The School Plan For Student Achievement - stancoe.org

The School Plan for Student Achievement 1 of 26 4/13/20

The School Plan for Student Achievement

School: John B Allard School

CDS Code: 50-10504-0131235

District: Stanislaus County Office of Education

Principal: Marcelo Briones

Revision Date: January 16, 2020 The School Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA. For additional information on school programs and how you may become involved locally, please contact the following person: Contact Person: Marcelo Briones

Position: Principal

Phone Number: 209-238-8750

Address: 3113 Mitchell Road Ceres, CA 95307

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on March 10, 2020.


Table of Contents

School Vision and Mission ......................................................................................................................................................3

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

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

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

Surveys ..........................................................................................................................................................................3

Classroom Observations ................................................................................................................................................3

Analysis of Current Instructional Program ....................................................................................................................3

Description of Barriers and Related School Goals ..................................................................................................................6

School and Student Performance Data ..................................................................................................................................8

CAASPP Results (All Students) .......................................................................................................................................8

ELPAC Results ..............................................................................................................................................................14

Planned Improvements in Student Performance .................................................................................................................16

School Goal #1 .............................................................................................................................................................16

School Goal #2 .............................................................................................................................................................18

School Goal #3 .............................................................................................................................................................20

School Goal #4 .............................................................................................................................................................21

Total Expenditures by Object Type ..............................................................................................................................22

Total Expenditures by Object Type and Funding Source .............................................................................................23

Total Expenditures by Goal .........................................................................................................................................24

School Site Council Membership ..........................................................................................................................................25

Recommendations and Assurances ......................................................................................................................................26


School Vision and Mission John B Allard School’s Vision and Mission Statements The mission of the Stanislaus County Institute of Learning is to challenge the mind, body, and spirit of our students with the values, skills, and education necessary to succeed in life. School Profile Stanislaus County Institute of Learning is an innovative, community court school that provides an array of educational options for students. Our themed academy, Tactical Character Academy, offers a daily community school for middle school aged students. The students in the military themed Tactical Character Academy are offered an array of character building programs. All "Rangers" are taught the five T.C.A core values: 1. Commitment 2. Courage 3. Discipline 4. Honor and 5. Respect. In addition to the core values, the T.C.A rangers follow the motto of Firm but Fair. Students who need or desire Independent Study have three sites to choose from as well as a choice of a traditional IS or a modified IS scheduling. Stanislaus County Institute of Learning (Ceres Community) offers traditional independent study schedules with the option of coming into school as often as needed. Stanislaus County Institute of Learning (Empire Community) offers a small cooperative group setting with a modified or traditional independent study schedule. Stanislaus Culinary Arts Institute in Oakdale offers a modified independent study schedule with culinary arts classes built into their schedule. Class sizes are generally smaller allowing for more teacher/student interaction. Currently, our classes are staffed by a credentialed teacher as well as a Drill Instructor. The S.C.I.L Campus is a new campus. We opened the doors to our new campus in August of 2014. Safety and innovation were considered while designing this campus. The T.C.A and the independent study programs are completely separate from each other. There is very limited interaction between both programs. Access to the campus is through the main office. The campus is monitored by a campus supervisor. Student success is the focus of the staff at the Stanislaus County Institute of Learning. Our teachers and staff are always dedicated to serving our students and their families. 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). N/A

Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings. The Stanislaus County Institute of Learning district and site administrators conduct ongoing informal walk-throughs and formal classroom observations. Teachers are using a variety of research based, best teacher practices to deliver Common Core standards based curriculum.

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 1. Use of state and local assessments to modify instruction and improve student achievement (ESEA)

Stanislaus County Institute of Learning will continue to disaggregate data provided by the state and District on standardized testing, (ie. ELPAC, SBAC, CAASPP,) as well as additional classroom assessment reports that identify performance gaps and assist teachers in targeting and adjusting their instruction to those specific needs.

2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)

Data from formal and informal assessments is used to monitor and guide instruction.

Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (ESEA)

All 12 classroom, independent study, and vocational teachers are fully credentialed. Stanislaus County Office of Education provides all credentialed teachers the opportunity to attend professional development and conferences at the districts expense.

4. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC) All teachers are fully credentialed and all participate in bi-weekly professional development activities.

5. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)

Stanislaus County Institute of Learning will continue to implement professional staff development through bi-weekly district office meetings as well as on-site monthly meetings. The focus of these meetings will be common core alignment, implementation, and integration of the online based curriculum.

6. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) In addition to bi-weekly professional development opportunities at the district level, there are Lead Teachers and Tech Coaches throughout the district who assist other staff as needed.

7. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC) Due to the size of our school (one teacher per grade level), our teacher collaboration occurs at the site and/or district level.


Teaching and Learning 8. Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)

SCIL will continue with monthly staff meetings ensuring a focused approach to review student assessments that support the academic goals. We will continue to support our teachers through professional development by encouraging them to attend conferences that facilitate common core standards and best teaching practices in all subject matter areas.

9. Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC) We will continue to provide the required academic periods of instruction in mathematics and reading/language arts.,

10. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)

Our master schedule provides for academic intervention as needed.

11. Availability of standards-based instructional materials appropriate to all student groups (ESEA)

SCIL will continue to purchase and use approved common core curriculum and supplemental materials.

12. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school

students, access to standards-aligned core courses (EPC) Teachers will continue to collaborate and implement specifically targeted curriculum integrated with technology while using SBE adopted instructional materials including intervention materials .

Opportunity and Equal Educational Access 13. Services provided by the regular program that enable underperforming students to meet standards (ESEA)

SCIL will ensure that all EL and SPED students receive universal access to the common core standards-based instruction. There is a need to continue the Tactical Character Academy.

14. Research-based educational practices to raise student achievement Through Bi-weekly professional development, the teachers at SCIL learn and utilize the best teaching practices such as those described in Marzano's meta-analysis of best teaching practices.

Parental Involvement 15. Resources available from family, school, district, and community to assist under-achieving students (ESEA)

Parent involvement is an integral part of the success of students at SCIL. All students entering the Tactical Character Academy at SCIL must attend a parent orientation, followed by a board interview, and a final meeting with the principal. Thus ensuring the full cooperation and communication between parents, school, and community. SCIL has a full time mental health clinician to assist both students and family, a full time Student Support Advocate to coordinate community resources for students and their families as needed and a full time academic counselor to ensure that all students meet academic requirements needed for high school and higher education. Beginning with the 2016-17 school year, all students are evaluated academically through the use of CAASPP assessment testing. The CAASPP test determines reading, language arts, and math levels. Once evaluated, all efforts are made to provide the appropriate instruction to assist the below grade level students.


16. 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) All stakeholders at Stanislaus County Institute of Learning are encouraged to participate in the planning, implementation, and evaluation of our programs at SCIL. There are opportunities for parents to participate in School Site Council (SSC) and the English Learner Advisory Committee (ELAC).

Funding

17. Services provided by categorical funds that enable underperforming students to meet standards (ESEA) Stanislaus County will continue to offer the Tactical Character Academy. Mental health and academic counseling services will continue to be offered. The Character Learning Center room will be continued to offer students a positive alternative to home suspensions. We will continue offering the Character Education classes in the Tactical Character Academy. Continue to ensure that all students receive appropriate supplementary services to maintain academic achievement. Continue to provide transportation to our students in various parts of Stanislaus County. Continue to offer nurse services for our students. Continue to provide technology needs for all our students. Continue to provide Student Support Advocate for students.

18. Fiscal support (EPC) Refer to the fiscal section of this report for details.

Description of Barriers and Related School Goals Stanislaus County Institute of Learning continues to participate in the school-wide free breakfast and lunch program. Suspension rates continue to be a barrier to improve student achievement. Counseling services, school administrators, and parents will continue to assess and find solutions to decrease student drug use and suspension while increasing attendance. The Character Learning Center program will be continued to keep the momentum of attendance in school. There is a need to continue the Tactical Character Academy. There is a need to continue the character education classes at SCIL. There is a need to assess and evaluate the aforementioned barriers that affect under-performing students by all stakeholders.



School and Student Performance Data

CAASPP Results (All Students)

English Language Arts/Literacy

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students 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 3 * * *

Grade 4 * * *

Grade 5 * * * * * * * * *

Grade 6 19 * 19 13 * 11 13 * 11 68.4 57.9

Grade 7 39 34 32 23 15 18 21 14 18 59 44.1 56.3

Grade 8 69 71 74 38 49 30 37 45 30 55.1 69 40.5

Grade 11 * 73 81 * 15 9 * 15 9 20.5 11.1

All Grades 168 200 208 85 86 68 82 80 68 50.6 43 32.7

* 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 3 * * * * *

Grade 4 * * * * *

Grade 5 * * * * * * * * * * * * * * *

Grade 6 2394.7

* 2378.9

0.00 * 0.00 15.38 * 9.09 0.00 * 9.09 84.62 * 81.82

Grade 7 2404.7

2370.9

2422.9

0.00 0.00 0.00 4.76 0.00 11.11 14.29 14.29 5.56 80.95 85.71 83.33

Grade 8 2407.0

2403.2

2443.3

0.00 0.00 0.00 2.70 6.67 3.33 8.11 8.89 30.00 89.19 84.44 66.67

Grade 11 * 2492.2

* * 0.00 * * 26.67 * * 20.00 * * 53.33 *

All Grades N/A N/A N/A 0.00 0.00 1.47 4.88 8.75 13.24 8.54 12.50 17.65 86.59 78.75 67.65

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 3 * * *

Grade 4 * * *

Grade 5 * * * * * * * * *

Grade 6 0.00 * 0.00 30.77 * 27.27 69.23 * 72.73

Grade 7 0.00 0.00 0.00 19.05 14.29 27.78 80.95 85.71 72.22

Grade 8 2.70 2.44 3.57 8.11 14.63 25.00 89.19 82.93 71.43

Grade 11 * 6.67 * * 46.67 * * 46.67 *

All Grades 1.22 2.63 7.58 17.07 21.05 27.27 81.71 76.32 65.15


Writing

Producing clear and purposeful writing


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

Grade 3 * * *

Grade 4 * * *

Grade 5 * * * * * * * * *

Grade 6 0.00 * 0.00 7.69 * 18.18 92.31 * 81.82

Grade 7 0.00 0.00 0.00 16.67 7.69 27.78 83.33 92.31 72.22

Grade 8 0.00 0.00 3.85 10.81 17.50 26.92 89.19 82.50 69.23

Grade 11 * 6.67 * * 40.00 * * 53.33 *

All Grades 0.00 1.35 6.25 12.66 18.92 29.69 87.34 79.73 64.06

Listening Demonstrating effective communication skills


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

Grade 3 * * *

Grade 4 * * *

Grade 5 * * * * * * * * *

Grade 6 0.00 * 0.00 61.54 * 36.36 38.46 * 63.64

Grade 7 4.76 0.00 0.00 23.81 14.29 27.78 71.43 85.71 72.22

Grade 8 2.70 4.88 0.00 43.24 36.59 50.00 54.05 58.54 50.00

Grade 11 * 6.67 * * 53.33 * * 40.00 *

All Grades 3.66 3.95 3.03 40.24 35.53 42.42 56.10 60.53 54.55

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 3 * * *

Grade 4 * * *

Grade 5 * * * * * * * * *

Grade 6 7.69 * 0.00 7.69 * 27.27 84.62 * 72.73

Grade 7 4.76 0.00 0.00 14.29 21.43 27.78 80.95 78.57 72.22

Grade 8 0.00 4.88 0.00 18.92 12.20 25.00 81.08 82.93 75.00

Grade 11 * 6.67 * * 53.33 * * 40.00 *

All Grades 2.44 3.95 3.03 19.51 23.68 30.30 78.05 72.37 66.67 Conclusions based on this data:

1. SCIL needs to increase the number of students tested as relating to the number of students enrolled.


2. Specifically in the area of writing, SCIL needs to focus on moving the students from Below standards section to At or Near Standard section.

3. In the area of reading, SCIL needs to focus on increasing the number of students in the At or Near standards area and decreasing the number of students in the Below standards area.



CAASPP Results (All Students)

Mathematics

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 3 * * *

Grade 4 * * *

Grade 5 * * * * * * * * *

Grade 6 19 * 19 13 * 12 13 * 12 68.4 63.2

Grade 7 41 * 33 26 * 15 26 * 16 63.4 45.5

Grade 8 69 71 75 36 50 15 36 49 15 52.2 70.4 20

Grade 11 * 74 81 * 17 7 * 17 7 23 8.6

All Grades 170 199 210 83 77 49 83 76 50 48.8 38.7 23.3

* 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 3 * * * * *

Grade 4 * * * * *

Grade 5 * * * * * * * * * * * * * * *

Grade 6 2368.2

* 2409.7

0.00 * 0.00 7.69 * 0.00 0.00 * 16.67 92.31 * 83.33

Grade 7 2397.3

* 2436.7

0.00 * 0.00 3.85 * 0.00 3.85 * 26.67 92.31 * 73.33

Grade 8 2392.4

2397.9

2425.9

0.00 2.04 0.00 0.00 4.08 0.00 5.56 8.16 13.33 94.44 85.71 86.67

Grade 11 * 2460.4

* * 0.00 * * 0.00 * * 11.76 * * 88.24 *

All Grades N/A N/A N/A 0.00 1.32 0.00 2.41 2.63 0.00 6.02 10.53 18.37 91.57 85.53 81.63


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 3 * * *

Grade 4 * * *

Grade 5 * * * * * * * * *

Grade 6 0.00 * 0.00 7.69 * 0.00 92.31 * 100.0

Grade 7 0.00 * 0.00 7.69 * 13.33 92.31 * 86.67

Grade 8 0.00 4.26 0.00 5.56 12.77 0.00 94.44 82.98 100.0

Grade 11 * 0.00 * * 5.88 * * 94.12 *

All Grades 0.00 2.70 0.00 7.23 10.81 4.17 92.77 86.49 95.83

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 3 * * *

Grade 4 * * *

Grade 5 * * * * * * * * *

Grade 6 0.00 * 0.00 7.69 * 16.67 92.31 * 83.33

Grade 7 0.00 * 0.00 7.69 * 33.33 92.31 * 66.67

Grade 8 0.00 2.04 0.00 5.56 24.49 33.33 94.44 73.47 66.67

Grade 11 * 0.00 * * 23.53 * * 76.47 *

All Grades 0.00 1.32 0.00 8.43 23.68 30.61 91.57 75.00 69.39

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 3 * * *

Grade 4 * * *

Grade 5 * * * * * * * * *

Grade 6 7.69 * 0.00 0.00 * 33.33 92.31 * 66.67

Grade 7 0.00 * 0.00 23.08 * 60.00 76.92 * 40.00

Grade 8 0.00 2.13 0.00 25.00 21.28 20.00 75.00 76.60 80.00

Grade 11 * 0.00 * * 41.18 * * 58.82 *

All Grades 1.20 1.35 0.00 24.10 28.38 44.90 74.70 70.27 55.10

Conclusions based on this data:

1. SCIL needs to increase the number of students tested as relating to the number of students enrolled.

2. A focus on Concepts and Procedures to move students from Below Standard to At or Near standard

3. Increase the number of students in the Above Standard area across all sub sections.




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 3 * * * *

Grade 6 * * * *

Grade 7 * * * 6

Grade 8 * * * 10

Grade 9 * * * *

Grade 10 * * * *

Grade 11 * * * *

Grade 12 * * * *

All Grades 24

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

All Grades 12.50 4.17 58.33 25.00 24

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


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

All Grades 12.50 25.00 45.83 16.67 24

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


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

All Grades 4.17 4.17 54.17 37.50 24

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

All Grades 12.50 50.00 37.50 24


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

All Grades 37.50 41.67 20.83 24

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

All Grades 8.33 25.00 66.67 24

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

All Grades 4.17 87.50 8.33 24 Conclusions based on this data:

1.


Planned Improvements in Student Performance

School Goal #1

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet student performance targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:

SUBJECT: Planned Improvement in Student Performance

LEA GOAL:

English-Language Arts - Improve the proficiency level of all students in the areas of reading and writing.--------

SCHOOL GOAL #1:

Identify and deliver instruction which is tailored to address the specific learning needs of our varied student population in order to form a basis for future year improvements.--------

Data Used to Form this Goal:

SBAC results from previous year and implement CAASPP assessment system--------

Findings from the Analysis of this Data:

Baseline data for this goal and stakeholders repeatedly emphasized the need for improvement in reading and writing.--------

How the School will Evaluate the Progress of this Goal:

Use of the CAASPP assessment system offers benchmark testing throughout the year that teachers and staff will be able to disaggregate so as to modify instruction.--------

Actions to be Taken to Reach This Goal Timeline Person(s)

Responsible Proposed Expenditure(s)

Description Type Funding Source Amount

1) Character based, core curriculum aligned literacy as a supplemental reading instructional program will be utilized.

Ongoing 2019/20 school year

District Office personnel, Principal, Teachers, Support Staff

contract with Prevention 2000-2999: Classified Personnel Salaries

Title I 10,000.00

Guest speakers

2) Implement research based intervention program that targets the individual literacy needs of struggling students. Looking at READ 180 / Scholastic 44


Principal, Counselor, Teachers, Curriculum Consultant

purchase Read 180 Title I

teacher training for Read 180

Title I 500.00

materials / supplies for Read 180

Title I

staff time Title I 0





Assess all 6-10 graders for intervention need


Teachers, counselor student incentives Site Formula Funds 100.00


Training of CAASPP system Ongoing 2019/20 school years

D.O., Principal, Counselor, Teachers

training of staff Title I 2000.00



School Goal #2


SUBJECT: Engagement

LEA GOAL:

Parental Involvement-Pupil Engagement-School Climate--Improve parent involvement and increase student engagement to positively effect school climate.--------

SCHOOL GOAL #2:

Identify activities and services which will improve parent involvement and increase student engagement.--------


Back to school, open house, perfect attendance luncheon with the principal, Ranger Basic Training informational meetings, Coffee Connect and Ranger Basic Training graduation sign in sheets were used to assist in determining parental involvement.--------


More activities and services must be offered for increased student engagement and parent participation.--------


Increased parent involvement will be monitored by the use of sign in sheets and parent questionnaires. Student engagement will be evaluated by increased participation, improved grades, and decrease in discipline referrals/suspensions.--------




1) Assemblies-In cooperation with the SCOE Character Trainer, assemblies and motivational speakers will be invited to SCIL.

Ongoing 2019/20 D.O. Principal, Character Technician, Teachers, Ranger Trainers

motivational speakers Site Formula Funds 2500.00

anti-bullying program Site Formula Funds 2500.00

2) Engaging parents with student displays at back to school night, open house, and Ranger Basic Training graduation celebration, perfect attendance luncheon with student and parent. Coffee Connect.

Ongoing 2019/20 Principal, Teachers, Support Staff, Rangers, Parents

materials and supplies Site Formula Funds 500.00

incentives Site Formula Funds 250.00

refreshments Site Formula Funds 250.00






3) Explore the presidential fitness award and the creation of a middle school color guard.

Ongoing 2019/20 Ranger trainers, teachers, principal

uniforms Site Formula Funds 10,000.00

physical fitness equipment

Site Formula Funds 5000.00




School Goal #3


SUBJECT: Conditions of Learning

LEA GOAL:

Professional Development opportunities will continue for teaching staff to provide the latest Common Core Standard teaching practices.--------

SCHOOL GOAL #3:

SCIL will continue with the implementation of an online one to web online program, Florida Virtual, for students to be more successful in the full implementation of the common core curriculum.--------


Currently, SCIL uses data from CAASPP assessments to determine student progress. Future data will come from new online curriculum.--------


Florida Virtual curriculum was introduced in the 2015-2016 school year. Staff will collaborate as data is collected this year. Since this is the second year of Florida Virtual curriculum, there is a need for continued professional development and collaboration time.--------


Teachers and administrators will have daily/weekly access to student participation and performance. This data will permit stakeholders to make the necessary adjustments on an ongoing basis.--------




1) Teachers will continue attending bi-weekly professional development training in the areas of common core and online learning implementation.

ongoing 2019/20 Principal, Teachers, Curriculum Consultant, Counselor

District Professional Development training

Title I 30,000.00

ETC conference Site Formula Funds 1000.00

2) Tutoring in all academic and technology areas will be provided for students before school, during lunch period, and after school in order for them to fully integrate themselves into the new online curriculum.

Ongoing 2019/20 Teachers, Ranger Trainers, Support Staff

staff time- before or after contract time

Title I 5,000.00

incentives Site Formula Funds 250.00

refreshments Site Formula Funds 250.00



School Goal #4


SUBJECT:

LEA GOAL:

--------

SCHOOL GOAL #4:

--------


--------


--------


--------





Summary of Expenditures in this Plan

Total Expenditures by Object Type

Object Type Total Expenditures 2000-2999: Classified Personnel Salaries 10,000.00



Total Expenditures by Object Type and Funding Source

Object Type Funding Source Total Expenditures

Site Formula Funds 22,600.00

Title I 37,500.00

2000-2999: Classified Personnel Salaries Title I 10,000.00



Total Expenditures by Goal

Goal Number Total Expenditures Goal 1 12,600.00

Goal 2 21,000.00

Goal 3 36,500.00


School Site Council Membership California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows:

Name of Members

Prin

cipa

l

Clas

sroo

m

Teac

her

Oth

er

Scho

ol S

taff

Pare

nt o

r Co

mm

unity

M

embe

r

Seco

ndar

y St

uden

ts

Valerie Murillo X

Marcelo Briones X

Jesus Zavala X

Greg Borgquist X

Megan Kubicek X

Chris Day X

Nicole Fells X

Sandra Gonzalez X

Chance Bello X

Michael Sweeten X

Pat Machado-Vega X

Brandon Gresham X

Numbers of members of each category: 1 1 4 4 2 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 Expenditure(s)s to the district governing board for approval and assures the board of the following: 1. The SSC is correctly constituted and was formed in accordance with district governing board policy and state law. 2. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating

to material changes in the School Plan for Student Achievement (SPSA) requiring board approval. 3. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan (Check

those that apply):

State Compensatory Education Advisory Committee

Signature

X English Learner Advisory Committee

Signature

Special Education Advisory Committee

Signature

Gifted and Talented Education Program Advisory Committee

Signature

District/School Liaison Team for schools in Program Improvement

Signature

Compensatory Education Advisory Committee

Signature

Departmental Advisory Committee (secondary)

Signature

Other committees established by the school or district (list):

Signature

4. The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content

requirements have been met, including those found in district governing board policies and in the local educational agency plan. 5. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound,

comprehensive, coordinated plan to reach stated school goals to improve student academic performance. 6. This SPSA was adopted by the SSC at a public meeting on January 17, 2020. Attested:

Marcelo Briones Typed Name of School Principal Signature of School Principal Date

Jesus Zavala Typed Name of SSC Chairperson Signature of SSC Chairperson Date

The School Plan For Student Achievement - stancoe.org

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