Single Plan for Student Achievement

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:       Greg Meissner        

Position:                    Villa Dean

Telephone Number:     (408) 918-8561

Address:                    1776 Educational Park Dr

                                    San Jose, CA 95131

E-mail Address:       meissnerg@esuhsd.org

The District Governing Board approved this revision of the SPSA 

Form A: Planned Improvements in Student Performance

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index and adequate yearly progress growth 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:

LEA GOAL: Transition to Common Core Standards (CCS) in the 2013-14 academic year, to support academic success and allow access to standards-based learning

SCHOOL GOAL ONE:

Independence High School will transition to Common Core Standards (CCS) in the 2013-14 academic year, to support academic success and allow access to standards-based learning

  1. Training teachers in the requirements of Common Core
    1. address literacy and math academic achievement using CST, CAHSEE, and Benchmark Exams until CCS are implemented
    2. Involve teachers and students in revision of ESLRs (and SLOs) that address our school vision as it applies to Career and College Readiness and 21st Century Learning

What data did you use to form this goal?

District and state-wide decisions to adopt Common Core Standards make this necessary.

What were the findings from the analysis of this data?

Independence High School staff have a rudimentary knowledge of Common Core Standards, and are prepared to move forward in learning and applying them across the curriculum.

How will the school evaluate the progress of this goal?

Regular staff training sessions throughout the year, and during collaboration periods, administrative observations of classroom practice, discussion/descriptions of these classroom practices at School Site Council meetings

STRATEGY: a) Training teachers in the requirements of Common Core

Action/Date

Person(s) Responsible

Task/Date

Cost and Funding Source

(Itemize for Each Source)

Re-establish Staff Development Committee to:

Oversees activities of committee to assure that needs of Title 1 students are addressed by staff development

APED

Staff development coordinator(s)

-        Elect Committee, identify coordinator or shared-coordinators

April 2013

-        prioritize current needs

-        identify key tasks for CCS implementation (survey faculty)

-        what we already do vs. need to do

-        assess currently available resources

-        establish a staff development plan, collaborating with EL Coordinator and ITL’s (Department Chairs)

May 2013-May 2014

$13,000 EIA

$13,000 Title One

 

related professional development, and overtime needs, with emphasis on teaching to EL and other targeted students

Continue training site Mentor-teachers, who will (in turn) teach IHS staff to

Principal/APED Assures this happens

-        Spring 2013-May 2014

-        Correlate current standards & assessments to common core standards & assessments to identify the gaps

-        Emphasize meeting needs of EL students, and students who are not experiencing academic success

District workshops; county workshops, CDE websites and literature

$5,000 EIA, Collaboration periods

After school workshops

$5,000 Title One, Extra duty pay to train 5 Mentor- teachers ($40 per hr)

Each Department Modifies current lesson plans so as to CCS.

Instructional Team Leaders under support of APED

Critical Friends” groups (formed August, 2013) to review Common Core; meet on a regular basis during collaboration time; instructional rounds to observe classes

Emphasize differentiation of instruction; meeting needs of EL students, and those identified as underperforming

-        Implement data-reviews for underperforming students (October 2013, and recurring through May 2014)

-        Design a plan to address the needs for these students

Implement strategies such as scaffolding to affect change for these students

Mentor-teachers, CDE  & District support, departmental collaboration time

$5,000 EIA, Release time for substitute teachers ($125 per day) to allow teachers to observe one another

$5000 EIA, Release time/substitute pay for shadowing of teachers

Develop a protocol for staff to examine student work

Staff development committee

October 2013-May 2014

ITLs

WASC Focus on learning Guide (2012 (or later) edition)

-        CCS standards

n/a

                                   

STRATEGY: b) address literacy and math academic achievement using CST, CAHSEE, and Benchmark Exams until CCS are implemented

Action/Date

Person(s) Responsible

Task/Date

Cost and Funding Source

(Itemize for Each Source)

3% increase in students scoring proficient or above on CAHSEE

Counselors

ELAC Coordinator

Administrative Assistant

EL Coaches

Ongoing, ELA & Math

For students identified as

-        Hispanic/Latino

-        Special Education -English Learner

-        Tutoring

-        Parent information meetings

Carefully coordinate the EL program, oversee management of program (coaches, parents, students). Works hand in hand with counselors and ELAC coordinator.

Quarterly

Organize EL student data for use by classroom teachers of EL students

Work cooperatively with Assessment Center to track CELDT scores; helps assure that EL students are tested appropriately evaluated and placed

Coordinate and organizes test data to identify students scoring proficient or above

prepare related documentation for teachers/parents/students

Coordinates after-school CAHSEE preparation classes

-        assures accurate gathering of lists of students who need this class

-        communicates with parents for signature and consent, to assure attendance

-        communicates with students

-        assures physical set-up

-        interacts with outside providers

-        Coordinates provision of student incentives

Assists Administrators in preparing, and administering re-takes of CAHSEE

Assures accurate lists of students taking the test, and proper testing locations and conditions (glossaries, accommodations, modifications, etc.)

Assist credentialed staff in identifying and contacting students who are struggling writers and readers. Assist also in implementation of research-based writing intervention program, to target

-        Individual writing skills of underperforming students

-        Progress of underperforming students

Utilize Scholastic Action Choices & Scope magazines in targeted classrooms to increase literacy & writing for EL and Sheltered students

Beginning August, 2013, ongoing

(Subject-specific EL Coaches)

-        Identify students

-        Formulate individualized learning plans

-        Monitor

-        Tutor

-        Communicate and/or conference with parent

-        advise 250 EL students who are experiencing academic difficulty and/or low on credits

March/April Continue current efforts

-        STAR Tuesdays

-        School-wide writing and School-wide scoring
Literacy and reading strategies across the curriculum

Numeracy-- including analysis of charts, data, and graphs--across the curriculum

Counselors, Translators

$3000 EIA

1.0 Resource Period, EL Coordinator

$49,000 EIA

$25,500 EIA

$20,500 Title One

$730.00 Title One

English EL Coach, 0.2 release

$12,000 EIA

$12,000 Title One

Math EL Coach, 0.2 release

$12,000 EIA

$12,000 Title One

Science EL Coach, 0.2 release

$12,000 EIA

$12,000 Title One

3% increase in the number of students who pass District Benchmark in English 1, English 2, Algebra 1

ITL’s and APED oversight

Departments review benchmark data after the exam

Review previous years’ benchmark data at the start of each semester

Use previous years’ data to steer instruction and determine student progress

Analyze data and make recommendations for improvement

Department collaboration time

Existing programs (Algebra Recovery referenced below), Data Direct and Cruncher

$5,000 Title One

One teacher per department preparation time. Any needed meeting time (timecards to any who stay and meet)

STRATEGY: c) Involve teachers and students in revision of ESLRs (and SLOs) that address our school vision as it applies to Career and College Readiness and 21st Century Learning

Action/Date

Person(s) Responsible

Task/Date

Cost and Funding Source

(Itemize for Each Source)

Engage students in ESLR discussions via SIXER PRIDE ESLR POSTER lessons & contest.

Student focus group(s) form, discuss ESLRs & Mission Statement

Discuss meaning, and possible modifications for improvement (keep them, replace them, change them)

Students produce written input for staff to consider during collaboration meetings

By student contest, create to include:

Mission Statement and ESLRs included on posters, printed, and sent to every teacher & office for posting

Poster Contest Held

Students create & submit entries, (ASB and committee can decide the particulars on this)

posters are judged

winner is duplicated for distribution to every classroom and building

WASC leads, teachers

This item does not become live until Fall 2015, but as a recommendation of WASC, it is important to record it here.

n/a

Revision of ELSRS

IH Leadership Committee (ITLs, Admin, Academy leads, students, School Site Council) will provide input on the revision of ESLRs to assure that they reflect Common Core Standards

IH Leadership Committee will complete revision

student perspective

WASC committee, departments

This item does not become live until Fall 2015, but as a recommendation of WASC, it is important to record it here.

n/a

LEA GOAL: Increase the graduation rate, in particular with the subgroups. This includes addressing the opportunity gap and digital divide.

SCHOOL GOAL TWO:

Increase the graduation rate, in particular with the subgroups. This includes addressing the opportunity gap and digital divide.

  1. Provide support for students to enroll in appropriate a-g classes, addressing the opportunity gap
  2. Address the credit deficit
  3. Decrease the dropout rate, truancy, and absenteeism

What data did you use to form this goal?

Graduation rates over the past 3 years, graduation rates among targeted populations (EL, Hispanic, African American, etc.)

What were the findings from the analysis of this data?

There has been an increase in graduation rate among (all?) targeted categories of students, but there is need to continue and enhance this improvement.

How will the school evaluate the progress of this goal?

2013 graduation rates (disaggregated) will be measured, and discussed by administration, departments (collaboration), and in School Site Council for input and suggested improvement.

STRATEGY: a) Provide support for students to enroll in appropriate a-g classes, addressing the opportunity gap

Action/Date

Person(s) Responsible

Task/Date

Cost and Funding Source

(Itemize for Each Source)

3% increase in the number of students completing the UC-CSU a-g requirements (a-g)

3% increase in the number of Hispanic, EL, and SPED students enrolled in AP and upper-level courses

Academic Counselors

Academic Counselor

Administrative Assistant (counselor support)

Administrative Assistant

Avid Coordinator

Following periodic counselor calendar, counselor logs to measure a-g conferencing, 4-year plan, etc.

Counselor specifically focuses on a-g progress, plans, and special needs of students who are not experiencing academic success, scoring below proficient on CST’s, not passing CAHSEE, or are socioeconomically disadvantaged.

Coordinate evening parent meetings to discuss graduation/A-G requirements, assure facilities are prepared

Coordinates with APED to identify students at risk of not meeting graduation requirements

Schedule parent meetings

Administrators assure that IEP timelines are followed by SPED case managers, and take appropriate action (as mandated by the school district) to ensure compliance

Recruits students identified as underperforming (considers data points for each) to AVID, monitors their progress, and assures their admittance into properly sequenced in a-g courses, provide support

to students who experience difficulty (tutoring, mentoring)

Meet with parents of AVID students

Places more under-represented students into AP courses

Summer professional development for teachers of AVID students

Data Director, Cruncher,

District Office Testing Director, Subject Area Coordinators, ITLs

$33,750 Title One Academic Counselor

$2000 EIA

$10,000 Title One

Administrative Assistant

With support from Counselors

Case management period

$12,000 EIA

$12,000 Title One

0.2 resource period for 1 teacher

$5000 Title One

AVID Summer Institute

Counselor addresses the counseling needs of our EL students

Academic Counselor

Academic Counselor

Academic Counselor

Academic Counselor

With administrative support

After first grading period, and as needed…

-        Analyze test results, grades, transcript

-        Create/review learning plan for each student

-        Assure optimal placement in classes (communicate with assessment center as needed)

-        Promotes student/parent understanding of the classification process

Implementation though parent meetings, create & review 4-year plans

During scheduling, and regular visits from students

-        Ensures proper course sequencing and selection appropriate to EL status; assuring proper placement into Sheltered Classes when applicable

-        Host additional parent conferences and informational meetings to address needs of EL students

Ongoing,

-        Counselors will be a resource for parents and attend the ELAC meetings

-        Work closely with ELAC (give presentation) to assure parent understanding of the EL program, and encourage parent participation

-        Assists where appropriate with translation to assure parent understanding of important aspects of EL student education

-        Counselors collaborate with teachers to assure their awareness of EL status, and their meeting the needs of EL students

$33,750 EIA

$33,750 EIA

$33,750 EIA

$33,750 EIA

Create student-friendly college-readiness inventory

Gathers and prepares data for counselors

Create a digital library of multi- media presentations/
podcasts for students to access

Access Infinite Campus data

Create original, student-
friendly form for IHS

Enhance our identification of students in economically disadvantaged students

Academic Counselor

Academic Counselor

Administrative Assistant

Activities Director

Create original, student-
friendly form for IHS

Administrative Assistant

including GPA, class rank, a-g courses. Particular attention will be paid to Title 1 identified students

Create pathways for students, translate materials.

Monitor student progress in a-g requirements, particularly that of Hispanic/Latino, African American, EL, and socio-economically disadvantaged students

End of 10th grade review and student conferences

focusing on EL, Hispanic/Latino, African American, and Socioeconomically disadvantaged students. This will occur prior to important meetings and presentations that counselors give.

With work of student clubs, Sept 2013-April 2014

In preparation for the 2014-15 academic year

August 2013, and throughout the year,

  • increasing the number of free/reduced meal applications (include in registration packet, counselors present to students during scheduling visits, include in IHS Newsletter)

$33,750 Title One

$33,750 Title One

$3000 EIA

$5,000 EIA

$5,000 Title One

Create a student-centered recruitment brochure (special focus on EL and Title One identified students)

PR Coordinator (see below, Goal 3, Strategy A)

December 2013, for a-g electives, academies, programs, and AP courses

Make a brochure Print, Distribute

Bring to feeder schools, put on

website

$2,500 EIA

$2,500 Title One

Graphic Design

Electronics-
Public Relations Coordinator (e-PR)

Failing students and targeted populations (Hispanic/Latino, African American, EL and Sheltered) will be placed into Summer School

APED Oversees

Summer 2013

Math Success Academy (incoming 9th graders) CAHSEE Support algebra

Algebra 1

Read 180

Geometry

algebra 2, ELD 2/3

by invitation only

June 19, 2013 – July 25, 2013 incoming 9th graders

June 3, 2013 – July 3, 2013

Other students

12 sections of summer class, $6000 per section

$21,636 EIA

$21,636 Title One

6 sections, $38 per hour

Identify appropriate software & hardware for our language lab (currently under construction), and allocate future monies to purchase these

Carry over into next SPSA depending on construction timeline & progress

After Foreign language classes return to the N building classrooms

n/a

STRATEGY: b) Address the credit deficit

Action/Date

Person(s) Responsible

Task/Date

Cost and Funding Source

(Itemize for Each Source)

Assess and address students who have fewer credits than they should have for their grade level

Create a grade-level protocol to address these students

Provide Credit Recovery and/or Supplementary Academic

Continue to utilize math recovery

Academic Counselor

Supervising Teachers

Recovery supervisor

After first grading period,

Meetings with seniors, meetings and academic planning with all grade levels; explaining options related to credit-recovery

One that allows us to:

-        Identify individual students, communicate with them to put a plan in place for them to recoup credits. Special emphasis given to identifying underachieving students (Hispanic/Latino, African American, English Learners)

Second semester

Services in the form of Cyber High, emphasizing

-        tutoring & teaching content to recover credits

-        Assure effective Migrant Ed placement

-        Encourage CCOC and alternative settings placements as indicated

-        Enroll students in Grad Academy as needed

-        Enroll seniors in classes n

-        necessary to make up credits

Algebra/Geometry Recovery across grade levels to recoup credits and to decrease the number of students failing Algebra 1, ongoing

$33,750 Title One

$14,000 EIA, 60 licenses x $60

$15,000 EIA

$15,000 Title One

3 Teacher supervisors, 5 days, 15 weeks, (CyberHigh)

$18,946 Title One ensuring optimal program placement including alternative placement for identified students

$2,500 Title One

Algebra/Geometry Recovery Coordinator, 4 days per week, $40 per hour, 36 weeks

Reinvent the Tutoring Center

Early in 2013-14 year,

Address failing students (Hispanic/Latino, African American, EL, Sheltered)

Create Plan

Implement Tutoring Center; hire a Tutoring Center Coordinator

Coordinate with NHS, CSF, AP, and Academy students

Create plan to grant credits for time spent in tutoring center

$6,000 EIA

$15,000 EIA

Tutoring Center Coordinator

1 hour x 120 days

3 tutor/teachers

Continue & Refine Latino Mentoring Program

Principal

Continue to match academically successful students who identify as “Latino” with their underclass peers who might benefit from their guidance. Continue to examine, identify successful strategies, and refine the process to increase the benefit to students.

$1000 EIA student incentives for the program

Continue Grad Academy

Coordinators

Second Semester 2013-14, for more than 90 seniors who are failing, low on credits, and in danger of not graduating. (emphasis on Hispanic/Latino, African American, EL, Sheltered)

To increase graduation rate

$5,000 Title One

3 coordinators

STRATEGY: c) Decrease the dropout rate, truancy, and absenteeism

Action/Date

Person(s) Responsible

Task/Date

Cost and Funding Source

(Itemize for Each Source)

Updating student records

Secretaries, registrar

Assure accurate information, clear withdrawn students from system, beginning in September 2013

n/a

Enhance Parent Participation in the educational process

ELAC Coordinator funding

Academic counselor participation

Administrative Assistant

Academic Counselors

Ahead of recurring meetings, involve Parents of Title 1 identified students in their children’s education by providing pertinent information about the Title 1 program (requirements, expectations, opportunities, college readiness)

-        hold annual parent meeting during which Title 1 parents are provided this information verbally and written, in 3 languages (English, Spanish, Vietnamese). Number of meetings flexible, upon parent request.

Involve Parents of Title I students in monitoring of the 2013-14 SPSA, formulating the 2014-15 SPSA, and review of the Parent Involvement Policy

-        Parents may join (as elected members) SSC and ELAC which directly oversee these things, or may attend as guests the regular meetings of SSC and ELAC, where they may ask questions and be involved in discussion. Translation is provided upon request.

4. We provide Title I parents with timely information about Title I programs (3 languages).

  • SSC and ELAC regularly discuss the administration and progress of our Title 1 programs
  • Minutes from SSC and ELAC are available online, and as hard copy (upon request)

Title I parents have opportunities for regular meetings to participate in decisions relating to the education of their children

  • Teachers and administrators stand ready to meet with any parent to involve them in such decisions

SSC and ELAC provide an official forum in which large-scale decisions of this nature are made, with direct input from parent-members

Coordinate monthly SSC meetings such that facilities are prepared, lists are maintained, elections are held, and the needs of parents of Title 1 identified students are met

Ahead of STAR/CAHSEE

Counselors address test data, test-taking strategies, and after school workshops at parent meetings

$5,000 EIA, ELAC Coordinator

$4,270 Title One, meals for meetings

$2,500 EIA, parent mailings

$2,500 Title One, parent mailings

$5,000 EIA Training for ELAC and EL Parents

$1,500 EIA Administrative Assistant Support & preparation

$1,500 Title One Administrative Assistant Support & preparation

Improved attendance monitoring for at-risk students (SPED, Hispanic, EL, Title-1-identified), phone calls

District liaisons

Probation officer

Academic Counselors

October 2013- April 2014

Identify students in such programs, who have poor attendance, communicate with them, with families, explore Saturday attendance recovery and other options

Expand Saturday School Recovery targeting students from specific populations (Hispanic/Latino, African American, EL, Sheltered), ongoing

Mass attendance recovery every six weeks

Continue to examine and improve system to recover more missed hours

$5,920 EIA

$5,920 Title One

2 Saturday School teachers, weekly, 4 hours per teacher

$2,080 EIA

$2,080 Title One

4 teachers, 4 hours per day

SPED students will be accurately placed and monitored for progress

Ongoing, case Managers (using resource periods) will improve correct placement and monitoring of students in accord with IEP requirements.

LEA GOAL: Increase parent and community engagement in the educational process, improve academic climate of school sites

SCHOOL GOAL THREE: Increase the sense of ownership and school pride through proactive involvement of the students, staff, and parents.

  1. Public relations for IHS
  2. Revise and continue parent/student survey; make it a semi-annual focus (fall and spring)
  3. Develop a sense of campus ownership
  4.  Improve School Climate

What data did you use to form this goal?

WASC survey

Enrollment data.

What were the findings from the analysis of this data?

An adequate but suboptimal community image (parents, students, community) of IHS, and of IHS leadership.

A continued loss of enrolled students to charter schools.

How will the school evaluate the progress of this goal?

Leadership and School Site Council discussion over future and past enrollment and survey data during the coming academic year.

STRATEGY: a) Public relations for IHS

Action/Date

Person(s) Responsible

Task/Date

Cost and Funding Source

(Itemize for Each Source)

Create (write a job description) and fund Public Relations position

Update and maintain School Website

Update Wiki, and other open online sources (yelp, rating-websites,…)

Create brochures and/or web pages, or multimedia presentations

Determine current resources and on-site talent

Increase utilization of SchoolLoop

Improve Back-to-School Night information and presentations.

Continue to discuss more ways to increase parent participation

Principal posts position

Public Relations (PR) agent

0.2 release for IHS e-PR; Design Class; allocate funding for hardware and software for Design class; other school websites (http://edudemic.com/2011/01/the-25-best-school-websites/)

-        To enhance community involvement

-        Improve feeder-school articulation

-        Increase enrollment including Hispanic/Latino, African American, EL, Sheltered students

Post and fill at the start of the academic year, assess whether to continue the position for the following academic year.

Early, and ongoing throughout the year.

Review website; determine what needs to be added

Review sites; correct falsehoods, update with data, pictures, information on school

-        Provide Spanish, Vietnamese, translations; consider Tagolog as well

Second Semester,

highlighting programs including electives, academies, and other programs, including clubs

(Photo class; online yearbook; Design class; teachers and staff; etc.); using this information

August 2013

increase the number of teachers/parents/students using this

Ongoing, to promote attendance of parents of Title One-identified and EL students

Curriculum Fair improvements, recruit Title 1 & EL students/parents

Gather related input and data, brainstorm on improvements that can be made to attract parents and provide meaningful communication

$12,000 EIA

$12,000 Title One

$2000 EIA for increasing EL and targeted parents at Back to School Night

$2000 EIA for incentives to enhance targeted parent participation

Showcase Department Offerings Positively

Spring, 2014

Communication and/or events to positively demonstrate department & course offerings especially to parents of incoming freshman students.

n/a

Recognition of student achievement

Periodically as grades are available

Publish honor roll & principal’s list online

n/a

Student Podcasts

Beginning Fall 2013, recurring throughout the year

Students create regular, high-quality, interesting video reports on positive happenings at IHS. Administration will review at some point before any public release (YouTube, etc.)

$2,000 EIA miscellaneous costs to ensure they reach a broad audience of students, including those who are English-learners

Organize mailings, posts information on school’s website

Administrative Assistant

relate to needs of Title 1 and EL students and their parents

$4,000 EIA

$4,000 Title One

STRATEGY: b) Revise and continue parent/student survey; make it a semi-annual focus (fall and spring)

Action/Date

Person(s) Responsible

Task/Date

Cost and Funding Source

(Itemize for Each Source)

Update Student & Parent Survey

PR Coordinator assures this is done

Second Semester

Examine, use any helpful input to refine questions

Translate the survey into Spanish and Vietnamese

$2,000 EIA overtime pay for translation

Publish results of survey

PR Coordinator assures this is done

Add to school website

STRATEGY: c) Develop a sense of campus ownership

Action/Date

Person(s) Responsible

Task/Date

Cost and Funding Source

(Itemize for Each Source)

Survey students.

on extent to which they now feel ownership of physical plant, classrooms, parking, etc.

on students for ideas on keeping the campus clean

PowerPoint on expectation that students will join adults in keeping classrooms, restrooms free of trash. Include information on custodial support, budget cuts, ecology, and scholarly behavior

n/a

Refine school-wide classroom lesson on The 10 Expectations (PowerPoint).

Administrative Team

Refinements made in first semester, 2013

These are non-negotiable, academic & behavioral expectations for all students.

n/a

STRATEGY: d) Improve school climate

Action/Date

Person(s) Responsible

Task/Date

Cost and Funding Source

(Itemize for Each Source)

Continue Anti-Bullying School-wide Lessons

APA

Early in 2013-14 year with accompanying PowerPoint & presentations given by classroom teachers

$5,000 Title One

Continue Bullying Survey

Distributed to all students, collect, tally, discuss

n/a

Modify the School Safety Committee into a School Climate Committee

APA oversees

First semester,

responsible for rewriting the School Safety Plan

Compose the School Safety Plan

More positive, more all-encompassing; increasing campus involvement

n/a