Blake School District

Single Plan for Student Achievement

Author: Erin Rogers
Posted: 4/15/2008; 10:37:08 AM
Topic: Single Plan for Student Achievement
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THE SINGLE PLAN FOR STUDENT ACHIEVEMENT

Blake Elementary School


Blake School District
Adopted April 2008
 

Organizing the School Site Council
School Site Council
The California Education Code  requires the school site council to develop a Single Plan for Student Achievement for Consolidated Application programs operated at the school or in which the school participates. In addition, Pupil Retention  and School and Library Improvement Block Grant programs  operated at the school must be included in the SPSA. The school site council must approve the plan, recommend it to the local governing board for approval, monitor implementation of the plan, and evaluate the results. At least annually, the school site council must revise the plan, including proposed expenditures of funds allocated to the school through the Consolidated Application, and recommend it to the local governing board for approval.
Composition
Composition of the school site council is specified in the California Education Code as follows:
    The school site council 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 students attending the school selected by such parents; and, in secondary schools, students selected by students attending the school.

    At the elementary level, the school site council shall be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel; and (b) parents or other community members selected by parents. In schools with fewer than three teachers, this requirement may be met by establishing a school site council that is composed of equal numbers of school staff and parents or other community members selected by parents.

    At the secondary level, the school site council shall be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) equal numbers of parents or other community members selected by parents, and students.

    At both the elementary and secondary levels, classroom teachers shall comprise the majority of persons represented under subdivision (a) of this section.

    School districts that maintain kindergarten or any of grades 1 to 8, inclusive, and that maintain schools with fewer than 100 students each, and that share a common attendance area may establish a single school site council for the common attendance area.

At the discretion of the local governing board, the middle school may, but is not required to, include student representation on the school site council.  
Composition of an Elementary School Site Council


Selection
The means of selecting school site council members are not specified in law, except that members must be chosen by peers. No additional membership qualifications may be required. Beyond the composition requirements stated above, no seat on the school site council may be reserved for any group or individual. Membership in most school site councils is determined by ballot, but could be decided in an open meeting by voice vote.

To ensure broad support for the selection process, and to avoid controversy over the selection of school site council members, board policy or school site council bylaws may specify:
·    The means of selecting members and officers
·    Terms of office for members and officers
·    The notice of elections for each peer group
·    The responsibilities of the school site council and time commitment involved
·    A policy of nondiscrimination, as may occur by limiting membership to a select group

Many schools elect members for a two-year term, with elections for half the members held in even years and half in odd years. This practice ensures that the school site council will not be composed entirely of new members each year. Some schools assure additional continuity by electing non-voting alternate members, who are seated as voting members by the school site council in the event of a midterm vacancy on the school site council.
Officers
In order to conduct business effectively, the school site council needs to include officers with stated responsibilities and authority, including:
·    A chairperson to organize, convene, and lead meetings of the school site council
·    A vice chairperson to serve in the absence of the chairperson
·    A secretary to record actions taken at school site council meetings and keep school site council records
·    A parliamentarian to resolve questions of procedure, often with the help of Robertâs Rules of Order or similar guide
·    Other officers as necessary to perform stated duties in support of the work of the school site council
 


Roles and Responsibilities
In addition to the school site council, several groups are involved in the development and implementation of the Single Plan for Student Achievement. Each has specific responsibilities established by statute, as described below:
School Advisory Committees
The SPSA must be developed with the advice, review, and certification of any applicable school advisory committees.  Such groups include the English Learner Advisory Committee, the State Compensatory Education Advisory Committee, the Special Education Advisory Committee, and the Gifted and Talented Education Advisory Committee. All required advisory committees have responsibility to advise the school on the special needs of students and on ways the school may meet those needs.

It is recommended that a District/School Liason Team (DSLT) be utilized by schools identified for Program Improvement (PI) under NCLB, Title I, Part A. The DSLT may assist the district and school by developing recommendations for improving student performance related to PI status. DSLTs serve as an advisory group to the school site council at a PI school. This group should include a broad-based variety of members, including representatives from the school site council, district, and any another key stakeholders.
Governing Board
The local governing board adopts policies for the development and implementation of the SPSA consistent with law.  Acting upon the recommendation of the school site council, the board votes on the approval of the SPSA and all subsequent revisions of the SPSA.  The board also must certify that the SPSA is consistent with local educational agency plans required for federal funding. The SPSA must have board approval to authorize expenditures proposed in the plan.
Administration
The district and school administration, which may include an appointed leadership team, is responsible for implementing the SPSA. Administration of the SPSA 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 school site council, or developing proposals for the school site councilâs consideration.
County Offices of Education
Each county office of education may provide information and training opportunities related to the development of SPSAs to school districts within the county. Many counties operate Consolidated Application cooperatives (co-ops). Districts participating in a co-op receive assistance with the Consolidated Application and with developing and implementing SPSAs.
School Principal
The principal has the following duties with respect to the SPSA:
·    Is a voting member of the school site council
·    Provides information and leadership to the school site council
·    Administers the school-level activities of the approved SPSA

These responsibilities make the principal vital to the success of the SPSA. However, the principal has no administrative authority over the school site council, may not veto decisions made by the school site council, and may not make changes to the SPSA after it has been approved by the school site council.
Committees Appointed by the School Site Council
The school site council may appoint committees or individuals to perform tasks to assist the council in developing, monitoring, or evaluating the SPSA. Appointed individuals and committees serve at the pleasure of the school site council and are advisory to it. Such appointed groups may:
·    Gather and analyze information
·    Propose strategies for improving instruction
·    Examine materials, staffing, or funding possibilities
·    Draft portions of the SPSA for school site council consideration

For example, the school site council may ask that a group of teachers prepare a staff development proposal as part of a strategy to raise the academic performance of a group of underperforming students. Or the school site council may appoint a committee to examine and report on a successful program operating at another school. In addition, the school site council may consider and accept unsolicited proposals from any individual or group.
Accountability
Because the local governing board, administration, and school site council have separate but related responsibilities for the Single Plan for Student Achievement, they need to work cooperatively. Should an impasse occur, several remedies are available:
·    The school site council may appeal to the local governing board to resolve issues of planning or implementation, clarify an issue in doubt, or establish a needed policy;
·    The administration may recommend the board not approve a plan believed to be flawed;
·    The local governing board may develop policies to regulate or inform school site councils and staff in the performance of their duties;
·    Individuals may file a formal complaint under the districtâs Uniform Complaint Procedure.
Rules of Order
School site councils must operate according to the following rules:
1.    Meetings must be open to the public.
2.    The public may address the school site council on any item within jurisdiction of the school site council.
3.    Notice of the meeting must be posted at the school site or other accessible place at least 72 hours before the meeting.
4.    The notice must specify the date, time, and place of the meeting and the agenda.
5.    The school site council cannot act on an item not described on the posted agenda unless, by unanimous vote, it finds a need for action unknown when the agenda was posted.
6.    Questions and brief statements of no impact on students or employees that can be resolved by providing information need not be described on the posted agenda.
7.    If these procedures are violated, upon demand of any person, the school site council must reconsider the item at its next meeting, after allowing for public input on the item.
Bylaws
While not required by law, it is good practice for a school site council to adopt bylaws to guide its actions beyond the rules of order provided by the law or local governing board policy. Bylaws can clarify such matters as the terms and election procedures of school site council members and officers; the school site councilâs regular meeting times; numbers of parents, teachers and students needed for a quorum; minimum attendance required of members; and so forth. Appendix F contains sample bylaws.
Records
The school site council needs to maintain records of the following:
·    Elections
·    Official correspondence
·    Agendas of school site council meetings
·    Evidence of input from school advisory committees
·    Minutes of meetings, recording attendance, discussions, recommendations, and actions
·    Copies of prior year school plans

Public records require safekeeping. School site council records should be filed in a secure place available to the school site council. Federal law requires that all records pertinent to a funded project be retained for three years.  School site council records must be made available for public review upon request.



Program Requirements for the SPSA
In addition to meeting the requirements common to all school plans, the SPSA must meet the specific requirements of each categorical program operated at the school. (Appendix B: Chart of Requirements for the Single Plan for Student Achievement lists the content for school plans required by state and federal programs operated at the school.) For example:
    Schools operating School-Based Coordinated Programs (SBCP) must include instructional and auxiliary services to meet the special needs of English learners, educationally disadvantaged students, gifted and talented students, and students with exceptional needs.  SBCP activities that include students with disabilities or that include staff supported by state or federal special education funds may require a waiver from CDE. Forms and information on waivers are available at http://www.cde.ca.gov/re/lr/wr/documents/caseloadwaiverrev.doc.

    Schools operating schoolwide or targeted assistance programs under NCLB, Title I may use the SPSA template to describe strategies that provide all children opportunities to reach proficient and advanced levels of academic achievement, using methods that are based upon scientific research or proven practice. Information and assistance on Schoolwide Programs and Targeted Assistance is available online at http://www.cde.ca.gov/sp/sw/rt/.

    Action plans under the Immediate Intervention/Underperforming Schools Program (II/USP), the High Priority Schools Grant Program for Low Performing Schools, and the Comprehensive School Reform Demonstration Program may be created using the SPSA template. Information and assistance on II/USP is available online at http://www.cde.ca.gov/ta/lp/iu/. Information and assistance on the HPSGP is available online at http://www.cde.ca.gov/ta/lp/hp/. Information and assistance on CSR is available online at http://www.cde.ca.gov/ta/lp/cs/.

    
Development of the SPSA, its contents, and proposed expenditures is the responsibility of the school site council, which may amend the template to suit local needs. If the template is not used, the school site council should ensure that all required content is included in the plan. Information unrelated to the goals of the plan need not be included.
 
The SPSA template is aligned with the Categorical Program Monitoring (CPM) process and the Cycle of Continuous Monitoring and Improvement. The following graphic represents this alignment and incorporates the CPM Program Dimensions with the actions required of the school site council (see page 5).
·    Performance Goals: Improvement of student academic performance and other goals specific to each categorical program
·    Improvement Cycle: Actions required of the school site council
·    Monitoring Cycle: Ongoing monitoring of implementation and results
·    CPM Program Dimensions:
o    Involvement. Parents, staff, students, and community members participate in developing, implementing, and evaluating core and categorical programs.
o    Governance and Administration. Policies, plans, and administration of categorical programs meet statutory requirements.
o    Funding. Allocation and use of funds meet statutory requirements for allowable expenditures.
o    Standards, Assessment, and Accountability. Categorical programs meet state standards, are based on the assessed needs of program participants, and achieve the intended outcomes of the categorical program.
o    Staffing and Professional Development. Staff members are recruited, trained, assigned, and assisted to ensure the effectiveness of the program.
o    Opportunity and Equal Educational Access. Participants have equitable access to all programs provided by the local educational agency, as required by law.
o    Teaching and Learning. Participants receive core and categorical program services that meet their assessed needs.

Steps for Developing the Single Plan for Student Achievement  
The SPSA involves a continuous development, implementation, and monitoring cycle. The starting date of the annual planning cycle is a local decision. After considering the work to be done, the school site council may wish to develop a calendar of tasks and meetings to address each step.

The following actions are required of the school site council:
·    Step One: Measure effectiveness of improvement strategies at the school
·    Step Two: Seek input from school advisory committees
·    Step Three: Reaffirm or revise school goals
·    Step Four: Revise improvement strategies and expenditures
·    Step Five: Recommend the approved SPSA to the governing board
·    Step Six: Monitor implementation of the SPSA

The plan must be amended and approved by the local governing board at least annually and whenever there are material changes that affect the academic program for students at the school.

The school site council can complete its responsibilities by taking the six steps above.

 
 Approve and Recommend the SPSA to the Local Governing Board
After appropriate advisory committees have reviewed the proposed SPSA,  the school site council must approve it at a meeting for which a public notice has been posted.  The SPSA may then be 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 school site council:
·    Has been properly constituted
·    Reviewed its responsibilities
·    Sought input from school 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 board for review

The SPSA template provides signature lines for the school site council chairperson and school principal attesting to these assurances. To these may be added signature lines and assurance statements for each of the school advisory committees, certifying their input and review. Advisory committee involvement also may be documented through correspondence and other documents.

 Monitor Implementation
The district and school administration is responsible for implementing 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 school site council or by developing proposals for the school site councilâs consideration.  

Once the plan is approved, the responsibility of the school site council 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, and estimated costs. A plan that is overly general can minimize accountability.

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
·    Initial and ongoing assessment of student performance
·    Progress made toward SPSA goals

As the implementation of planned activities unfolds, the school site council should verify the success of each major event and share this information with advisory committees and other interested parties.



Mid-year Changes to the SPSA
Any of the following factors may indicate a need to amend the SPSA during the school year:
·    A major service or activity proves ineffective, and students are at risk.
·    Material changes occur that affect the academic programs.
·    Staff, equipment, or materials essential to the plan cannot be procured.
·    School boundaries or demographics suddenly change.
·    An activity is found to be non-compliant with state or federal law.
·    A planned activity is not supported by staff, parents, or students.

The school site council may amend the plan at any time, in accordance with local board policy and school site council bylaws. Whenever the school site council makes a material change to the plan, the local governing board must approve the change.  
Continue the Cycle
At least annually, the school site council must evaluate the effectiveness of planned activities. In the cycle of continuous improvement of student performance, evaluation of the results of planned improvements is part of the analysis of student data for the following yearâs plan.

There are at least three questions that should be asked when the SPSA fails to achieve expected results:
1.    Are school goals based on tested student performance and a factual assessment of current educational practice at the school?
A failed strategy may mean that the real cause of low performance was incorrectly diagnosed. If the cause of low academic performance is student based, then additional opportunities to learn should result in significant gains. If the cause of low student performance is rooted in the instructional program or in health or safety issues, then student performance will improve only when these issues are resolved.

2.    Is the plan an educationally sound means of reaching school goals?
Assuming a correct diagnosis of the problem, failure to achieve the goal may be the result of ineffective means. When an improvement strategy proves ineffective, the school site council should make needed modifications to the plan before participating students suffer serious academic loss.
 
3.    Was the plan implemented in a timely and effective manner?
As the school site council monitors implementation of the SPSA, operational problems may be identified that threaten the success of the plan. The causes of such problems need to be identified and corrected.

 


The Single Plan for Student Achievement

BLAKE ELEMENTARY SCHOOL

15-63354
CDS Code

Date of this revision: MARCH 27, 2008


The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code sections 41507, 41572, and 64001 and the federal No Child Left Behind Act (NCLB) require each school to consolidate all school plans for programs funded through the School and Library Improvement Block Grant, the Pupil Retention Block Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student Achievement.

For additional information on school programs and how you may become involved locally, please contact the following person:
    

Contact Person: SHERRY EGGLESTON

Position:  TEACHER/PRINCIPAL

Telephone Number:  661-536-8559

Address: 19165 MAIN STREET, WOODY CA  93287

E-mail Address:  SHEGGLE@ZEUS.KERN.ORG



Blake School District



The District Governing Board approved this revision of the School Plan on April 9, 2008.




 
Form A: Planned Improvements in Student Performance
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 API and AYP growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards:
SCHOOL GOAL # _1_ (Based on conclusions from Analysis of Program Components and Student Data pages)Improve Students Reading Levels and Comprehension Grades
Student groups and grade levels to participate in this goal: All 1st through 8th grade students    Anticipated annual performance growth for each group:We anticipate each group to increase their reading level by one grade level or bring to current grade level any students below grade level on reading and comprehension.
Means of evaluating progress toward this goal:Weekly reading quizzes, vocabulary tests, sight words    Group data to be collected to measure academic gains:Weekly reading quizzes, vocabulary tests, spelling tests, sight words
Actions to be Taken to Reach This Goal Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)    Start Date Completion Date    Proposed Expenditures     EstimatedCost    FundingSource
Purchase Scholastic Reading Counts Program, Quizzes and selected books    January 1, 2008    $5000.00    $5000.00    Unrestricted FundsSchool and Library Improvement Grant, State Lottery Funds
 
Form B: Centralized Support for Planned Improvements in Student Performance
The school site council has analyzed the planned program improvements and has adopted the following program support goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards:
PROGRAM SUPPORT GOAL # _2_ (Based on conclusions from Analysis of Program Components and Student Data pages)Improve Students performance in STAR Math and Overall Math Concepts for all students
Groups participating in this goal (e.g., students, parents, teachers, administrators): K-3rd grade  Students4th â 6th grade Students    Anticipated annual growth for each group:K-3rd Students: Be at grade level at the end of each year4th-6th Grade Students: Improved STAR Math Scores by 5%, Each Student at or above grade level in math
Means of evaluating progress toward this goal:Weekly assessmentsSTAR Testing    Group data to be collected to measure gains:Weekly Assessments Math TestsSTAR Test results
Actions to be Taken to Reach This Goal Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)    Start Date Completion Date    Proposed Expenditures    EstimatedCost    FundingSource
Daily Application of Millieâs Math House (K-3)Daily Application of ALEKS (4-8th )     August 2007May 2008    $700.00    $700.00    State Lottery Funds, Unrestricted Funds

 
Form C: Programs Included in this Plan

Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. (The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.)


State Programs    Allocation
0    California School Age Families Education Purpose: Assist expectant and parenting students succeed in school.    $
x    Economic Impact Aid/ State Compensatory Education Purpose: Help educationally disadvantaged students succeed in the regular program.    $6,747.00
0    Economic Impact Aid/ English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners    $
0    High Priority Schools Grant Program Purpose: Assist schools in meeting academic growth targets.    $
0    Instructional Time and Staff Development Reform Purpose: Train classroom personnel to improve student performance in core curriculum areas.    $
0    Peer Assistance and Review Purpose: Assist teachers through coaching and mentoring.    $
0    Pupil Retention Block Grant Purpose: Prevent students from dropping out of school.    $
x    School and Library Improvement Program Block Grant Purpose: Improve library and other school programs.    $1,548.00
x    School Safety and Violence Prevention Act Purpose: Increase school safety.    $17,519.00
0    Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students.    $
0    List and Describe Other State or Local funds (e.g., Gifted and Talented Education)    $
Total amount of state categorical funds allocated to this school    $

 

Federal Programs under No Child Left Behind (NCLB)    Allocation
0    Title I, Neglected Purpose: Supplement instruction for children abandoned, abused, or neglected who have been placed in an institution    $
0    Title I, Part D: Delinquent Purpose: Supplement instruction for delinquent youth    $
0    Title I, Part A: Schoolwide Program Purpose: Upgrade the entire educational program of eligible schools in high poverty areas    $
0    Title I, Part A: Targeted Assistance Program Purpose: Help educationally disadvantaged students in eligible schools achieve grade level proficiency    $
0    Title I, Part A: Program Improvement Purpose: Assist Title I schools that have failed to meet NCLB adequate yearly progress (AYP) targets for one or more identified student groups    $
x    Title II, Part A: Teacher and Principal Training and RecruitingPurpose: Improve and increase the number of highly qualified teachers and principals    $775.00
0    Title II, Part D: Enhancing Education Through Technology Purpose: Support professional development and the use of technology    $
0    Title III, Part A: Language Instruction for Limited-English-Proficient (LEP) Students Purpose: Supplement language instruction to help limited-English-proficient (LEP) students attain English proficiency and meet academic performance standards    $
0    Title IV, Part A: Safe and Drug-Free Schools and CommunitiesPurpose: Support learning environments that promote academic achievement    $
x    Title V: Innovative Programs Purpose: Support educational improvement, library, media, and at-risk students    $1878.00
x    Title VI, Part B: Rural Education AchievementPurpose: Provide flexibility in the use of NCLB funds to eligible LEAs    $18,333.00
0    Other Federal Funds (list and describe )    $
Total amount of federal categorical funds allocated to this school    $
Total amount of state and federal categorical funds allocated to this school    $
Form D: School Site Council Membership

Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the school site council is as follows:


Names of Members    Principal    ClassroomTeacher    Other School Staff    Parent orCommunityMember    SecondaryStudent
Sherry Eggleston    X    x            
Erin Rogers            x        
Betsy Carver            x    x    
Jennie Lagas            x    x    
Melodie Branum                x    
                    
                    
                    
                    
                    
                    
                    
 Numbers of members of each category    1    1    3    3    0


 
 
Form E: Recommendations and Assurances

The school site council recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following:

1.    The school site council is correctly constituted and was formed in accordance with district governing board policy and state law.

2.    The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval.

3.    The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):

___ School Advisory Committee for State Compensatory Education Programs

___ English Learner Advisory Committee

___ Community Advisory Committee for Special Education Programs

___ Gifted and Talented Education Program Advisory Committee

___ Other (list)


4.    The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the LEA Plan.

5.    This school plan 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 school plan was adopted by the school site council at a public meeting on: _______.


Attested:


__Sherry Eggleston            _______________________        ________
Typed name of school principal    Signature of school principal        Date


__Erin Rogers            _______________________        ________
Typed name of SSC chairperson    Signature of SSC chairperson    Date
 




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