Single Plan For Student Achievement October 29, 2015 Technical Assistance Training Session I Los Angeles Unified School District Local District Northwest “Building Academic Excellence Through Coherence, Collaboration, High Expectations and Accountability”

Outcomes for Today 1.Understand the CORE Waiver Criteria. 2.Understand the components of the Single Plan for Student Achievement Plan Writing. 3.Understand the impact of the SPSA Evaluation for plan writing. 4.Understand how to develop SMART goals aligned to data.

California Office to Reform Education (CORE)? CORE is a non-profit organization that includes ten California school districts that work collaboratively to significantly improve student achievement Together CORE districts serve more than one million students and families (approximately 20% of all CA students) Six of the ten participating districts are participating in the waiver CORE Districts Participating in the Waiver SY

Three Principles of the Waiver The CORE waiver is grounded in Michael Fullan’s concept of a moral imperative—an unavoidable obligation—to eliminate disparities amongst subgroups. College & Career Ready Expectations for All Students Implementation of CA Standards, A-G Requirements and Smarter Balanced Assessments Supporting Effective Instruction and Leadership Implementation of Teacher and Principal Evaluation and Support Systems PRINCIPLE 1 PRINCIPLE 2 PRINCIPLE 3

Key Differences Between the Old and New Systems CategoryOld SystemNew System Program Improvement  PI status triggers actions; notifications to families about PI status and subsequent sanctions  535 PI schools  No PI status; no requirement to release notifications and act based on PI status  No PI schools SES and NCLB PSC Funds  No flexibility in use of funds; not targeted; unsure of impact  NCLB-PSC transportation - all families eligible who attend PI schools  SES programs are offered by state- approved vendors  Flexibility in use funds  Students accepted for transport this year will receive transportation  Funding for academic supports will be re- directed ESCs to support the work of the CORE waiver activities  Structured PD for identified schools that focuses on building the capacity of teachers Accountability  Limited accountability system; based on academic measures only  Based solely on academic measures - AYP, API, CAHSEE, etc.  Robust accountability system that overtime values multiple measures of student success  Academic  Social-Emotional  School Culture 5

Title I Schools (708) Priority (28) Low-Performing or SIG Cohort 2 Schools Focus (72) Achievement Gaps Support* (22) Collaborative Partner (19) Reward (42) High-Performing/High Progress Other Title I (527) Title I Schools At risk of Program Improvement Program Improvement Years 1-5+ *Support Schools are those that did not meet the API growth or graduation target and are in the bottom 30% - <721. Principal 2: New Designations OLD SYSTEMNEW SYSTEM

ALL SCHOOL LEVELS =40% HIGH =60% Social-Emotional & Culture-Climate Domain 40% Performance (30%) SQII Score 100% Chronic Absenteeism (13.33%) Academic Domain 60% Climate Surveys (0%-field test) Suspension/Expulsion (13.33%) Social-Emotional Skills (0%-field test) EL Redesignation (13.33%) Special Education Disproportionality (0%- for information only) Growth (0%) Graduation (30%) MIDDLE =60% Performance (30%) Growth (0%) HS Readiness (30%) ELEMENTARY =60% Performance (60%) Growth (0%) School Quality Improvement Index Re (SQII) METRICS OVERVIEW Data

ALL SCHOOL LEVELS =40% HIGH =60% Social-Emotional & Culture-Climate Domain 40% Performance (20%) SQII Score 100% Chronic Absenteeism (8%) Academic Domain 60% Climate Surveys (8%) Suspension/Expulsion (8%) Social-Emotional Skills (8%) EL Redesignation (8%) Special Education Disproportionality (0%- for information only) Growth (20%) Graduation (20%) MIDDLE =60% Performance (20%) Growth (20%) HS Readiness (20%) ELEMENTARY =60% Performance (30%) Growth (30%) School Quality Improvement Index (SQII) METRICS OVERVIEW beyond

Alignment of Plans and Accountability System SPSA 100% Graduation, Proficiency for All, Parent and Community (Culture and Climate) and Social Emotional SQII Academic Domain and Social-Emotional and Culture-Climate Domain LCAP 100 Graduation, Proficiency for All, 100% Attendance, Parent and community and Student Engagement, School Safety

Outcomes for Today 1.Understand the CORE Waiver Criteria. 2.Understand the components of the Single Plan for Student Achievement Plan Writing. 3.Understand the impact of the SPSA Evaluation for plan writing. 4.Understand how to develop SMART goals aligned to data.

What is the SPSA? SPSA Basics The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. SPSA is required for schools receiving Title I and/or Title III funds Must be developed, monitored and evaluated by the School Site Council with input from advisory committees Overall it is an improvement plan [Guide p. 1] California Education Code

What are some common concerns when developing the SPSA?  Not based on a thorough analysis of student needs based on data  Aren’t based on an honest assessment of the current instructional program  Are seen as a way to justify spending money rather than a plan for school improvement  Are vague and not actionable (plans to plan)  Are a running record of everything and not an improvement plan  Do not include measureable outcomes  Don’t involve stakeholders in a meaningful way 12

DATA is the Starting Point Student Achievement Data – Schools need both state & local data that allows for them to identify schoolwide and subgroup trends over time and specific areas of weakness

I Have the Data … Now What? Comprehensive Needs Assessment – What are our issues and critical causes of student underachievement? Make the case with data to explain your needs to improve academic achievement. – Create objectives and identify strategies to accomplish those issues Progress Monitoring – How’s it working? Revisit the plan to check for progress and stay focused on timelines – What adjustments need to be made? – What are we going to do next?

Can I … ?

Is there a need identified in the SPSA based on data? Is there a strategy in the SPSA that addresses the need? Is the strategy supported by research as an effective method to address the need for achievement? In light of limited resources, does the selected strategy seem to be the most impactful, efficient and direct way to address the need? The “Allowable” Checklist 16

Planning and Expecting Impact We will know that our students are succeeding in this area when we see … We will be able to highlight our students’ success in this area by sharing ________ with parents and community partners. We will know these are the right services/actions when …

Highlight (Name) & Insert School Name

Insert School Name in Header Go to View/Header and Footer Highlight the line for (Name) School Type in the school name OR Right Click on Header Click on Edit Header Type in School Name

Refer to pages by their TITLES not page numbers because page numbers change as you add information. Updating the Table of Contents Page Numbers Highlight the entire table (it should turn gray) Right Click Select “update page numbers only” Click OK & Save Table of Contents

Complete all sections 1 Type in Name of your School Instructional Director

EL Coordinator: Debra Hirsch PACE Administrator: Marilu Pigliapoco Title I Coordinator: Temo Arroyo or Gerardo Cervantes Instructional Director: Type name of director 2 Type name of LD Reviewers

Make sure signatures are in blue ink Date of review should be earlier than SSC signature date at bottom ELAC committee gives input 3

Input allocation amounts for No More Assurances and Justifications

Do Not Change 5-6

Look at previous plan…and update if needed 7

7 Title I Ranking:

8 Check programs that apply

9 Complete based on SPSA Evaluation

High Schools Only Identify the WASC Accreditation years Identify the WASC School Review Process Recommendations that will be considered and addressed in the Single Plan for Student Achievement 10

Data sources to consider for SPSA Plan Writing 11

Identify groups or committees who participated in the plan writing process Describe the outcomes (Things to consider: What actions are needed based on data conversations? Any recommendations?) Identify date or dates? (ELAC and SSC must be identified) 12

13 Applicable To All Schools-100% Graduation

13 Identify data reviewed to address Academic Goal Summarize findings from data analysis. Be specific with data. Applicable To All Schools-100% Graduation Based on data analysis, identify a Measurable Objective (SMART) to improve the academic goal: 100% Graduation

1.Describe the Research-Based Strategies and actions steps to achieve the School’s Measurable Objective for all of the following 4 Focus areas : Professional Development, Effective Classroom Instructions, Interventions Beyond the Regular School Day and other Supports, and Building Parent Capacity and Partnership to support the academic goal. 2.Identify beginning and ending dates within school year (For example: Aug.-Nov. 2016). 3.Identify how school will measure effectiveness and identify the title/position of staff responsible for monitoring. 4.Identify what the school is buying to support the implementation of the strategy/action. List specific title of position or service being funded (For example: Categorical Program Advisor, Teacher Tutor X-Time). 5.Identify budget Item #, cost, Full Time Equivalent (FTE), and program funding source for each expenditure listed. Applicable To All Schools-100% Graduation

15 Applicable To All Schools-English Language Arts

15 Identify data reviewed to address Academic Goal Based on data analysis, summarize findings. Be specific with data. Applicable To All Schools-English Language Arts Based on data analysis, identify a Measurable Objective (SMART) to improve the academic goal: English Language Arts

15-16 Applicable To All Schools-English Language Arts Describe the Research-Based Strategies and actions steps to achieve the School’s Measurable Objective for all of the following 4 Focus areas : Professional Development, Effective Classroom Instructions, Interventions Beyond the Regular School Day and other Supports, and Building Parent Capacity and Partnership to support the academic goal. 2.Identify beginning and ending dates within school year (For example: Aug.-Nov. 2016). 3.Identify how school will measure effectiveness and identify the title/position of staff responsible for monitoring. 4.Identify what the school is buying to support the implementation of the strategy/action. List specific title of position or service being funded (For example: Categorical Program Advisor, Teacher Tutor X-Time). 5.Identify budget Item #, cost, Full Time Equivalent (FTE), and program funding source for each expenditure listed.

17 Applicable To All Schools-Mathematics

17 Applicable To All Schools-Mathematics Identify data reviewed to address Academic Goal Based on data analysis, summarize findings. Be specific with data. Based on data analysis, identify a Measurable Objective (SMART) to improve the academic goal: Mathematics

17-18 Applicable To All Schools-Mathematics Describe the Research-Based Strategies and actions steps to achieve the School’s Measurable Objective for all of the following 4 Focus areas : Professional Development, Effective Classroom Instructions, Interventions Beyond the Regular School Day and other Supports, and Building Parent Capacity and Partnership to support the academic goal. 2.Identify beginning and ending dates within school year (For example: Aug.-Nov. 2016). 3.Identify how school will measure effectiveness and identify the title/position of staff responsible for monitoring. 4.Identify what the school is buying to support the implementation of the strategy/action. List specific title of position or service being funded (For example: Categorical Program Advisor, Teacher Tutor X-Time). 5.Identify budget Item #, cost, Full Time Equivalent (FTE), and program funding source for each expenditure listed.

19 Applicable To All Schools-English Learner Programs

19 Applicable To All Schools-English Learner Programs Identify data reviewed to address Academic Goal Based on data analysis, summarize findings. Be specific with data. Based on data analysis, identify a Measurable Objective (SMART) to improve the academic goal: English Learner Programs

19-20 Applicable To All Schools-English Learner Programs Describe the Research-Based Strategies and actions steps to achieve the School’s Measurable Objective for all of the following 4 Focus areas : Professional Development, Effective Classroom Instructions, Interventions Beyond the Regular School Day and other Supports, and Building Parent Capacity and Partnership to support the academic goal. 2.Identify beginning and ending dates within school year (For example: Aug.-Nov. 2016). 3.Identify how school will measure effectiveness and identify the title/position of staff responsible for monitoring. 4.Identify what the school is buying to support the implementation of the strategy/action. List specific title of position or service being funded (For example: Categorical Program Advisor, Teacher Tutor X Time ) 5.Identify budget Item #, cost, Full Time Equivalent (FTE), and program funding source for each expenditure listed.

21 Applicable To All Schools-Culture and Climate Student, Staff, Parent and Community Engagement

21 Identify data reviewed to address Academic Goal Based on data analysis, summarize findings. Be specific with data. Applicable To All Schools-Culture and Climate Student, Staff, Parent and Community Engagement Based on data analysis, identify a Measurable Objective (SMART) to improve the academic goal: Culture and Climate

21 Applicable To All Schools-Culture and Climate Student, Staff, Parent and Community Engagement Describe the Research-Based Strategies and actions steps to achieve the School’s Measurable Objective for all of the following 2 Focus areas : Student, Staff Parent Engagement and Student, Staff, Parent Communication. 2.Identify beginning and ending dates within school year (For example: Aug.-Nov. 2016). 3.Identify how school will measure effectiveness and identify the title/position of staff responsible for monitoring. 4.Identify what the school is buying to support the implementation of the strategy/action. List specific title of position or service being funded (For example: Community Representative, Instructional Contract Services ). 5.Identify budget Item #, cost, Full Time Equivalent (FTE), and program funding source for each expenditure listed.

22 Applicable To All Schools-Social/Emotional Goal Attendance, Suspension/Expulsion and Non-Cognitive Skills

22 Identify data reviewed to address Academic Goal Based on data analysis, summarize findings. Be specific with data. Applicable To All Schools-Social/Emotional Goal Attendance, Suspension/Expulsion and Non-Cognitive Skills Based on data analysis, identify a Measurable Objective (SMART) to improve the academic goal: Social/Emotional Goal

22-23 Applicable To All Schools-Social/Emotional Goal Attendance, Suspension/Expulsion and Non-Cognitive Skills Describe the Research-Based Strategies and actions steps to achieve the School’s Measurable Objective for all of the following 4 Focus areas : Professional Development, Effective Classroom Instructions, Interventions Beyond the Regular School Day and other Supports, and Building Parent Capacity and Partnership to support the academic goal. 2.Identify beginning and ending dates within school year (For example: Aug.-Nov. 2016). 3.Identify how school will measure effectiveness and identify the title/position of staff responsible for monitoring. 4.Identify what the school is buying to support the implementation of the strategy/action. List specific title of position or service being funded (For example: PSA Counselor, Psychologist ). 5.Identify budget Item #, cost, Full Time Equivalent (FTE), and program funding source for each expenditure listed.

24-25 Insert Certificated Position/Title of person in charge of Migrant Students Insert Certificated Position/Title of person in charge of the following: Homeless Liaison American Indian Students Foster Youth

26-27 additional measures can include: Transitional Kinder Program Kindergarten Orientation Elementary School Only

28 Leave Blank This will be completed by school’s Instructional Director

29-31 Include Total TSP Allocation Provide Description of positions/services that are funded from TSP and how they address the needs for the following students: Low-Income EL and RFEPS Foster Youth ALL Sections must be Addressed 100% Graduation Proficiency for All 100% Attendance Parent, Community and Student Engagement School Safety Complete all Sections and include: Total Enrollment % of Low Income Students % of English Learners % of Foster Youth Identify Amount allocated for each academic goal and identify targeted subgroups: Low Income EL/RFEP Foster Youth Affiliated Charters do not complete TSP Plan. They complete their own LCAP/LCFF Plan

32-35 Not Applicable To Local District Northwest Do Not Delete Pages

36-37 Completed by CORE Waiver Focus & Support Schools only Check Y/N If a required component has already been addressed in the Single Plan for Student Achievement (SPSA), indicate Goal & Focus Area(s) where in the SPSA the description can be found. If a required component has not yet been addressed in the SPSA, provide a description of how the school will implement the component in the boxes below

38 Submit the following when the final plan is submitted: SSC Agenda, Minutes and Sign-Ins when SPSA was Approved Electronic Copy of SPSA Remember all signatures in blue Ink

TAKE A BREAK

Outcomes for Today 1.Understand the CORE Waiver Criteria. 2.Understand the components of the Single Plan for Student Achievement Plan Writing. 3.Understand the impact of the SPSA Evaluation for plan writing. 4.Understand how to develop SMART goals aligned to data.

Annual Evaluation of the SPSA

SAMPLE SPSA Evaluation

Outcomes for Today 1.Understand the CORE Waiver Criteria. 2.Understand the components of the Single Plan for Student Achievement Plan Writing. 3.Understand the impact of the SPSA Evaluation for plan writing. 4.Understand how to develop SMART goals aligned to data.

DATA ANALYSIS Data Packets Include Elementary SBAC Results by Grade Level DIBELS (BOY) Secondary SBAC Results by Grade Level

DATA ANALYSIS Guiding questions:  According to the data, what should be the focus when developing your SMART Goals?  What are some possible explanations for this data?  Which SBAC Claim(s) can potentially be the focus for your SMART Goal?

Establishing SMART GOALS Once you have analyzed school wide data and summarized findings you can then develop SMART Goals to address it.

Important Timelines Single Plan for Student Achievement Due: Preliminary SPSA (electronic) Due February 19, 2016 Final SPSA with signatures due during Budget Development Appointment

Questions?