Post on 01-Oct-2018
Single Plan for Student Achievement
Renaissance High School 56725955636170
Contact Information:
Robin Gillette, Principal rgillette@santapaulaunified.org 325 N. Palm Ave. Santa Paula, CA 93060-0710 (805) 525-4407
Renaissance High School Single Plan for Student Achievement October 2015
Table of Contents
The Single Plan for Student Achievement .................................................................................................................. 1
School Site Council Membership................................................................................................................................ 1
English Language Advisory Council (ELAC) Membership ......................................................................................... 2
Recommendations and Assurances ........................................................................................................................... 3
District information ...................................................................................................................................................... 4
District Profile ..........................................................................................................................................................4
District Beliefs: ........................................................................................................................................................4
District Vision: .........................................................................................................................................................4
District Mission: .......................................................................................................................................................4
District LEA Plan Goals ..........................................................................................................................................5
District LCAP Goals ................................................................................................................................................5
School Information ...................................................................................................................................................... 6
School Profile ..........................................................................................................................................................6
School Mission ........................................................................................................................................................6
Student Enrollment by Grade .................................................................................................................................6
Student Enrollment by Ethnicity ..............................................................................................................................7
Student Enrollment by Subgroup ............................................................................................................................7
Highly Qualified Teachers ......................................................................................................................................8
Program Improvement School ................................................................................................................................8
Comprehensive Needs Assessment ......................................................................................................................9
Violence Prevention, Bully Prevention, and Student Safety ...................................................................................9
Nutrition Programs & Fitness Programs .............................................................................................................. 10
Extended Learning Programs .............................................................................................................................. 10
Programs Included in This Plan................................................................................................................................ 11
Planned Improvements in Student Performance...................................................................................................... 12
School Goals for Improving Student Achievement .............................................................................................. 12
School Goals for Improving Student Achievement ................................................................................................... 13
References ............................................................................................................................................................... 37
CAASPP – Grade 11 English Language Arts/Literacy 2014-15 .......................................................................... 37
CAASPP – Grade 11 Mathematics 2014-15 ....................................................................................................... 38
CST Science – Grade 10 – 3 Year Comparison ................................................................................................. 39
CELDT 2014-15 ................................................................................................................................................... 40
CELDT 3 Year Comparison ................................................................................................................................. 40
School-Parent/Home Compact ............................................................................................................................ 42
Parent Involvement Policy – Santa Paula USD ................................................................................................... 43
Parent Involvement Calendar .............................................................................................................................. 45
Teacher Mentoring Programs .............................................................................................................................. 46
Professional Development Plan .......................................................................................................................... 47
Renaissance High School Single Plan for Student Achievement October 2015
Principal’s Training Aimed at Improving Student Achievement ........................................................................... 48
School Accountability Report Card ...................................................................................................................... 49
School Site Council Bylaws ................................................................................................................................. 61
Title I – School Plan Reference of Required Components (SW schools only) .................................................... 66
Chart of Requirements......................................................................................................................................... 67
Renaissance High School Single Plan for Student Achievement October 2015
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The Single Plan for Student Achievement
The Single Plan for Student Achievement (SPSA) for Renaissance High School 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 section 41507, 41572, and 64001 and the Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the Consolidated Application and ESEA Program Improvement into the Single Plan for Student Achievement. For additional information on school programs and how you may become involved locally, please contact: Robin Gillette, Principal Renaissance High School 325 N. Palm Ave. Santa Paula, CA 93060-0710 (805) 525-4407 rgillette@santapaulaunified.org The district’s Governing Board approved this revision of the school plan on January 13, 2016.
School Site Council Membership
California Education Code Section 64001(g) requires that the Single Plan for Student Achievement be reviewed and updated at least annually, including proposed expenditures of funds allocated through the ConApp, by the School Site Council (SSC). The current make-up of the 2015-16 SSC is as follows:
Name of Members Principal Certificated
Staff Classified
Staff
Parent or Community
Member Student
Robin Gillette X
Nick Dalton X
George Conrad X
Geoffrey Kida X
Annette Campbell X
Omar Ruiz X
Irene Carrillo X
Maria Manzo X
Darlene Garcia X
Jennifer Manzo X
Chailey Garcia X
Serenity Marquez X
Number of members in each category 1 4 1 3 3
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English Language Advisory Council (ELAC) Membership
Education Code Section 52176 (a) states that each school with more than 20 English Learners shall establish a school level advisory committee. Parents or guardians, or both, of EL pupils who are not employed by the district shall constitute a majority of the committee.
Name of Members
Principal
Certificated Staff
Classified Staff
Parents/Guardians of English Learners Other
Robin Gillette X
Nick Dalton X
George Conrad X
Geoffrey Kida X
Annette Campbell X
Omar Ruiz X
Irene Carrillo X
Maria Manzo X
Darlene Garcia X
Number of members in each category
1 4 1 3
(If the members of a properly constituted English Language Advisory Council (ELAC) voted to give over their governance to the School Site Council (SSC), please list the names of those people who voted. Giving over governance needs to be re-voted every 2 years.)
The ELAC has voted to give governance to the SSC on this date: October 27, 2015.
The name of the parent ELAC representative to SSC is: Maria Manzo.
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Recommendations and Assurances
The School Site Council (SSC) recommends this school plan and proposed expenditures 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: Signature of Authorized
Representative
English Learner Advisory Council
Leadership Team
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: ________________________ Attested:
Robin Gillette, Principal Date
SSC Chairperson Date
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District information
District Profile
Santa Paula Unified District is located in the city of Santa Paula, a small historical community serving approximately 30,000 residents within a 4.6 square-mile radius surrounded by rolling hills and citrus groves. Santa Paula City is approximately 65 miles northwest of Los Angeles and 14 miles east of Ventura. Santa Paula is situated in the rich agricultural Santa Clara River Valley. The City is surrounded by rolling hills and rugged mountain peaks in addition to orange, lemon and avocado groves. In fact, Santa Paula is referred to as the “Citrus Capital of the World.” The community of Santa Paula was founded in 1872. Originally the area that is today Santa Paula was inhabited by the Chumash, a Native American people. Santa Paula Unified operates six elementary schools, one middle school, one comprehensive high school, and one continuation high school. Santa Paula Unified School District has a large Latino and English Learner population that has made tremendous improvements in student achievement in the past few years. We are proud of the accomplishments of our students, teachers, staff, parents and the community that has made that achievement possible. In November of 2012, the community of Santa Paula voted to unify Santa Paula Union High School District (SPUHSD) and Santa Paula Elementary School District (SPESD). This unification became effective July 1, 2013. The Santa Paula Unified School District is the first district to unify in Ventura County since 1980. The unification of SPUHSD and SPESD will allow for coherent professional learning opportunities and collaboration for all staff K-12. The unified school district and community stakeholders are working together to ensure that all students in the Santa Paula Unified School District are prepared to succeed in college and career.
District Beliefs:
All of our students can succeed. They are optimistic, enthusiastic learners with great resiliency and determination to meet and overcome challenges. Each day our students share their diverse interests and abilities, and their cultural, linguistic, and socio-economic perspectives. Together they develop a strong sense of community as each develops his or her unique potential and talents.
The pursuit of education is a shared responsibility that begins at home and continues with the guidance and support of parent, school, and community mentors. It takes the whole “village” to raise a 21
st Century
child.
Our common vision comes from diverse perspectives. By working together for the future of our children, the district and the community of Santa Paula can enable our young people to reach their greatest potential as individuals and as citizens of a 21
st Century world.
District Vision:
The Santa Paula Unified School District will provide a learning environment that includes high expectations, accountability, exemplary programs, innovative teaching, stimulating ideas, and safe, well equipped schools to inspire and empower our students to discover their interests, achieve at their greatest potential, contribute to civic progress, and become life-long learners.
District Mission:
The Santa Paula Unified School District will prepare each student academically and socially for college, career, and global citizenship by providing rich, diverse experiences and differentiated learning opportunities , a highly skilled and dedicated educational team, and safe, attractive schools. The Santa Paula Unified School District, in collaboration with educators, parents, businesses, and other partners, will ensure that our graduates are responsible community members who are prepared for college and career and have the skills to become lifelong learners and productive citizens in a global world.
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District LEA Plan Goals
Goal #1 All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013-2014. Goal #2 All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Goal #3 By 2013-2014, all students will be taught by highly qualified teachers. Goal #4 All students will be educated in learning environments that are safe, drug-free, and conducive to learning. Goal #5 All students will graduate from high school.
District LCAP Goals
Goal #1 All students read at grade level, focusing first on K-5 and then any other students needing additional support. Goal #2 Provide enrichment opportunities and course access. Goal #3 Increase parent involvement/student engagement. Goal #4 Implement Common Core, Next Generation Science Standards (NGSS), ELD. Goal #5 Increase graduation rates and reduce suspensions and expulsions. Goal #6 Create a welcoming and efficient school climate for staff, students, parents, and public.
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School Information
School Profile
Renaissance High School is located in the city of Santa Paula and serves students in grades nine through twelve, and is the continuation high school for the district. In the 2014-15 school year, 121 students were enrolled, including 51.2% qualifying for English Language Learner support, 82.6% qualifying for free or reduced price lunch, and 0.8% students with disabilities.
School Mission
It is the mission of Renaissance High School to ensure that all students are afforded an opportunity to earn a high school diploma in a safe and clean learning environment. The staff is committed to provide opportunities for students to refocus their career, educational, and personal goals. Renaissance means “new start,” and the staff, valuing human dignity in each student, is dedicated to assisting them in realizing that their past does not necessarily determine their potential for the future.
Student Enrollment by Grade Source: CALPADS 2014-15
0
20
40
60
80
Grade 9 Grade 10 Grade 11 Grade 12
0 0
55
66
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Student Enrollment by Ethnicity Source: CALPADS 2014-15
Student Enrollment by Subgroup Data Source: CALPADS 2014-15
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
SocioeconomicallyDisadvantaged
EnglishLearners
Students withDisabilities
82.6
51.2
0.8
Perc
enta
ge
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Highly Qualified Teachers
During the 2014-15 school year, 100% of Renaissance High School’s classes were taught by highly qualified teachers. The Santa Paula Unified School District and its governing board “desires to employ the most highly qualified and appropriate person available for each open position in order to improve student achievement and efficiency in district operations. The Superintendent or designee shall recruit candidates for open positions based on an assessment of the district's needs for specific skills, knowledge and abilities. Santa Paula Unified School District is not considered a high-need district in regards to acquisition of high quality, highly-qualified teachers; therefore its schools do not qualify as “high-need” schools. A “high need local educational agency” is defined (NCLB, Public Law 107–110) as:
that serves not fewer than 10,000 children from families with incomes below the poverty line; or ‘‘(ii) for which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line; and
for which there is a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach; or ‘‘(ii) for which there is a high percentage of teachers with emergency, provisional, or temporary certification or licensing.
Based upon the most current data available (2010 U.S. Census Bureau), the district’s estimated percentage of student population of children ages 5-17 living in poverty is 21.4%. However, there are currently no teachers working out of field, on an emergency provision, or temporary certification or licensing. The Santa Paula Unified School District’s Human Resources Division is responsible, in partnership with Renaissance High School’s administrative team, for recruiting and placing qualified teachers in the classroom. To date, the district only employs highly qualified teachers to fill vacant teaching positions. When a vacancy exists, teaching positions are posted on EdJoin.org. All applicants must have the following to apply:
Valid California Credential (with authorization to teach in applicable area)
Resume
Two Letters of Recommendation
English Learner Authorization/CLAD Certificate
NCLB compliant The Ventura County Office of Education (VCOE) conducts a review of teaching assignments for schools in Deciles 1-3 on an annual basis; any irregularities noted are corrected immediately by the Human Resources Division.
Program Improvement School
Renaissance High School is not a Program Improvement school.
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Comprehensive Needs Assessment
Renaissance High School completed a comprehensive needs assessment survey of all students enrolled, including migratory students, which included the analysis of student performance in relation to the state academic content standards. During staff development activities and staff meetings, school administrators and the leadership team considered the results of the following to identify areas of strength and weakness:
Academic Program Survey Analysis of Student Performance Data:
o CELDT Reports o Re-designation Criteria o CAHSEE Results (2014-15 School year) o Common Assessments o Transcript Evaluation o Teacher Feedback
Conclusions from the needs assessment survey were used to identify SPSA goals and program support goals.
Violence Prevention, Bully Prevention, and Student Safety
Renaissance High School supports efforts to maintain a safe and healthy environment by accessing professional resources through local law enforcement and public health agencies. The District works with school administrators to provide resources and support for both students and parents. During the 2015-16 school year, Renaissance High School will provide the following programs for its students (and parents as applicable):
Anti-bullying Presentations
Safe Neighborhood Prevention Program Presentations
Parent Project Classes
SAFE (Sexual Assault Felony Enforcement Task Force) for Internet Safety Presentation
Suicide Prevention Program - Mentoring Model
Parent Institute for Quality Education (PIQE - Parent Workshops) Renaissance High School supplements district-sponsored programs with site-based curriculum aimed at developing positive behaviors through character education, substance abuse prevention education, and healthy life styles education. These programs include:
CHAMPS - Champions Against Bullying (CHAMPS) is a classwide positive behavior support program focused on improving classroom behavior, establishing clear behavior expectations, reduce misbehavior, motivating students to put forth their best effort, increasing academic engagement, and teaching students to behave respectfully and to value diversity.
SARB Committee – Renaissance High is a recognized State SARB Model school in California, and is the only alternative education site that has received this distinction by CDE.
Clinicas Counselor – A counselor is on site one day per week to provide counseling services to those students in need.
Interface Children & Family Services – Resource Center partnering with families to foster thriving, healthy, empowered children, families and communities offering programs such as the Triple P (Positive Parenting Program), community outreach programs, and mental health and wellbeing programs.
Community Service Program Support – Support for our positive incentive programs from community service organizations such as the Latino Town Hall, and the Optimist and Rotary Clubs.
PDAP – Drug and alcohol prevention program held at SPHS that RHS students attend.
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Nutrition Programs & Fitness Programs
Santa Paula Unified School District’s Wellness Program was adopted in August of 2013 after the unification of the elementary and high school district into the new unified school district. The policy contains four components: nutrition education, physical activity, health services, and other school-based activities that are designed to promote student wellness. The policy was developed to provide school environments that enhance learning and encourage the development of lifelong wellness practices. The current Wellness Policy is available on the district’s website under board policy number 5030. The district offers a variety of free and reduce-meal programs through the National School Lunch Program (NSLP), School Breakfast Program (SBP), and the Seamless Summer Feeding Option Program (SSFOP). Renaissance High School follows the nutritional guidelines component of the policy and incorporates the physical activity and health/nutrition education components into daily curricula. Nutritional programs sponsored at the school include:
National School Lunch Program - a federally assisted meal program which provides nutritionally balanced, low-cost or free lunches to children each school day.
School Breakfast Program - a federally funded program which provides nutritious breakfasts to children at reasonable prices.
Seamless Summer Feeding Option Program - students participating in summer school receive nutritious snacks and meals through the National School Lunch and School Breakfast programs.
Extended Learning Programs
Renaissance High offers the following extended learning programs:
Online Credit Recovery Classes
Tutoring
STAR Reading/Math Intervention Program
Access to Adult Education Classes
Ventura College, Oxnard College & Moorpark College
Regional Occupation Programs (ROP)
Community Service Learning Program
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Programs Included in This Plan
The School Site Council intends for Renaissance High School to participate in the following programs: State Programs Allocation Economic Impact Aide/State Compensatory Education
Purpose: Help educationally disadvantaged students succeed in the regular program.
$ 0.00
Economic Impact Aide/English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners.
$ 0.00
English Learner Acquisition Program, Teacher Training & Student Assistance
Purpose: support English acquisition for English learners in grades 4-8. Program has been discontinued.
$ 0.00
Total amount of state categorical funds allocated to this school:
$
0.00
Federal Programs Under the Elementary Secondary Education Act Allocation
Title I, Part A: Basic Grant 2015-16 $19,136 (includes parent involvement) Purpose: support effective, research-based educational strategies that close the achievement gap between high-and low-performing students and enable the students to meet the state's academic standards
$
19,136.00
Total amount of federal categorical funds allocated to this school: $ 19,136.00
Total amount of state and federal categorical funds allocated to this school: $ 19,136.00
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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 Goals for Improving Student Achievement
Goal #1: English Language Learners will increase proficiency rate on the state assessments, common summative exams, CELDT by 5% as compared to the current achievement system through a focus on school-wide use of research-based instructional strategies. Goal #2: RHS students will increase the practice of reading and writing across the curriculum, including non-core classes thus improving their reading and writing skills by 5% as measured by diagnostic reading test, formative and common summative exams. Goal #3: All students including EL learners to increase proficiency rate in algebraic concepts/mathematics on the common formative and State assessments by 5%. Goal #4: Increase the GPA, attendance and graduation rate while decreasing the number of referrals, suspensions, and expulsions of all students including the at-risk student at RHS. Goal #5: All students will be educated in a safe campus with a positive school climate that is conducive to learning. Goal #6: RHS will continue to establish a culture and provide opportunities to students that encourage post-secondary education and offer opportunities to become workforce ready. RHS will increase by 10% the number of students attending 2 and 4 year colleges. Goal #7: RHS will develop a community of learners focused on building collaborative teams and sustained professional development. In addition, RHS will strive to build parental and community relations between the students, parents, and community of Santa Paula. Goal #8: RHS will provide services for credit recovery to ensure that all students will have an opportunity to attain a high school diploma.
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School Goals for Improving Student Achievement
Goal #1: English Language Learners will increase proficiency rate on the state assessments, common summative exams, CELDT by 5% as compared to the current achievement system through a focus on school-wide use of research-based instructional strategies.
Describe how this goal aligns to the district’s LEA Plan goals:
Plan focuses on specific goals and targets for students consistent with LEA. (LEA Goals 1, 2 and 5) (LCAP #1 Pupil Achievement, #4 Common Core and #5 Increase Graduation Rates/Reduce Suspension and Expulsions)
What data was used to form this goal:
Common Summative Exams
CELDT data
State data
Individuals Involved in analyzing data and formulating goal:
Administration
Certificated
Classified
SSC
ELAC Committee
What did the analysis of the data reveal that led to this goal:
There is a consistent trend of incremental growth by EL learners toward the target however it does not grow at the rate needed to meet current annual targets.
Identify targeted student groups and expected growth:
EL’s, 5% proficiency as compared CELDT pass rate
What data will be collected to measure student achievement?
CELDT
Benchmark data
Identify the process for monitoring and evaluating collected data:
Teachers will collaborate (on site and with SPHS), and analyze results that will inform their instructional practices and student placement.
Describe the actions to improve achievement to exit program improvement (if applicable):
RHS is not in Program Improvement. However, alignment of curriculum guides, pacing plans to language objectives and ELA/ELD Standards, school-wide use of Sheltered Instruction Observation Protocol (SIOP) and SDAIE strategies to address ELL’s needs.
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Strategies/Action Plans
Start & Completion
Dates Personnel
Responsible
Funding Source & Amount
Process for Evaluation of Implementation
1.) District will provide district level ELD coaching for all staff members
Ongoing through 2015-16 SY
Assistant Supt. of C & I Principal
District funds Through on-going meetings with district staff and monitor of classroom presentation
2.) ELA/ELD standards and ESLR’s will align to curriculum guides, benchmark assessments, and pacing calendars; emphasis to move to Common Core
Timeline to submit: May 2016
Principal District funds Analysis and verification of alignment of ELA/ELD standards to curriculum guides and pacing calendars
3.) School-wide focus on teachers’ use of:
SIOP strategies
Differentiated instruction
Application of interactive research-based strategies in everyday classroom instruction
Focus on reading, writing, listening, and speaking
Formative assessments including frequent checks for understanding
Use of language objectives to increase rigor (Bloom’s Taxonomy)
EL strategies
Ongoing modification and revision thru 2015-2016 SY
Administration Director of Educational Services Principal English Instructor ELD/Migrant Coordinator
District/Site funds
Successful completion of courses with a C grade or better Improvement in CELDT scores & Common Summative Assessments Benchmark assessments
4.) CELDT scores will be reviewed to determine students’ needs and drive the curriculum with emphasis on English classes
Throughout the 2015-2016 SY
Administration Counselor Teaching Staff
District funds Successful completion of courses with a C grade or better Improvement in CELDT scores
5.) Continue 3 ½ hour bilingual math aide to assist in Algebra and Geometry classes to assist ELL and other students in need of additional support
Throughout the 2015-2016 SY
Principal Counselor Instructor
Title I (inclusive) $12,000
Increase pass rate on state tests and completion rate of math credits
6.) To increase the hours of the bilingual math aid by two and a half hours per day to further assist in the classroom and for a “Pull Out” program to work with identified struggling students and also assist with other core subject matters
Throughout the 2015-2016 SY
Principal Counselor Instructor Math Aide
District funds Title I $5,136
Increase pass rate on state tests and completion rate of math credits and overall core credits
7.) Admin and teachers will attend workshops and conferences that will provide training and assessment of content learning, reading, and writing strategies. Emphasis on Common Core.
Throughout the 2015-2016 SY
District C&I Administration Teaching Staff
Title II funds District provided
Successful completion of courses with a C grade or better Improvement in CELDT
8.) Admin and all teachers will attend collaboration with SPHS teachers in accordance with MOU.
Throughout the 2015-2016 SY
District C&I Administration Teaching Staff
District funds Alignment with Common Core. Successful completion of courses with a C grade or better Improvement in CELDT
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Strategies/Action Plans
Start & Completion
Dates Personnel
Responsible
Funding Source & Amount
Process for Evaluation of Implementation
9.) Additional purchase of laptops for to provide students additional access to core curriculum
Throughout the 2015-2016 SY
District level Principal
District/Site funds
Assessment to determine growth in specific content areas, increase in credits.
10.) Use of Renaissance STAR reading and math assessment program to drive the curriculum and student class placement.
2015-2016 SY Principal Counselor Computer Instructor
District/Site funds
Student increase in reading and math levels based on pre and post assessment
11.) Instructors will utilize collaboration time in order to develop and align curriculum to state ELA/ELD content standards.
Emphasis towards the Common Core State Standards (CCSS)
Develop lesson plans and analyze assessment results to modify curriculum to meet the needs of the EL student
Throughout the 2015-2016 SY
Principal Instructors Counselor
District funds Formal and informal classroom observations, formative and summative assessments benchmark assessments, student grades, transcripts, attendance and CELDT data
12.) Parents and the community will become partners in the education of EL students
Throughout the 2015-2016 SY
Superintendent Director of Educational Services Principal Counselor Outreach Coordinator EL/Migrant Coordinator Certificated Staff Classified Staff
District funds EL students will demonstrate progress towards mastery of the English Language through CELDT scores EL parents will meet monthly as ELAC (sign-in sheets) At least one EL parent will participate on SSC (sign-in sheets) Counselor and outreach coordinator will present at least one workshop each focused on resources for student success College and career exploration, finance, and social issues (agendas)
13.) Professional development for all staff.
Throughout the 2015-2016 SY
Assistant Supt, C&I Principal
District funds EL students will demonstrate progress towards mastery of the English Language through CELDT scores Evidence of PD to be collected
14.) Appropriate materials and supplies including technology needed to support teachers/staff/students and programs will be purchased
Throughout the 2015-2016 SY
Principal Teachers
Title I $2,000 District funds
Successful implementation of goal #1.
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Goal #2: RHS students will increase the practice of reading and writing across the curriculum, including non-core classes thus improving their reading and writing skills by 5% as measured by diagnostic reading test, formative and common summative exams.
Describe how this goal aligns to the district’s LEA Plan goals:
Plan focuses on specific goals and targets for students consistent with LEA. LEA Goal # 1, 2 and 5 LCAP #1 (Pupil Achievement and #4 Common Core Implementation)
What data was used to form this goal:
Diagnostic data
CAHSEE (2014-15)
CELDT data
Individuals Involved in analyzing data and formulating goal:
Administration
Certificated
SSC
ELAC Committee
What did the analysis of the data reveal that led to this goal:
Previous pass rates on the CAHSEE reflect students will need assistance in order to pass with proficient or better (2014-15).
Identify targeted student groups and expected growth:
All students will increase proficiency rates on benchmarks and common assessment pass rates by 5%.
What data will be collected to measure student achievement?
Benchmarks
CELDT scores
CAHSEE results (2014-15)
Quarter grades
Semester grades
Identify the process for monitoring and evaluating collected data:
Teachers will collaborate (on site and with SPHS) with a focus on curricular instructional alignment and analyze results that will inform their instructional practices.
Describe the actions to improve achievement to exit program improvement (if applicable):
N/A. RHS not in program improvement.
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Strategies/Action Plans
Start & Completion
Dates Personnel
Responsible
Funding Source & Amount
Process for Evaluation of Implementation
1.) All teachers will continue to work collaboratively (inclusively with SPHS PD) to develop and implement pacing calendars, curriculum guides, benchmarks, common summative assessments, aligned to content standards with emphasis moving towards Common Core ELD standards, and ESLR’s
Ongoing modification and revision thru 2015-2016 SY
Administration Teaching Staff
District funds Verification of alignment to the California Content Standards
2.) School-wide focus on teacher’s use of SIOP to be used to increase:
Student content literacy
Use of differentiated instruction
Focus on reading, writing, listening, and speaking
Formative assessments including frequent checks for understanding
Summative assessments
Use of language objectives to increase rigor (Bloom’s Taxonomy)
Staff meetings to address Common Core school wide needs
Ongoing modification and revision thru 2015-2016 SY
Administration Principal Counselor All Instructors
District/Site funds
Successful completion of course work with a C grade or better Improvements on pass rates of CELDT and state assessment results.
3.) Administration, counseling, and certificated staff will routinely collect and analyze data of all students
Principal Counselor All Instructors
District funds Successful completion of course work with a C grade or better CELDT scores
4.) To identify students reading below grade level through the use of Renaissance Learning Diagnostics and provide additional support
2015-2016 SY Administration Counseling Teachers
District/Site funds Pre and post diagnostic measure growth
5.) Implementation of English 3D to support long term EL students
Throughout the 2015-2016 SY
Administration Counselor English Instructor
General fund Analysis of pre and post evaluations
6.) Provide after school tutoring 3 days a week for 1 ½ hours each day for assistance in academics and credit recovery
Throughout the 2015-2016 SY
Principal Counselor Outreach Coordinator Instructors
Title I (inclusive) will take place should funding be available
Daily sign-in sheets 2015-2016 SY
7.) Curriculum Guides and Pacing Calendars will reflect how each course is incorporating reading and writing into its curriculum using ELA/ELD standards
Timeline: 2015-2016 SY
Principal All Teachers
District funds
Confirmation of assignment in Curriculum Guides and Pacing Calendars
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Strategies/Action Plans
Start & Completion
Dates Personnel
Responsible
Funding Source & Amount
Process for Evaluation of Implementation
8.) Teachers will develop (with emphasis from English dept.) a sample writing rubric to address Common Core Writing to support student expository, narrative and argumentative writing
Timeline: 2015-2016 SY
All teachers District Submission of rubric to administration
9.) Professional development will be provided school-wide through site based collaboration and with SPHS to support writing.
Timeline: 2015-2016 SY
All teachers District Successful implementation of goal #2
10.) Appropriate professional development will be offered/provided to all staff members
Timeline: 2015-2016 SY
Assist. Supt. of C & I Principal
District funds Successful implementation of goal #2.
11.) Appropriate materials and supplies including technology needed to support teachers/staff/students and programs will be purchased
Ongoing throughout 2015-16 SY
Principal Teachers
District/Site funds Successful implementation of goal #2.
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Goal #3: All students including EL learners to increase proficiency rate in algebraic concepts/mathematics on the common formative and State assessments by 5%.
Describe how this goal aligns to the district’s LEA Plan goals:
Plan focuses on specific goals and targets for students consistent with LEA. LEA goal # 1 and 2 LCAP # 1 (Pupil Achievement and #4 Common Core Implementation)
What data was used to form this goal:
Diagnostics
Course Assessments
State Assessments
CAHSEE data (2014-15)
Individuals Involved in analyzing data and formulating goal:
Administration
Certificated Staff
SSC
ELAC Committee
What did the analysis of the data reveal that led to this goal:
Algebra students show a trend of no growth in students proficiency
Identify targeted student groups and expected growth:
The focus students are students in Algebra and 10th grade.
What data will be collected to measure student achievement?
Algebra/Math 1 benchmark data
Benchmarks, formative and common summative assessments
Quarter grades/credits earned
Semester grades/credits earned
Identify the process for monitoring and evaluating collected data:
Teachers will collaborate (on site and with SPHS) with focus on curricular instructional alignment using analyzed results to inform their instructional practices.
Describe the actions to improve achievement to exit program improvement (if applicable):
N/A. RHS is not in program improvement.
Renaissance High School Single Plan for Student Achievement October 2015
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Strategies/Action Plans Start & Completion
Dates
Personnel Responsible
Funding Source & Amount
Process for Evaluation of Implementation
1.) District will provide district level ELD coaching for all staff members in all core subjects including math
Ongoing through 2015-16 SY
Assistant Supt. of C & I Principal
District funds Through on-going meetings with district staff and monitor of classroom presentation
2.) All teachers will continue to collaboratively develop and implement:
Pacing Calendars
Curriculum Guides
Lesson plans with elements of SIOP, and inquiry based approach to teaching mathematics
Benchmarks and common assessments aligned to content standards
ESLR’s
Common Core
Ongoing modification and revision thru 2015-2016 SY. Final submission May 2016.
Administration All Teachers
District funds and LCAP
Evaluation of alignment to content standards Continued use of curriculum guides and pacing calendars Benchmark assessments aligned to standards
3.) To identify students with below grade level math skills through the use of Renaissance Learning Diagnostics and provide additional support
Ongoing through 2015-16 SY
Principal Math Instructor Bilingual Aide
District/Site funds Successful completion of courses with a C grade or better
4.) Continue 3 ½ hour bilingual math aide in Algebra and Geometry classes to assist ELL and other students in need of additional support (Transition to Math 1 and Math 2)
Ongoing through 2015-16 SY
Principal Title I funds (See Goal #1)
Student schedules and classroom assignments
5.) To increase the hours of the bilingual math aide by two and a half hours per day for a total of 6 hours per day. Additional class time and “Pull Out” program to work with identified struggling students
Ongoing through 2015-16 SY
District level Principal
Title I (See Goal #1)
Increase scores
6.) Provide after school tutoring 3 days a week for 1 ½ hours each day for assistance in academics and credit recovery
Spring 2016 Principal Title I (inclusive) when funds become available
Increase in credit recovery
7.) Credit recovery classes will be offered with the purchase of additional laptops.
Ongoing through 2015-16 SY
District Level Principal Counselor
District funds Increase in credit recovery and expansion of the master schedule
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Strategies/Action Plans
Start & Completion
Dates Personnel
Responsible Funding Source
& Amount Process for Evaluation
of Implementation
8.) Appropriate professional development will be provided for all staff. Professional development will consist of VCOE workshops, district organized PD, and collaboration with SPHS.
Ongoing through 2015-16 SY
District level Principal
District funds Verification of attendance by sign-in sheets
9.) Appropriate materials and supplies including technology needed to support teachers/staff/students and programs will be purchased
Ongoing through 2015-16 SY
Principal Teachers
General fund Successful implementation of goal #3.
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Goal #4: Increase the GPA, attendance and graduation rate while decreasing the number of referrals, suspensions, and expulsions of all students including the at-risk student at RHS.
Describe how this goal aligns to the district’s LEA Plan goals:
Plan focuses on specific goals and targets for students consistent with LEA. LEA Goal # 1, 2 and 5 LCAP Goal #1 (Pupil Achievements), #3 (Pupil Engagement), #4 (Common Core) and #6 (School Climate)
What data was used to form this goal:
Transcript evaluation
Grades
GPA’s
Attendance data
Discipline data
Individuals Involved in analyzing data and formulating goal:
Administration
Certificated Staff
Classified Staff
SSC
ELAC Committee
What did the analysis of the data reveal that led to this goal:
Analysis of attendance record, transcripts, and discipline files. Indications are both attendance rates and GPA’s are low. When students initially enter RHS GPAs are initially low from other institutions.
Identify targeted student groups and expected growth:
All students are to be monitored with emphasis on identified students “more at risk.”
What data will be collected to measure student achievement?
Attendance data
Grades/Credits achieved
Discipline records
GPA
Identify the process for monitoring and evaluating collected data:
Administration, counseling, outreach coordinator will continue to monitor GPA, credits earned, discipline records, attendance records, and conduct comparative analysis of data. Attendance reviewed on a daily basis with respect to overall ADA.
Describe the actions to improve achievement to exit program improvement (if applicable):
N/A. RHS is not in program improvement.
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Strategies/Action Plans
Start & Completion
Dates Personnel
Responsible Funding Source
& Amount Process for Evaluation
of Implementation
1.) Evaluate GPA and credits earned on quarterly basis
Throughout the 2015-2016 SY
Principal Counselor Outreach Coordinator
General funds Private community donations positive recognition program
Evaluation of transcripts and quarterly report cards
2.) Continue to monitor attendance, use SARB more effectively, assign identified truant students to Saturday school, implement EdConnect for early morning notification/reminder for Saturday school; continue a “positive” recognition program for students that have “Perfect Attendance” or have improved attendance through SARB program
Throughout the 2015-2016 SY
Principal Outreach Coordinator Counselor
General funds Monitoring of daily attendance, recapture ADA through Saturday school attendance sign-in sheets. Monitor EdConnect generated call lists.
3.) Continue to utilize the EdConnect system daily to notify parents of student’s attendance (truancy) and tardies; conduct early morning call out for students with habitually (morning tutoring) and 1
st period
tardies; provide notification for upcoming meeting and school-wide events
Throughout the 2015-2016 SY
Principal Outreach Coordinator
General Monitor EdConnect generated call out lists
4.) Continue daily mailing to parents and guardians for attendance letter(s) for truancy and tardies
Throughout the 2015-2016 SY
Principal Outreach Coordinator
General funds Monitor communications through Zangle
5.) Postcard Program: Mailings sent to parent from teachers and staff to either acknowledge a student’s improvement or good act or to notify parent that student is performing below their ability
Throughout the 2014-15 SY
All staff members General funds Greater parent notification and involvement within the school
6.) Develop a school-wide positive reinforcement program for all students that have increased their attendance, GPA, credits, scores, and behavioral improvement when applicable
Throughout the 2015-2016 SY
Principal Outreach Coordinator
General fund Private donations
Keep historical account for all activities related to “Positive Reinforcement Activities”
7.) Develop RtI System of intervention through mandatory morning tutoring for identified students
Throughout the 2015-2016 SY
Principal Counselor Teachers
District funds Increase in GPA and credits earnings.
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Strategies/Action Plans
Start & Completion
Dates Personnel
Responsible Funding Source
& Amount Process for Evaluation
of Implementation
8.) Develop student early grad recognition and scholarship recipient recognition program
Throughout the 2015-2016 SY
Principal Private donation Increase in GPA and attendance rates as evidenced by transcripts and attendance records.
9.) Development of after school Folkorico class to increase school attendance.
Throughout the 2015-2016 SY
Principal District funds Increase in GPA and attendance rates as evidenced by transcripts and attendance records.
10.) Add Naviance Spring 2016 Principal General fund and site Student interviews and surveys
11.) Provide parent workshops to inform parents of college and career opportunities. Also conduct drug and gang identification/awareness workshops for parents. Continue district PIQE program
Throughout the 2015-2016 SY
Principal SPPD
SPPD support Parental increase in awareness of college/career opportunities. Awareness of drug and gangs in the community. Sign-in sheets of meetings.
12.) Appropriate materials and supplies including technology needed to support teachers/staff/students and programs will be purchased
Throughout the 2015-2016 SY
Principal District funds Principals budget Personal funds of principal Community donations
Increase in GPA and attendance rates as evidenced by transcripts and attendance records
13.) Appropriate staff training will be provided to all staff members for attendance discipline, CHAMPS and school safety
Throughout the 2015-2016 SY
Principal District funds Increase in GPA and attendance rates as evidenced by transcripts and attendance records
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Goal #5: All students will be educated in a safe campus with a positive school climate that is conductive to learning.
Describe how this goal aligns to the district’s LEA Plan goals:
Plan focuses on specific goals and targets for groups consistent with LEA. (LEA Goal # 4) LCAP Goal #3 (Parent involvement) and Goal #6 School Climate
What data was used to form this goal:
Attendance records
Discipline records
Individuals Involved in analyzing data and formulating goal:
Administration
Certificated Staff
Classified Staff
SSC
ELAC Committee
What did the analysis of the data reveal that led to this goal:
Analysis of student attendance and behavior revealed that the majority of the offenses were under item 48900 (K) which requires all staff training and district support for implementation of Restorative Justice practices.
Identify targeted student groups and expected growth:
All students.
What data will be collected to measure student achievement?
Student behavior records
Attendance records
Certification of completion of CERT program (when available – outside resource)
Identify the process for monitoring and evaluating collected data:
Principal, counselor, outreach coordinator, and teachers will evaluate campus/classroom behavioral climate.
Describe the actions to improve achievement to exit program improvement (if applicable):
N/A. RHS is not in program improvement.
Renaissance High School Single Plan for Student Achievement October 2015
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Strategies/Action Plans
Start & Completion
Dates Personnel
Responsible Funding Source
& Amount Process for Evaluation
of Implementation
1.) Campus security will work alongside administration to monitor school safety and student behavior in the classroom, campus, and at extracurricular events. Development and administration of student school safety survey to take place at the end of each semester.
Throughout the 2015-2016 SY
School Administration All Staff School Security
General fund Through open lines of communication between all staff members including security staff, school climate will be effectively monitored.
2.) Principal will continue to participate in Santa Paula City core meetings and safety/disaster training.
Throughout the 2015-2016 SY
School Administration All Staff School Security
General funds Through open lines of communication between all staff members including security staff, school climate will be effectively monitored.
3.) Safety drills will be carried out in conjunction with the City of SP PD and FD to ensure that RHS is prepared for any emergency. Safety drills will consist of one fire drill each semester, Shake-Out earthquake drills and/or lock down drills/active shooter.
Throughout the 2015-2016 SY
Administration Security
Within school day – general fund
Documentation of school-wide drills, agendas of meetings, safety plans
4.) Training for staff in the areas of safety, discipline, bullying (school behavioral culture). Training in Restorative Justice with district support. (PD provided by district at the beginning of school year).
Throughout the 2015-2016 SY
Principal All Staff Members Students
District funds Decrease in negative student behavior as evidenced by discipline records. Incorporation of positive behavior system and descriptions in classroom syllabi
5.) Provide additional training for students through SPFD student CERT program. (When available)
Throughout the 2015-2016 SY
Principal General fund Students will be actively trained in safety measures and considered as 1
st
responders. Evidenced by student/staff certification.
6.) Update safety plans and ensure that all staff are aware of all safety procedures.
Throughout the 2015-2016 SY
Principal General fund Evidence of safety plans and notes of drills
7.) Students will participate in school-wide assemblies that specifically address bullying, cyber bullying, harassment, and suicide.
Throughout the 2015-2016 SY
Principal Counselor Outreach Coordinator All Staff Members SPPD
General fund Reduction of negative behaviors and suspension based in harassment and bullying.
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Strategies/Action Plans
Start & Completion
Dates Personnel
Responsible Funding Source
& Amount Process for Evaluation
of Implementation
8.) Canine searches to continue Throughout the 2015-2016 SY
Principal $2,200 District funds Reduction of drugs on campus as evidenced by canine search records
9.) Implementation of TUPE coordinator to conduct TUPE programs for all students
Throughout the 2015-2016 SY
Principal Outreach Coordinator Teachers
TUPE funds Reduction of negative behaviors and suspension based in harassment and bullying.
10.) Appropriate materials and supplies including technology needed to support teachers/staff/students and programs will be purchased
Throughout the 2015-2016 SY
Principal District/Site funds Successful implementation of goal #5.
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Goal #6: RHS will continue to establish a culture and provide opportunities to students that encourage post-secondary education and offer opportunities to become workforce ready. RHS will increase by 10% the number of students attending 2 and 4 year colleges.
Describe how this goal aligns to the district’s LEA Plan goals:
Plan focuses on specific goals and target groups consistent with LEA. LEA Goal #5 and LCAP Goal #1 (Pupil Achievement), # 2 (Course Access), #3 (Pupil Engagement & Parent Involvement) and #4 (Common Core)
What data was used to form this goal:
College going rates of RHS students, career readiness rates program (program certification).
Individuals Involved in analyzing data and formulating goal:
Administration
Certificated Staff
Classified Staff
Counselors
SSC
ELAC Committee
What did the analysis of the data reveal that led to this goal:
Greater emphasis needs to be placed on college or career.
Identify targeted student groups and expected growth:
All students including EL’s.
What data will be collected to measure student achievement?
Transcripts
Attendance records
Track students numbers for college applications
EAP tests
Identify the process for monitoring and evaluating collected data:
Administrator and counselor will collect the data and meet with students using Academic Review Forms that document student career and college goals.
Describe the actions to improve achievement to exit program improvement (if applicable):
N/A. RHS is not in program improvement.
Renaissance High School Single Plan for Student Achievement October 2015
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Strategies/Action Plans
Start & Completion
Dates Personnel
Responsible Funding Source
& Amount
Process for Evaluation of
Implementation
1.) Parent/student orientation meeting with all students new to RHS
Throughout the 2015-2016 SY
Principal Counselor Outreach Coordinator
General fund Meeting agenda and sign-in sheets
2.) Counselor will meet with all students/parents to collaboratively design individual academic plan based on student need to either graduate from RHS or return to SPHS with emphasis placed on post-secondary plans.
Throughout the 2015-2016 SY
Principal Counselor
District funds Documentation of meetings in Zangle and copies of academic plans. All seniors will have 230 credits toward graduation. RHS dropout rate will remain below county and state averages.
3.) Develop new curricula with the assistance of post- secondary institutions in the area of psychology and mental health to replace SPHS 9
th grade transitions
class on transcripts to meet 2.0 GPA grad requirements. Offer curriculum with career focus certificate completion.
Throughout the 2015-2016 SY
Principal Counselor Teacher
District funds Board acceptance of classes designed to accomplish this goal.
4.) Work towards developing relationships with Ventura County College system to develop stronger college/career focus
On-going 2015-16 SY
Superintendent Principal
District funds Increase in community college and career focus.
5.) Provide academic support to all students by offering:
Before and after school tutoring with emphasis in math/English
Identified students pulled out of regular school day to provide small group and one-to-one instructions in math. Tier 2 intervention.
Additional hours for IA
2015-2016 SY Principal Counselor Teacher
District/Site funds Pre and post evaluation of student progress.
6.) Initiate/develop pull out program to support all identified students with emphasis on EL’s in the area of reading.
Spring 2016 SY Principal Counselor Teacher Outreach Coordinator
Title I (See Goal #1)
Pre and post evaluation of student progress.
7.) Encourage college going culture through college presentations, visits to campuses, and meetings with college counselors. Field trips to various college campuses.
2015-2016 SY Principal Counselor Teacher Outreach Coordinator
District/Site funds Greater emphasis on students’ part to attend college as evidence by completion of college applications.
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Strategies/Action Plans
Start & Completion
Dates Personnel
Responsible Funding Source
& Amount
Process for Evaluation of
Implementation
8.) After school tutoring available to assist struggling students in core areas
2015-2016 SY District Principal
Title I funds (inclusive). When funds become available.
Feedback from after school tutor, student grade reports, and classroom teacher observations of student success.
8.) Addition of .33 teacher for periods 5 and 6. Shared position with SPHS
2015-2016 SY District Principal
District funds Additional course offering in master schedule
9.) Purchase additional laptops (replace antiquated laptops) to provide students opportunity for additional course access.
2015-2016 SY District IT & budget dept. Principal
LCAP when available through District funds
10.) Provide opportunity for additional after school credit recovery. When funding levels allow.
2015-2016 SY Principal Title I funds (inclusive). When funding levels allow.
Feedback from after student tutor, student grade reports, and classroom teacher observations of student success.
11.) Provide opportunity for 11th
grade students to participate in STAR EAP.
2015-2016 SY Principal District funds List of students that take the STAR EAP.
12.) Encourage career readiness through CTE orientated business MOS
2015-2016 SY Principal Counselor Outreach Coordinator Teachers
Title I funds (inclusive)
Students receiving certification in CTE fields.
13.) Implementation of MOS program
2015-2016 SY Principal IT instructor
Title I funds (inclusive)
Students receiving certification in program
14.) Implementation of CertiPort 2015-2016 SY Principal IT instructor
Title I funds (inclusive)
Certification opportunity
15.) Appropriate professional development to be offered to all staff members, emphasis on the Common Core
2015-2016 SY Asst. Supt. of C & I Principal
Title II (inclusive) District funds
Attendance Professional Development, sign-in sheets
16.) Appropriate materials and supplies including technology needed to support teachers/staff/students and programs will be purchased
2015-2016 SY Principal Title I District fund Principals budget (when necessary)
Successful implementation of goal #6.
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Goal #7: RHS will develop a community of learners focused on building collaborative teams and sustained professional development. In addition, RHS will strive to build parental and community relations between the students, parents, and community of Santa Paula.
Describe how this goal aligns to the district’s LEA Plan goals:
The plan focuses on specific goals and target groups consistent with LEA. LEA Goal #3 LCAP Goal #1 (Pupil Achievement), #3 (Pupil Engagement & Parent Involvement) and #4 (Common Core)
What data was used to form this goal:
Professional development schedules for the 2014-15 SY Professional development schedules through VCOE Staff participation in on site and collaboration with SPHS State assessments Parent participation (sign-in)
Individuals Involved in analyzing data and formulating goal:
Administration
Certificated Staff
SSC
ELAC Committee
What did the analysis of the data reveal that led to this goal:
Targets have been set for next year.
Identify targeted student groups and expected growth:
All students are the focus including parents and community members.
What data will be collected to measure student achievement?
Common summative assessments
Formative assessments
Professional development participation
State assessments
Identify the process for monitoring and evaluating collected data:
Teachers will collaborate (on site and at SPHS site) and analyze results that will inform their instructional practices and student placement.
Describe the actions to improve achievement to exit program improvement (if applicable):
N/A. RHS is not in program improvement.
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Strategies/Action Plans
Start & Completion
Dates Personnel
Responsible Funding Source
& Amount
Process for Evaluation of
Implementation
1.) All faculty members will meet once a week as a professional learning community (on site and in collaboration with SPHS) with a focus on the following:
WASC exit recommendations
Curriculum Guides
Pacing Calendars
Benchmark Assessments
Common Assessments – summative
Formative assessments
ELD (defined)
Provide opportunity for instructors to discuss student success and students in need of assistance and formulate avenues in which to provide additional assistance to struggling students
Conduct SST’s for additional parent involvement in student learning process
Ongoing modification and revision thru 2015-2016 SY
Administration Counselor Teachers
General fund (inclusive)
Verification of alignment to the California Standards.
2.) Provide for all faculty to attend professional development workshops and conferences aligned with programs and courses they teach.
Ongoing modification and revision thru 2015-2016 SY
Administration All Staff Members
District funds Title II
Confirmation of attendance at conference/workshops Verification of alignment to the California Standards.
3.) Provide for all faculty to attend professional development workshops and conferences aligned with improving instructional practice including:
RtI
Common Core Standards
Classroom management
Bullying and harassment
Mental health
Behavioral health
A-G requirements
Smarter Balance
ELD
Champs
Restorative Discipline
Ongoing modification and revision thru 2015-2016 SY
Administration All Staff Members
Title II funds (inclusive)
Confirmation of attendance at conference/workshops Verification of alignment to the California Standards. Teacher evaluations will reflect changes in quality of classroom management, assessment rigor, and expectations of student progress. Students will demonstrate greater progress towards graduation, college, and career awareness.
4.) Professional development days prior to the opening of school in order to enhance training for staff.
On-going through 2015-2016 SY
Asst. Supt. of C & I Principal
District funds (general)
Confirmation of attendance thru sign-in sheets. Through process students will demonstrate progress towards graduation.
5.) Parent meeting will be held to encourage greater “buy-in” of parents to become “Partners in Education” for students’ educational process/programs.
On-going through 2015-2016 SY
Principal Counselor Outreach Coordinator
District funds Greater parental interest as evidenced by parent attendance to meetings and workshops
6.) Parent workshop will be held to inform them of financial options available for students
On-going through 2015-2016 SY
Principal Counselor Outreach Coordinator
District funds Greater parental interest as evidenced by parent attendance to meetings and workshops
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Strategies/Action Plans
Start & Completion
Dates Personnel
Responsible Funding Source
& Amount
Process for Evaluation of
Implementation
7.) Foster greater community involvement between students and community members/activities.
On-going through 2015-2016 SY
Principal Counselor Outreach Coordinator
General fund Private donations
To align with specific request of EL/SCC. To be monitored and reported out during meetings.
8.) Appropriate materials and supplies including technology needed to support teachers/staff/students and programs will be purchased
On-going through 2015-2016 SY
Principal District/Site funds Successful implementation of goal #7.
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Goal #8: RHS will provide services for credit recovery to ensure that all students will have an opportunity to attain a high school diploma.
Describe how this goal aligns to the district’s LEA Plan goals:
The plan focuses on specific goals of Renaissance High School. LEA Goal #5 and LCAP Goal #1 (Pupil Achievement), # 2 (Course Access), #3 (Pupil Engagement & Parent Involvement) and #4 (Common Core)
What data was used to form this goal:
Transcripts
Quarterly grades
Individuals Involved in analyzing data and formulating goal:
Administration
Certificated Staff
SSC
ELAC Committee
What did the analysis of the data reveal that led to this goal:
Students transferring to RHS are credit deficient.
Identify targeted student groups and expected growth:
All students are the focus including parents and community members.
What data will be collected to measure student achievement?
Transcripts, quarterly grades, and reports of credits earned
Identify the process for monitoring and evaluating collected data:
Principal, counselor, outreach coordinator, and teachers will collaborate and analyze results that will inform their instructional practices and student placement.
Describe the actions to improve achievement to exit program improvement (if applicable):
N/A. RHS is not in program improvement.
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35
Strategies/Action Plans
Start & Completion
Dates Personnel
Responsible Funding Source
& Amount
Process for Evaluation of
Implementation
1.) All students will have transcripts evaluated to determine needs in order to attain graduation requirements. Parents of students will be included in the process.
Throughout the 2015-2016 SY
Principal Counselor
District/Site funds Verification of individual academic plans.
2.) Student test data from, CELDT, and State assessment results will be used to formulate each student’s academic schedule of classes.
Throughout the 2015-2016 SY
Principal Counselor
District/Site funds Verification of academic plans.
3.) Mandatory before school tutoring will be assigned to those students in need of individualized attention in core subject area.
Throughout the 2015-2016 SY
Principal Counselor Teachers
District funds Confirmation of attendance roll sheets
4.) The use of APEX distance learning class (during regular scheduled period) will provide support to students who have not met this requirement.
Throughout the 2015-2016 SY
Principal Counselor Outreach Coordinator
District funds Through process students will demonstrate process towards graduation.
5.) Most classes have a 25:1 student teacher ratio to enable teachers and students the opportunity to spend quality time working in specific skill areas.
Throughout the 2015-2016 SY
Principal Counselor
District funds Transcript evaluation, quarterly grades, and credit earned analysis. Teacher class size analysis for teacher to student ratios.
6.) On-line courses are offered to provide students with the ability to accelerate credits.
Throughout the 2015-2016 SY
Principal Counselor
District funds Transcript evaluation, quarterly grades, and credit earned analysis.
7.) Addition of .33 teacher for intervention class
Throughout the 2015-2016 SY
Principal District funds Increase in master schedule
8.) Constant communication between staff and parents through conferences with principal, counselor, and outreach coordinator:
Weekly progress reports
Parent-teacher conferences
Site council meetings
Quarterly progress reports enable parents to stay informed of student’s progress
Postcard Program
Throughout the 2015-2016 SY
Principal Counselor Outreach Coordinator Teachers All Staff
Title I (inclusive)
Zangle logs
9.) Additional elective courses to be offered to meet WASC visitation goals and for state assessments
Spring 2016 Principal Counselor
District funds
Greater credit recovery and meeting of WASC exit goals, monitor through student transcripts and master schedule
10.) Additional elective course, such as psychology to be offered to offset failed 9
th
grade transitions class at SPHS, grade to offset “F” grade in transitions. APEX Distance Learning
Spring 2016 Principal Counselor
District/Site funds Greater credit recovery and meeting of WASC exit goals, monitor through student transcripts and master schedule
11.) Additional teacher to be on-site for period 5 and 6 in order to provide additional
Throughout the 2015-2016 SY
Principal Counselor
District funds Greater credit recovery and meeting of WASC exit goals, monitor through student
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Strategies/Action Plans
Start & Completion
Dates Personnel
Responsible Funding Source
& Amount
Process for Evaluation of
Implementation
opportunities for interventions and credit recovery
transcripts and master schedule
12.) Purchase of additional laptops to provide students opportunity for greater course access.
Throughout the 2015-2016 SY
Asst. Supt. Business District IT Principal
District funds LCAP
Higher level of student achievement in terms of credit recovery.
13.) Appropriate professional development to be provided including opportunity for research/development of/for classes
Throughout the 2015-2016 SY
Asst. Supt., C& I Principal
District funds Transcript and master schedule evaluation. Greater credit and GPA recovery. Teacher and student success.
14.) Appropriate materials and supplies including technology needed to support teachers/staff/students and programs will be purchased
Throughout the 2015-2016 SY
Principal District/site funds Transcript and master schedule evaluation. Greater credit and GPA recovery. Teacher and student success.
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37
References
CAASPP – Grade 11 English Language Arts/Literacy 2014-15
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lled
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d
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rolled
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den
ts
Teste
d
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er
of
Stu
den
ts W
ith
Sco
res
Mean
Scale
Sco
re
Sta
nd
ard
Exceed
ed
Sta
nd
ard
Met
Sta
nd
ard
Nearl
y
Met
Sta
nd
ard
No
t M
et
All Students Tested 69 68 98.6% 68 2448.5 0% 6% 21% 74%
Male 69 42 60.9% 42 2435.9 0% 7% 17% 76%
Female 69 26 37.7% 26 2469.0 0% 4% 27% 69%
African American
American Indian or Alaskan Native
Asian
Filipino
Hispanic or Latino 69 67 97.1% 67 2450.8 0% 6% 21% 73%
Hawaiian or Pacific Islander
White (not Hispanic) 69 1 1.4% 1 * * * * *
Two or More Races
Socioeconomically Disadvantaged 69 64 92.8% 64 2446.0 0% 6% 19% 75%
English Learners 69 34 49.3% 34 2429.6 0% 3% 12% 85%
Students with Disabilities
Migrant Education 69 4 5.8% 4 * * * * *
Foster Youth
English Language Arts/Literacy
14-15
Grade 11
Renaissance High School Single Plan for Student Achievement October 2015
38
CAASPP – Grade 11 Mathematics 2014-15
Nu
mb
er
of
Stu
den
ts E
nro
lled
Nu
mb
er
of
Stu
den
ts T
este
d
Perc
en
t o
f
En
rolled
Stu
den
ts
Teste
d
Nu
mb
er
of
Stu
den
ts W
ith
Sco
res
Mean
Scale
Sco
re
Sta
nd
ard
Exceed
ed
Sta
nd
ard
Met
Sta
nd
ard
Nearl
y
Met
Sta
nd
ard
No
t M
et
All Students Tested 69 67 97.1% 67 2415.7 0% 0% 3% 97%
Male 69 42 60.9% 42 2414.3 0% 0% 5% 95%
Female 69 25 36.2% 25 2418.2 0% 0% 0% 100%
African American
American Indian or Alaskan Native
Asian
Filipino
Hispanic or Latino 69 66 95.7% 66 2415.8 0% 0% 3% 97%
Hawaiian or Pacific Islander
White (not Hispanic) 69 1 1.4% 1 * * * * *
Two or More Races
Socioeconomically Disadvantaged 69 63 91.3% 63 2412.3 0% 0% 3% 97%
English Learners 69 33 47.8% 33 2408.6 0% 0% 0% 100%
Students with Disabilities
Migrant Education 69 4 5.8% 4 * * * * *
Foster Youth
Grade 11
Mathematics
14-15
Renaissance High School Single Plan for Student Achievement October 2015
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CST Science – Grade 10 – 3 Year Comparison
12-13 13-14 14-15
Students Tested 9 13 9
% of Enrollment 100.0% 100.0% 100.0%
Students with Scores 9 13 8
Mean Scale Score * 283.5 *
% Advanced * 0% *
% Proficient * 8% *
% Basic * 31% *
% Below Basic * 15% *
% Far Below Basic * 46% *
CST Science
Grade 10
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40
CELDT 2014-15
CELDT 3 Year Comparison
2014-15
Stude
nts
Teste
Beginni
ng
Early
Interme
diate
Interme
diate
Early
Advanc
ed
Advanc
ed
Grade 9 0 0% 0% 0% 0% 0%
Grade 10 0 0% 0% 0% 0% 0%
Grade 11 27 0% 0% 44% 41% 15%
Grade 12 35 0% 0% 34% 46% 20%
Results Shown as Percentage
0%
20%
40%
60%
80%
100%
Grade 9 Grade 10 Grade 11 Grade 12
0% *** 0% 0% 0% *** 0% 0% 0% 0% 0% 0%
2012-13 Beginning 2013-14 Beginning 2014-15 Beginning
0%
5%
10%
15%
20%
Grade 9 Grade 10 Grade 11 Grade 12
0% ***
7%
2% 0% ***
16%
3%
0% 0% 0% 0%
2012-13 EarlyIntermediate
2013-14 EarlyIntermediate
2014-15 EarlyIntermediate
Renaissance High School Single Plan for Student Achievement October 2015
41
Summary data is not provided when there are a total of three or fewer students tested in a particular subgroup (indicated by three asterisks ***).
0%
10%
20%
30%
40%
50%
Grade 9 Grade 10 Grade 11 Grade 12
0% ***
21%
15%
0% ***
28% 26%
0% 0%
44%
34%
2012-13 Intermediate 2013-14 Intermediate 2014-15 Intermediate
0%
20%
40%
60%
Grade 9 Grade 10 Grade 11 Grade 12
0% ***
43%
60%
0% ***
48% 41%
0% 0%
41% 46%
2012-13 EarlyAdvanced
2013-14 EarlyAdvanced
2014-15 EarlyAdvanced
0%
5%
10%
15%
20%
25%
30%
Grade 9 Grade 10 Grade 11 Grade 12
0% ***
29%
23%
0% ***
8%
29%
0% 0%
15%
20%
2012-13 Advanced 2013-14 Advanced 2014-15 Advanced
Renaissance High School Single Plan for Student Achievement October 2015
42
School-Parent/Home Compact
Renaissance High School
Renaissance High School Single Plan for Student Achievement October 2015
43
Parent Involvement Policy – Santa Paula USD
Board Policy #6020 – Parent Involvement
The Board of Education recognizes that parents/guardians are their children's first and most influential
teachers and that sustained parent involvement in the education of their children contributes greatly to
student achievement and a positive school environment. The Superintendent or designee shall work with
staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians
to be involved in district and school activities; advisory, decision-making, and advocacy roles; and
activities to support learning at home.
(cf. 0420 - School Plans/Site Councils)
(cf. 0420.1 - School-Based Program Coordination)
(cf. 0520.1 - High Priority Schools Grant Program)
(cf. 0520.2 - Title I Program Improvement Schools)
(cf. 1220 - Citizen Advisory Committees)
(cf. 1230 - School-Connected Organizations)
(cf. 1240 - Volunteer Assistance)
(cf. 1250 - Visitors/Outsiders)
Parents/guardians shall be notified of their rights to be informed about and to participate in their
children's education and of the opportunities available to them to do so.
(cf. 5020 - Parent Rights and Responsibilities)
(cf. 5145.6 - Parental Notifications)
The Superintendent or designee shall regularly evaluate and report to the Board on the effectiveness of
the district's parent involvement efforts, including, but not limited to, input from parents/guardians and
school staff on the adequacy of parent involvement opportunities and barriers that may inhibit
parent/guardian participation.
(cf. 0500 - Accountability)
Each year the Superintendent or designee shall identify specific objectives of the district's parent
involvement program for schools that receive Title I funding. He/she shall ensure that parents/guardians
are consulted and participate in the planning, design, implementation, and evaluation of the parent
involvement program. (Education Code 11503)
(cf. 6171 - Title I Programs)
The Superintendent or designee shall ensure that the district's parent involvement strategies are jointly
developed with and agreed upon by parents/guardians of students participating in Title I programs.
Those strategies shall establish expectations for parent involvement and describe how the district will
carry out each activity listed in 20 USC 6318. (20 USC 6318)
The Superintendent or designee shall consult with parents/guardians of participating students in the
planning and implementation of parent involvement programs, activities, and regulations. He/she also
Renaissance High School Single Plan for Student Achievement October 2015
44
shall involve parents/guardians of participating students in decisions regarding how the district's Title I
funds will be allotted for parent involvement activities. (20 USC 6318)
(cf. 3100 - Budget)
The Superintendent or designee shall ensure that each school receiving Title I funds develops a school-
level parent involvement policy in accordance with 20 USC 6318.
Policy SANTA PAULA UNIFIED SCHOOL DISTRICT
adopted: August 15, 2013 Santa Paula, California
Renaissance High School Single Plan for Student Achievement October 2015
45
Parent Involvement Calendar
July
January Back to School Night Parent Orientation SSC/ELAC SARB
August Back To School Night New Parent Orientation SSC ELAC
February SSC/ELAC SARB College Night (Financial Aid Workshop)
September SSC/ELAC SARB
March SSC/ELAC SARB
October SSC/ELAC SARB
April SSC/ELAC SARB
November SSC/ELAC SARB
May SSC/ELAC SARB
December SSC/ELAC SARB
June
Renaissance High School Single Plan for Student Achievement October 2015
46
Teacher Mentoring Programs
The district offers two distinct programs to support professional growth and improve instruction in the classroom. The Beginning Teacher Support and Assessment (BTSA) program offers support and assistance to newly credentialed teachers. All participating new teachers are provided peer support over a two-year period. The Peer Assistance and Review (PAR) program is available to veteran teachers who need to improve instructional skills, classroom management strategies, subject knowledge, and/or related aspects of their teaching performance. Experienced and knowledgeable veteran teachers, referred to as “coaches”, are paired with teachers referred to the PAR program to provide individualized guidance, support, and training. Site-based Mentoring Programs: Renaissance High School supports teacher mentoring through classroom observation and modeling, and through ELD Coaches provided by the District Office. Teachers are provided opportunities to visit other classrooms on and off campus to observe effective teaching strategies. Substitute services are provided during instructional time.
Renaissance High School Single Plan for Student Achievement October 2015
47
Professional Development Plan
All teachers at Renaissance High School have been afforded the opportunity to attend the AB466 Teacher Training in Reading/Language Arts and Math. Ongoing instructional assistance and support is available for Isbell’s teachers as follows:
Professional Development focusing on instructional delivery strategies to meet the needs of students at all ability and language development levels
ELD Coach provided by the District Office During the 2015-16 school year, Renaissance High School teachers will focus on the following staff development topics:
Smarter Balanced Assessments
CHAMPS Positive Behavior Program
Annual Ventura County Alternative Education Summit hosted by VCOE
ELD Coaching (District provided)
Strategies for Working with English Learners
Restorative Discipline
Total School Solutions – Common Core
Curriculum Design (Standards Based)
VCOE
Collaboration with SPHS
Renaissance High School Single Plan for Student Achievement October 2015
48
Principal’s Training Aimed at Improving Student Achievement
Principal Robin Gillette has attended training opportunities sponsored by the Ventura County Office of Education; training activities were aimed to support schools in Program Improvement and providing effective strategies to exit PI status. During the 2015-16 school year, Principal Gillette will attend the following workshops:
Smarter Balanced Assessments
Total School Solutions – Common Core
ACSA Leadership Summit (November)
ACSA Every Child Counts Symposium (January)
ACSA Annual Conference (May)
County SARB
Active Shooter Training
Restorative Discipline
CHAMPS
Alternative Education Council
RtI2
VCOE
Collaboration with SPHS
Renaissance High School Single Plan for Student Achievement October 2015
49
School Accountability Report Card
Renaissance High School Single Plan for Student Achievement October 2015
61
School Site Council Bylaws
Renaissance High School Single Plan for Student Achievement October 2015
66
Title I – School Plan Reference of Required Components (SW schools only)
The following components of this plan comply with ESEA Title I, Part A Section 1114 for Title I Schoolwide Schools
Addressed in SPSA?
Comprehensive Needs Assessment
Preparation of a comprehensive needs assessment of all children enrolled in the school, including migratory children, which includes the analysis of student performance data in relation to the state academic content standards.
Described in the School Information Section of this
plan.
Schoolwide Reform Strategies
Provide opportunities for all students to meet the academic standards at the proficient and advanced levels:
Use instructional strategies that are based on scientifically-based research that strengthen the core academic program that: o Increase the amount and quality of learning time such as through an
extended school year, before- and after-school, and summer school programs and help provide an enriched and accelerated curriculum
o Include strategies for meeting the educational needs of historically underserved populations.
Include strategies to address the needs of all children in the school, and in particular, the needs of low-achieving students and those at-risk of not meeting the state content standards:
Description of a process of revaluating whether the needs of students have been met and are consistent with the LEA plan
Included in school goals and action plans.
Student Support Strategies
Strategies for timely and effective assistance to students that need additional help. Included in school goals and
action plans.
Teacher Involvement in Planning Academic Assessments
Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on and to improve student achievement and the overall instructional program.
Included in school goals and action plans.
Transition from Preschool to Kindergarten
Plans for assisting preschool children in the transition from early childhood programs, such as Head start, Even Start, Early Reading First, or a state-run preschool program to local elementary school programs.
Identified in the School Information Section of this
plan.
Highly Qualified Teachers
Instruction by highly qualified teachers. Strategies to attract high quality highly-qualified teachers to high-need schools.
Identified in the School Information Section of this
plan.
Professional Development
Provisions for high quality and ongoing professional development for teachers, principals, and paraprofessional and other staff to enable all children to meet the state’s academic achievement standards.
Included in school goals and action plans. Additional
information available in the Professional Development
Plan located in the Reference Section of this plan.
Coordination of Programs
Coordination and integration of federal, state, and local services and program. o Violence prevention programs o Nutrition Programs o Housing Programs o Head Start o Adult Education o Vocation and Technical Education o Job Training
Included in school goals and action plans. Additional details
available in the School Information Section of this
plan. Vocational and Technical Education programs and job
training programs are identified in the SARC located
in the Reference Section of this plan.
Parent Involvement
Strategies to increase parental involvement in accordance with Section 1118, such as parents training parents, in-home conferences, parent centers, collaboration with government-sponsored preschool programs, literacy services.
School-Parent/Home Compact included in the Reference
Section of this plan.
Renaissance High School Single Plan for Student Achievement October 2015
67
Chart of Requirements
REQUIREMENTS LEGAL CITATION
EIA
, Englis
h
Learn
ers
EIA
, Sta
te
Com
pensato
ry
Educatio
n
Title
I, Ta
rgete
d
Assis
tance
Title
I, Schoolw
ide
Title
I, Pro
gra
m
Imp
rovem
ent
Quality
Educatio
n
Investm
ent A
ct
Title
II, Imp
rovin
g
Te
acher Q
uality
Title
III, Englis
h
Learn
ers
School S
afe
ty
Blo
ck G
rant
Pupil R
ete
ntio
n
Blo
ck G
rant
School &
Lib
rary
Imp
rovem
ent B
G
I. Involvement
Involve parents and community in planning and implementing the school plan
EC 52055.750(b) X
EC 35294.1(b)(2)(C) X
5CCR 3932 X X X X X X
20 USC 7115(a)(1)(E) X
20 USC 6315(c)(1)(G) X
20 USC 6314(b)(1), (2)(A) X
Advisory committee review and recommendations
EC 64001(a) X X X X X X
EC 52055.755 X
Written notice of program improvement status
20 USC 6316(b)(3) X
II. Governance and Administration
Single, comprehensive plan
EC 64001(a), (d) X X X X X X X X X
EC 52853 X X X X X
EC 41572 X
EC 41507 X
EC 35294.1(a) X
20 USC 6315(c)(1)(B) X
20 USC 6314(b)(2)(A) X
School Site Council (SSC) constituted per former EC 52012
EC 64001(g) X X X X X X X X X
SSC developed SPSA and expenditures
EC 64001(a) EC 41572 EC 41507 EC 35294.1(b)(1)
X X X X X X X X X
X
X
X
SSC annually updates the SPSA
EC 64001(g) X X X X X X X X X
EC 35294.2(e) X
Governing board approves SPSA
EC 64001(h) X X X X X X X X X X X
EC 52055.750(a)(5) X
Policies to ensure all groups succeed (specify role of school, LEA, and SEA; and coordination with other organizations)
20 USC 6316(b)(3) X
20 USC 6316(b)(3) X
III. Funding
Plan includes proposed expenditures to improve academic performance
EC 64001(g) X X X X X X X
EC 52853 X X X X X
Renaissance High School Single Plan for Student Achievement October 2015
68
20 USC 6316(b)(3) X
20 USC 6315(c) X
20 USC 6314(b)(2)(A) X
Describe centralized services expenditures
5 CCR 3947(b) X X
IV. Standards, Assessment, and Accountability
Comprehensive assessment and analysis of data
EC 64001(f) X X X X X X X
EC 52055.740(a)(1)(D)(5) X
20 USC 6314(b)(1), (2)(A) X
Evaluation of improvement strategies
EC 64001(f) X X X X X X X
EC 52853 X X X X X
EC 35294.2(e) X
EC 32228.5(b) X
Assessment results available to parents
EC 35294.2(e) X
20 USC 6314(b)(2)(A) X
V. Staffing and Professional Development
Provide staff development EC 52853 X X X X X
EC 52055.750I X
EC 32228(b)(2) X
20 USC 6316(b)(3) X
20 USC 6315I(1)(F) X
20 USC 6314(b)(1), (2)(A) X
Budget 10 percent of Title I for staff development
20 USC 6316(b)(3) X
Provide highly qualified staff
EC 52055.740(a)(1)(D)(3) X
20 USC 6315I(1)(E) X
20 USC 6314(b)(1), (2)(A) X
Distribute experienced teachers
EC 52055.750(a)(10) X
VI. Opportunity and Learning
Describe instruction for at-risk students
EC 52853 X X X X X
Describe the help for students to meet state standards
EC 64001(f) X X X X X X X
20 USC 6314(b)(1), (2)(A) X
20 USC 6315(c) X
Describe auxiliary services for at-risk students
EC 52853 X X X X X
20 USC 6315(c) X
20 USC 6314(b)(1), (2)(A) X
Avoid isolation or segregation
5CCR 3934 X X X X X
VII. Teaching and Learning
Goals based on performance
EC 64001(f) X X X X X X X
Renaissance High School Single Plan for Student Achievement October 2015
69
Define objectives 20 USC 6316(b)(3) X
Steps to intended outcomes
5CCR 3930 X X X X X
Account for all services 5CCR 3930 X X X X X
Provide strategies responsive to student needs
5CCR 3931 X X X X X X
20 USC 6315(c) X
20 USC 6314(b)(2)(A) X
Describe reform strategies that:
20 USC 6314(b)(1), (2)(A) X
-Allow all to meet/exceed standards
20 USC 6315(c) X X
-Are effective, research-based
20 USC 6316(b)(3) X X
20 USC 6315(c)(1)(c) X
20 USC 6314(b)(1)(B) X
-Strengthen core academics
EC 52054 X
-Address under-served populations
EC 52054 X
-Provide effective, timely assistance
20 USC 6314(b)(1)(I), (2)(A) X
-Increase learning time 20 USC 6316(b)(3); X
20 USC 6314(b)(1)(B),(2) X
-Meet needs of low-performing students
20 USC 6315(c)(A); X
20 USC 6314(b)(1)(B),(2) X
-Involve teachers in academic Assessments
20 USC 6314(b)(1)(H), (2) X
-Coordinate state and federal programs
20 USC 6315(c)(1)(H) X
-Transition from preschool
20 USC 6314(b)(1)(J), (2)(A) X
20 USC 6315(c)(1)(D) X
20 USC 6314(b)(1)(G), (2)(A) X
Enable continuous progress Acquire basic skills, literacy
5CCR 3931 X X X X X X
5CCR 3937 X X X X X
Align curriculum, strategies, and materials with state standards or law
EC 52853 X X X X X
Provide high school career preparation
5CCR 4403 X