The Single Plan For Student Achievement · School Vision and Mission California Virtual Academy at...

The Single Plan for Student Achievement 1 of 40 11/28/16

The Single Plan for Student Achievement

School: California Virtual Academy at San Diego

CDS Code: 37684036120893

District: California Virtual Academy at San Diego

Principal: Sarah Neuenschwander

Revision Date: November 28, 2016

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA.

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

Contact Person: Krista Mount

Position: Director of Categorical Programs

Phone Number: 805.581.0202

Address: 50 Moreland RoadSimi Valley, CA 93065

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on December 5, 2016.


Table of Contents

School Vision and Mission ......................................................................................................................................................3

School Profile..........................................................................................................................................................................3

Comprehensive Needs Assessment Components ..................................................................................................................4

Data Analysis .................................................................................................................................................................4

Surveys ..........................................................................................................................................................................4

Classroom Observations................................................................................................................................................5

Analysis of Current Instructional Program ....................................................................................................................5

Description of Barriers and Related School Goals ..................................................................................................................9

School and Student Performance Data ................................................................................................................................10

CAASPP Results (All Students) .....................................................................................................................................10

CELDT (Annual Assessment) Results............................................................................................................................15

Planned Improvements in Student Performance .................................................................................................................16

School Goal #1.............................................................................................................................................................16

School Goal #2.............................................................................................................................................................26

School Goal #3.............................................................................................................................................................34

School Goal #4.............................................................................................................................................................36

Total Expenditures by Funding Source ........................................................................................................................38

School Site Council Membership ..........................................................................................................................................39

Recommendations and Assurances......................................................................................................................................40


School Vision and Mission

California Virtual Academy at San Diego’s Vision and Mission StatementsCalifornia Virtual Academies recognizes each child as an individual. Our mission is to provide a high quality education through the use of dynamic common core aligned curriculum. Our team of highly qualified educators partner with students, parents, and the community as a whole to foster academic achievement and a love for lifelong learning. CAVA provides a safe learning environment through the combination of live online sessions, small group academic support, and in person interactions with a desire to support students’ physical, emotional, social and intellectual needs.Our online teaching platform allows families to choose an educational environment that reflects their values, while providing the structure and support students need to be well rounded individuals to lead the next generation. We are committed to providing a work environment for our educators that supports employee networking and developing a professional learning community on the cutting edge of educational concepts.

Expected Schoolwide Learning Results: California Virtual Academies using the technology of today to educate the leaders of tomorrow.

Engaged Learners who:• Grow academically in the areas of Mathematics, Reading, Language Arts and Writing• Integrate effective Internet and multimedia resources to broaden their knowledge base and enhance their learning process.• Develop lifelong learning skills.Critical Thinkers who:• Are exposed to grade level curriculum• Express concepts and ideas in a variety of forms.• Illustrate a variety of problem-solving strategies that strengthen college preparation and workforce readiness.Global Citizens who:• Appreciate the value of diversity.• Demonstrate awareness of the importance of cultural sensitivity and historical contributions necessary for the 21st century.

School Profile

2015 - 2016 Data

Total Students - 2,532

Kindergarten - Grade 5 - 867Middle School - 608High School - 1,057

Low Income – 56%English Language Learners – 2.6%RFEP – 6%Foster Youth – 0%

2014 - 2015 Data

Total Students - 3.121

Kindergarten - Grade 5 - 1.095Middle School - 828High School - 1.198

Low Income – 52.37%


English Language Learners – 2.76%RFEP – 5.36%Foster Youth – 0%

Comprehensive Needs Assessment Components

Data AnalysisPlease refer to the School and Student Performance Data section where an analysis is provided.

SurveysThis section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s).

Parents in K-12 were surveyed to find out about how the California Virtual Academy was servicing their student.K5 Results summarized:34 parents filled the survey out for K5Parent Orientations18 said they did attend parent orientation16 said no or not sureStrong Start Website3 regularly visited17 occasionally visited the strong start website14 never visited the websiteIn person time with teacher12 said 1-3 times22 said 4 or moreDoes your student attend CC sessions9 more than once per week8 never14 occasionally3 once per weekMS results summarized:50 parents took the survey for MSAttendance in daily CC sessions26 said no for math29 said no for ELA23 said yes for math20 said yes for ELANo reasons:Advanced, not helpful, prefer recordings, works well on own, did not have time, did not fit into schedule, not working on current lessonAttendance in daily Homeroom sessions24 said no25 yesNo reasons:Didn’t know about it, conflicted with work schedule, student works well alone, attends CD didn’t feel that this was applicableDid you attend outings26 said no23 said yesHS results summarized:228 responded to survey (not broken down by school)147 were LCs or parents77 studentsOutings45 said yes179 said no


Weekly Starter Model – is it effective?188 said yes36 said noLive Session Model beneficial?204 said yes20 said noHow often do you hear from your teacher?182 perfect amount8 too often34 not enough

Classroom ObservationsThis section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings.

NA

Analysis of Current Instructional ProgramThe following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

• Not meeting performance goals• Meeting performance goals• Exceeding performance goals

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs.

Standards, Assessment, and Accountability

1. Use of state and local assessments to modify instruction and improve student achievement (ESEA)

14-15 school year was the first year that the CAASPP test was given to students and the scores were given. CST scores have consistently been lower in math over the past several years, and the focus of Title I support has been concentrated in that area. Each year, CST scores are analyzed and moving forward CAASPP scores will be analyzed to determine areas of need, both school wide and in each significant subgroup. In 2013, the last year we had scores to compare, there was an overall decrease in the school wide proficiency levels in math, as well as in the white, socioeconomically disadvantaged, and Hispanic subgroups. The English Learner and African American subgroups experienced increases, while Asian and students with disabilities subgroups remained static. At all levels, students are assigned to online classes that follow the grade level courses. The 15-16 CAASPP administration will help be a comparison for the 14-15 school year and will allow us to make comparisons across grade levels, schools and subgroups.

The High school continues to use intervention specialist to support at-risk students. There are a large number of students who enroll in our high school who are behind in math. Currently, there are intervention specialists for Kindergarten - 12th grade that teach focused instruction several times a week to at-risk students.


2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)

At-risk students will be enrolled in i-Ready lessons for intervention support. I-Ready has progress monitoring tools built in. Data will be pulled weekly to check for growth.

All K-8 curriculum is mastery based so there are built in assessments used to monitor ongoing achievement. A spreadsheet is provided to teachers each week to monitor progress. The K-8 report lists each student's courses and progress in each course. The HS report lists each students' course and their current grade for each course. These reports are used by teachers, their supervisors (RPC & DC), and the Engagement/Support teachers assigned to each teacher. If a student is not making adequate progress steps are taken to support the student.

Scantron and I-ready diagnostic assessments as well as standards mastery i-ready assessments are also used to monitor progress and identify gaps in learning to target during instructional sessions.

Staffing and Professional Development

3. Status of meeting requirements for highly qualified staff (ESEA)

100% of teachers are highly qualified.

4. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC)

NA

5. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)

NA

6. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)

K12 Teacher Training synchronous and asynchronous sessions.

Lead teachers are available to staff for follow up questions

7. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC)

K-8 teachers meet by grade level spans (K-2, 3-5, 6-8) monthly at regional team meetings. Teachers also meet weekly in the regional teaching teams.

High school teachers continue to meet virtually weekly with their content department.


Teaching and Learning

8. Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)

Mathematics and Language Arts curriculum are aligned to the CA content standards and Common Core Standards.

All high school classes are aligned to CA content standards and Common Core Standards.

As of August 2011, new math curriculum was adopted for grades K-8.

9. Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC)

Teachers create an assignment sheet for K-8 students that assigns enough math and language lessons to equal the recommended instructional minutes.

High school teachers create a syllabus that assigns the appropriate amount of assignments to meet the recommend instructional minutes.

10. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)

NA

11. Availability of standards-based instructional materials appropriate to all student groups (ESEA)

All students are provided with all the materials needs to access the K12 curriculum, including a computer.

12. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC)

All intervention materials are research-based.

Opportunity and Equal Educational Access

13. Services provided by the regular program that enable underperforming students to meet standards (ESEA)

All teachers provide students with a recording of each lesson in the curriculum. Teachers also provide live intervention sessions to students that are struggling.

The Family Academic Support Team (FAST) provides academic assistance, encouragement, and support to students and learning coaches when such support/assistance is requested or deemed necessary to achieve academic success in the virtual school environment. The goal is to identify the root issue that is prohibiting the student from being successful in school, provide targeted support to build relationships and bring about success.

Regional Lead Teachers help teachers focus in on at risk students through data conferencing with teachers and looking at student data.

Intervention Specialists help target the needs of at-risk students. 14-15 school year, writing intervention was added to our intervention program.Tier 2 is 2x per week at 45min each session and Tier 3 is 3x per week at 30 min per session.


14. Research-based educational practices to raise student achievement

Title I teachers are using SMART goals to direct instructions in their intervention classes.

Parental Involvement

15. Resources available from family, school, district, and community to assist under-achieving students (ESEA)

Parent/guardian and/or learning coach is responsible for ensuring that the child is attending school (actively engaged and completing CAVA assigned lessons) for 4-6 hours per day.

The Learning Coach is provided, Mentor Institute and Mentor Circles to help them start their journey in a K¹² Online Education. Presented by K¹²'s national staff, most of whom are experienced Learning Coaches themselves, the National Institute sessions provided for Kindergarten to Grade 8 Learning Coaches will not only help with the academic changes ahead, but also will share great information for setting up and managing the home. High School Mentors will learn the best methods for supporting and assisting their Grade 9-12 students.

16. Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932)

Parents are sent an online survey to provide feedback.

School Site Council meetings are held 2-4 times annually.


Funding

17. Services provided by categorical funds that enable underperforming students to meet standards (ESEA)

The targeted assistance program supplements the general education curriculum, and is required in addition to general education requirements. The school year is broken up into four 10-12 week intervention sessions that coincide loosely with academic quarter dates. Students are accepted into the program throughout the school year as space becomes available, and up to 6 weeks after the start of the intervention session. Initial classes are formed during the first week of the school year, and new referrals are placed on a waiting list, prioritized by degree of need. The intervention program uses SMART goals to measure growth. Students are given a pretest before the session and at the end of the session, a post-test. Communication between all educators, including the learning coach, is essential for the student’s success in the program. “Highly Qualified” teachers, Intervention Specialists, teach online sessions using a research based intervention curriculum.

At the K-8 level, Students are assessed upon acceptance into the program to determine gaps in knowledge, and then they are assigned to “Highly Qualified” teachers, Tier 3 Intervention Specialists and Tier 2 Intervention Support Teachers, depending on the degree of skills deficit and level of need. Students attend small group, 30-minute sessions three times weekly and also complete weekly assignments in the i-Ready online intervention program in the subject area in which they are receiving services.

For high school, the targeted assistance program provides instruction beyond students' required core course work. “Highly Qualified” Intervention Specialists use an adaptive assessment to identify common areas of need so students can be placed into the appropriate small group. Students are given benchmark assessments regularly to measure the effectiveness of the interventions provided. If needed, adjustments can be made to instruction. Students attend small group, 30-minute sessions three times weekly. At the tier 2 level, group size varies between 10-20 students depending on the skill being taught and the Intervention Specialist's discretion. The tier 3 level reduces group size further to 6 or less, and provides targeted, skill specific instruction to the students with the greatest need. Group size is at the teacher's discretion and dependent on student ability and skill being taught. Formative assessment, both formal and informal, is utilized to guide instruction and determine student progress toward the SMART goal.

The program will target Tier 2 and 3 struggling learners in a Response to Intervention model. Students working more than one year below age- appropriate grade level are referred for intensive intervention services with a Tier 2 Intervention Support Teacher or a Tier 3 Intervention Specialist. These students are considered the most “at-risk” of failing in math and/or reading, and priority is given to students who are instructionally more than two years below grade level.

These students are referred for services by their teacher using the following pieces of data:• I-Ready diagnostic data and Scantron.• CAASPP results in ELA & Math for grades 3-8 & 11th (standardized testing measures)• Teacher judgement based on student progress in current curriculum * Current course placement for grades 9-12• Parent interview

18. Fiscal support (EPC)

NA

Description of Barriers and Related School Goals

Since CAVA is an independent study program and students are not required to meet with their teacher, it makes providing interventions difficult. Many students, who are working below grade level and/or not making progress in their courses, do not attend intervention sessions. Teachers spend a lot of their time trying to contact these families. Attendance at individual and small group interventions has been an area of focus. We continue to work to find ways to support at-risk students with attending and participating in academic interventions.


School and Student Performance Data

CAASPP Results (All Students)

English Language Arts/Literacy

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students TestedGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 196 152 158 124 158 124 80.6 81.6

Grade 4 208 173 171 144 170 143 82.2 83.2

Grade 5 190 175 157 143 156 143 82.6 81.7

Grade 6 224 197 190 173 189 173 84.8 87.8

Grade 7 282 263 240 222 239 222 85.1 84.4

Grade 8 377 283 332 249 327 249 88.1 88

Grade 11 371 309 284 240 280 240 76.5 77.7

All Grades 1848 1552 1532 1295 1519 1294 82.9 83.4

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not MetGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 2405.2 2402.7 18 22 22 18 24 25 35 35

Grade 4 2436.8 2427.4 16 13 20 21 18 17 44 48

Grade 5 2456.3 2470.6 11 12 24 27 21 21 43 41

Grade 6 2487.2 2492.3 8 8 26 28 26 33 39 31

Grade 7 2524.3 2538.1 9 12 32 36 23 25 36 27

Grade 8 2549.7 2544.0 7 9 37 32 30 29 24 30

Grade 11 2602.3 2607.5 20 23 43 38 23 26 13 13

All Grades N/A N/A 13 14 31 30 24 26 31 30

ReadingDemonstrating understanding of literary and non-fictional texts

% Above Standard % At or Near Standard % Below StandardGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 24 27 37 35 39 37

Grade 4 22 16 39 42 39 42

Grade 5 17 20 38 43 46 38

Grade 6 13 14 41 44 46 42

Grade 7 20 27 44 45 36 27

Grade 8 28 25 42 43 29 31

Grade 11 37 38 49 51 14 12

All Grades 24 25 42 44 33 31


WritingProducing clear and purposeful writing


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 15 15 48 44 37 41

Grade 4 12 15 45 35 42 50

Grade 5 15 13 38 31 47 55

Grade 6 15 10 38 45 47 45

Grade 7 18 22 44 50 36 28

Grade 8 20 18 47 44 32 38

Grade 11 24 26 59 53 17 22

All Grades 18 18 47 44 35 38

ListeningDemonstrating effective communication skills


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 19 23 58 56 23 20

Grade 4 18 16 59 63 22 21

Grade 5 11 15 54 62 35 23

Grade 6 11 17 65 62 24 21

Grade 7 13 18 65 64 22 18

Grade 8 13 17 68 61 19 22

Grade 11 19 24 64 67 17 9

All Grades 15 19 63 63 22 19

Research/InquiryInvestigating, analyzing, and presenting information


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 18 18 45 45 37 37

Grade 4 9 10 42 50 26 40

Grade 5 19 18 53 59 28 23

Grade 6 14 14 64 65 22 21

Grade 7 17 18 55 54 28 28

Grade 8 14 13 60 53 27 33

Grade 11 31 37 55 51 14 13

All Grades 18 19 54 54 25 27

Conclusions based on this data:

1. More opts out due to the stress of the test. "No end in sight." Students are exhausted to take a test when they are not sure when the end is coming. Suggestion: having proctors show students how to see where they are in relation to the test finishing. This could increase participation


2. 61% of our 11th graders met or exceeded the ELA standards but only 77% of our 11th graders actually tested. The lowest turn out but the highest scoring of all grades.



CAASPP Results (All Students)

Mathematics

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students TestedGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 196 152 158 123 158 123 80.6 80.9

Grade 4 208 173 170 143 170 143 81.7 82.7

Grade 5 190 175 156 142 156 142 82.1 81.1

Grade 6 224 197 189 172 189 172 84.4 87.3

Grade 7 282 263 238 223 237 223 84.4 84.8

Grade 8 377 283 330 249 329 249 87.5 88

Grade 11 371 309 283 240 279 240 76.3 77.7

All Grades 1848 1552 1524 1292 1518 1292 82.5 83.2

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not MetGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 2393.1 2393.8 9 8 20 26 33 24 39 42

Grade 4 2436.0 2424.6 6 6 19 19 42 32 32 43

Grade 5 2454.5 2460.5 8 8 16 10 28 36 48 46

Grade 6 2486.1 2475.1 11 8 13 16 32 29 43 47

Grade 7 2502.0 2514.6 9 10 16 19 35 37 39 34

Grade 8 2515.3 2504.4 8 8 14 11 33 31 45 50

Grade 11 2527.0 2530.4 5 5 9 10 30 27 55 58

All Grades N/A N/A 8 8 15 15 33 31 44 46


Concepts & ProceduresApplying mathematical concepts and procedures


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 16 20 35 34 49 46

Grade 4 15 15 30 29 54 55

Grade 5 16 10 23 30 61 61

Grade 6 13 10 31 31 56 58

Grade 7 13 17 38 38 49 46

Grade 8 11 10 34 29 55 61

Grade 11 10 7 28 26 62 67

All Grades 13 12 32 31 55 57

Problem Solving & Modeling/Data AnalysisUsing appropriate tools and strategies to solve real world and mathematical problems


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 14 14 43 41 43 46

Grade 4 12 6 48 39 40 55

Grade 5 8 6 41 44 51 49

Grade 6 12 14 45 34 43 52

Grade 7 13 14 56 52 32 33

Grade 8 12 9 55 61 33 30

Grade 11 5 8 62 55 33 37

All Grades 10 10 52 49 38 41

Communicating ReasoningDemonstrating ability to support mathematical conclusions


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 15 16 51 55 35 28

Grade 4 9 10 51 38 40 51

Grade 5 8 6 46 49 46 45

Grade 6 13 10 41 51 47 40

Grade 7 13 14 65 54 22 31

Grade 8 10 8 59 53 31 38

Grade 11 5 7 51 63 44 30

All Grades 10 10 53 53 37 37


1. Much lower than ELA. Well over half of all grades are not meeting standards.

2. 7th graders have had the most increase in all buckets - showing growth in percentage in all levels and lower percentage of below standards.



CELDT (Annual Assessment) Results

Percent of Students by Proficiency Level on CELDT Annual Assessment

Advanced Early Advanced Intermediate Early Intermediate BeginningGrade

13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16

K *** *** *** ***

1 30 20 17 30 40 33 20 20 17 20 20 17 17

2 13 63 13 *** 13 ***

3 50 *** 50 *** ***

4 43 29 50 40 14 50 40 14 20

5 *** 50 17 50 33 17 *** 33

6 29 50 20 57 40 14 50 40

7 14 75 29 *** 29 14 *** 25 14

8 *** *** *** 40 *** 20 20 *** 20

9 25 40 25 20 *** 25 20 20 25

10 *** *** 60 *** 40

11 *** *** *** *** ***

12 *** *** ***

Total 20 11 12 37 20 29 24 45 29 11 16 15 9 9 15


1. Kinder/1st grade take same test, 2nd graders take own test, 3rd-5th take same test, 6th-8th take same test and 9th-12th take same test. This could show the increase in student achievement when they take the same test after their last year.

2. Overall students seem to be doing better with the CEDLT test year after year.


Planned Improvements in Student Performance

School Goal #1

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:

SUBJECT: English Language Arts

LCAP/LEAP GOAL:

All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics by 2013-14.--------

SCHOOL GOAL #1:

By spring 2017, the number of students attaining Proficient or Advanced will meet the target set by the state, as measured by the Smarter Balance Summative Assessment.--------

Data Used to Form this Goal:

i-Ready® provides a single K–12 adaptive Diagnostic for reading and mathematics (Common Core aligned) that pinpoints student needs down to the sub-skill level and provides ongoing progress monitoring that shows whether students are on track to achieve end-of-year targets.

Spring 2016 Results Spring 2015 Results

i-Ready Reading Grades K-2 i-Ready Reading Grades K-2At/Above - 72% At/Above - 70%Below Grade Level - 25% Below Grade Level - 30%Not Taken - 3%

i-Ready Reading Grades K-5At/Above - 54%Below Grade Level - 44% Scantron Reading Grades 3-8Not Tested - 2% At or Above Average - 69%Below Average - 31%i-Ready Reading Grades 6-8At/Above - 21%Below Grade Level - 76%Not Tested - 3%

Scantron Reading High School Scantron Reading High SchoolAt/Above Average -58 % At/Above Average - 68%Below Average - 41% Below Average - 32%Not Tested - 1%


--------

Findings from the Analysis of this Data:

School will remain in Program Improvement year 5.--------

How the School will Evaluate the Progress of this Goal:

At-risk students will be enrolled in i-Ready for intervention support. The program has progress monitoring tools built in. Data will be pulled weekly to check for growth.

All curriculum is mastery based so there are built in assessment used to monitor ongoing achievement.--------

Actions to be Taken to Reach This Goal Timeline Person(s)

ResponsibleProposed Expenditure(s)

Description Type Funding Source Amount

The curriculum company and the school provides training to teachers throughout the year on the implementation of the curriculum and how it supports the CCSS. Professional development is provided to teachers on a monthly basis, and includes topics on supporting student achievement as measured by the CCSS, accessing the curriculum, and supporting struggling learners. Additionally, each department (i.e. SPED, Title I, and General Education) provides training to teachers on how the CCSS can be best supported within their program.

All administrators receive training on the implementation CCSS and how to coach, supervise, and evaluate teachers on their ability to teach to these standards.

August 1, 2014 to July 31, 2017

AdministrationCurriculum Company PD TrainersCurriculum SpecialistsTeachers

GE/Administrator Salaries

General Fund 5,499,450

GE/Administrator Benefits


SPED/SPED Administrator Salaries

Special Education 1,038,735

SPED/SPED Administrator Benefits

Special Education 269,180

Title I Salaries/Benefits (7.6) FTE)

Title I Part A: Allocation

410,883

Professional Development

Title I Part A: Professional Development (PI Schools)

53533

For Kindergarten to 8th grade, teachers develop quarterly individualized student plans that reflect the CCSS standards.

For high school, teachers develop a

August 1, 2014 to July 31, 2017

AdministrationTeachers

Salaries (see above estimated costs)





syllables for each course that outlines all assignments for the semester. The assignments developed reflect the CCSS standards.

All teachers monitor student progress towards mastery of goals through review of assessments and work samples.Attending an independent study program requires that students are able to complete work independently as assigned by their high school ELA teacher.In order to have successful progress in each class:• Student will complete and/or

submit all daily lessons in each course

• Student will make continuous progress (actively engaged, completing assignments and submitting assignments) in each course

• Student must submit coursework at the direction of the teacher

CurriculumLearning Management SystemStudent technology package


Online ELA classes that support the curriculum are offered toall students.

August 1, 2014 to July 31, 2017

Administration Teachers


Teachers provide tutoring in reading/ELA instruction on a regular basis. Instruction is based on targeted areas of deficiency as identified by curriculum assessments aligned to CCSS. Deficiency can also be identified after a student takes the i-Ready Reading Diagnostic Assessment or the i-Ready Reading

August 1, 2014 to July 31, 2017







Diagnostic Assessment.

Small group reading intervention classes for struggling students (tier 2 and 3). These students are selected and placed through a referral process used to target at risk learners, as identified by several areas that include teacher observation, lack of progress toward grade level ELA goals based on CCSS, scoring in the "At Risk" range in the i-Ready universal screening tool, and parent conferencing.

For high school, students have a ELA teacher and a reading intervention specialists. These intervention specialists hold online small group classes for struggling students, these are in addition to the classes that the ELA teacher holds. Students are identified though the response to intervention model and assessment measure above.

August 1, 2014 to July 31, 2017

Director of Categorical ProgramsIntervention CoordinatorTitle I Teachers

Title I Teachers Salaries (see above estimated cost)i-Ready Diagnostic Assessment(included in curriculum cost above)

Learning coaches who work with struggling learners are provided virtual and in-person training on teaching early literacy strategies.

August 1, 2014 to July 31, 2017

Director of Categorical ProgramsIntervention Coordinator Title I Teachers Curriculum Specialists Curriculum Company PD TrainersTeachers

SalariesTitle I Teacher Salaries(See above estimated costs)





i-Ready Diagnostic & Instruction (combines a valid and reliable growth measure and individualized instruction) provided for at- risk students in Kindergarten to twelve grade.

August 1, 2014 to July 31, 2017

Director of Categorical ProgramsIntervention Coordinator Title I Teachers Teachers

Intervention Curriculum Title I Part A: Allocation

5,000

The Online School LMS provides resources to both the learning coach and the student. Through the Online School, the student receives lesson materials, immediate feedback regarding progress, access to live online academic support classes, and links to external resources. The Online School provides the Learning Coach with access to lesson planning materials, and support on meeting learning objectives and assessing student mastery.

The Online School provides pertinent Internet links, adaptive learning via the Web, Macromedia Flash animation with video and audio plug-ins.

August 1, 2014 to July 31, 2017


Salaries (see above estimated costs)CurriculumLearning Management System(See above estimated costs)

Parents are provided access to a series of workshops about understanding the internet and its tools, Microsoft productivity software, and a ParenTech club. These are offered throughout the year intended to help the learning coach (parent teaching their child at home) gain experience and confidence in using educational tools available through technology.

August 1, 2014 to July 31, 2017

Curriculum Company PD TrainersCommunity & Family SupportTeachers






Teachers are provided professional development at the beginning of the school year, or upon initial employment if hired mid-year, in the core concepts and scope and sequence of the K12, Inc. curriculum across grade levels in ELA. Training is provided by school Curriculum Specialists and K12 Inc. This training also details the changes made to the lessons to support CCSS and resources available for supporting students and parents.

Following initial training, monthly professional development is provided to all staff, including topics on supporting students in CCSS, identifying and supporting struggling learners, and teaching strategies for effectively teaching online.

Monthly regional (K-8) and departmental (9-12) meetings are held for teacher collaboration and discussion. An in person professional development is held at the beginning of the year for all staff. Topics include student engagement, Special Education resources and policies, curriculum support, and supporting at risk students.

August 1, 2014 to July 31, 2017

Administration Curriculum SpecialistsTeacher TrainersCurriculum Company PD TrainersTeachers

Professional Development (see above estimated costs)Professional Development

Title II Part A: Improving Teacher Quality

18,963

For kindergarten to 12th grade, teachers meet in-person with parents as needed to review student work samples and provide instructional strategies aligned with the state standards and objectives.

August 1, 2013 to July 31, 2017

TeachersParents






Learning coaches are provided direct teacher support, online support sessions, and orientations to assist with the transition from one school level to another, but also to support the transition from a traditional brick and mortar school setting to a independent study virtual setting. Orientation classes are provided to all families upon initial enrollment to introduce them to the curriculum, the Learning Management System (LMS), and provide support in successfully structuring the instructional day. Online learning coach support classes are held live throughout the year, and the recordings are accessible on demand.

Access through a live "office hour" is provided online for learning coaches to ask questions and get support from other learning coaches.

Transition to middle school is supported through a live orientation session for all fifth graders moving to sixth grade. This session includes information about the resources available for support, the changes the student and learning coach may experience in the course and grading format.

Parents of elementary and middle school students are provided refresher classes in literacy skills so they are better able to support their students in the CCSS based ELA curriculum.

August 1, 2014 to July 31, 2017

Administration Community & Family SupportTeachersParents






For high school, the guardian is responsible for ensuring that the child is attending school (actively engaged and completing assignments and progress in curriculum) for at least 6 hours per day in the instructional program. Parents are required to attend regular phone and online meetings with CAVA staff.

Provide laptop computer and internet service to students living in a homeless situation who wouldn't otherwise be able to log on to the OLS.

August 1, 2015 to July 31, 2017

Homeless Liaison LaptopISP ReimbursementHotspot - Kajeet


1000.00

A tiered Response to Intervention rating system will target at- risk students. These students will be identified through several measures including, but not limited to, results of the Smarter Balance Summative Assessment in ELA, ELA universal screening tool, progress toward mastery of grade level standards as evident in grade level ELA course, teacher observation, and parent conference.

Targeted students are offered additional teacher support in ELA through small group and one to one instruction. Students identified for this type of support will be provided live, goal based instructional sessions in addition to general education coursework weekly. Classes will be taught using a research based intervention program.

Low performing students are

August 1, 2014 to July 31, 2017

AdministrationDirector of Intervention & SupportTeachersIntervention CoordinatorTitle I Teachers

Title I SalariesSalariesi-ReadyIntervention Curriculum(See above estimated costsIncluded in Tech cost above)





supported through additional staff hours and intervention-specific instructional materials.


Student Study Team meetings are held to offer additional support and strategies to teachers and parents of students targeted as low performing, identified through several measures including, but not limited to, results of Smarter Balanced Summative Assessment in ELA, ELA universal screening tool, progress toward mastery of grade level standards as evident in grade level ELA course, teacher observation, and parent conference.

August 1, 2014 to July 31, 2017

Head of School Administration TeachersSpecial Education Department


Administration and teachers on special assignment will work during non-instructional time to analysis needs assessment surveys and develop and plan professional for staff. Student achievement data will be analyzed and in response a plan to increase student achievement will be developed.

August 1, 2014 to July 31, 2017


Salaries Title I Part A: Allocation

30,000

Provide in-person events for students and their parents that focus on promoting family literacy and parenting skills (Literacy Nights).

August 1, 2015 to July 31, 2017

Director of Categorical ProgramsDirector of Community Day

Parental Involvement Title I Part A: Parent Involvement

5,355



School Goal #2


SUBJECT: Mathematics

LCAP/LEAP GOAL:

All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics by 2013-14.--------

SCHOOL GOAL #2:

By spring of 2017, the number of students not proficient in mathematics will decrease by 10% in all subgroups as measured by Smarter Balanced Summative Assessment.--------


i-Ready® provides a single K–12 adaptive Diagnostic for reading and mathematics (Common Core aligned) that pinpoints student needs down to the sub-skill level and provides ongoing progress monitoring that shows whether students are on track to achieve end-of-year targets.

Spring 2016 Results Spring 2015 Results

i-Ready Math Grades K-2 i-Ready Math Grades K-2At/Above - 50% At/Above - 49%Below Grade Level - 48% Below Grade Level - 51%Not Taken - 2%

i-Ready Math Grades K-5At/Above - 34%Below Grade Level - 64% Scantron Math Grades 3-8Not Tested - 2% At or Above Average - 58%Below Average - 42%i-Ready Math Grades 6-8At/Above - 12%Below Grade Level - 84%Not Tested - 4%

Scantron Math High School Scantron Math High SchoolAt/Above Average - 47% At/Above Average - 55%Below Average - 52% Below Average - 45%Not Tested - 1%


--------


School will remain in Program Improvement year 5.--------


At-risk students will be enrolled in i-Ready for intervention support. The program has progress monitoring tools built in. Data will be pulled weekly to check for growth.

The mastery-based curriculum has built in assessments that are used to monitor ongoing achievement.

--------




The curriculum company and the school provides training to teachers throughout the year on the implementation of the curriculum and how it supports the CCSS. Professional development is provided to teachers on a monthly basis, and includes topics on supporting student achievement as measured by the CCSS, accessing the curriculum, and supporting struggling learners. Additionally, each department (i.e. SPED, Title I, and General Education) provides training to teachers on how the CCSS can be best supported within their program.

August 1, 2014 to July 31, 2017

AdministrationCurriculum Company PD TrainersCurriculum SpecialistsTeachers

Salaries (see cost estimates in Goal #1)Professional Development (see cost estimates in Goal #1)

For Kindergarten to 8th grade, teachers develop quarterly individualized student plans that reflect which CCSS standards will be addressed by incorporating the available assessments contained within the curriculum.

For high school, teachers develop a syllables for each course that outlines all assignments for the semester. The assignments developed reflect the

August 1, 2014 to July 31, 2017


SalariesCurriculumLearning Management System(see cost estimates in Goal #1)





CCSS standards that will be addressed by incorporating the available lessons and assessments contained within the curriculum.

All teachers monitor student progress towards mastery of goals through review of assessments and work samples.Attending an independent study program requires that students are able to complete work independently as assigned by their high school math teacher.In order to have successful progress in each class:• Student will complete and/or

submit all daily lessons in each course

• Student will make continuous progress (actively engaged, completing assignments and submitting assignments) in each course

• Student must submit coursework at the direction of the teacher.

Online math classes that support the curriculum are offered toall students.

August 1, 2014 to July 31, 2017


Salaries (see cost estimates in Goal #1)

Teachers provide tutoring in reading/math instruction on a regular basis. Instruction is based on targeted areas of deficiency as identified by curriculum assessments aligned to the CCSS. Deficiency can also be identified after a student takes the i-Ready Math Diagnostic Assessment.

August 1, 2014 to July 31, 2017







Small group reading intervention classes for struggling students (tier 2 and 3). These students are selected and placed through a referral process used to target at risk learners, as identified by several areas that include teacher observation, lack of progress toward grade level math goals based on CCSS, scoring in the "At Risk" range in the i-Ready universal screening tool, and parent conferencing.

For high school, students have a math teacher and a reading intervention specialists. These intervention specialists hold online small group classes for struggling students, these are in addition to the classes that the math teacher holds. Students are identified though the response to intervention model and assessment measure above.

August 1, 2014 to July 31, 2017

Director of Categorical ProgramsIntervention CoordinatorTitle I Teachers

Title I Teachers Salariesi-Ready Diagnostic Assessment(see cost estimates in Goal #1)


August 1, 2014 to July 31, 2017

Director of Categorical ProgramsIntervention CoordinatorAdministrationTeachers

Intervention Curriculum (see cost estimates in Goal #1)

The Online School LMS provides resources to both the learning coach and the student. Through the Online School, the student receives lesson materials, immediate feedback regarding progress, access to live online academic support classes, and links to external resources. The

August 1, 2014 to July 31, 2017


SalariesCurriculumLearning Management System(see cost estimates in Goal #1)





Online School provides the Learning Coach with access to lesson planning materials, and support on meeting learning objectives and assessing student mastery.

The Online School provides pertinent Internet links, adaptive learning via the Web, Macromedia Flash animation with video and audio plug-ins.

Parents are provided access to a series of workshops about understanding the internet and its tools, Microsoft productivity software, and a ParenTech club. These are offered throughout the year intended to help the learning coach (parent teaching their child at home) gain experience and confidence in using educational tools available through technology.

August 1, 2014 to July 31, 2017

Curriculum Company PD TrainersCommunity & Family SupportTeachers


Teachers are provided professional development at the beginning of the school year, or upon initial employment if hired mid-year, in the core concepts and scope and sequence of the K12, Inc. curriculum across grade levels in math. Training is provided by school Curriculum Specialists and K12 Inc.

Following initial training, monthly professional development is provided to all staff, including topics on supporting students in CCSS, identifying and supporting struggling learners, and teaching strategies for effectively teaching online.

August 1, 2014 to July 31, 2017

Administration Curriculum Specialists Curriculum Company PD TrainersTeachers

Professional Development (see cost estimates in Goal #1)Professional Development (see cost estimates in Goal #1)





Monthly regional meetings are held for teacher collaboration and discussion.

Teachers meet in-person with parents as needed to review student work samples and provide instructional strategies aligned with the state standards and objectives.

August 1, 2014 to July 31, 2017

TeachersParents

Salaries (see estimated costs in goal #1)

Learning coaches are provided direct teacher support, online support sessions, and orientations to assist with the transition from one school level to another, but also to support the transition from a traditional brick and mortar school setting to a independent study virtual setting. Orientation classes are provided to all families upon initial enrollment to introduce them to the curriculum, the Learning Management System (LMS), and provide support in successfully structuring the instructional day. Online learning coach support classes are held live throughout the year, and the recordings are accessible on demand.

Access through a live "office hour" is provided online for learning coaches to ask questions and get support from other learning coaches.

Transition to middle school is supported through a live orientation session for all fifth graders moving to sixth grade. This session includes information about the resources available for support, the changes the

August 1, 2014 to July 31, 2017

Administration Community & Family SupportTeachersParents






student and learning coach may experience in the course and grading format.

Parents of elementary and middle school students are provided refresher classes in literacy skills so they are better able to support their students in the CCSS based math curriculum.

For high school, the guardian is responsible for ensuring that the child is attending school (actively engaged and completing assignments and progress in curriculum) for at least 6 hours per day in the instructional program. Parents are required to attend regular phone and online meetings with CAVA staff.

A tiered Response to Intervention rating system will target at- risk students. These students will be identified through several measures including, but not limited to, results of Smarter Balanced Summative Assessment, math universal screening tool, progress toward mastery of grade level standards as evident in grade level math course, teacher observation, and parent conference.

Targeted students are offered additional teacher support in math through small group and one to one instruction. Students identified for this type of support will be provided live, goal based instructional sessions

August 1, 2014 to July 31, 2017

AdministrationDirector of Categorical ProgramsCurriculum Specialists TeachersIntervention Coordinator Title I Teachers

Title I SalariesSalariesi-ReadyIntervention Curriculum(see cost estimates in Goal #1)





in addition to general education coursework weekly. Classes will be taught using a research based intervention program.

Low performing students are supported through additional staff hours and intervention-specific instructional materials.


Student Study Team meetings are held to offer additional support and strategies to teachers and parents of students targeted as low performing, identified through several measures including, but not limited to, results of Smarter Balanced Summative Assessment in math, math universal screening tool, progress toward mastery of grade level standards as evident in grade level math course, teacher observation, and parent conference.

August 1, 2014 to July 31, 2017

Head of School Administration TeachersSpecial Education Department




School Goal #3


SUBJECT: Graduate Rate

LCAP/LEAP GOAL:

All students will graduate from high school.--------

SCHOOL GOAL #3:

Decrease the High School Dropout rate by 2%.--------


High School Graduation Rates2013 - 64%2014 - 57%2015 - 63%

High School Dropout Rates2013 - 25%2014 - 24%2015 - 22%

Course Pass Rate2015 - 85%--------


The high school graduation rate increased 6% from 2014 to 2015.The high school dropout rate dropped 2% from 2014 to 2015.--------


Monitor course pass rates during and after the semester.--------





Professional development through virtual teacher trainings and in-person collaboration and trainings.

August 1, 2014 to July 31, 2017

AdministrationCurriculum Company PD TrainersDepartment CoordinatorsTeachers

Salaries (See cost estimate in Goal #1)

Target students not completing assignments with Academic Support. Provide regular and consistent feedback to students

August 1, 2014 to July 31, 2017

TeachersCurriculum SpecialistsRPC/RLT

Salaries (See cost estimate in Goal #1)

Implement a FAST program designed to increase academic success as well as promote student social and emotional well-being.

August 1, 2014 to July 31, 2017

Director of Intervention FAST Staff

Intervention Specialists will focus on engaging students and teaching study skills to increase participation in intervention supports, including i-Ready intervention assignments and live class sessions.

August 1, 2014 to July 31, 2017

Intervention Team Engagement Specialist 0.6 FTE


33,253



School Goal #4


SUBJECT: English Language Development

LCAP/LEAP GOAL:

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. --------

SCHOOL GOAL #4:

By Spring 2017, the AYP target for the English Language Learner subgroup will be met in English Language Arts on the Smarter Balance Summative Assessment. --------


3% of student are English Learners

Percentage of EL who were Reclassified2013 - 16%2014 - 70%2015 - 86%

Smarter Balance 3-8 Results for ELAStandard Exceeded - 1%Standard Met - 16%Standard Nearly Met - 27%Standard Not Met - 56%

Smarter Balance Summative Assessment Results--------


--------


CELDT Scores, Scantron Performance Series Assessment Results--------





EL that are identified as not making adequate progress towards acquiring English are invited to online ELD intervention classes. Students are grouped according to CELDT designations.

Students who are not progressing in learning English are targeted for intensive intervention with an ELD Specialist.K-2nd grade uses Reading Eggs3-12th grade uses ESL Reading SmartK-8th receive an assignment sheet that requires 2 live classes each week with a total of 60 min and 90 min web classes.

All ELD class materials are research based and follow an English Language Development curriculum.

August 1, 2014 to July 31, 2017

Director of Categorical ProgramsAdministratorsELD SpecialistsTeachers

Salaries (see cost estimation in goal #1)

EL students are provided an online ELD program for language acquisition program in English.

August 1, 2014 to July 31, 2017

ELD SpecialistsDirector of Categorical Programs

ELD Curriculum General Fund 12,000

Professional development is provided to teachers in the use of SDAIE strategies, supporting English learners in an online environment. Professional development is high quality and designed for administrators, and the teachers they support, to improve instruction.

August 1, 2014 to July 31, 2017

ELD SpecialistsAdministratorsTeachers

Salaries (See cost estimation in Goal #1)Professional Development


Summary of Expenditures in this Plan

Total Expenditures by Funding Source

Funding Source Total ExpendituresGeneral Fund 14,218,065.00

Special Education 1,307,915.00

Title I Part A: Allocation 480,136.00

Title I Part A: Parent Involvement 5,355.00

Title I Part A: Professional Development (PI Schools) 53,533.00

Title II Part A: Improving Teacher Quality 18,963.00


School Site Council Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows:

Name of Members

Prin

cipa

l

Clas

sroo

mTe

ache

r

Oth

erSc

hool

Sta

ff

Pare

nt o

rCo

mm

unity

Mem

ber

Seco

ndar

ySt

uden

ts

Sarah Neuenschwander (Chairperson) X

Ashley James (Other staff member) X

John Max (other staff member) X

Heather Ferguson (Elementary staff) X

Audrey Madrid (Elementary staff) X

Randall Harris (HS staff) X

Jeffrey Darwish (student) X

Katherine Brenner (student) X

Jaeda Stone (student) X

Candice Brenner (parent) X

Stacy Martinez (parent) X

Michelle Stone (parent) X

Numbers of members of each category: 1 3 2 3 3

At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.


Recommendations and Assurances

The school site council (SSC) recommends this school plan and Proposed Expenditure(s)s to the district governing board for approval and assures the board of the following:

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

2. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.

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

State Compensatory Education Advisory CommitteeSignature

English Learner Advisory CommitteeSignature

Special Education Advisory CommitteeSignature

Gifted and Talented Education Program Advisory CommitteeSignature

District/School Liaison Team for schools in Program ImprovementSignature

Compensatory Education Advisory CommitteeSignature

Departmental Advisory Committee (secondary)Signature

Other committees established by the school or district (list):Signature

4. The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

5. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This SPSA was adopted by the SSC at a public meeting on 11/6/2014.

Attested:

Sarah Neuenschwander Typed Name of School Principal Signature of School Principal Date

Sarah NeuenschwanderTyped Name of SSC Chairperson Signature of SSC Chairperson Date

The Single Plan For Student Achievement · School Vision and Mission California Virtual Academy at...

Documents

Transcript of The Single Plan For Student Achievement · School Vision and Mission California Virtual Academy at...