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Edison High School
10621661031897
Principal’s Name: Lindsay Sanders
Principal’s Signature:
The Fresno Unified School District Board of Education approved this plan on: May 13, 2015
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Table of Contents Section Topic Details
A. School Quality Review Process Data Analysis and identification of needs and goals from SQII
A.1 Academic Domain Academic and Course Performance and Growth/Graduation and Retention Rates
A.2 Social/Emotional Domain Absenteeism/Suspension/Expulsion Rates
A.3 Culture and Climate Domain Student/Parent Engagement/SPED Identification/ELL Re-designation Rates
B. Action Plan Action designed to meet the needs and accomplish the goals
B.1. Academic Domain Academic and Course Performance
B.2. Social/Emotional Domain Attendance/Suspensions/Expulsions
B.3. Culture and Climate Domain Goal 2 Engagement/Parent Involvement/EL Services
Budget and Governance Sections
C.1. Budget Allocations and planned expenditures
D.1. Centralized Services N/A
E.1. Assurances Consolidated Program Assurances
E.2. School Site Council Members list
E.3. Required Signatures Principal and SSC Chairperson
E.4. Addendum Site Parent Involvement Policy/Compact/SSC Bylaws
District Goals
The purpose of the four Fresno Unified School District Goals is to give the District direction to improve student outcomes. To
accomplish the four District Goals, it is expected that all students will be in school, on time and ready to learn every day.
1. All students will excel in reading, writing and math.
2. All students will engage in arts, activities and athletics.
3. All students will demonstrate the character and competencies for workplace success.
4. All students will stay in school on target to graduate.
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A. School Quality Review
A.1. Academic Domain Academic Performance and Growth
- Assessments and Course Performance
Academic Completion & Retention
- Graduation and Retention Rates
Data:
1. The 2014-2015 Winter administration of the DRP showed that 45% of students were at or above the common core reading level, and 33% were significantly below grade level. (SQII Priority Indicators: 3785 & 3787)
2. 2014-2015 first semester final grades indicate that 46% of all students had at least one D or F. (ATLAS reports semester grades)
3. 2013-2014 CAHSEE results indicated that that 87% of students have a first time pass rate on the English portion of the CAHSEE and 89% of students have a first time pass the Math portion of the CAHSEE. (ATLAS Reports: Assessment CAHSEE)
Write a SMART Goal to address each data point: (One goal per point)
a. By May 2016, the spring administration of the DRP will show at least a 5% increase of students at or above the Common Core Reading Level, and a 5% decrease in the percent of students who were significantly below grade level.
b. By the end of semester 1 in the 2015-2016 school year, the percent of D’s and F’s for all students will decrease to 43%.
c. By March 2016, at least 87% of all sophomores will pass the ELA section of CAHSEE and 89% of all sophomores will pass the Math section of the CAHSEE. (goal will be reviewed and updated with the March 2015 test results)
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A.2. Social/Emotional Domain Absenteeism
Suspension Rate
Expulsion Rate
Data:
1. 2014-2015 attendance rates indicate that 68% of students have satisfactory or excellent attendance.(ATLAS DATA Dashboard)
2. 2014-2015 suspension data indicates that 83% of students who have 2 or more suspensions have at least one D or F. (SQII Data: Social Emotional Suspension data:3709)
Write a SMART Goal to address each data point: (One goal per point)
a. By the end of the 2015-2016 school year, student attendance rates of satisfactory attendance will increase by 2%
b. By the end of the 2015-2016 school year, the percent of students with one D or F and who are suspended 2 or more times will decrease by 3% to 80%
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A.3. Culture and Climate Domain Student/Parent Engagement
Special Education
English Learners
Data:
1. 2013-2014 55% percent of students replied that there is a teacher or adult on campus who cares about them most of the time or all of the time. (REA School Climate Survey Report)
2. 2014-2015 first semester Goal 2 data indicates that 57.8% of all students were involved in arts, athletics and/or activities. (District Goal 2 Qtr 2 report)
3. 2013-2014 first semester final grades indicate that 68% of EL students and 73% of SPED students have at least one D or F.(ATLAS reports Semester grade report)
Write a SMART Goal to address each data point: (One goal per point)
a. By the end of the 2015-2016 school year percent of students who feel that a teacher or some other adult on campus cares about them most of the time or all of the time will increase by 5% to 60%.
b. By the end of Qtr. 2 of the 2015-2016 school year the percent of students involved in arts, athletics and activities will increase by 5.2% to 63%
c. By the end of the first semester final grade reporting period of the 2015-2016 school year the percent of D’s and F’s for EL and SPED students will decrease by 10% for each subgroup.
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B. Action Plan
B.1. Academic Domain Academic Assessments and Course Performance
Graduation and Retention Rates
1. Action (Corresponds to Data point 1, SMART Goal a. in the Academic Domain of the School Quality Review)
A comprehensive literacy initiative will be implemented at all grade levels to increase reading ability for both comprehension and retention of
content standards. Teachers will guide students though strategies to increase access of complex text through talk and tasks. An update of
technology and software will be included to aide students who are not at or above reading grade level, and to increase language acquisition. A
computer lab assistant will aid student development in computer literacy skills and competencies. An administrative assistant will help
organize ordering materials for students, organizing student celebrations, and coordinate travel events for students and teachers.
Progress Monitoring: (Include all interim monitoring evidence points) Owner/Timeline
DRP scores in fall and winter
CAHSEE pass rates for ELA
ELD re-designation rates
Principal, VP, ILT – Fall and Winter administration of the
DRP
Professional Learning Direct Services to Students Parent Involvement
Training for teachers in literacy
across curriculum where students
can be observed accessing
complex text, task and talk in all
content areas.
Training on DRP standard,
significance of reading level in
the classroom and differentiation
strategies for students according
to ability level
Staff collaboration and planning
for literacy in all subject areas in
accountable communities and
pull out days
Increased exposure to reading
and writing in all subject areas
Targeted services such as
tutoring or other pull out
programs for identified students
who are not at or above reading
level and struggling
academically.
Tutoring and pullout services for
students as necessary who are
not reading on grade level.
Update and refresh technology
and software to increase
technology literacy for all.
Parent communication to inform
parents of their students current
reading level
Parent communication
informing parents on how to
support student reading level.
Parent communication and
meetings including back to
school night and showcase to
provide parents with tools to
help their student increase
reading level
Monthly parent meetings. An
annual calendar listing parent
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Outside resources and training as
necessary.
Technology literacy skills
training and collaboration for
teachers.
Professional learning on how
teachers can help parents gain
access to grades and other
reports via ATLAS and EduText
where Teachers will learn how to
teach parents how to access this
technology by providing log in
information.
Specify any additional services for EL students:
Dictionaries and increased
access to translated text as
appropriate to content.
Software and Hardware for
language acquisition
meetings will be distributed at
the beginning of the school year
and will be posted in school
messengers and on the school
website.
A minimum of four ELAC and
four SSC meetings will be
scheduled throughout the year.
A calendar of these meetings will
be distributed to parents and
posted in the office along with
the meeting agendas.
Parents will be invited to student
celebrations and programs
throughout the year including
celebrations for re-designation,
academic performance and
student of the month.
Parent University classes will be
offered through the on-going
parent education efforts
provided by the district office.
One parent night, showcase, will
be scheduled during the school
year focusing on engaging
learning across the curriculum.
These nights will encourage
parents and students to come
together to enjoy learning
activities at school. Parents will
be given strategies to support
student learning at home.
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Costs: (Specify all costs related to this action by cost category and list split-funded items separately)
Cost Category Fund (Name/Number) Total Cost allocated for this Action
a. Personnel (Objects 1000/2000/3000)
B.1.1.a.1. Paraprof, Computer Lab Asst. LCFF/7090 $54,269
B.1.1.a.2 Assistant, School Program LCFF/7090 $52,381
B.1.1.a.3. Teacher Supplemental Contracts LCFF/7090 $23,018
B.1.1.a.4. Substitute Teachers LCFF/7090 $20,424
B.1.1.a.5. Teacher Supplemental Contracts for EL Students LCFF/7091 $2,877
b. Materials/Supplies (Object 4000)
B.1.1.b.1. Materials and Supplies for Students Title I/3010 $4,079
B.1.1.b.2. Materials and Supplies for students LCFF/7090 $88,093
B.1.1.b.3. Materials and Supplies for parents LCFF/7090 $1,000
B.1.1.b.4. Materials and Supplies for parents LCFF/7091 $14,665
B.1.1.b.5. Materials and Supplies for Technology LCFF/7090 $9,471
B.1.1.b.6. Materials and Supplies for Technology LCFF/7091 $30,000
B.1.1.b.7. Library Funds LCFF/7099 $10,000
c. Services and Operational Costs (Object 5000)
B.1.1.c.1. Vendor Contract for PD LCFF/7090 $10,000
B.1.1.c.2. Travel Expenses for Conference and Competitions LCFF/7090 $35,000
B.1.1.c.3. Maintenance & Improvement: Tech & Facilities LCFF/7090 $10,000
B.1.1.c.4. Food Services: Student Incentives LCFF/7090 $2,000
Total cost of Action B.1.1. (Sum the total cost of all items listed in this action) $114,269
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B.1. Academic Domain Academic Assessments and Course Performance
Graduation and Retention Rates
2. Action (Corresponds to Data point 2, SMART Goal b. in the Academic Domain of the School Quality Review)
A comprehensive plan on how to increase student achievement through increased exposure to effective teaching strategies, strategic academic
support and effective academic environments that are aligned to the Common Core State Standards. An increased focus on the 8 mathematical
practices and mathematical literacy where teachers provide opportunities for students to struggle, persevere and access mathematical
knowledge through whole group instruction, cooperative learning and targeted small groups for students with D’s or F’s. A comprehensive
technology plan will be implemented that includes software such as SCHMOOP and CAHSEE Revolution that have courses to help increase
student access to content. A plan for increasing technology that includes a technology assistant who helps ensure students have adequate access
to technology needs. An administrative assistant will help administrators and teachers with ordering supplies and materials needed for
academic use. Library funds will be used to enhance literacy for all students.
Progress Monitoring: (Include all interim monitoring evidence points) Owner/Timeline
Grade reports at quarter 1, fall semester and quarter
3.
ATLAS grade book indicating up to date grades and
status of student performance
A comprehensive technology plan and policy will be
implemented and observed.
Principal, VP, ILT – Classroom visits weekly, technology
plan monitored quarterly and grade reports at the end of
each progress report period.
Professional Learning Direct Services to Students Parent Involvement
Staff collaboration and training
in effective classroom strategies
and CFU’s and effective
classroom environments.
Professional learning on
Technology software and literacy
for use in the classroom.
Common Core professional
learning for ELA and Math.
Increased exposure to effective
teaching strategies in the
classroom including more types
of checks for understanding that
drive instruction and increased
effective use of cooperative
group structures.
Tutoring and pullout for
students who are at risk of
failing and meet another
specified data point such as but
Regular communication and
meetings for parents of students
who are struggling academically.
Increase awareness and
participation in EduText.
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STEM teachers will continue to
participate in rigorous
professional development
trainings to enhance academic
offerings to students that
continue to increase course
offerings and integrate core
content and project based
learning.
Training in technology use to
enhance student achievement.
Training for teachers in SIOP
strategies
not limited to DRP level, Foster
youth or ELD
Increased use in technology
Specify any additional services for EL students:
Pull out tutoring for students
who qualify per grade report
Costs: (Specify all costs related to this action by cost category and list split-funded items separately)
Cost Category Fund (Name/Number) Total Cost allocated for this Action
a. Personnel (Objects 1000/2000/3000)
B.1.2.a.1. Teacher Supplemental Contracts LCFF/7090 See B.1.1.a.3
B.1.2.a.2. Substitute Teachers LCFF/7090 See B.1.1.a.4
B.1.2.a.3. Teacher Supplemental Contracts for EL Students LCFF/7091 See B.1.1.a.5
B.1.2.a.4. Assistant, School Program LCFF/7090 See B.1.1.a.2
B.1.2.a.5. Paraprof, Computer Lab Assistant LCFF/7090 See B.1.1.a.1
b. Materials/Supplies (Object 4000)
B.1.2.b.1. Materials and Supplies for students Title I/3010 See B.1.1.b.1
B.1.2.b.2. Materials and Supplies for students LCFF/7090 See B.1.1.b.2
B.1.2.b.3. Materials and Supplies for parents LCFF/7090 See B.1.1.b.3
B.1.2.b.4. Materials and Supplies for parents LCFF/7091 See B.1.1.b.4
B.1.2.b.5. Materials and Supplies for Technology LCFF/7090 See B.1.1.b.5
B.1.2.b.6. Materials and Supplies for Technology LCFF/7091 See B.1.1.b.6
c. Services and Operational Costs (Object 5000)
B.1.2.c.1. Vendor Contracts for PD LCFF/7090 See B.1.1.c.1
B.1.2.c.2. Travel Expenses for Conferences LCFF/7090 See B.1.1.c.2
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B.1.2.c.3. Food Services: Student Incentives LCFF/7090 See B.1.1.c.4
Total cost of Action B.1.1. (Sum the total cost of all items listed in this action) $87,381
B.1. Academic Domain Academic Assessments and Course Performance
Graduation and Retention Rates
3. Action (Corresponds to Data point 3, SMART Goal c. in the Academic Domain of the School Quality Review)
Implement a CAHSEE plan that utilizes CAHSEE revolution, and other resources that will increase student pass rates of the CAHSEE. The
plan will include mini lessons to be taught in both English and Geometry classes second semester, countdown announcements leading up to the
CAHSEE and informing students of resources, classroom visits and chats with all 10th graders, CAHSEE rally for 10th grade students, online
program use in both ELA and Math classes such as Revolution. Incentives for students who complete CAHSEE revolution as well as incentives
for day of testing for attendance and behavior. More intensive support will be provided for students who are identified as being in danger of not
passing the CAHSEE by data including grades in 9th grade ELA and Math to include pull out tutoring and specific CAHSEE class enrollment as
well as an afterschool computer lab available for Revolution completion.
Progress Monitoring: (Include all interim monitoring evidence points) Owner/Timeline
CAHSEE results throughout the year as administered
in October, November, February and March
Classroom walk throughs
Completion of Revolution by students
Principal, VP, Counselor – ongoing through the year.
Professional Learning Direct Services to Students Parent Involvement
Regular communication of status
of programs and technological
support programs for both
CAHSEE and subject areas
Purchase an online program to
support an increase in CAHSEE
pass rates such as CAHSEE
Revolution or some other similar
program.
Increased use of technology in
the classroom
Pullout support programs for
students at risk of not passing
the CAHSEE targeting such
groups as SPED and EL
All students will take the
practice exam to identify their
potential and areas of focus.
Regular communication with
parents on CAHSEE status for
their student.
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Training for teachers on the
online program and support staff
in all content areas
Staff training in other software
or other online programs such as
Shmoop, and various library
resources.
Collaboration and planning time
for AC’s to develop CAHSEE
lessons and strategies.
Specify any additional services for EL students:
Costs: (Specify all costs related to this action by cost category and list split-funded items separately)
Cost Category Fund (Name/Number) Total Cost allocated for this Action
a. Personnel (Objects 1000/2000/3000)
B.1.3.a.1. Classified Supplemental Contracts LCFF/7090 $4,708
B.1.3.a.2.
B.1.3.a.3.
b. Materials/Supplies (Object 4000)
B.1.3.b.1. Materials and Supplies for students Title I/3010 See B.1.1.b.1
B.1.3.b.2. Materials and Supplies for students LCFF/7090 See B.1.1.b.2
B.1.3.b.3. Materials and Supplies for Technology LCFF/7090 See B.1.1.b.5
B.1.3.b.4. Materials and Supplies for Technology LCFF/7091 See B.1.1.b.6
c. Services and Operational Costs (Object 5000)
B.1.3.c.1. Food Services: Students Incentives LCFF/7090 See B.1.1.c.4
B.1.3.c.2.
B.1.3.c.3.
Total cost of Action B.1.1. (Sum the total cost of all items listed in this action) $35,000
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B.2. Social/Emotional Domain Attendance and Suspension and Expulsion Rates
1. Action (Corresponds to Data point 1, SMART Goal a. in the Social/Emotional Domain of the School Quality Review)
A comprehensive implementation of an attendance management program will be implemented to increase attendance rates and
decrease the number of habitually truant students. A Child Welfare and Attendance specialist will make home visits and work with
students to increase attendance rates. Teachers will receive updates on students who have chronic and moderate attendance rates as
well as updates on students and the services they are obtaining for increased attendance.
Progress Monitoring: (Include all interim monitoring evidence points) Owner/Timeline
Principal Dash board
Daily and Monthly attendance reports
SQII 3115: percent of students habitually truant
Principal and Principal designee to oversee attendance
throughout the year
Professional Learning Direct Services to Students Parent Involvement
Teachers will receive ATLAS
training to explore attendance
and grade distribution data.
Teachers will have opportunities
to write attendance goals and
strategies to increase attendance
in their specific class.
Teachers will receive additional
support in taking accurate
attendance.
Professional learning for clerical
personnel to increase accurate
attendance taking and parent
notification.
Students will receive attendance
and academic counseling
services
More accurate attendance taking
structures will be put in place.
Parents will receive updates on
student attendance rates
Parent meetings for parents of
students who have chronic or
moderate attendance rate
An increase in the number of
parents on EduText
Parent information on
attendance services will be
provided at parent meetings
such as ELAC and coffee hour
meetings.
Specify any additional services for EL students:
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Home Liaisons and attendance
clerks will make contact with
parents of students who are not
at satisfactory attendance rate.
Costs: (Specify all costs related to this action by cost category and list split-funded items separately)
Cost Category Fund (Name/Number) Total Cost allocated for this Action
a. Personnel (Objects 1000/2000/3000)
B.2.1.a.1. Specialist, Child Welfare and Attendance Title I/3010 $59,248
B.2.1.a.2. Classified Supplemental Contracts LCFF/7090 See B.1.3.a.1
B.2.1.a.3.
b. Materials/Supplies (Object 4000)
B.2.1.b.1. Materials and Supplies for Students Title I/3010 See B.1.1.b.1
B.2.1.b.2. Materials and Supplies for Students LCFF/7090 See B.1.1.b.2
B.2.1.b.3. Materials and Supplies for Parents LCFF/7090 See B.1.1.b.3
B.2.1.b.4. Materials and Supplies for Parents LCFF/7091 See B.1.1.b.4
c. Services and Operational Costs (Object 5000)
B.2.1.c.1. Home Visit Mileage Title I/3010 $1,359
B.2.1.c.2. Food Services: Student Incentives LCFF/7090 See B.1.1.b.4
B.2.1.c.3.
Total cost of Action B.1.1. (Sum the total cost of all items listed in this action) $81,651
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B.2. Social/Emotional Domain Attendance and Suspension and Expulsion Rates
2. Action (Corresponds to Data point 2, SMART Goal b.in the Social/Emotional Domain of the School Quality Review)
A Comprehensive behavior management program that builds character reduces suspension and increases academic performance.
Implementation of classroom strategies on lessons that decrease distractions for all learners, enhance campus safety for all students where
CA’s and administration are more visible and have clear routine and structures in place. Professional learning will also moderate negative
behaviors of students resulting in fewer suspensions and an increase of student performance. A Counseling resource assistant will provide
support for students who are failing and have a greater number of office referrals by making phone calls home and providing support for
students.
Progress Monitoring: (Include all interim monitoring evidence points) Owner/Timeline
SEL Survey results
Monthly suspension results with grade distribution
Staff survey results will reflect higher levels of
classroom management training
Increase in Safe and Civil training for all staff
Principal, VP and Counselor – ongoing through the
year.
Professional Learning Direct Services to Students Parent Involvement
Ongoing pullout days to review
student data of suspensions and
grades
Safe and Civil Training for all
staff.
Professional learning for teachers
centered around the importance
and impact of building
relationships with students.
Pullout days, to collaborate and
support students in need.
Tutoring and supplies for
students who are struggling
both academically and
behaviorally.
Parent contact and resources
provided for parents of students
receiving services.
Face to Face parent meetings
with parents of identified
students.
Parent information provided at
ELAC and Coffee hour meetings
to address SPED and EL
services at school, and provide
additional information on how
Specify any additional services for EL students:
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parents can help support their
student at home.
Costs: (Specify all costs related to this action by cost category and list split-funded items separately)
Cost Category Fund (Name/Number) Total Cost allocated for this Action
a. Personnel (Objects 1000/2000/3000)
B.2.2.a.1. Assistant, Resource Counseling Title I/3010 $47,955
B.2.2.a.2. Teacher Substitute Salaries LCFF/7090 See B.1.1.a.4
B.2.2.a.3. Teacher Supplemental Contracts LCFF/7090 See B.1.1.a.3
B.2.2.a.3. Classified Supplemental Contracts LCFF/7090 See B.1.1.a.1
b. Materials/Supplies (Object 4000)
B.2.2.b.1. Materials and Supplies for Students Title I/3010 See B.1.1.b.1
B.2.2.b.2. Materials and Supplies for Students LCFF/7090 See B.1.1.b.2
B.2.2.b.3. Materials and Supplies for Parents LCFF/7090 See B.1.1.b.3
B.2.2.b.4. Materials and Supplies for Parents LCFF/7091 See B.1.1.b.4
c. Services and Operational Costs (Object 5000)
B.2.2.c.1. Vendor Contracts for PD LCFF/7090 See B.1.1.c.1
B.2.2.c.2. Local Home Visits TitleI/3010 $1,359
B.2.2.c.3.
Total cost of Action B.1.1. (Sum the total cost of all items listed in this action) $74,857
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B.3. Culture and Climate Domain Student/Parent Engagement/ Parent Involvement/ELL Re-
designation Rates/ Goal 2 Activities
1. Action (Corresponds to Data point 1, SMART Goal a. in the Culture and Climate Domain of the School Quality Review)
Implement comprehensive program to build community and relational capacity in all teachers and staff in order to promote student-teacher
relationships and student-to-student relationships. Teacher learning/support will be provided through the development of programs such as
CHAMPS, Capturing Kids Hearts and Restorative Justice training. Specific support for student learning/support will be provided through
Breaking Down the Walls or Rachel’s Challenge. In addition, the expansion of Link Crew and student peer counseling services will be
implemented. A resource counselor in both Hmong and Spanish will organize and run parent meetings. They will also offer support for
increased teacher communication in order to build relationships with students and their families. School personnel will increase visibility
around campus through use of mobile carts to help with supervision of the entire campus.
Progress Monitoring: (Include all interim monitoring evidence points) Owner/Timeline
School culture and climate student survey
Rosters of students that participate in trainings
Participation of teachers in trainings
Decrease of incidents between students
Decrease of student referrals by teachers
Safe and Civil agendas and minutes monitoring data
Principal – Events through the year
Survey Coordinator – Survey outreach
Safe and Civil Team – monthly meetings
Campus Culture Director
Professional Learning Direct Services to Students Parent Involvement
Teachers and Staff, including
Campus Safety Assistants, SPED
aides and other clerical staff will
participate in training such as
Capturing Kids Hearts,
Pull out opportunities to
participate in the programs
Leadership opportunities to
become a peer mentor that
includes training
An annual calendar listing
activities and opportunities
surrounding social-emotional
involvement opportunities and
other services will be distributed
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Restorative Practices and
CHAMPS
Time provided for 9th grade
teachers to get involved in 9th
grade orientation, and Link Crew
activities ongoing through the
year.
Campus Culture Director will
receive training and support for
implementation and oversight of
the various programs.
Teacher leaders to receive
Professional Development in
ongoing support of programs and
become trainer of trainers in
their ACs
Experience in planning and
participating in development of
these social emotional programs
at the beginning of the school
year and will be posted in school
messengers and on the school
website.
A minimum of four ELAC and
four SSC meetings will be
scheduled throughout the year.
A calendar of these meetings will
be distributed to parents and
posted to include updates of
upcoming activities and
feedback and debrief of prior
activities.
One parent night, showcase, will
be scheduled during the school
year focusing on engaging
learning across the curriculum.
These nights will encourage
parents and students to come
together to enjoy learning
activities at school. Parents will
be given strategies to support
student learning at home.
Specify any additional services for EL students:
Specific recruitment of student
and adult facilitators that are
bilingual in order for EL
students to have equal access
Costs: (Specify all costs related to this action by cost category and list split-funded items separately)
Cost Category Fund (Name/Number) Total Cost allocated for this Action
a. Personnel (Objects 1000/2000/3000)
B.3.1.a.1. Assistant Resource Counseling, Hmong Title I/3010 $24,361
B.3.1.a.2 Assistant Resource Counseling, Hmong LCFF/7091 $24,361
B.3.1.a.3. Assistant Resource Counseling, Spanish Title I/3010 $47,182
B.3.1.a.4. Teacher Substitute Salaries LCFF/7090 See B.1.1.a.4
B.3.1.a.5. Teacher Supplemental Contracts LCFF/7090 See B.1.1.a.3
B.3.1.a.6. Classified Supplemental Contracts LCFF/7090 See B.1.3.a.1
b. Materials/Supplies (Object 4000)
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B.3.1.b.1. Materials and Supplies for Students LCFF/7090 See B.1.1.b.2
B.3.1.b.2. Materials and Supplies for Parents LCFF/7090 See B.1.1.b.3
B.3.1.b.3. Materials and Supplies for Parents Title I/7091 See B.1.1.b.4
B.3.1.b.4. Maintenance and Repairs: Facilities & Tech LCFF/7090 See B.1.1.c.3
c. Services and Operational Costs (Object 5000)
B.3.1.c.1. Local Mileage for Home Visitation LCFF/3010 See B.2.2.c.2
B.3.1.c.2. Vendor Contracts LCFF/7090 See B.1.1.c.1
B.3.1.c.3. Travel Expenses LCFF/7090 See B.1.1.c.2
Total cost of Action B.1.1. (Sum the total cost of all items listed in this action) $107,520
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B.3. Culture and Climate Domain Student/Parent Engagement/ Parent Involvement/ELL Re-
designation Rates/ Goal 2 Activities
2. Action (Corresponds to Data point 2, SMART Goal b. in the Culture and Climate Domain of the School Quality Review)
Implement a comprehensive program to increase the number of student participation in afterschool and extra-curricular activities such as
athletics, clubs, academic competitions, theater, music/band or other leadership and involvement opportunities. Transportation and funding to
be provided for academic competitions that require travel such as academic decathlon, Forensics tournaments, robotics and Science Olympiad.
Bus tokens will be provided for students who have difficulty with transportation in order for them to attend school events. An administrative
assistant will help organize and facilitate various student functions that will increase student involvement.
Progress Monitoring: (Include all interim monitoring evidence points) Owner/Timeline
Rosters for Clubs and Athletics updated in ATLAS
After school Program sign in
Responses on student surveys
Principal, Campus Culture Director, Athletic Director and
After School Program Coordinator
Professional Learning Direct Services to Students Parent Involvement
Teachers will receive updates and
information regarding
opportunities for students to
participate in activities
Teachers will receive guidance on
how to sponsor clubs.
Awards and incentives to
encourage participation and
foster school spirit.
Assemblies in the arts and rallies
to foster school participation,
interest and connection to
school.
A purposeful implementation of
an outreach program targeting
9th graders to include, but not
limited to building out link crew.
Student incentives and rewards
that encourage student
participation in activities.
Increase awareness of the
importance of student
connections and engagement in
school activities at various
parent assemblies and meetings.
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Specify any additional services for EL students:
Multicultural component will be
included in assemblies and
rallies to involve students of
various cultures and languages
Costs: (Specify all costs related to this action by cost category and list split-funded items separately)
Cost Category Fund (Name/Number) Total Cost allocated for this Action
a. Personnel (Objects 1000/2000/3000)
B.3.2.a.1. Assistant, School Program LCFF/7090 See B.1.1.a.2
B.3.2.a.2. Teacher Substitute Salaries LCFF/7090 See B.1.1.a.4
B.3.2.a.3. Teacher Supplemental Contracts LCFF/7090 See B.1.1.a.3
B.3.2.a.4. Classified Supplemental Contracts LCFF/7090 See B.1.3.a.1
b. Materials/Supplies (Object 4000)
B.3.2.b.1. Materials and Supplies for Students LCFF/7090 See B.1.1.b.2
B.3.2.b.2. Materials and Supplies for Parents LCFF/7090 See B.1.1.b.3
c. Services and Operational Costs (Object 5000)
B.3.2.c.1. Travel Expenses LCFF/7090 See B.1.1.c.2
B.3.2.c.2. Food Services: Student Incentives LCFF/7090 See B.1.1.c.4
B.3.2.c.3.
Total cost of Action B.1.1. (Sum the total cost of all items listed in this action) $41,000
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B.3. Culture and Climate Domain Student/Parent Engagement/ Parent Involvement/ELL Re-
designation Rates/ Goal 2 Activities
3. Action (Corresponds to Data point 3, SMART Goal c. in the Culture and Climate Domain of the School Quality Review)
Implement a comprehensive plan to support both SPED and EL student success in the following areas: academics, study skills, social emotional
growth and school participation. Students will have opportunity through increased technology and resources to increase re-designation rates
and academic language acquisition.
Progress Monitoring: (Include all interim monitoring evidence points) Owner/Timeline
Grade distribution reports
Master Scheduling for appropriate placement
Re-designation rates
Participation in school activities
Principal, Head Counselor, ISGI, SPED Case Managers, EL
administrator – throughout the school year.
Professional Learning Direct Services to Students Parent Involvement
Professional learning for effective
classroom strategies to support
EL and SPED students.
Pull out days for collaboration
Supplies for student needs
Academic and social emotional
counseling
Academic tutoring during and
after school for SPED and EL
students with a D or F.
Newsletters and parent meetings
to inform parents of programs,
and services available to help
English Learners and Special Ed
Students, and to inform parents
of graduation and college
admission requirements.
Develop a support group for
parents of Special Ed students to
communicate information and
increase feedback and input as
well as foster community
involvement.
Specify any additional services for EL students:
Home School Liaison to support
EL students
Increase student participation in
academic support clubs such as
upward bound, Academic
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Decathlon, Forensics, and other
similar opportunities. Promote ELAC, SSC and other
parent groups to increase
involvement from these two
student subgroups.
Costs: (Specify all costs related to this action by cost category and list split-funded items separately)
Cost Category Fund (Name/Number) Total Cost allocated for this Action
a. Personnel (Objects 1000/2000/3000)
B.3.3.a.1. Teacher Substitute Salaries LCFF/7090 See B.1.1.a.4
B.3.3.a.2. Teacher Supplemental Contracts LCFF/7090 See B.1.1.a.3
B.3.3.a.3. EL Teacher Supplemental Contracts LCFF/7091 See B.1.1.a.5
b. Materials/Supplies (Object 4000)
B.3.3.b.1. Materials and Supplies for Students Title I/3010 See B.1.1.b.1
B.3.3.b.2. Materials and Supplies for Students LCFF/7090 See B.1.1.b.2
B.3.3.b.3. Materials and Supplies for Parents LCFF/7091 See B.1.1.b.4
B.3.3.b.4. Materials and Supplies for Parents LCFF/7090 See B.1.1.b.3
B.3.3.b.5. Technology: software and hardware LCFF/7091 See B.1.1.b.6
B.3.3.b.6. Technology: software and hardware LCFF/7090 See B.1.1.b.5
c. Services and Operational Costs (Object 5000)
B.3.3.c.1. CELDT Assessors LCFF/7091 $2,000
B.3.3.c.2. Travel Expenses LCFF/7090 See B.1.1.c.2
B.3.3.c.3. Food Services: Student Incentives LCFF/7090 See B.1.1.c.4
Total cost of Action B.1.1. (Sum the total cost of all items listed in this action) $36,770
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C.1. Budget – Allocations and Planned Expenditures
D.1. Centralized Services - No Centralized Services are utilized at this time. District Support Services:
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E.1. Assurances
The School Site Council (SSC) develops and revises the Single Plan for Student Achievement (SPSA) and the corresponding
budget to be presented for approval to the Board of Education of the Fresno Unified School District annually.
The SSC, and all advisory committees, are formed in accordance with procedures established by federal or state law and
regulations, and with membership parity as mandated. The advisory committees provide input on the SPSA.
The principal is an active member of the SSC and participates in regularly scheduled meetings throughout the school year.
Classroom teachers, school staff, parents and students (secondary level only) are also participating members.
The school’s SSC, staff and parents participate in a needs assessment to help guide SPSA development.
The members of the SSC, the school’s English Learners’ Advisory Committee (ELAC) and members of other advisory school
committees received information and data detailing the needs of students during the SPSA development process and the
comprehensive needs assessment. Information for all significant subgroups includes the educationally disadvantaged
students, students with disabilities, gifted and talented students, English Learners, and migrant students.
School sites schedule SSC and ELAC meetings yearly to elect officers, designate representation for district meetings (DAC
and DELAC), and provide input for the SPSA. ELAC may vote to consolidate with the SSC every two years.
Opportunities for parents to participate in the development of the SPSA are provided by all schools, as described in the
Elementary and Secondary Education Act (federal law), California Education Code, and the policies and regulations of the
Fresno Unified School District Board of Education. The SPSA includes strategies to improve parent involvement and
examples of the Parent Involvement Policy and the Parent-School Compact.
Strategies to improve students’ achievement, meet measurable objectives, provide high quality professional development,
and support struggling students use scientifically-based research. The reforms provide opportunities for all students to
meet State Standards by implementing the Common Core, extending learning time, and supporting grade-level and school-
level student transitions.
The Single Plan for Student Achievement is reviewed and revised during the first semester of each school year, and re-
evaluated and re-written during the second semester for annual approval by the Board of Education.
Title I School Site:
This site operates as a Title I SWP school that does not consolidate its funds as part of operating a SWP
This site operates as a non-Title I school.
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E.2. School Site Council
School Site Council List
Member Name
Prin
cip
al
Cla
ssro
om
Te
ach
er
Oth
er S
taff
Pa
re
nt/C
om
mu
nity
Me
mb
er
Se
co
nd
ary
Stu
de
nt
1. Principal - Lindsay Sanders X
2. Chairperson -
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Check the correct box below:
ELAC operated as a school advisory committee. ELAC voted to fold into the SSC - Date_____________.
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E.3. Required Signatures
School Name:
Required signatures: Principal and School Site Council (SSC) Chairperson have reviewed all assurances and certify that
the SSC has operated in compliance and consulted with the English Learner Advisory Committee (ELAC), school staff,
and other advisory committees in the development of this plan and recommend that the Board of Education of Fresno
Unified School District approve this Single Plan for Student Achievement for 2014-2016.
Title Print Name Below Signature Below Date
Principal
Lindsay Sanders
SSC
Chairperson
E.4. Addendum – Attach Site Parent Involvement Policy/Compact/SSC Bylaws