

27 students


Yellow



600 students

Students with Disabilities

Red


Maintained -2.5 points

124 students


2018 Fall Dashboard English Language Arts Performance by Race/Ethnicity

African American

Orange


Maintained 1.3 points

83 students

American Indian



2 students

Asian


22.6 points above standard


26 students

Filipino


6.5 points above standard

13 students

Hispanic

Orange



505 students

Two or More Races



7 students

Pacific Islander



4 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



97 students

Reclassified English Learners


Increased 5 points

110 students

English Only



460 students

Conclusions based on this data: 1. English Learners made progress in ELA.

2. Overall, students in all subgroups maintained or increased. English Learners, Whites, and SED students made increases.



Academic Performance Mathematics


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Mathematics Equity Report

Red

1 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

Yellow



719 students

English Learners

Orange



205 students

Foster Youth



2 students

Homeless




27 students


Yellow



595 students


Orange



124 students


2018 Fall Dashboard Mathematics Performance by Race/Ethnicity

African American

Red



83 students

American Indian



2 students

Asian



Increased

24.9 points 26 students

Filipino



13 students

Hispanic

Yellow



501 students

Two or More Races



7 students

Pacific Islander



4 students

White

Yellow


Increased 10 points

82 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


Increased

15 points 96 students

Reclassified English Learners



109 students

English Only



457 students

Conclusions based on this data: 1. All subgroups except African American increased performance.

2. Even with increases, our subgroups are significantly below standard. Performance levels of students with disabilities, English Learners, and African American students are of particular concern.



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

97

Level 4 Well

Developed 34%

Level 3 Moderately Developed

40.2%

Level 2 Somewhat Developed

16.5%

Level 1 Beginning

Stage 9.3%

Conclusions based on this data: 1. Next year's comparison data will help us determine trends, while utilizing this data point as a measure of efficacy of

our programs and interventions.



Academic Performance College/Career


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard College/Career Equity Report

Red Orange Yellow Green Blue This section provides information on the percentage of high school graduates who are placed in the "Prepared" level on the College/Career Indicator.

2018 Fall Dashboard College/Career for All Students/Student Group

All Students English Learners Foster Youth

Homeless Socioeconomically Disadvantaged Students with Disabilities

2018 Fall Dashboard College/Career by Race/Ethnicity

African American American Indian Asian Filipino

Hispanic Two or More Races Pacific Islander White This section provides a view of the percent of students per year that qualify as Not Prepared, Approaching Prepared, and Prepared.

2018 Fall Dashboard College/Career 3-Year Performance

Class of 2016 Prepared

Approaching Prepared Not Prepared





Conclusions based on this data: 1.



Academic Engagement Chronic Absenteeism


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Chronic Absenteeism Equity Report

Red 1

Orange 2

Yellow 4

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

12.8% chronically absent

Maintained 0.4%

813 students

English Learners

Yellow


Maintained 0.4%

111 students

Foster Youth



6 students

Homeless

Red


Increased 4.6%

33 students


Orange


Maintained 0.3%

667 students


Yellow


Declined 1.5%

140 students


2018 Fall Dashboard Chronic Absenteeism by Race/Ethnicity

African American

Yellow

14% chronically absent

Declined 1.6%

93 students

American Indian



4 students

Asian



Increased 4.3%

29 students

Filipino


0% chronically absent

14 students

Hispanic

Orange


Increased 0.9%

555 students

Two or More Races



Declined 10.4%

24 students

Pacific Islander



4 students

White

Yellow


Declined 6.4%

90 students

Conclusions based on this data: 1. White students have the highest rates of chronic absenteeism (16.7%).

2. Homeless student rates have increased, while students with disabilities have decreased. Rates for all students have remained constant.



Academic Engagement Graduation Rate


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Graduation Rate Equity Report

Red Orange Yellow Green Blue This section provides information about students completing high school, which includes students who receive a standard high school diploma or complete their graduation requirements at an alternative school.

2018 Fall Dashboard Graduation Rate for All Students/Student Group

All Students English Learners Foster Youth

Homeless Socioeconomically Disadvantaged Students with Disabilities

2018 Fall Dashboard Graduation Rate by Race/Ethnicity

African American American Indian Asian Filipino

Hispanic Two or More Races Pacific Islander White This section provides a view of the percentage of students who received a high school diploma within four years of entering ninth grade or complete their graduation requirements at an alternative school.

2018 Fall Dashboard Graduation Rate by Year

2017 2018 Conclusions based on this data: 1.



Conditions & Climate Suspension Rate


Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Suspension Rate Equity Report

Red

3 Orange

1 Yellow

1 Green

2 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

Yellow

9.1% suspended at least once

Declined -0.3% 835 students

English Learners

Green



Foster Youth


Less than 11 Students - Data Not Displayed for Privacy 9 students

Homeless

Red


Increased 8.5% 37 students


Yellow




Red




2018 Fall Dashboard Suspension Rate by Race/Ethnicity

African American

Red


Maintained 0.1% 97 students

American Indian



Asian




Filipino


0% suspended at least once

14 students

Hispanic

Orange



Two or More Races




Pacific Islander



White

Green



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

2018 Fall Dashboard Suspension Rate by Year

2016 13% suspended at least once

2017 9.4% suspended at least once

2018 9.1% suspended at least once

Conclusions based on this data: 1. Rates of suspension increased for students with disabilities and homeless students, while other groups declined.

2. Rates of suspension for African American students maintained, Hispanic increased slightly, and rates for Whites declined.

3. African American students are suspended at a higher rate than White students, followed by Hispanic students. Students with disabilities are suspended at a rate higher than all other groups (15.1%).


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 1. Implement a Multi-Tiered System of Supports (MTSS) that aligns programs and services to meet the academic, social, emotional and physical needs of students; 2.Improve consistency and equity in teaching and rigorous learning experiences

Goal 1 During the 201-2020 school year, the Content Standards will be an area of focus for improved academic performance English Language Arts and Math. English Language Learners will work towards proficiency in ELA and Math to meet the criteria for redesignation.

Identified Need

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

CAASPP Data ELA: 30.12% Standard Met/Exceeded, 31.03% Nearly Met Math: 20.5% Standard Met/Exceeded, 29.51% Nearly Met

Increase Standard Met/Exceed by 10%. Reduce Standard Not Met By 10%.

iReady Diagnostic Data 11% Above Standard, 33% 1 level below, 55% 2 or more levels below

10% increase on subsequent administration in students above standard. All students make progress in moving levels. 20% reduction in students 2 or more levels below.

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, SED, EL Students Strategy/Activity Language Arts Program will focus on instruction that results in mastery of the Common Core State Standards in grades 7 and 8.


Funds will be used for the purchase of needed books and materials to support SED and EL students. 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) 5000 LCAP 2000 Title I

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 Teachers will continue to use technology to enhance instruction, to assess student performance, and to monitor the results of that assessment in order to increase student achievement for SED and EL students. We will look at purchasing a site-wide writing program to address Tier 1 needs for students as identified by CAASPP and iReady data (Think CERCA). Funds will be used for the purchase of needed technology to provide additional support to SED and EL students. This technology will be aimed at increasing academic vocabulary and individualized skill practice that will provide support for students in all content areas. Screen management software will allow for greater degree of teacher intervention to particular students, including those need support to master content standards. 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) 12,312.29 LCAP 2000 Title I

Strategy/Activity 3 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) Strategy/Activity


A Reading Specialist will support struggling students in English Language Arts as determined by data and grades. 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) 117,915 Title I

Strategy/Activity 4 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) EL Students Strategy/Activity An English Language Teacher for grade 8 will provide support to EL students in levels 1-5. A 7 hour EL Instructional Aide for grade 8 will provide support to EL students in levels 1-5 An additional EL instructional Aide will provide the same support for both 7th and 8th grade. An Additional Bilingual Aide will provide support primarily in the math classrooms in 7th and 8th grade. 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) 63,591 Title I 63,591 Title I 53749 Title I 43603 Title I 37480 Title I

Strategy/Activity 5 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students, SED and EL Students Strategy/Activity Funds will be allotted for teachers, administrators, and counselors to attend professional development workshops aimed at instructional practices that will support student achievement in reading, writing, and math.


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) 2500 Title I

Strategy/Activity 6 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) Special Education Students, SED Students Strategy/Activity Special Education Teachers will provide after school intervention for students who need academic support based on progress toward academic goals. 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) 2000 LCAP 5000 Title I

Strategy/Activity 7 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) SED and EL Students Strategy/Activity Funds will be used to provide Achieve 3000 for the Reading Specialist, ELD, History, English, and Special Education teachers to support SED and EL students. 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) 12940 Title I

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


Funds will be used for EL aide to offer after school academic support for struggling EL students. Additional hours for EL aide to support ELD teacher in coordinating training for staff and monitoring LTEL and RFEP students. Additional hours for teachers and instructional aides to assist with after school intervention for EL Students or SED students in need of academic intervention 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) 4000 LCAP 3000 Title I

Strategy/Activity 9 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) Strategy/Activity Strategies will be provided for CAASPP testing, which will inclusion assembly to motivate students to perform their best on the state test. 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)

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. Use of Bilingual aides and special education aides has been effective in addressing the needs of English Learners, and this is evidenced in progress made by this subgroup. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.


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. This year, district will fund Aeries, which will provide data and assist with identifying students in need of additional intervention. We will look at purchasing a site-wide writing program to address a need identified by CAASPP and iReady diagnostic (Think CERCA).


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 2. Implement programs and services that meet the academic, social, emotional and physical needs of all students

Goal 2 Goal #2: Upland Junior High will reinforce its college going culture by continuing to expand AVID implementation, and sustaining practices of the GEAR UP program to promote a college-going identity. We will emphasize preparedness for college and career, including a well-rounded educational experience that provides access to STEM and visual and performing arts.

Identified Need


AVID Secondary Coaching and Certification Instrument

Currently AVID certified three years.

Maintain AVID Site of Distinction Status


Strategy/Activity 1 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students, ELD Students in AVID Excel Classes Strategy/Activity New teachers attend the AVID Summer Institute AVID coordinators attending workshops Administrators Attend RIMS Leadership training. 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)


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 College-visit field trips, college speakers, assemblies, and awareness of A-G requirements 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) 11753 LCAP 1371 Title I

Strategy/Activity 3 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students, Strategy/Activity Provide students with AVID materials to support development of critical thinking, inquiry, and language production (WICOR resources, Costa's Levels of Questions) 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)

Strategy/Activity 4 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) SED students, EL students, Students in AVID Elective Strategy/Activity Provide staff and school with materials to support College Going Culture .Provide college shirts to AVID students and students from multiple homeroom classes to increase college-going and identity schoolwide. 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) 4000 LCAP

Strategy/Activity 5 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) SED, EL, Sped Students Strategy/Activity Staff will attend Aeries Conference to receive training in effective master schedule creation to provide for AVID electives, gen-ed/sped collaboration, and least restrictive environment for students with increased needs. Funds will be provided for counselors to work on adapting master schedule during the summer to support our work toward inclusion and creating equitable classes that support rigorous learning environments for all students. 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) 4000 LCAP

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 All students will have access to taking the PSAT 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) 8250 Title I

Strategy/Activity 7 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) Strategy/Activity AVID Site Team to attend SITE Meetings and collaboration for AVID elective teacher team.


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) 3000 LCAP

Strategy/Activity 8 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students Strategy/Activity Students will be provided resources to enhance access to innovative instruction in STEM and visual/performing arts classes. 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) 1500 LCAP

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. This year we were able to send all students to a college field trip, promoting our goal of college and career readiness. We were also able to support our new art teacher as she implemented new goals in an effort to develop a vertical program in coordination with the high school while enhancing offerings at the junior high. PSAT was implemented site wide, with over 70% of students taking this test. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal. 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.


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 3. Improve consistency and equity in teaching and rigorous learning experiences 1. Implement a Multi-Tiered System of Supports (MTSS) that aligns programs and services to meet the academic, social, emotional and physical needs of students

Goal 3 Goal #3: During the 2018/2019 school year, teachers will use AVID WICOR strategies and as a means of addressing the Common Core State Standards, and as a means of increasing the depth of knowledge of student learning. There will continue to be a focus on implementing collaborate-to-learn strategies on a daily basis in all content areas. Support will be provided to Project Lead the Way in order to support inquiry via STEM. These serve to build our MTSS by strengthening our Tier 1 academic universal instruction.

Identified Need


AVID Secondary Coaching and Certification Instrument

70% of teachers using WICOR strategies with some consistency.

Above 70% of staff implementing WICOR strategies in their classrooms.

CAASPP Data in ELA ELA: 30.12% Standard Met/Exceeded, 31.03% Nearly Met

Increase in students meeting or exceeding standard by 10%

IAB Data in ELA 7th: 15% above standard, 51% near, 34% below 8th: 7% above, 62% near, 31% below

Increase to 25% above, 55% near, and 20% below

Achieve 3000 Lexile Data Students lexile scores have increased by 64, 65, and 35 points in designated ELD.

Increase Lexile gains to 80 points in all sections of designated ELD.


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 Staff training by teachers and students on WICOR strategies. Ongoing training on implementing questioning and summarizing to student notes. Training students to use tools to foster inquiry, collaboration, and critical reading (in student handbook). These are tools that are critical for supporting EL and SED students to move toward proficiency in state standards. Ongoing training on "collaborate to learn" strategies to improve student collaboration and checking for understanding. Professional development on evidence-based writing protocol. AVID Site Team will plan and identify staff members and students who will prepare training. Subs provided: Administrators, AVID Coordinator, District Support, and RIMS AVID coach will conduct two WICOR walk-throughs of content area teachers to provide feedback. Leadership will use this feedback to design PD. 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) 0.00 None Specified 2000 Title I

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 Content Teachers Attend AVID Path Trainings to support WICOR instruction. Counselors and administrators attend AVID trainings throughout the year. The content in these workshops will support teacher use of WICOR in the classroom, which is specifically what our SED and EL students need to support their progress toward meeting state standards. 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) 2000 LCAP


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. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal. WICOR walk-throughs did not occur this year. This will be an area of focus as we seek to solidify our schoolwide implementation of AVID. Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. We will continue to focus on walk-throughs, adding site writing practices as a component of WICOR. This can be an area of focus for walk-throughs. 80% English teacher will no longer be supported by the district. Evidence-based writing and deconstruction of standards will be a focus for professional development.


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 2. Ensure equitable access and use of innovative technology

Goal 4 During the 2018/2019 school year, all teachers will be trained in and will practice using technology to increase collaboration, reading, writing, and inquiry.

Identified Need


CAASPP Data in ELA and Math

ELA: 30.12% Standard Met/Exceeded, 31.03% Nearly Met Math: 20.5% Standard Met/Exceeded, 29.51% Nearly Met

Move 10% of students one or more performance bands in all grade levels in ELA and math


Strategy/Activity 1 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) Strategy/Activity Technology Leads and additional staff members will attend GAFE Summit with focus on sessions to increase achievement for SED and EL students. Attendees will lead trainings for staff. 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) 2000 LCAP


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. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal. Last year we did not send teachers to GAFE summits. Due to increase in other areas of the professional development calendar, we focused on other areas. This year will be a needed refresh in training, especially for our tech leads and learning innovation leads. 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. Due to the increase in web-based curriculum, PD in project-based learning, and an upgraded district technology plan, our teachers will need increase opportunity for professional development aimed at using technology in innovative ways to support instruction.


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 1. Implement a Multi-Tiered System of Supports (MTSS) that aligns programs and services to meet the academic, social, emotional and physical needs of students 4. Improve parent and community engagement

Goal 5 During the 2019-2020 school year, Upland Junior High School will strengthen Tier 1 and continue tier 2 interventions of PBIS to provide a positive and safe learning environment for all students, stress the importance of continued education, and provide more opportunities for our parents to become more involved at our school.

Identified Need


Tiered Fidelity Inventory Silver Level Implementation Gold Level Implementation Attendance Rates (chronic absenteeism)

13.5% Chronic Absenteeism 10% Chronic Absenteeism

Suspension Data 9.95% Suspension Rate Decrease Suspension Rate to 7%

School Safety Data from the California Healthy Kids Survey

71% perceive school as "safe" or "very safe" 46% rate "meaningful participation in school" as "low."

increase to 80% perception of school as "safe or very safe" Increase to 60% the number of students perceiving opportunities available for meaningful participation in school.


Strategy/Activity 1 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) Students with chronic absenteeism, all students Strategy/Activity Improve the number of tardies and absences


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) 1,000.00 SITE

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 Update the school's physical environment and messaging to reflect our school-wide expectations. Provide updated technology as needed for office staff. 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) 3000 LCAP

Strategy/Activity 3 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students Strategy/Activity Interquest Detection Canines to promote a drug-free environment. 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) 600 LCAP

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 Student and parent resources in handbooks educating families and students on UJH's PBIS (Positive Behavior Statement, interventions flow-chart, school-wide expectations) 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)

Strategy/Activity 5 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students, students in need of tier 2 and 3 supports Strategy/Activity Devote a portion of each staff meeting to PBIS updates. 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)

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 A PE aide will be hired to assist with instruction and increase locker room supervision. An additional hour will be requested to assist with zero period before school starts. 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) 3,371 Title I

Strategy/Activity 7 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups)


Strategy/Activity PBIS Team will host family engagement opportunities. 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)

Strategy/Activity 8 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students Strategy/Activity Counselors will attend workshops/conferences to provide support for families and students who are at risk behaviorally, emotionally, socially, and academically. 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) 2000 LCAP

Strategy/Activity 9 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students, students in need of behavioral support Strategy/Activity PBIS Leadership Team will analyze school-wide data from the SAS and TFI to support the development of PBIS with the goal of reducing suspensions and increasing engagement and success for students with social/behavioral challenges. PBIS team will meet monthly after school to review behavioral data and develop/monitor Tier 2 interventions. 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) 3500 LCAP

Strategy/Activity 10


Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students Strategy/Activity Implement Watch DOGS to increase parent involvement on campus and to support student safety, mentorship, and positive school culture 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) 1000 LCAP

Strategy/Activity 11 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) SED Students Strategy/Activity Send administration to professional development with a focus on leadership for challenges facing Title I Schools, and professional development to support implementation of multi-tiered systems of supports 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) 5000 LCAP

Strategy/Activity 12 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students Strategy/Activity Conferences and training for student activities directors to provide training for advisors to develop student leadership, create a physical environment that is welcoming and conducive to learning, and promote positive social-emotional development. ASB funds will be used to support this training 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)

Strategy/Activity 13 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) SED Students, EL Students Strategy/Activity Opportunities will be provided for parent involvement. 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)

Strategy/Activity 14 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All Students Strategy/Activity Funds will be provided to promote school culture by providing sports teams with matching uniforms. Current teams have to wear a combination of mismatched uniforms, as all students who desire to participate are included. League fees will be provided for students to participate in inter-school competition. 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) 2250 LCAP 600.00 LCAP

Strategy/Activity 15 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students. Strategy/Activity Funds will be allocated for assemblies or instructional materials to provide character education, anti-bullying, and school climate instruction.


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) 2000 LCAP

Strategy/Activity 16 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) Students in need of behavior intervention, all students. Strategy/Activity Funds will be provided to contract with behavior specialists to work on strengthening our Tier I supports at the classroom level. 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)

Strategy/Activity 17 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) All students Strategy/Activity Funds will be allotted to provide additional student seating in the quad to replace damaged tables. 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) 3000 LCAP

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 did not achieve Gold level implementation. Our Tiered Fidelity Inventory revealed that we were at Bronze level of implementation. We have a series of actions steps that our PBIS team will be implementing to solidify a silver level implementation for next year. While the use of a behavioral support consultant with Uplift Family Services was helpful in assisting teachers with addressing routines and response to student behavior, reduction in funding will not allow us to pursue this next year. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal. 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. Within this goal, we will be using funds to generate SEL implementation in accordance with our district focus. Our PBIS data team will be regularly monitoring out discipline data, SEL data, and academic data to identify correlation between our social-emotional interventions and academic progress.


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 $497,876.29

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 $422,361.00

Subtotal of additional federal funds included for this school: $422,361.00 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 ($)

LCAP $74,515.29

None Specified $0.00

SITE $1,000.00

Subtotal of state or local funds included for this school: $75,515.29 Total of federal, state, and/or local funds for this school: $497,876.29


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

1 Other School Staff

4 Parent or Community Members

0 Secondary Students startcollapse

Name of Members Role

Stacey Wickum X Principal

Susan Snyder X Classroom Teacher

Stephanie Collins X Classroom Teacher

Diedre Lesley X Classroom Teacher

Jane Rankin X Parent or Community Member

Diana Puerto X Other School Staff

Kim Camarena X Parent or Community Member

Kea Smith X Parent or Community Member

Angela Puc X Parent or Community Member

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


Recommendations and Assurances The School Site Council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following: 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 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 24, 2019. Attested:

Principal, Stacey Wickum on 10/24/19

SSC Chairperson, Jane Rankin on 10/24/19


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].

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.]




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.


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.


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:


● 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.]


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.


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 standards b. use methods and instructional strategies that:

i. strengthen the academic program in the school, ii. increase the amount and quality of learning time, and iii. 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 students demonstrate at least proficiency on the State’s academic standards through activities 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; and v. 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 the ConApp, federal funds for CSI, any other state or local funds allocated to the school), to address the findings of the needs assessment consistent with the state priorities, including identifying resource inequities, which may include a review of the LEAs budgeting, it’s LCAP, and school-level budgeting, if applicable (described in Proposed Expenditures and Budget Summary). Employees of the schoolwide program may be deemed funded by a single cost objective.

D. A description of how the school will determine if school needs have been met (described in the 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 of academic achievement;

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

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


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.


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.

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.


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

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/

(SPSA) Template

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