Single Plan for Student Achievement
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
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
Composition of an Elementary School Site Council
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:
Â· The means of selecting members and officers
Â· Terms of office for members and officers
Â· The notice of elections for each peer group
Â· The responsibilities of the school site council and time commitment involved
Â· 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.
In order to conduct business effectively, the school site council needs
to include officers with stated responsibilities and authority,
Â· A chairperson to organize, convene, and lead meetings of the school site council
Â· A vice chairperson to serve in the absence of the chairperson
Â· A secretary to record actions taken at school site council meetings and keep school site council records
Â· A parliamentarian to resolve questions of
procedure, often with the help of Robertâ€™s Rules of Order or similar
Â· 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.
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.
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 councilâ€™s
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
The principal has the following duties with respect to the SPSA:
Â· Is a voting member of the school site council
Â· Provides information and leadership to the school site council
Â· 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:
Â· Gather and analyze information
Â· Propose strategies for improving instruction
Â· Examine materials, staffing, or funding possibilities
Â· 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.
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:
Â· 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;
Â· The administration may recommend the board not approve a plan believed to be flawed;
Â· The local governing board may develop policies to
regulate or inform school site councils and staff in the performance of
Â· Individuals may file a formal complaint under the districtâ€™s 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.
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 councilâ€™s 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.
The school site council needs to maintain records of the following:
Â· Official correspondence
Â· Agendas of school site council meetings
Â· Evidence of input from school advisory committees
Â· Minutes of meetings, recording attendance, discussions, recommendations, and actions
Â· 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
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
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
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
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).
Â· Performance Goals: Improvement of student academic
performance and other goals specific to each categorical program
Â· Improvement Cycle: Actions required of the school site council
Â· Monitoring Cycle: Ongoing monitoring of implementation and results
Â· 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
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
The following actions are required of the school site council:
Â· Step One: Measure effectiveness of improvement strategies at the school
Â· Step Two: Seek input from school advisory committees
Â· Step Three: Reaffirm or revise school goals
Â· Step Four: Revise improvement strategies and expenditures
Â· Step Five: Recommend the approved SPSA to the governing board
Â· 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:
Â· Has been properly constituted
Â· Reviewed its responsibilities
Â· Sought input from school advisory committees
Â· Reviewed the content requirements for all programs included
Â· Based the plan on analysis of current practices and student academic performance
Â· 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.
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 councilâ€™s 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:
Â· Assignment and training of highly qualified staff to positions identified in the plan
Â· Identification of student participants
Â· Implementation of services
Â· Provision of materials and equipment to students
Â· Initial and ongoing assessment of student performance
Â· 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:
Â· A major service or activity proves ineffective, and students are at risk.
Â· Material changes occur that affect the academic programs.
Â· Staff, equipment, or materials essential to the plan cannot be procured.
Â· School boundaries or demographics suddenly change.
Â· An activity is found to be non-compliant with state or federal law.
Â· 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 yearâ€™s 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
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
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
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
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
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
Purchase Scholastic Reading Counts Program, Quizzes and selected
books January 1, 2008
Unrestricted FundsSchool and Library Improvement Grant, State
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
Daily Application of Millieâ€™s 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
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.
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
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
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
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
x Title V: Innovative Programs Purpose: Support
educational improvement, library, media, and at-risk
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
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
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
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: _______.
Typed name of school principal Signature of school principal Date
Typed name of SSC chairperson Signature of SSC chairperson Date