Single Plan for Student Achievement

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Single Plan for Student Achievement

Vanden High School

Vanden High School Site Council

Vanden High School 2951 Markeley Lane Fairfield, CA 94533 November 14th, 2018

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Single Plan for Student Achievement (SPSA) for 2018-2019 School: Vanden High School

Principal: William Sarty Contact Info: 707-437-7333

Email: [email protected]

CDS Code: 48-70565-4873301

California School Dashboard Link:

https://caschooldashboard.org/#/Details/48705654838801/2/EquityReport SSC Approval Date: November 14th, 2018

Board Approval Date: February 12, 2019

The Single 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.

Stakeholder Involvement

How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update?

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 academic performance index and adequate yearly progress growth 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.

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California School Dashboard Link:

https://caschooldashboard.org/#/Details/48705654838801/2/EquityReport

Goals, Strategies, & Proposed Expenditures

Goal 1 LEA Goal:

Focus on instructional excellence to increase achievement for every student using support systems to improve student learning and to close achievement gaps in order to prepare students for college and career.

School Goal: Work towards all students being college and career ready upon graduation.

Basis for this Goal

What data did you use to form this goal?

• Smarter Balanced assessments in ELA and math

• CELDT data (measure of English learner proficiency in English)

• Course grades

• Transcripts

• Academic Probation list

• GPAs

• D/F rate

Findings from Analysis of Data

• Data shows freshman D and F rate higher than other grade levels.

• EL students making progress but still have areas of needed growth.

• CAASP data show ELA above state Standards and math making significant gains.

Metrics/Indicators to Evaluate the Progress of this Goal

Progress will be evaluated based on student assessment data. Formative data to determine which students are on track to meet yearly reading and ELA progress will come from MAP Assessment System, with progress benchmarks analyzed each year. The progress of English learners will be measured annually using the ELPAC, and Intervention Specialists will use tools available in our ELD curriculum for formative progress checks each year. Math data will come from teacher developed benchmark assessments and MAP Assessment System, and will be analyzed each year.

Subgoal 1.2:

Implement Multi-Tiered Systems of Support (MTSS) in all secondary schools to help all students succeed.

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Students to be Served by this Strategy / Activity English Learners, Foster Youth, Low Income

Planned Strategies / Activities 1.2

Increase and improve service to English learners by providing designated English Language Development (ELD) classes for all English learners to improve student mastery of ELD and ELA standards and to support success in subject area classes. [1.2.01]

Improve service to unduplicated students and increase learning time by reducing class size at Vanden High in English 1 and Algebra 1 to allow teachers more time to provide individual support to students who are struggling. [1.2.03]

Improve service to unduplicated students by refining placement systems and assessments to more accurately place students in support classes; focus on benchmark and progress monitoring

assessments and the use of data to drive instruction. [1.2.04]

Proposed Expenditures for this Strategy / Activity

The budget for this goal, including accounting information, is shown in detail in the district’s LCAP (located at

https://www.travisusd.org/cms/lib/CA01902810/Centricity/Domain/43/Travis%20Unified%20LCAP%2 02018.pdf) and our school budget. Summary financial information is shown below:

1.2.01 – District funds 1.2.03 – District funds 1.2.04 – District funds

Subgoal 1.4:

Increase student preparation for college and career and improve opportunities for students to participate in Career Technical Education (CTE) aligned to regional workforce needs.

Students to be Served by this Strategy / Activity All students

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Continue work with No Excuses University to educate every student in a way that prepares them for college through implementation of six exceptional systems: 1) a culture of universal achievement; 2) teacher collaboration; 3) standards alignment; 4) assessment to improve learning; 5) data

management for informed instructional decisions; and 6) interventions to close learning gaps. [1.4.01]

Continue contract with the Solano County Office of Education for a 0.50 FTE Work-Based Learning Specialist to provide training in soft skills needed in the workplace and to develop work-based learning opportunities, including job shadowing, field trips, and internships. Pursue industry-valued certification for students in career pathway programs. Pursue articulation agreements with regional colleges where students taking articulated courses can skip prerequisites or obtain college credit.

Provide students with experience with workplace standards by purchasing equipment for CTE courses. [1.4.02]

Support secondary student participation in technology-based STEM experiences including C-STEM curriculum and competitive robotics. [1.4.03]

Continue the Advanced Studies program where middle school students can take classes at the high school (these classes do not provide high school credit but qualify as prerequisites to allow

participating students to take more advanced courses starting in their freshman year. [1.4.04]

Use College Readiness Block Grant funds to subsidize Advanced Placement exams, and to provide study materials for low income students. Increase unduplicated student participation in Advanced Placement courses and college entrance tests. [1.4.05]

Provide the Naviance online college and career readiness program to help secondary students plan their future. Provide transportation for student visits to regional universities, community colleges, and other post-secondary opportunities. Transport and accompany unduplicated students to Solano Community College to support students and families as they work through the matriculation process.

[1.4.06]

Expand and improve opportunities for unduplicated students to participate in the dual enrollment program at Solano Community College and to earn college credit before graduating from high school.

Invite Solano Community College staff to our high schools to assess students and provide information about enrollment. [1.4.07]

1.4.01 – District funds 1.4.02 – District funds

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1.4.03 – District funds 1.4.04 – No cost

1.4.05 – Restricted district grant and DoDEA 1.4.06 – District funds

1.4.07 – District funds

Subgoal 1.6:

Continue to improve and expand support for struggling secondary students through after school tutoring, online credit recovery, and summer school.

Provide after school Tutoring Centers at Vanden with certificated staff and student tutors helping unduplicated and struggling students close knowledge and skill gaps so that they do not fall behind.

To meet student demand, add a fifth day of Tutoring Center operation at Vanden. [1.6.01]

Provide opportunities for high school students to recover credits, improve grades to meet college admissions requirements, and improve academic skills through online learning and summer school, with preferential enrollment for unduplicated students. [1.6.03]

1.6.01 - $65,000 from Supplemental Grant Fund for Extra Duty hourly 1.6.03 – District fund

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Goal 2 LEA Goal:

Ensure a safe and productive environment using support systems to maintain calm classrooms focused on learning and to enhance student social and emotional wellness.

School Goal: Implement PBIS Tier 1

Basis for this Goal

• Attendance rates

• Suspension rates

• Aeries discipline dashboard

• California Healthy Kids Survey (CHKS)

• Semester grades

Findings from Analysis of Data

High D and F rate

Students needing support in attendance

Mental Health on the Vanden High School Campus

Metrics/Indicators to Evaluate the Progress of this Goal

Suspension rates/Student Behavior Dashboard

Semester Grades

Subgoal 2.2:

Improve the success of unduplicated secondary students through providing socio-emotional support and support in maintaining behavior conducive to a productive learning environment.

Increase and improve higher tier socio-emotional support including individual counseling, support groups, and work with families by providing one School Social Worker plus social worker interns.

[2.2.01]

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Increase and improve PBIS implementation by providing teacher PBIS Coordinators to track data, support PBIS implementation, and support staff in use of the matrix of behavioral expectations.

[2.2.02]

Select and implement a cyberbullying program. [2.2.03]

Implement a comprehensive suicide prevention and intervention program to identify and help students at risk and to educate students, parents, and staff about risk and protective factors, suicidal ideation, and suicide. [2.2.04]

Increase and improve services to students needing higher tier behavior support by allocating Behavior Intervention Specialist time to support students in general education as well as Special Education.

[2.2.06]

Provide training to foster awareness regarding the impacts of adverse childhood experiences (trauma) and best practices to create school and classroom climates sensitive to students affected by

trauma. Utilize screening tools to identify students who have experienced high levels of trauma and connect those students with appropriate supports and resources. [2.2.07]

Continue to implement and improve SART and SST processes to support students not meeting attendance, behavior, and academic expectations. [2.2.08]

Increase student engagement and opportunities for leadership through Student2Student and Link Crew. [2.2.09]

2.2.01 - $140,000 from Supplemental Grant Fund for Social Worker 2.2.02 - $ 1,680 from Supplemental Grant Fund for Extra Duty stipend 2.2.03 – No cost

2.2.04 – No cost

2.2.06 – District funds and Supplemental Grant Fund 2.2.07 – No cost

2.2.08 – No cost

2.2.09 - $16,650 from DoDEA Grant

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Goal 3 LEA Goal:

Enhance constructive communication within and outside the school community with a special focus on involving parents as active participants in their child’s education.

School Goal: Communicate with Vanden HS parents, staff, community members to help inform and seek input on school wide activities and decisions.

Basis for this Goal

CERVIS data Sign in sheets from

• Family Curriculum Nights

• Parent Education Programs

Findings from Analysis of Data

Needs of Stakeholder in TUSD

Metrics/Indicators to Evaluate the Progress of this Goal

Data will be collected as a part of the LCAP process monitoring on a districtwide and school site basis.

Subgoal 3.1:

Promote parental participation in programs through parent education and support and improve communication with all stakeholders.

Hold family curriculum nights, where teachers and other staff explain what children will be learning, demonstrate technology used at school that can be accessed at home, teach strategies for helping students learn math, and ways to help children at home. [3.1.04]

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3.1.04 - $1,600.00 from Supplemental Grant Fund for hourly extra duty

Subgoal 3.2:

Consult with parents in making decisions.

Students to be Served by this Strategy / Activity:

All Students

Continue to involve School Site Councils in the analysis of data and the development of district and school plans, the LCAP and the Single Plan for Student Achievement (SPSA). [3.2.04]

3.2.04 – No cost

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School Site Council Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school;

other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school.¹ The current make-up of the SSC is as follows:

Name of Member

Principal Classroom Teacher

Other School Staff

Parent Community

Member

Secondary Student

William Sarty X

Kris Shields AP

Amy Hernandez

X

Keri Bates X

Andrew Wren X

Pam Duncan Counselor

Aimee Korynta Librarian

Ryan Adams X X

Bernadette Aldrich

X

Mackenzie Del Rosario

X

Micaiah Bessellieu

X

Marleen Hurst Principal

Secretary

Susan White X

1 EC Section 52852

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Centralized Services for Planned Improvements in Student Performance

The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each categorical program must be aligned with the Consolidated Application.

School Goal # 1: Implementation of PBIS Actions to be Taken to Reach

This Goal

Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing, and

Professional Development)

Start Date²

Completion Date

Proposed

Expenditures Estimated Cost Funding Source (itemize for each source)

Staff Training Ongoing Training/Student

Rewards 5,000 TBA

Note: Centralized services may include the following direct services:

• Research-based instructional strategies, curriculum development, school climate, and data disaggregation for instructional staff

• District-wide staff providing specific services to schools, e.g., English Language Development Coordinator, Teachers on Special Assignment, Instructional Coaches

• After–School and Summer School programs funded by categorical programs

• Data analysis services, software, and training for assessment of student progress

Centralized services do not include administrative costs.

Programs Included in this Plan

2 List the date an action will be taken, or will begin, and the date it will be completed.

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Enter the appropriate choice below for each state and federal program in which the school participates.

Enter the amounts allocated for each program in which the school participates and, if applicable, indicate that the program’s funds are being consolidated as part of operating a schoolwide program (SWP). The plan must describe the activities to be conducted at the school for each of the state and federal programs in which the school participates. The totals on these pages should match the cost estimates in the SPSA and the school’s allocation from the ConApp.

Note: For many of the funding sources listed below, school districts may be exercising Categorical Program Provisions options (flexibility) with information available at

http://www.cde.ca.gov/fg/ac/co/documents/sbx34budgetflex.doc

Of the four following options, please select the one that describes this school site.

Select from:

This site operates as a targeted assistance school (TAS), not as a schoolwide program (SWP).

This site operates a SWP but does not consolidate its funds as part of operating a SWP.

This site operates a SWP and consolidates only applicable federal funds as part of operating a SWP.

This site operates a SWP and consolidates all applicable funds as part of operating a SWP.

[Add school program description here.]

State Programs -- From the following options, please enter those from which the school receives

funding. Include the allocation amount, and enter “yes” or “no” if the program is consolidated as part of the schoolwide program.

California School Age Families Education (Carryover only) Purpose: Assist expectant and parenting students to succeed in school.

Economic Impact Aid/State Compensatory Education (EIA-SCE) (Carryover only) Purpose: Help educationally disadvantaged students succeed in the regular program.

Economic Impact Aid/Limited-English Proficient (EIA-LEP) (Carryover only) Purpose: Develop fluency in English and academic proficiency of English learners.

Peer Assistance and Review (Carryover only) Purpose: Assist teachers through coaching and mentoring

Professional Development Block Grant (Carryover only) Purpose: Attract, train, and retain classroom personnel to improve student performance in core curriculum areas.

School Safety and Violence Prevention Act (Carryover only) Purpose: Increase school safety.

List and Describe Other State or Local Funds (e.g., Career and Technical Education [CTE], etc.).

Program (from above) Allocation Is it consolidated in the SWP?

[Enter name of program from above] $[Amount of

allocation] [Enter yes or no]

allocation] Enter yes or no]

Total amount of state categorical funds allocated to this school.

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Federal Programs -- From the following options, please enter those from which the school receives funding. Include the allocation amount, and enter “yes” or “no” if the program is consolidated as part of the schoolwide program.

Title I, Part A: Allocation Purpose: To improve basic programs operated by local educational agencies (LEAs).

Title I, Part A: Parental Involvement (if applicable under Section 1118[a][3][c] of the Elementary and Secondary Education Act) Purpose: Ensure that parents have information they need to make well- informed choices for their children, more effectively share responsibility with their children’s schools, and help schools develop effective and successful academic programs. (This is a reservation from the total Title I, Part A allocation).

Title II, Part A: Improving Teacher Quality Purpose: Improve and increase the number of highly qualified teachers and principals.

Title III, Part A: Language Instruction for Limited-English-Proficient (LEP) Students Purpose:

Supplement language instruction to help LEP students attain English proficiency and meet academic performance standards. (Title III funds may not be consolidated as part of a SWP³)

Title VI, Part B: Rural Education Achievement Program Purpose: Provide flexibility in the use of ESEA funds to eligible LEAs.

For School Improvement Schools only: School Improvement Grant (SIG) Purpose: to address the needs of schools in improvement, corrective action, and restructuring to improve student

achievement.

Other federal funds (list and describe). Create a new row for each separate program.

Program (from above) Allocation Is it consolidated in the SWP?

allocation] [Enter yes or no]

Total amount of federal categorical funds allocated to this school.

Total amount of state and federal categorical funds allocated to this school.

Note: Other Title I-supported activities that are not shown on this page may be included in the SPSA Action Plan.

Recommendations and Assurances

3 Title III funds are not a school level allocation even if allocated by the district to a school site. The LEA is responsible for fiscal reporting and monitoring and cannot delegate their authority to a site at which the program is being implemented. If Title III funds are spent at a school site, they must be used only for the purposes of Title III and for those students the LEA has identified for services. For more information, please contact the Language Policy and Leadership Office at 916-319-0845.

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Recommendations and Assurances

The School Site Council {SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following:

1. The SSC was 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 Single 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:

Select from:

English learner Advisory Committee (required if school has more than 20 English learners enrolled) State Compensatory Education Advisory Committee

Special Education Advisory Committee

Gifted and Talented Education Advisory Committee Compensatory Education Advisory Committee Departmental Advisory Committee

Other committees established by the school or district (list) leadership Team

SSC Team

---- - --

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:

Attested:

William Sarty

Typed name of School Principal

Marleen Hurst

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11-14-2018

Typed name of SSC Chairperson

Signature of SSC Chairperson

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Single Plan for Student Achievement

Single Plan for Student Achievement

Vanden High School

Vanden High School Site Council

Single Plan for Student Achievement (SPSA) for 2018-2019 School: Vanden High School

Principal: William Sarty Contact Info: 707-437-7333

Email: [email protected]

California School Dashboard Link:

Stakeholder Involvement

California School Dashboard Link:

Goals, Strategies, & Proposed Expenditures

Goal 1 LEA Goal:

Basis for this Goal

Findings from Analysis of Data

Metrics/Indicators to Evaluate the Progress of this Goal

Goal 2 LEA Goal:

School Goal: Implement PBIS Tier 1

Basis for this Goal

Findings from Analysis of Data

Metrics/Indicators to Evaluate the Progress of this Goal

Goal 3 LEA Goal:

School Goal: Communicate with Vanden HS parents, staff, community members to help inform and seek input on school wide activities and decisions.

Basis for this Goal

Findings from Analysis of Data

Metrics/Indicators to Evaluate the Progress of this Goal

School Site Council Membership

Centralized Services for Planned Improvements in Student Performance

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:

1. The SSC was 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 Single Plan for Student Achievement (SPSA) requiring board approval.

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.

Typed name of School Principal

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Typed name of SSC Chairperson

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