The Single Plan for Student Achievement School:
George A. Buljan Middle School
CDS Code:
31669106111967
District:
Roseville City Elementary School District
Principal:
Ryan Hartsoch
Revision Date:
September 3rd, 2015
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. For additional information on school programs and how you may become involved locally, please contact the following person: Contact Person:
Ryan Hartsoch
Position:
Principal
Phone Number:
(916) 771-1720
Address:
100 Hallissy Dr. Roseville, CA 95678
[email protected]
E-mail Address:
The District Governing Board approved this revision of the SPSA on .
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Table of Contents School Vision and Mission ......................................................................................................................................................4 School Profile..........................................................................................................................................................................4 Comprehensive Needs Assessment Components ..................................................................................................................4 Data Analysis .................................................................................................................................................................4 Surveys ..........................................................................................................................................................................4 Classroom Observations................................................................................................................................................5 Analysis of Current Instructional Program ....................................................................................................................6 Description of Barriers and Related School Goals ................................................................................................................11 School and Student Performance Data ................................................................................................................................12 CAASPP Results (All Students) .....................................................................................................................................12 CELDT (Annual Assessment) Results............................................................................................................................14 CELDT (All Assessment) Results...................................................................................................................................15 Title III Accountability (School Data) ...........................................................................................................................16 Title III Accountability (District Data)...........................................................................................................................17 Planned Improvements in Student Performance .................................................................................................................18 School Goal #1.............................................................................................................................................................18 School Goal #2.............................................................................................................................................................22 School Goal #3.............................................................................................................................................................24 School Goal #4.............................................................................................................................................................26 School Goal #5.............................................................................................................................................................28 School Goal #6.............................................................................................................................................................30 School Goal #7.............................................................................................................................................................32 School Goal #8.............................................................................................................................................................34 Centralized Services for Planned Improvements in Student Performance ..........................................................................36 Centralized Service Goal #1 .........................................................................................................................................36 Centralized Service Goal #2 .........................................................................................................................................37 Centralized Service Goal #3 .........................................................................................................................................38 Centralized Service Goal #4 .........................................................................................................................................39 Centralized Service Goal #5 .........................................................................................................................................40 Summary of Expenditures in this Plan..................................................................................................................................41 Total Allocations and Expenditures by Funding Source ..............................................................................................41 Total Expenditures by Object Type..............................................................................................................................42 Total Expenditures by Object Type and Funding Source .............................................................................................43 Total Expenditures by Goal .........................................................................................................................................44 The Single Plan for Student Achievement
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School Site Council Membership ..........................................................................................................................................45 Recommendations and Assurances......................................................................................................................................46
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School Vision and Mission George A. Buljan Middle School’s Vision and Mission Statements Buljan Middle School's Mission is to provide a safe and positive learning environment, to encourage students to think critically, and to inspire all students to take advantage of the opportunities afforded them both in and out of the classroom. Buljan Middle School prides itself on offering a challenging academic curriculum and providing students with opportunities to enrich their school experience through participation in athletics, instrumental band, student leadership, yearbook, cheerleading, multi-media, drama, industrial arts, computers, performing arts, various clubs, and fitness (including intramural athletics). Buljan School’s vision is that all students can learn at high levels.
School Profile Buljan Middle School opened in January of 1994 and is located in the Roseville City School District within the city limits of Roseville, CA. Buljan is one of four middle schools and serves students in sixth, seventh, and eighth grade and currently has 1130 students. The Roseville City School District is a kindergarten through 8th grade school district with 18 schools within the district. After middle school, Buljan students attend high school in the Roseville Joint Union High School District. The ethnic make up of Buljan is as follows: White (non-hispanic) - 61% Asian - 6% Black/African American - 4% Filipino - 4% Hispanic or Latino - 23% Pacific Islander - 2% The students at Buljan are served by a fully credentialed staff with the principal, two assistant principals, 1 full time counselor, 42 general education classroom teachers, 4 special education teachers (3 Resource Specialists and 1 Special Day Class teacher), and 1 Bridges teacher (Alternative Education program). The following part-time specialists include: speech and language pathologist, school psychologist, and school nurse. Additional support staff include: office administrative clerk, school secretary, school registrar, attendance clerk, special education instructional aides, English Learner Instructional Aide, meal duty supervisors, library media specialist, custodians, and cafeteria staff.
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). Feedback is gathered formally and informally from teachers, staff, parents, and students. This has been in the form of meetings, conferences, and surveys. Avenues utilized include the Parent Teacher Club (PTC), School Site Council (SSC), Leadership Team meetings (teachers and administration), Professional Learning Communities, English Learner Advisory Committee (ELAC), and School Safety Committee meetings. Areas such as mission, vision, overall school and staff leadership have been the focus. Over the past two years, 100% of the staff have reported key decisions are made in alignment with the schools vision (46% - Sometimes, 23% - Often, and 31% Always or Almost Always). Staff reported they feel the use of AVID strategies are working well and AVID is clearly a priority in the vision of the The Single Plan for Student Achievement
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school. The staff identified improving reading and PBIS as two of the main areas to focus. Staff reported they feel the administration team works well together at Buljan and is trying to foster an environment which is positive for students. In summary, areas brought forward by all stakeholders (PTC, School Site Council, and teaching staff) to focus on have continued to include: implementation of effective teaching strategies in all classrooms to benefit targeted subgroups as well as every student on campus, continued training and implementation of PBIS to improve school wide behavior and classroom management, access to the internet for proficient computer skills to prepare students for CAASP and the implementation of common core standards, and increased reading scores for our English Learners and all students who are currently reading below grade level.
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 principal and assistant principals conduct both informal and formal classroom observations throughout the school year. The principals randomly visit classrooms to conduct informal observations with the purpose of seeing the following: *Learning Targets are posted *Classroom rules are posted *Students are found to be actively engaged in lessons addressing rigorous grade level standards *Assessments are utilized to determine student progress *A variety of instructional strategies and delivery systems are utilized *AVID strategies are being used. Formal observations are completed for those teachers who are on an evaluation cycle. Years of service determines contractually when a teacher will be formally observed. Teachers are evaluated based on the California Standards for Teaching Profession: Engaging and Supporting All Students in Learning; Creating and Maintaining Effective Environments for Student Learning; Understanding and Organizing Subject Matter for Student Learning; Planning Instruction and Designing Learning Experiences for All Students; Assessing Students for Learning; and Developing as a Professional Educator.
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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) Initially, in the Spring of 2014, a multiple stakeholder committee representing Buljan Middle School met to carve out the direction and focus for the school to include using the Local Control Accountability Funding Formula dollars to support the Local Control Accountability Plan (LCAP) for the site. The work assisted Buljan in developing concrete, measurable objectives impacting student achievement and success; and creating actions that are essential to accomplishing our goals, which will be carried out over a three year time period. In creating the goals, the stakeholders reviewed multiple data points such as enrollment trends, demographic data, previous CST data, and other academic measures. These data points will be reviewed annually by all stakeholders. The district and school site will utilize specific measures to help determine areas of needed growth or improvement and to help modify instruction and monitor student progress. Districtwide, all school sites will assess students with the following measurement tools: a. English Language Arts – Four (4) STAR Reading Assessments, three (3) trimester writing assessments, and one (1) end-of-year integrated assessment. Each assessment aligns with district pacing guide. b. Mathematics – Trimester I, II, III domain assessments (# varies depending on trimester) and four (4) STAR Math Assessments. Each assessment aligns with district pacing guide. c. Science – End-of-year 5th and 8th grade California Standards Test d. English Language Arts/Mathematics/Science - California Alternate Performance Assessment (CAPA) - An end-of-year alternate assessment for children with disabilities who cannot take part in general statewide assessment programs. The district and the school adoption of electronic measuring of ELA and Math is based on the STAR Reading and STAR Math reporting system. These are CCSS aligned and reliable to .84 reliability ranking. CAASPP assessment data from the 2014-2015 school year will be utilized as baseline data for subsequent years.
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2.
Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) During the LCAP meetings, the stakeholders looked at multiple data points and performance measures to assess progress and identify areas of need. The data points that they looked at came from a variety of sources such as Academic Performance Index (API) and Annual Yearly Progress (AYP), California Standards Test (CST), Accelerated Reader data, California English Language Development (CELDT), student behavior, parent involvement, and demographics. Assessments that will be used each year include: Beginning of the year administration (baseline in first 20 days of school year) of STAR reading and STAR math. Then, at the end of trimester 1, 2, and 3, an assessment period will have a two week window for administration for all students to determine progress on their STAR reading and STAR math assessment. Additionally, our district writing assessments will be administered during trimesters 1 (Informational), 2 (Narrative), and 3 (Persuasive) as will district math assessments. Teachers will follow the district pacing guide to provide appropriate writing lessons to help measure the district benchmark prompt scores. During the 2015/2016 school year, teachers will meet every Monday in content areas and/or grade levels for Professional Learning Communities (PLC's) to analyze data and monitor student progress. Instruction is adjusted to reteach, review, or adjust instruction, as appropriate.
Staffing and Professional Development 3.
Status of meeting requirements for highly qualified staff (ESEA) All 43 Buljan general education and four special education teachers are identified as highly qualified staff and meet the requirements for No Child Left Behind.
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 appropriately credentialed and actively participate in both district led and site led professional development. In the 2015-2016 school year, three professional development days are built into the calendar. These professional development days are planned by Educational Services at the district office and are aligned with board and district goals. Additional site specific professional development will include continued implementation of PBIS and AVID strategies. The district has piloted the Carnegie Learning curriculum as the math curriculum and has adopted this as the curriculum for use in all of the middle schools beginning in the 2015/2016 school year. The district will provide training for the new curriculum. The district will be piloting the ELA curriculum this coming year.
5.
Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA) District staff development has been aligned to the ELA and Math content standards. 6-8 pacing guides have been developed that aligned instructionally to the standards. Local district assessments have been developed that align to the trimester pacing plan. Additional professional development opportunities offered by the district or through Placer County Office of Education (PCOE) include: Depth of Knowledge, Common Core State Standards (ELA and Math), Effective First Instruction, English Language Development, Professional Learning Communities, and Response to Intervention and more.
6.
Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) Instructional assistance will be facilitated through administrative walkthroughs and formal evaluation process as described in the RTA/RCSD contract. Site will look into the Instructional Rounds process as a future endeavor to support classroom instruction.
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7.
Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC) The district provides early release days every Monday for teachers to collaborate within a Professional Learning Community (PLC). Buljan teachers meet in subject level PLC's weekly. Teachers use this time to monitor student performance, evaluate current practices, create and modify common assessments, and determine improvements for programs. In addition, PLC time is organized by district level administration for support staff to attend job-a-like trainings and collaboration meetings. The PLC leadership team, which includes one member from each department meets 1 time monthly to help provide strategic planning and communication with site administration and teaching staff.
Teaching and Learning 8.
Alignment of curriculum, instruction, and materials to content and performance standards (ESEA) Many staff meetings and professional days have been dedicated to understanding the Common Core State Standards (CCSS). The depth and rigor demand new instructional delivery and in some cases materials designed to measure the depth of knowledge that students acquire. Starting with the 2013/2014 school year, Buljan teachers participated in the work of deconstructing or unpacking the common core standards and have been working towards providing effective lessons to prepare students for district level assessments. For the 2015/2016 school year, teachers will continue to be immersed in professional development related to the implementation of the Common Core State Standards and are making the appropriate adjustments in relation to lessons and assessments to evaluate effectiveness. Through information gained in both unpacking the standards and teaching to the new targets, staff have determined the need for "Gap" curriculum. Now that there will be an adopted curriculum for math, the district will focus on piloting a curriculum for ELA and will use the Ready Common Core as a GAP resource for ELA.
9.
Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC) Instructional minutes in ELA/Math are 47 minutes per day, except on the Monday early release days. Students are also engaged in reading and writing activities through interdisciplinary/cross curricular teaching in social studies and science to help support the transfer of learning, teaching students to think and reason, and providing a more relevant curriculum.
10. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC) The district has assisted in providing a lesson pacing guide developed by teachers and reviewed from year to year. In addition, teachers at Buljan create common assessments within their subject areas and revise them annually to align with the district assessments. School site staff meet every Monday to collaborate. Data collected from the benchmark assessments are used to help determine students who need extra support and are performing significantly below grade level in reading or math. Those students are then provided with intervention in math or reading through an intervention period (STEP) offered daily, 4 days per week, for 30 minutes, which is in lieu of enrichment. 11. Availability of standards-based instructional materials appropriate to all student groups (ESEA) All students have access to core instructional materials at Buljan. The district has recently adopted Carnegie Learning as the new math curriculum and will be piloting a new English Language Arts curriculum during the 2015/2016 school year to support the new CCSS. Gap materials will be utilized and teachers have also created additional materials and/or obtained information through other on-line resources provided by the district.
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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) We currently use : ELA - Holt Language Arts and Literature - The district will be piloting a new ELA curriculum during the 2015/2016 school year aligned to the CCSS. One of the ELA Gap resources that will be utiilized during the 2015/2016 school year is Ready Common Core. Math - Carnegie Learning (Newly adopted) History/Social Science - Holt California Social Studies Science - Prentice Hall California Science Explorer Our reading intervention teacher has been using the "Language!" curriculum to address students needs who are performing significantly below grade level in reading. The Language! curriculum is a comprehensive language arts intervention program that addresses students with reading and writing deficit areas. For math intervention, students have received additional support using Mathia, Accelerated Math, and Front Row. Our English Language Learners are identified and placed with teachers who hold a BCLAD, CLAD, or SDAIE certification and have been trained in the new ELD standards. The students receive either structured English Immersion (pull-out support) or English Language Mainstream (within the general classroom setting) support. Support materials are utilized for use with our ELD students such as: *Readworks.org for non-fiction passages with reading comprehension questions, writing sections, and vocabulary *Newsela.com and Scholastic Action Magazine for high interest, calculated, and moveable reading levels with vocabulary that is familiar and challenging *High Point and Edge curriculum are additional resources used for our ELD students
Opportunity and Equal Educational Access 13. Services provided by the regular program that enable underperforming students to meet standards (ESEA) The following programs are currently provided at Buljan to help support our underachieving students. At Tier 1, regular classroom teachers offer excellent first instruction and collect assessment information. Based on assessments, students who need extra support in the classroom are provided with additional support through reviews/reteaching and small group instruction. All students can attend before school math tutoring or the after school homework club. Students not making progress or performing more significantly below grade level are provided with small group intervention (reading and math). There are intervention team meetings every other week to help determine appropriate interventions for students struggling for a variety of reasons (behavior, academic, social-emotional/mental health, attendance, and health). Referrals are then made to determine the need for the following services: special education, speech and language, psychological services (behavior support), and mental health services (counseling), reading or math small group intervention, parenting classes, english language learner support, health services, and referrals for outside resources and supports. Identified EL students are placed in a class for small group instruction or provided with SDAIE strategies and ELD instruction in their classrooms throughout their day and progress is closely monitored by the ELD coordinator.
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14. Research-based educational practices to raise student achievement District wide, all school sites implement the Professional Learning Community (PLC) framework for site collaboration around teaching and learning. Teachers also follow common pacing guides and utilize formative assessments. The focus during the 2015/2016 school year will be to define, establish, and implement a clear Response to Intervention model to promptly address students needs when they are not meeting standards. In addition, emphasis has been placed on ensuring all teachers are equipped with a variety of pedagogical methods to instruct students and differentiate instruction. Other research based practices will be introduced on a periodic basis, based on results from student achievement data and teacher input of professional growth needs. Some research based educational practices currently used to help raise student achievement and overall engagement include: the use of AVID strategies school wide, CLAD/SDAIE instructional techniques for EL students, differentiated instruction, GATE classes and advanced math classes (Integrated 1), STEM program, Robotics club, ELD professional development, 504 Accommodation Plans, PBIS, Behavior Support Plans, counseling, SARB, and Student Study Team/Intervention Team meetings used for brainstorming additional resources for students. Parental Involvement 15. Resources available from family, school, district, and community to assist under-achieving students (ESEA) Buljan enjoys a very involved parent community, who are valued for their support with curricular and extra-curricular activities, particularly with volunteering their time and resources. Buljan parents are involved in our school and are willing to support us in increasing student achievement for all students. Currently, Buljan enjoys a large group of parents who participate in the Parent Teacher Club (PTC), the School Site Council, and ELAC/DELAC committees, as well as volunteer to help support activities to improve school engagement. Buljan provides before and after school enrichments programs paid for by the PTC which include the following: French, Spanish, Art, and Jazz Band. Additional enrichment programs provided during the school day or before and after school include: Builders Club, Guitar Club, Fitness Club, Game Club, Juggler's Club, Intramural sports, and Reptile Club. There are many resources available to support under-achieving students. Parent Teacher Conferences (PTC) can be scheduled at any time to develop a partnership between school and home. Tier 1 curricular support for students offered before and after school include Language arts intervention 2 morning per week before school, Math intervention 5 mornings per week before school, and homework club offered after school 4 days per week. Our 6th grade students have math and language arts intervention classes offered to them in lieu of an elective class. Our 7th and 8th grade students will have a opportunity for a language arts small group intensive intervention class offered as a Tier 2 intervention for students achieving significantly below grade level in reading/writing. They will also have an opportunity for intervention in language arts and math during the 30 minute STEP period offered 4 days per week in lieu of enrichment. The school intervention team will monitor students response to intervention, based on data collection, and determine when Tier 1 supports have not been successful and students are in need of Tier 2 and Tier 3 interventions. Students may be referred to the Student Study Team (SST) to access additional resources and to determine if additional referrals or accommodations/modifications are needed due to limited progress. The SST team along with the intervention team will develop a comprehensive plan to assist students with academic, behavioral, or emotional needs. District resources include: Love and Logic parenting classes and District English Language Advisory Committee (DELAC) Community support: The Roseville City Foundation awards grants for specific programs to increase student achievement. Site resources include a Homeless and Foster Youth Liaison. Buljan also raises money for students in need each year for a shopping spree at Kohl's in December and June for clothes and other necessities.
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) Buljan has an active School Site Council comprised of parents, teachers, students, and other personnel. The purpose is to develop the schools Single Plan for Student Achievement (SPSA), School Safety Plan, and the School Academic Report Card (SARC). Participants inquire and recommend suggestions in all areas of school improvement and review data, budgets, and reports to ensure they are making informed decisions and meeting the mandates for state and federal funding for our school and district. The Single Plan for Student Achievement
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Funding 17. Services provided by categorical funds that enable underperforming students to meet standards (ESEA) Categorical funds help provide professional release days for teachers to understand, plan, and instruct lessons, funds to hire personnel for small group and one-on-one support, and funds to purchase software to help students practice needed skills. Buljan uses its LCFF and general funds for helping students meet standards. The Before/During/After school programs and clubs, technology devices (chrome books), and ELD/Intervention materials are designed to support these students. 18. Fiscal support (EPC) LCFF and general fund.
Description of Barriers and Related School Goals Decisions related to students academic progress have been mainly based on state performance data. Now we have shifted from the California Standards Test (CST) to the Common Core state standards (CCSS). Last year was the first year all students took the California Assessment of Student Performance and Progress (CAASPP) based on the Common Core standards. This year's data reflects baseline data that is impossible to compare to previous year's data or other assessments. However, this data is being use to form the basis of creating new site goals. The following areas have been identified as barriers to some student's achievement: *Influx of new students with high needs and EL support *Poor attendance patterns/truancy for some students *Inconsistent knowledge and application of study skills *A variety of family circumstances that are beyond the scope of school *Some limited resources (services, programs, personnel, curriculum/materials, etc.) to support students In regards to the teacher's understanding of the Common Core State Standards, time for professional development and planning is required. The district has recently adopted a new math curriculum and will be piloting a new ELA curriculum this coming year. Teachers have been needing more planning time and more curricular materials related to CCSS to serve as Gap materials until adopted materials are available. Planning time during the 2015-2016 school year will be provided through the five professional development days on the school's calendar as well as some PLC time/release time as needed. The identified needs are reflected in the LCAP plan that addressed the implementation of instructional practice and assessment, improving achievement in ELL students, improving school-wide and classroom behavior, and improving technology so students are prepared to be able to efficiently use technology to enhance learning at a greater depth and to be prepared for the new state assessments.
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School and Student Performance Data CAASPP Results (All Students)
English Language Arts/Literacy Overall Achievement # of Students Enrolled
# of Students Tested
% of Enrolled Students Tested
# of Students With Scores
Mean Scale Score
Standard Exceeded
Standard Met
Standard Nearly Met
Standard Not Met
Grade 6
381
380
99.7
380
2538.0
18
37
29
16
Grade 7
381
380
99.7
380
2566.4
15
46
21
17
Grade 8
341
339
99.4
339
2597.3
21
45
25
9
1,103
1,099
99.6
1,099
18
43
25
14
Grade Level
All Grades
Grade Level
READING
WRITING
LISTENING
RESEARCH/INQUIRY
Demonstrating understanding of literary & non-fictional texts
Producing clear and purposeful writing
Demonstrating effective communication skills
Investigating, analyzing, and presenting information
Above Standard
At or At or At or At or Below Above Below Above Below Above Below Near Near Near Near Standard Standard Standard Standard Standard Standard Standard Standard Standard Standard Standard
Grade 6
20
51
29
29
50
21
14
73
13
27
62
11
Grade 7
22
58
21
30
51
18
17
69
14
28
55
17
Grade 8
34
50
16
33
52
16
21
69
10
32
59
9
All Grades
25
53
22
31
51
19
17
70
12
29
59
12
Conclusions based on this data: 1. 22% of all students performed below standards on the Reading cluster. 2. 6th grade students consistently scored below 7th and 8th grade students in the Reading and Writing clusters.
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School and Student Performance Data CAASPP Results (All Students) Mathematics Overall Achievement # of Students Enrolled
# of Students Tested
% of Enrolled Students Tested
# of Students With Scores
Mean Scale Score
Standard Exceeded
Standard Met
Standard Nearly Met
Standard Not Met
Grade 6
381
379
99.5
379
2511.7
13
23
33
31
Grade 7
381
380
99.7
380
2545.5
17
28
33
22
Grade 8
341
339
99.4
339
2566.6
20
24
30
27
1,103
1,098
99.5
1,098
16
25
32
27
Grade Level
All Grades
Grade Level
CONCEPTS & PROCEDURES
PROBLEM SOLVING & MODELING/DATA ANALYSIS
COMMUNICATING REASONING
Applying mathematical concepts and procedures
Using appropriate tools and strategies to solve real world and mathematical problems
Demonstrating ability to support mathematical conclusions
Above Standard
At or Near Standard
Below Standard
Above Standard
At or Near Standard
Below Standard
Above Standard
At or Near Standard
Below Standard
Grade 6
16
41
43
14
54
33
17
52
31
Grade 7
25
41
34
26
52
22
19
66
14
Grade 8
26
41
32
24
58
18
21
57
22
All Grades
22
41
37
21
54
25
19
58
22
Conclusions based on this data: 1. 6th grade students performed below 7th and 8th grade students in all clusters. 2. 43% of 6th grade students performed Below Standard on Concepts & Procedures compared to 34% and 32% in 7th and 8th respectively.
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School and Student Performance Data CELDT (Annual Assessment) Results 2014-15 CELDT (Annual Assessment) Results Grade
Advanced
Early Advanced
Intermediate
Early Intermediate
Beginning
Number Tested
#
%
#
%
#
%
#
%
#
%
#
6
4
11
13
37
14
40
3
9
1
3
35
7
2
10
12
57
6
29
1
5
8
6
27
13
59
3
14
Total
12
15
38
49
23
29
21 22
4
5
1
1
78
Conclusions based on this data: 1. Only 48% of the 6th grade students were performing at the Early Advanced or Advanced level on the CELDT. 2. 77% of the 8th grade students and 75% of the 7th grade students are performing at the Early Advanced or Advanced levels on the CELDT. 3. No students were performing at the Beginning level and only 13% of 6th graders and 5% of 7th graders were performing at the Early Intermediate level on the CELDT.
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School and Student Performance Data CELDT (All Assessment) Results 2014-15 CELDT (All Assessment) Results Grade
Advanced #
%
Early Advanced #
%
Intermediate #
%
Early Intermediate #
%
Beginning #
%
Number Tested #
Conclusions based on this data: 1.
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School and Student Performance Data Title III Accountability (School Data) Annual Growth
AMAO 1
2012-13
2013-14
2014-15
67
65
78
100.0%
100.0%
100.0%
Number in Cohort
67
65
78
Number Met
48
48
53
Percent Met
71.6%
73.8%
67.9%
NCLB Target
57.5
59.0
60.5%
Met Target
Yes
Yes
Yes
Number of Annual Testers Percent with Prior Year Data
Attaining English Proficiency AMAO 2
2012-13
2013-14
2014-15
Years of EL instruction
Years of EL instruction
Years of EL instruction
Less Than 5
5 Or More
Less Than 5
5 Or More
Less Than 5
5 Or More
Number in Cohort
8
61
4
63
5
75
Number Met
--
39
--
42
--
47
Percent Met
--
63.9%
--
66.7%
--
62.7%
NCLB Target
20.1
47.0
22.8
49.0
24.2%
50.9%
Met Target
*
Yes
--
Yes
--
Yes
AMAO 3
Adequate Yearly Progress for English Learner Subgroup 2012-13
2013-14
2014-15
English-Language Arts Met Participation Rate
Yes
Met Percent Proficient or Above
No
Mathematics Met Participation Rate
Yes
Met Percent Proficient or Above
No
Conclusions based on this data: 1. For the English Learner subgroup, in AMAO 3, the participation rate was met, but the AYP was not met in 2012/2013 when the AYP was met for the year prior. 2. Based on the data for AMAO 1 and AMAO 2, the EL students are making progress.
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School and Student Performance Data Title III Accountability (District Data) Annual Growth
AMAO 1
2012-13
2013-14
Number of Annual Testers
965
944
Percent with Prior Year Data
99.7
100.0
Number in Cohort
962
944
Number Met
614
585
Percent Met
63.8
62.0
NCLB Target
57.5
59.0
Met Target
Yes
Yes
2014-15
60.5%
Attaining English Proficiency AMAO 2
2012-13
2013-14
2014-15
Years of EL instruction
Years of EL instruction
Years of EL instruction
Less Than 5
5 Or More
Less Than 5
5 Or More
Number in Cohort
912
249
881
249
Number Met
305
135
282
150
Percent Met
33.4
54.2
32.0
60.2
NCLB Target
20.1
47.0
22.8
49.0
Met Target
Yes
Yes
Yes
Yes
AMAO 3
Less Than 5
5 Or More
24.2%
50.9%
Adequate Yearly Progress for English Learner Subgroup at the LEA Level 2012-13
2013-14
Met Participation Rate
Yes
Yes
Met Percent Proficient or Above
No
No
Met Participation Rate
Yes
Yes
Met Percent Proficient or Above
No
No
Met Target for AMAO 3
No
No
2014-15
English-Language Arts
Mathematics
Conclusions based on this data: 1.
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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 academic performance index (API) and adequate yearly progress growth (AYP) 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: All Core Subjects LEA GOAL: Every student will be proficient in mathematics and English Language Arts as evidenced in multiple measures. -------SCHOOL GOAL #1: All students at each grade level will show a 5% growth on their ability to analytically read, demonstrate understanding and produce clear and effective writing based on informational/literary texts. -------Data Used to Form this Goal: 2014-2015 CAASPP and CELDT scores-------Findings from the Analysis of this Data: As of 9-10-15: Reading performance as evidenced by 2014-2015 CAASPP Claim Results Demonstration of understanding from reading both literary and non-fictional text: 6th grade: 71% of students are near, at or above grade level 7th grade: 80% of students are near, at or above grade level 8th grade: 84% of students are near, at or above grade level Writing performance as evidenced by 2014-2015 CAASPP Claim Results Producing clear and purposeful writing: 6th grade: 79% of students are near, at or above grade level 7th grade: 81% of students are near, at or above grade level 8th grade: 85% of students are near, at or above grade level Reading and writing performance as evidenced by 2014-2015 CELDT scores: Reading and writing Domain Mean Scale Scores are consistently below Listening and Speaking Scores over the past 3 years. -------How the School will Evaluate the Progress of this Goal: 2015-2016 CAASPP scores, CELDT, local and district writing assessments -------The Single Plan for Student Achievement
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Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Continue to have an Instructional Assistant (IA) to work with EL students
2015/2016 School year
Admin./Personnel
EL IA will provide pushin and pull-out support for EL students
2000-2999: Classified LCFF - Supplemental Personnel Salaries
STAR reading assessment
2015/2016 School year
Admin/School staff
1200 seats/licenses
5000-5999: Services And Other Operating Expenditures
Release time for EL Coordinator
2015/2016 School year
Admin./Personnel/ Coordinator
Subs for monthly release 1000-1999: time for progress Certificated monitoring/collaboratio Personnel Salaries n with staff
LCFF - Supplemental
1,000
Release time for CELDT testing
LCFF - Supplemental
500
1000-1999: Certificated Personnel Salaries
Lottery: Instructional 8,200 Materials
Site Rep participation in District Writing Team
2015/2016 School year
Site Reps
Engage in professional development regarding district writing assessmetns
Fisher and Frye Professional Development
2015/2016 School year
Educational Services
Rigorous Reading Professional Development for staff
PLC Time for department collaboration
2015/2016 School year
Administration/ departments
Staff meet weekly during PLC time to review data, discuss best practices, plan intervention and enhancement strategies and align practices
District Funded
Ready Common Core/ELA Gap Materials
2015/2016 School year
Ed Services
This ELA materials were 4000-4999: Books purchased to gap the And Supplies previous CST materials adoption and the new Common Core standards until a full adoption has taken place.
District Funded
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11,000
District Funded
5800: District Funded Professional/Consulti ng Services And Operating Expenditures
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Actions to be Taken to Reach This Goal Reading Intervention Materials
The Single Plan for Student Achievement
Timeline 2015/2016 School year
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Admin/Bridges Staff Reading Intervention 4000-4999: Books materials (books, And Supplies decoder readers, etc.) for identified students reading for below grade level
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Funding Source LCFF - Supplemental
Amount 1000
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Planned Improvements in Student Performance School Goal #2 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 (API) and adequate yearly progress growth (AYP) 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: All Core Subjects LEA GOAL: Roseville City School District will fully implement new State academic standards to instructionally challenge and meet the needs of all students. -------SCHOOL GOAL #2: Provide professional development, support and accountability structure for implementing school wide best instructional practices and high interest programs aligned with Common Core and AVID methodologies. -------Data Used to Form this Goal: Staff survey was administered last year with regard to common core training and other staff development needs. -------Findings from the Analysis of this Data: Results from the survey suggested the need for Professional Development in first instruction, Common Core implementation, and AVID methodologies. In addition, district discussions resulted in an awareness for the need for specialized STEM programs at the middle school level, which will help to introduce and prepare students for programs currently available in high school. -------How the School will Evaluate the Progress of this Goal: Administrator walkthrough , feedback from staff regarding professional development, baseline data collected from CAASPP, and student surveys for STEM students will be completed over the 3 year period. --------
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Actions to be Taken to Reach This Goal
Timeline
Proposed Expenditure(s)
Person(s) Responsible
Description
Type
Funding Source
Amount
Ready Common Core ELA Materials
2015/2016 school year
Admin./Personnel
Supplemental GAP materials to support ELA
On-going AVID implementation
2015/2016 school year
Admin./School staff
Sub costs for SCOE professional development
1000-1999: Certificated Personnel Salaries
LCFF - Supplemental
500
Stipend for AVID Coordinator
1000-1999: Certificated Personnel Salaries
LCFF - Supplemental
1,800
Subs for college field trips
1000-1999: Certificated Personnel Salaries
LCFF - Supplemental
1,000
Transportation for field trips
5000-5999: Services And Other Operating Expenditures
LCFF - Supplemental
2,600
Tutors
2000-2999: Classified LCFF - Supplemental Personnel Salaries
1,300
AVID summer conference
5000-5999: Services And Other Operating Expenditures
LCFF - Supplemental
1,500
Registration for two 5000-5999: Services teams of students to go And Other Operating to competition next year Expenditures
LCFF - Supplemental
1,000
Sierra College Robot Convention student registration ($25/student)
LCFF - Supplemental
500
General Fund
2,000
STEM Training and Implementation
Release time for collaboration and professional development
The Single Plan for Student Achievement
2015/2016 school year
2015/2016 school
Admin./staff
Admin./teaching staff
District Funded
5000-5999: Services And Other Operating Expenditures
Subject content area 1000-1999: teachers to be trained in Certificated CC, assessments, and Personnel Salaries lesson planning/development
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Planned Improvements in Student Performance School Goal #3 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 (API) and adequate yearly progress growth (AYP) 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: School Safety and Culture LEA GOAL: All staff will be highly trained to support student academic, social, and emotional progress. -------SCHOOL GOAL #3: Buljan Middle School will provide a safe physical and emotional place on campus for all our students. -------Data Used to Form this Goal: Data from behavioral referrals (SWIS data) and results from the school climate survey from last year were reviewed and suggested that most behaviors were occurring within the classroom. Results from the school climate surveys were also used to determine the need for improving PBIS at Buljan. -------Findings from the Analysis of this Data: Data from SWIS and behavioral referrals suggested that most behaviors on campus were occurring within the classroom, indicating the need for improved classroom management. School climate surveys suggested that staff felt the need for improvement in the school wide behavior intervention program (PBIS). -------How the School will Evaluate the Progress of this Goal: SWIS data regarding behavioral referrals will be evaluated. Student and staff surveys will also be utilized in the fall and spring of the school year. --------
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Actions to be Taken to Reach This Goal PBIS Implementation and on-going training
Point Break program
Timeline 2014/2015 school year
2015/2016 school year
Training and implementation of WEB 2015/2016 school transition/mentoring program year
The Single Plan for Student Achievement
Person(s) Responsible Admin/PBIS Coordinator/PBIS team members
Admin/Counselor
Proposed Expenditure(s) Description
Type
Funding Source
Amount
PBIS release time (subs)
1000-1999: Certificated Personnel Salaries
LCFF - Supplemental
800
PBIS License Renewal
5000-5999: Services And Other Operating Expenditures
LCFF - Supplemental
400
Supply costs
4000-4999: Books And Supplies
LCFF - Supplemental
600
Sub costs
1000-1999: Certificated Personnel Salaries
LCFF - Supplemental
1200
Registration
5800: LCFF - Supplemental Professional/Consulti ng Services And Operating Expenditures
5000
Supply costs
4000-4999: Books And Supplies
600
Admin/Counselor/A Initial Training costs dvisor
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LCFF - Supplemental
5800: LCFF - Supplemental Professional/Consulti ng Services And Operating Expenditures
3000
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Planned Improvements in Student Performance School Goal #4 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 (API) and adequate yearly progress growth (AYP) 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: Equal Access Support LEA GOAL: Align technology supports and resources to meet district goals and enhance student learning. -------SCHOOL GOAL #4: Buljan Middle School will continue to provide students with equal access to technology for all students to help support the Common Core State Standards (CCSS) and improve student achievement. -------Data Used to Form this Goal: Currently, we have 5 chrome book carts, access to a computer lab, a library with computers, and a computer lab supported by our Technology teacher. -------Findings from the Analysis of this Data: In an effort to standardize all classrooms and give equal access for all students to technology, we will continue to need to expand our hardware (chrome books, printers, etc.)------How the School will Evaluate the Progress of this Goal: Administrator walk throughs will be completed to ensure teachers are utilizing available technology resources when working with students. An inventory of equipment purchased will be kept and all classrooms will be given the standard equipment. A school wide calendar will be utilized for teachers to reserve chrome book carts to use with their whole class. --------
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Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Technology Maintenance and site updgrades
2015/2016 School year
Alan Hall/Principal
On-going as needed
4000-4999: Books And Supplies
LCFF - Supplemental
2300
CUE Rockstar Training
2015/2016 School year
Admin/staff
Registration
5800: LCFF - Supplemental Professional/Consulti ng Services And Operating Expenditures
1000
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Planned Improvements in Student Performance School Goal #5 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 (API) and adequate yearly progress growth (AYP) 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: LEA GOAL: -------SCHOOL GOAL #5: -------Data Used to Form this Goal: -------Findings from the Analysis of this Data: -------How the School will Evaluate the Progress of this Goal: --------
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Actions to be Taken to Reach This Goal
The Single Plan for Student Achievement
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
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Type
Funding Source
Amount
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Planned Improvements in Student Performance School Goal #6 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 (API) and adequate yearly progress growth (AYP) 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: LEA GOAL: -------SCHOOL GOAL #6: -------Data Used to Form this Goal: -------Findings from the Analysis of this Data: -------How the School will Evaluate the Progress of this Goal: --------
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Actions to be Taken to Reach This Goal
The Single Plan for Student Achievement
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
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Type
Funding Source
Amount
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Planned Improvements in Student Performance School Goal #7 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 (API) and adequate yearly progress growth (AYP) 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: LEA GOAL: -------SCHOOL GOAL #7: -------Data Used to Form this Goal: -------Findings from the Analysis of this Data: -------How the School will Evaluate the Progress of this Goal: --------
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Actions to be Taken to Reach This Goal
The Single Plan for Student Achievement
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
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Type
Funding Source
Amount
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Planned Improvements in Student Performance School Goal #8 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 (API) and adequate yearly progress growth (AYP) 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: LEA GOAL: -------SCHOOL GOAL #8: -------Data Used to Form this Goal: -------Findings from the Analysis of this Data: -------How the School will Evaluate the Progress of this Goal: --------
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Actions to be Taken to Reach This Goal
The Single Plan for Student Achievement
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
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Type
Funding Source
Amount
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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 in this section must be aligned with the Consolidated Application. Centralized Service Goal #1 SUBJECT: Centralized Services for Planned Improvements in Student Performance in SCHOOL GOAL #1: -------Actions to be Taken to Reach This Goal
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Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
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Type
Funding Source
Amount
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Centralized Services for Planned Improvements in Student Performance Centralized Service Goal #2 SUBJECT: Centralized Services for Planned Improvements in Student Performance in SCHOOL GOAL #2: -------Actions to be Taken to Reach This Goal
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Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
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Type
Funding Source
Amount
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Centralized Services for Planned Improvements in Student Performance Centralized Service Goal #3 SUBJECT: Centralized Services for Planned Improvements in Student Performance in SCHOOL GOAL #3: -------Actions to be Taken to Reach This Goal
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Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
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Type
Funding Source
Amount
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Centralized Services for Planned Improvements in Student Performance Centralized Service Goal #4 SUBJECT: Centralized Services for Planned Improvements in Student Performance in SCHOOL GOAL #4: -------Actions to be Taken to Reach This Goal
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Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
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Type
Funding Source
Amount
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Centralized Services for Planned Improvements in Student Performance Centralized Service Goal #5 SUBJECT: Centralized Services for Planned Improvements in Student Performance in SCHOOL GOAL #5: -------Actions to be Taken to Reach This Goal
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Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
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Type
Funding Source
Amount
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Summary of Expenditures in this Plan Total Allocations and Expenditures by Funding Source Total Allocations by Funding Source Funding Source
Allocation
Balance (Allocations-Expenditures)
Total Expenditures by Funding Source Funding Source
Total Expenditures
General Fund
2,000.00
LCFF - Supplemental
38,600.00
Lottery: Instructional Materials
8,200.00
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Summary of Expenditures in this Plan Total Expenditures by Object Type Object Type
Total Expenditures
1000-1999: Certificated Personnel Salaries
8,800.00
2000-2999: Classified Personnel Salaries
12,300.00
4000-4999: Books And Supplies
4,500.00
5000-5999: Services And Other Operating Expenditures
14,200.00
5800: Professional/Consulting Services And Operating Expenditures
9,000.00
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Summary of Expenditures in this Plan Total Expenditures by Object Type and Funding Source Object Type
Funding Source
Total Expenditures
1000-1999: Certificated Personnel Salaries General Fund
2,000.00
1000-1999: Certificated Personnel Salaries LCFF - Supplemental
6,800.00
2000-2999: Classified Personnel Salaries
LCFF - Supplemental
12,300.00
4000-4999: Books And Supplies
LCFF - Supplemental
4,500.00
5000-5999: Services And Other Operating LCFF - Supplemental Expenditures 5800: Professional/Consulting Services And LCFF - Supplemental Operating 5000-5999:Expenditures Services And Other Operating Lottery: Instructional Materials
6,000.00 9,000.00 8,200.00
Expenditures
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Summary of Expenditures in this Plan Total Expenditures by Goal Goal Number
Total Expenditures
Goal 1
21,700.00
Goal 2
12,200.00
Goal 3
11,600.00
Goal 4
3,300.00
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School Site Council Membership
Ryan Hartsoch
Secondary Students
Parent or Community Member
Other School Staff
Principal
Name of Members
Classroom Teacher
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:
X
Sheryl Kern
X
Shelli Linsenbach
X
Bryan Hay
X
Lisa Pallari
X
Raquel Thomas
X
Jared Law
X
Melani Dillman
X
Amanda Davidson
X
Chaunte Martin
X
Naressa Hall
X
Numbers of members of each category:
1
2
2
3
3
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.
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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 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 (Check those that apply): State Compensatory Education Advisory Committee Signature
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 11/03/2015.
Attested:
Ryan Hartsoch Typed Name of School Principal
Signature of School Principal
Date
Signature of SSC Chairperson
Date
Amanda Davidson Typed Name of SSC Chairperson
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