SINGLE PLAN FOR STUDENT ACHIVEMENT (SPSA) DEVELOPMENT

1. SINGLE PLAN FOR STUDENT ACHIVEMENT (SPSA)DEVELOPMENT Note: Adapted from the 2010 Single Plan for Student Achievement A Guide and Template for Creating/Updating the Single Plan for Student Achievement (California Department of Education, September 2010)

2. Suggested Resources for the Development of a Single Plan for Student Achievement (SPSA)

3. B. ConApp A. SPSA Template (Form A) C. Sample School and Student Data J. CDE Acronyms and Hyperlinks D.State/Federal Program Requirements SPSA Introduction and Purpose I. ParentInvolvement E. Data Analysis/Program Evaluation Demographic Data H. WASC Resources F. Organizing the School Site Council/Sample Bylaws G. Use of Resources

4. TIMELINE • Plan Duration: October 1-September 30 • Due to Educational Services Department for Review: October 10, 2012 • EUSD Board Approval: October 22, 2012

5. Seven Recommended Steps for Developing the SPSA • Analyze student achievement data. Summarize conclusions and identify needs. • Measure effectiveness of current improvement strategies to determine critical causes of student “school” underachievement. • Identify a limited number of achievement goals, key improvement strategies to achieve goals and fiscal resources. • Attach timelines, personnel responsible, proposed expenditures, and funding sources to implement the plan. • Recommend the SPSA to the local governing board. • Receive local governing board approval and implement the plan. • Monitor and evaluate effectiveness of the implementation. EC Section 64001

6. Step One: Analyze Student Achievement Data The SPSA must be based on an analysis of verifiable state and local student achievement data, including results of the API, AYP, STAR, California High School Exit Examination, the California English Language Development Test (CELDT), and local benchmark and curriculum embedded assessments. Academic achievement data for schools and districts are available online: • AYP Reports • API Reports • Standardized Testing and Reporting (STAR) data • LEA Accountability Reports of Annual Measurable Achievement Objectives (AMAOs) for English learners • CELDT Accountability Reports

7. Step Two: Measure Effectiveness of Current Improvement Strategies Using State Tools to Determine Critical Causes of Student Underachievement • Schools must conduct a needs assessment of the effectiveness of the school instructional program with the input of stakeholders. School goals must be based on a comprehensive needs assessment of student academic achievement towards grade level standards, using multiple measures of student performance and considers the relationship between the current instructional program action steps as informed by an analysis of tools such as the Academic Program Survey (APS) and District Assistance Survey (DAS),and conclusions reached from the analysis of student data. Although developed and mandated specifically for schools in PI, the tools provide valuable data for all schools seeking to enhance programs. • After analyzing quantitative and qualitative data, it is the work of the SSC and LEA administration to identify academic challenges and the source of student underachievement. An accurate assessment and thoughtful analysis of the current instructional program is essential to raising academic performance among identified groups of students through improved academic programs and increased teacher content matter knowledge. • SPSAs must be developed with the review, advice, and certification of applicable school advisory committees. It is critical to the implementation of the plan that seamless communication exist between the categorical program office and the cabinet level decision makers. ECsections 41507, 41572, 64001(a)

8. Step Three:Identify Achievement Goals and Key Program/Improvement Strategies that Align with the District LEA Plan • Schools need to determine limited key achievement goals (suggested number: two to five). From these goals, schools should develop improvement strategies that are: • Derived from conclusions of the needs assessment • Prioritized by student need • Realistic and attainable in the period specified in the plan • Specific to the assessed academic needs ofstudents • Measurable by frequent formative assessments

9. Step Four: Define Timelines, Personnel Responsible, Proposed Expenditures, and Funding Sources to Implement the Plan • For each goal set, the school must specify the actions to be taken to accomplish the goal, dates by which actions are to be started and completed, persons responsible, expenditures needed to implement the action, and each funding source budgeted for the goal. • Planned Improvements in Student Performance in the SPSA: • School goal(s) • Student groups that will participate in each goal • Anticipated annual performance growth for each group • Group data to be collected to measure academic gains • Process for evaluating progress toward this goal • Action steps to be taken to reach a school goal • Start and completion dates for each action • Personnel involved • Proposed expenditures and estimated costs for each action • Breakdown of funding source for each action • Expenditures of state and federal categorical program funds are allowable if they:   • Provide an effective means of achieving the purposes of the program funding source • Are a reasonable use of limited resources • Are necessary to achieve the goals of the plan • Provide supplementary services for eligible students • Do not fund services already required by state law • Do not pay for what, in the absence of these categorical funds, would be provided by the general fund

10. Step Five: Recommend the SPSA to the Local Governing Board • After applicable advisory committees have reviewed the proposed SPSA, the SSC must approve the proposed SPSA at a meeting for which a public notice has been posted. The SPSA is then presented to the district governing board for approval. The SPSA template provides a format for recommending the proposed SPSA to the board and for giving assurance that the SSC: • Is properly constituted • Reviewed its legal responsibilities • Sought input from applicableschool advisory committees • Reviewed the content requirements for all programs included • Based the plan on analysis of current practices and student academic performance • Formally approved the plan before recommending it to the local governing board for review • If the local governing board does not approve the SPSA, specific reasons for disapproval of the plan must be communicated to the SSC. The SSC and applicable committee(s) must revise and resubmit the SPSA to the local governing board for their approval. ECsections 35147, 64001(a), 64001(g)

11. Step Six: Implement the Plan • The district administration and site administration are responsible for implementing and evaluating the activities included in the SPSA as approved by the local governing board. Administration of the plan includes assigning, directing, and supervising project staff; purchasing materials and equipment; and accounting for project funds. The administration also may support the planning process by providing training and information to the SSC and applicable advisory groups, or by developing proposals for the SSC’s consideration.

12. Step Seven: Monitor Implementation • Once the plan is approved and implemented, the responsibility of the SSC is to monitor the effectiveness of planned activities and modify those that prove ineffective. Monitoring will be made easier if the plan specifies actions, dates, estimated costs, and measurable anticipated student academic outcomes, as well as personnel involved and responsible. A plan that is too general can minimize accountability and diminish results for student achievement. • Monitoring should follow the calendar of events established by the SPSA to verify timely implementation and achievement of objectives critical to the success of the plan, such as: • Assignment and training of highly qualified staff to positions identified in the plan • Identification of student participants • Implementation of services • Provision of materials and equipment to students • A calendar for initial and ongoing assessment to measure student performance against benchmarks indicated in the plan • Verify evidence of progress made toward SPSA goals • As the implementation of planned activities unfolds, the SSC should verify the success of each major event for every student group identified in the goals and share this information with advisory committees and other interested parties.

13. Planned Improvements in Student Performance

14. Centralized Support for Planned Improvements in Student Performance

15. Title I Program Improvement (PI)School Plan for Student Achievement (SPSA) Requirements Reference Guide

18. Analysis of Current Instructional Program • The following statements are derived from the ESEA 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 • LEAs in PI must use applicable state tools APS, DAS, ELSSA and ISSS to determine current instructional practice. All LEAs may use these tools to enhance systems in district schools.   • Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs.

19. Standards, Assessment, and Accountability • Use of state and local assessments to modify instruction and improve student achievement (ESEA) • Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)

20. Staffing and Professional Development • Status of meeting requirements for highly qualified staff (ESEA) • Principals' (Assembly Bill [AB] 75) training on State Board of Education (SBE)-adopted instructional materials (EPC) • Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC) • Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA) • Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) • Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grade nine through grade twelve) (EPC)

21. Teaching and Learning • Alignment of curriculum, instruction, and materials to content and performance standards (ESEA) • Adherence to recommended instructional minutes for reading/language arts and mathematics (K-8) (EPC) • Lesson pacing schedule (K-8) and master schedule flexibility for sufficient numbers of intervention courses (EPC) • Availability of standards-based instructional materials appropriate to all student groups (ESEA) • Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC)

22. Opportunity and Equal Educational Access • Services provided by the regular program that enable underperforming students to meet standards (ESEA) • Research-based educational practices to raise student achievement at this school (ESEA)

23. Involvement • Resources available from family, school, district, and community to assist under-achieving students (ESEA) • 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 CCR 3932)

24. Funding • Services provided by categorical funds that enable underperforming students to meet standards (ESEA) • Fiscal support (EPC)

25. District Local Education Agency Plan (LEAP)Performance Goals

26. Performance Goal 1: All students will attain proficiency or better in Reading/English-Language Arts (R/ELA) and Mathematics by 2013-2014. Goal 1a: For the 2012-2013 school-year, the percentage of all students, including all student subgroups, scoring at proficient or above and will increase by at least 16.3% (10.8% annual state growth rate increase plus a 5.5% EUSD Board of Trustees growth goal) on the English-Language Arts portion of the California Standards Test (CST). • All students: XX.X% to XX.X% • Socio-economically disadvantaged (SED): XX.X% to XX.X% • English learner (EL): XX.X% to XX.X% • Students with disabilities (SWD): XX.X% to XX.X% • Asian students: XX.X% to XX.X% • Black students: XX.X% to XX.X% • Filipino students: XX.X% to XX.X% • Hispanic students: XX.X% to XX.X% • Native Hawaiian or Pacific Islander students: XX.X% to XX.X% • White students: XX.X% to XX.X% • Two or more races: XX.X% to XX.X%

27. Performance Goal 1: All students will attain proficiency or better in Reading/English-Language Arts (R/ELA) and Mathematics by 2013-2014. Goal 1b: For the 2012-2013 school-year, the percentage of all students, including all student subgroups, scoring at proficient or above and will increase by at least 16.3% (10.8% annual state growth rate increase plus a 5.5% EUSD Board of Trustees growth goal) on the English-Language Arts portion of the California Standards Test (CST). • All students: XX.X% to XX.X% • Socio-economically disadvantaged (SED): XX.X% to XX.X% • English learner (EL): XX.X% to XX.X% • Students with disabilities (SWD): XX.X% to XX.X% • Asian students: XX.X% to XX.X% • Black students: XX.X% to XX.X% • Filipino students: XX.X% to XX.X% • Hispanic students: XX.X% to XX.X% • Native Hawaiian or Pacific Islander students: XX.X% to XX.X% • White students: XX.X% to XX.X% • Two or more races: XX.X% to XX.X%

28. Performance Goal 2:  All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum, attaining proficiency or better in Reading/English-Language Arts and Mathematics. Goal 2a: AMAO 1 -Annual Progress Learning English • For the 2011-2012 school-year, the percentage of English learners learning English will increase from 52.6% to 57.6%, in order to move toward state defined growth expectations as measured by CELDT. Goal 2b: AMAO 2 - English Proficiency • For the 2011-2012 school-year the percentage of English learners in language instruction educational programs fewer than 5 years attaining English language proficiency will increase from XX.X% to XX.X%, in order to move toward state-defined expectations for meeting the CELDT criterion for English-language proficiency. • For the 2011-2012 school-year the percentage of English learners in language instruction educational programs 5 or more years attaining English language proficiency will increase from XX.X% to XX.X%, in order move toward state-defined expectations for meeting the CELDT criterion for English-language proficiency. Goal 2c: AMAO 3- AYP for English Learner Subgroup • English-Language Arts • Proficiency Rate: For the 2012-2013 school-year the percentage of English Learners attaining proficiency in reading/language arts will increase from XX.X% to XX.X %, as measured by the CST, CMA, and CAPA, in order to move toward state-defined expectations for proficiency in Reading/Language Arts. • Participation Rate: For the 2012-2013 school-year the school will continue to meet the 95% participation rate for English Learners assessed in Reading/Language Arts. • Mathematics • Proficiency Rate: For the 2012-2013 school-year the percentage of English learners attaining proficiency in Mathematics will increase from XX.X% to XX.X %, as measured by the CST, CMA, and CAPA, in order to move toward state-defined expectations for proficiency in Mathematics. • Participation Rate: For the 2012-2013 school-year the school will continue to meet the 95% participation rate for English learners assessed in Mathematics. % participation rate for English learners assessed in Mathematics.

29. Performance Goal 3: All students will be taught by “Highly Qualified” teachers. High-Quality Professional Development: For the 2012-2013 school-year, 100% of teachers will receive high-quality professional development. “Highly Qualified”: For the 2012-2013 school-year, 100% of classroom teachers will be identified as “Highly Qualified”

30. Performance Goal 4:  All students will be educated in learning environments that are safe, drug free, and conducive to learning. Attendance: For the 2012-2013 school-year, the positive attendance rate will be at least 95%. Persistently Dangerous Schools: For the 2012-2013 school-year, 0% of district schools will be identified as a “Persistently Dangerous School.”