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1 THE SINGLE PLAN FOR STUDENT ACHIEVEMENT AT SAN DIEGO BUSINESS SCHOOL CDS Code This is a plan of actions to be taken to raise the academic performance of students and improve the school s educational program. For additional information on school programs and how you may become involved, please contact the following person: Principal: Rhoads, Gretchen Contact Person: Rhoads, Gretchen Position: Principal Telephone Number: Address: 1405 Park Blvd., San Diego Business, San Diego, CA, 92101, Address: grhoads@sandi.net The following items are included: Recommendations and Assurances Title I Parent Involvement Policy/Parent Involvement Policy for Non-Title I Schools Home/School Compact Board Approval: June 23, 2015 SAN DIEGO UNIFIED SCHOOL DISTRICT All San Diego students will graduate with the skills, motivation, curiosity and resilience to succeed in their choice of college and career in order to lead and participate in the society of tomorrow.

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3 San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT TABLE OF CONTENTS 1. Introduction 2. Executive Summary 3. SPSA Template 4. Appendix A. Title I Parent Involvement Policy/Parent Involvement Policy for Non-Title I Schools B. Home/School Compact C. Categorical Budget Allocations Summary Grid (provided by Financial Planning, Monitoring and Accountability Department) D SPSA Addendum E. Professional Development Expenditures for Program Improvement and Watch List Schools Only SPSA Template Revised 4/16/2015 2

4 San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT SINGLE PLAN FOR STUDENT ACHIEVEMENT: EXECUTIVE SUMMARY INTRODUCTION Both and are addressed in this Single Plan for Student Achievement (SPSA) document. The nation's movement toward Common Core State Standards (CCSS) is reflected in changes to instructional practices as well as the way in which academic progress is measured. SDUSD has been proactive implementing CCSS as well as piloting Smarter Balanced Assessment (SBAC), the standardized testing developed to measure academic progress associated with CCSS. Additionally, SDUSD has developed internal benchmark assessments for CCSS. The contents of this SPSA include the SSC approved categorical budget. The work toward approving the categorical budget was completed in the spring of 2014 in preparation for the school year. This document is contained in the appendix and has been updated to address the academic environment and academic goals. The rationales for each expense are identified in the budget. SCHOOL VISION AND REALITY Personal Vision for B&L: To create a school focused on kindness, caring and compassion, coupled with a strong commitment to high standards for ALL in for both academics and behavior; a school students want to attend daily, a school where staff is committed to excellence for ALL students; a school in which ALL students are cared for and valued for who they are; a committed community of learners; a place where all stakeholders are contributing to the their learning and the learning of others; instruction is based on best practices, which includes purposeful instruction that creates high levels of student engagement in lessons and tasks that are aligned to common core standards; thoughtful, appropriate interventions and supports are provided to ensure ALL students are learning and progressing towards graduation and beyond; and instructional practice that encompasses the 5 Dimensions of Teaching and Learning. Ideal State for School Culture at B&L: A culture in which the discourse and actions of all stakeholders are aligned to consistently reflect high expectations for ALL and nurture the belief that anything is possible and that all are capable of greatness. A culture of attendance; a place students want to attend each and every day. The culture thrives on inclusion, equity, respect, accountability, kindness, caring and compassion, as well as a commitment to high academic achievement with strong supports. A culture that supports ALL students regardless of their needs or abilities; a culture in which everyone agrees to value others and provide support and guidance, allowing for all students to articulate their dreams, then to achieve them. Ideal State for Academic Press at B&L: Instruction and assessments are aligned to Common Core State Standards (CCSS) and students are cognitively engaged in rigorous tasks. Staff is committed to providing high levels of academic rigor to ALL students and instructional decisions are based upon ongoing and regular assessments, both formal and informal. Data analysis takes place on a regular basis, and learners take part in setting goals for their academic growth. Students will take responsibility for their learning and teachers will provide purposeful lessons that are designed to foster collaboration, inquiry, and argument. Current Reality in Relation to Vision at B&L: Current reality reveals some stakeholders are emerging, while others are developing toward the ideal state. Setting high expectations and use best practices all of the time is at the forefront. Further professional learning grounded in the 5Ds will improve instructional practice. It is critical the we increase our rigor and insure that all lessons are aligned to the CCSS. Students are engaged in the lesson/activity but further analysis needs to be done to determine levels of cognitive engagement. In many classrooms, teachers do more of the talking than students thus not allowing students to ask questions, justify, explain, cite evidence, choose their own strategy, etc.. Attendance still remains a consistent obstacle realizing our vision. SPSA Template Revised 4/16/2015 3

5 San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT Current Reality in Relation to Culture at B&L: The current culture and social environment is moving in the right direction. Staff and students feel safe and welcomed at Business and Leadership. The community has reached agreements around a common set of beliefs and is beginning to put those agreements into action. Our 9 th grade Linked Learning team is getting it right around building community, building relationships, and supporting students. More focus is still needed on stronger supports and interventions. This team will roll up to 9 th and 10 th grade in the school year. Staff and students are striving to create a more inclusive, nurturing place to learn. Student behavior has improved over the past 2 years; our suspension rate has been cut in half. Though it is a priority, students still are absent and/or tardy in large numbers. Current Reality in Relation to Academic Press at B&L: Data is used to inform instruction to a certain extent, but not systematically. We are progressing toward full implementation of CCSS. A sense of urgency around teaching and learning is apparent however, teachers need more support on developing rigorous tasks. A master schedule has been developed to support all learners and provide appropriate interventions as well as opportunities for AP and Community College courses. Students are beginning to take part in their academic goal setting. The staff is working hard to develop monitoring protocols to inform their instruction. All students have mastered annotation and are approaching proficiency around citing evidence when posed with text dependent questions. Instruction often includes close reading and lessons often include expository pieces to support learning. Collaborative conversations are emerging, however most classes are still very heavy with teacher talk. CORE AND SUPPLEMENTAL SUPPORTS The categorical expenses identified in this SPSA are supplemental to these core academic staffing and supports. TEACHER ALLOCATIONS: Teacher Allocations are based on dividing General Education Enrollment by the approved class size. High School: 1:30 NURSE: Allocated to schools based on Contract and managed centrally. Schools at 60% FRL (Free and Reduced Lunch) or greater receive one additional day. Enrollment/Days Per Week = 1 day per week 593-1,185 = 2 days per week 1,186-1,774 = 3 days per week 1,775-2,366 = 4 days per week 2,367 and above = 5 days per week COUNSELOR Allocated to schools based on Contract. FTE Allocations are calculated by taking the total enrollment at the school and divide by the ratio below to determine the number of FTE allocated to the site. Secondary Schools will be allocated funding to support hourly counselor time prior to the beginning of school. High School = 4 days for each counselor. High School counselor ratio is 1:459. SPSA Template Revised 4/16/2015 4

6 San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT GRADUATION COACH One position for each comprehensive high school and one position shared among the small school campus. HEALTH TECHNCIAN Allocation is based on projected enrollment and managed centrally. Enrollment Days Per Week and Above 4 PROFESSIONAL DEVELOPMENT Professional learning is a top priority for our school community. We recognize universal high expectations for all students require ambitious and continual improvements in curriculum, instruction, assessment, leadership practices and support systems. These improvements require effective professional learning to expand educators' knowledge, skills, practices and dispositions. Schools demand effective professional learning focused on substantive results for themselves, their colleagues, and their students. We artfully combine deep understanding and cultural responsiveness to the community we serve. We hold high expectations with support for adult learning by providing multiple structures for professional development in order to achieve school goals. Professional learning is embedded into our vision by communicating that it is a core function for improvement and by establishing and maintaining a public and persistent focus on educator professional learning. With this understanding, professional development time is provided within the structure of Professional Learning Communities. Analysis of student data is through the lens of SDUSD's learning cycle focus, directly reflected in our vision - "How do we develop students who take an active stance in their own learning and become actively literate, contributing members of a society who make a positive difference in the world?" The school year is broken in to four learning cycles, each cycle building student capacity around this goal. The cycles are: Cycle I (August-November) - How do we develop an academic, social and physical environment worthy of our children? Cycle 2 (November -February) - How do we create classrooms that are alive with collaborative conversations? Cycle 3 (February - April) - How do we create the learning conditions that maximize the potential that is within the variability of all learners? Cycle 4 (April - June) - How do we develop students that take an active stance in their own learning and the learning of others? Professional Learning Communities (PLCs) analyze student data in order to monitor student progress toward these goals. Analysis results in responsive instruction. Findings and progress are shared with parents and community via advisory groups and School Site Councils (SSCs). SPSA Template Revised 4/16/2015 5

7 San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT PROGRAM IMPROVEMENT SCHOOLS YEARS 4 AND 5 (+) All professional development funds (30106) have been used to provide professional development opportunities for staff. This will help to continue the work to get Common Core State Standards work. SPSA ALIGNMENT TO THE LEA PLAN SDUSD s LEA goals (12 Quality Indicators for Success) are articulated throughout the SPSA. Each of the 5 Area Goals contained in the SPSA have Title I budgets allocated to supports identified within the LEA plan. Supports include but are not limited to CCSS curriculum alignment via PLC and professional development, extended and intensive learning opportunities, etc. as they are described in the Budget: Resources Aligned to Area Goals section of this plan. PROCESS FOR MODIFYING THE SPSA AND CONCLUSIONS The SSC 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. In order to achieve the SMART goals and implement the major strategies and action steps set forth in the plan the following related actions and expenditures have been adopted to raise the academic performance of student groups not meeting state standards. Advisory groups were consulted during the SPSA development process as documented on the Recommendations and Assurances page. SPSA Template Revised 4/16/2015 6

8 San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT SCHOOL SITE COUNCIL MEMBERSHIP Member Name Gretchen Rhoads Jetonne Jordan Anna O'Neill-Bonitati Jennifer Harden Michael Little Jennifer Ruffo Henry Rios Leslie Simon Shirley Hill Malintzin Rodriguez Marytza Martinez Trujillo Marcela Moran Role Principal Teacher Teacher Teacher Teacher Other Community Member Parent Parent Student Student Student SPSA Template Revised 4/16/2015 7

9 San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT SINGLE PLAN FOR STUDENT ACHIEVEMENT Area 1: English/Language Arts English/Language Arts SMART Goal: * By 06/21/2016, 75 % of San Diego Business Grade 9-11, Students will score proficient (ELA) as measured by in Interim Assessments These goals will be updated in May after the second interim results have been analyzed. Closing the Gap SMART Goal: * By 06/21/2016, 25 % of San Diego Business Grade 9-11, Black or African American, Students will score proficient (ELA) as measured in Interim Assessments * By 06/21/2016, 59 % of San Diego Business Grade 9-11, Students with Disability will score proficient (ELA) as measured in Interim Assessments * By 06/21/2016, 44 % of San Diego Business Grade 9-11, Hispanic or Latino, Students will score proficient (ELA) as measured in Interim Assessments WHAT DATA DID YOU USE TO FORM THESE GOALS? API AYP CAHSEE CELDT Other Interim Assessments End-Of-Course Exams Other Assessments (Please Specify): Progress and Growth Monitoring: Professional development time is provided within the structure of Professional Learning Communities. Analysis of student data is through the lens of SDUSD's learning cycle focus, directly reflected in our vision - "How do we develop students who take an active stance in their own learning and become actively literate, contributing members of a society who make a positive difference in the world?" The school year is broken in to four learning cycles, each cycle building student capacity around this goal. The cycles are: Cycle I (August-November) - How do we develop an academic, social and physical environment worthy of our children? Cycle 2 (November -February) - How do we create classrooms that are alive with collaborative conversations? Cycle 3 (February - April) - How do we create the learning conditions that maximize the potential that is within the variability of all learners? Cycle 4 (April - June) - How do we develop students that take an active stance in their own learning and the learning of others? Professional Learning Communities (PLCs) analyze student data in order to monitor student progress toward these goals. Analysis results in responsive instruction. Findings and progress are shared with parents and community via advisory groups and School Site Councils (SSCs). SPSA Template Revised 4/16/2015 8

10 Area 2: Mathematics San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT Mathematics SMART Goal: * By 06/21/2016, 50 % of San Diego Business Grade 9-11, Students will score proficient in Mathematics as measured in Interim Assessments These goals will be updated in May after the second interim results have been analyzed. Closing the Gap SMART Goal: * By 06/21/2016, 50 % of San Diego Business Grade 9-11, Students with Disability will score proficient in Mathematics as measured in Interim Assessments * By 06/21/2016, 50 % of San Diego Business Grade 9-11, Black or African American, Students will score proficient in Mathematics as measured in Interim Assessments * By 06/21/2016, 50 % of San Diego Business Grade 9-11, Hispanic or Latino, Students will score proficient in Mathematics as measured in Interim Assessments WHAT DATA DID YOU USE TO FORM THESE GOALS? API AYP CAHSEE CELDT Other Interim Assessments End-Of-Course Exams Other Assessments (Please Specify): Progress and Growth Monitoring: Professional development time is provided within the structure of Professional Learning Communities. Analysis of student data is through the lens of SDUSD's learning cycle focus, directly reflected in our vision - "How do we develop students who take an active stance in their own learning and become actively literate, contributing members of a society who make a positive difference in the world?" The school year is broken in to four learning cycles, each cycle building student capacity around this goal. The cycles are: Cycle I (August-November) - How do we develop an academic, social and physical environment worthy of our children? Cycle 2 (November -February) - How do we create classrooms that are alive with collaborative conversations? Cycle 3 (February - April) - How do we create the learning conditions that maximize the potential that is within the variability of all learners? Cycle 4 (April - June) - How do we develop students that take an active stance in their own learning and the learning of others? Professional Learning Communities (PLCs) analyze student data in order to monitor student progress toward these goals. Analysis results in responsive instruction. Findings and progress are shared with parents and community via advisory groups and School Site Councils (SSCs). SPSA Template Revised 4/16/2015 9

11 Area 3: English Learner San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT English Learner SMART Goal: * By 06/21/2016, 50 % of San Diego Business English Learner, Students will improve performance from early intermediate/intermediate level of language proficiency to the next level in California English Language Development Test Closing the Gap SMART Goal: WHAT DATA DID YOU USE TO FORM THESE GOALS? API AYP CAHSEE CELDT Other Interim Assessments End-Of-Course Exams Other Assessments (Please Specify): Progress and Growth Monitoring: Professional development time is provided within the structure of Professional Learning Communities. Analysis of student data is through the lens of SDUSD's learning cycle focus, directly reflected in our vision - "How do we develop students who take an active stance in their own learning and become actively literate, contributing members of a society who make a positive difference in the world?" The school year is broken in to four learning cycles, each cycle building student capacity around this goal. The cycles are: Cycle I (August-November) - How do we develop an academic, social and physical environment worthy of our children? Cycle 2 (November -February) - How do we create classrooms that are alive with collaborative conversations? Cycle 3 (February - April) - How do we create the learning conditions that maximize the potential that is within the variability of all learners? Cycle 4 (April - June) - How do we develop students that take an active stance in their own learning and the learning of others? Professional Learning Communities (PLCs) analyze student data in order to monitor student progress toward these goals. Analysis results in responsive instruction. Findings and progress are shared with parents and community via advisory groups and School Site Councils (SSCs). SPSA Template Revised 4/16/

12 Area 4: Graduation/Promotion Rate San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT Graduation Rate SMART Goal: * By 06/21/2016, 30 % of San Diego Business Grade 10, Students will score proficient first time as measured in CAHSEE These goals will be updated in May after the second interim results have been analyzed. Closing the Gap SMART Goal: WHAT DATA DID YOU USE TO FORM THESE GOALS? API AYP CAHSEE CELDT Other Interim Assessments End-Of-Course Exams Other Assessments (Please Specify): Graduation Rates Based on NCES Definition - School Report Progress and Growth Monitoring: Professional development time is provided within the structure of Professional Learning Communities. Analysis of student data is through the lens of SDUSD's learning cycle focus, directly reflected in our vision - "How do we develop students who take an active stance in their own learning and become actively literate, contributing members of a society who make a positive difference in the world?" The school year is broken in to four learning cycles, each cycle building student capacity around this goal. The cycles are: Cycle I (August-November) - How do we develop an academic, social and physical environment worthy of our children? Cycle 2 (November -February) - How do we create classrooms that are alive with collaborative conversations? Cycle 3 (February - April) - How do we create the learning conditions that maximize the potential that is within the variability of all learners? Cycle 4 (April - June) - How do we develop students that take an active stance in their own learning and the learning of others? Professional Learning Communities (PLCs) analyze student data in order to monitor student progress toward these goals. Analysis results in responsive instruction. Findings and progress are shared with parents and community via advisory groups and School Site Councils (SSCs). SPSA Template Revised 4/16/

13 San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT Area 5: Parent Involvement and Community Engagement Parent Involvement and Community Engagement SMART Goal: * By 06/21/2016, 100 % of San Diego Business Parents/Guardians will receive proactive and personal communication from counselors at least 8 times per year to gain improvement. in Parent and Community Engagement * By 06/21/2016, 100 % of San Diego Business Parents/Guardians will receive proactive and personal communication from teachers at least 4 times per year to gain improvement. in Parent and Community Engagement Targeted Population: The School of Business target population is the 9th grade parents. What data did you use to form these goals?: Parent sign in sheets Progress and Growth Monitoring: Parent and School partnership opportunities are structured around the expectation that student attendance will continue to grow. Additionally, students and families receiving this support will continue to gain knowledge around A-G requirements and post-secondary opportunities, especially in relation to their academic progress. SPSA Template Revised 4/16/

14 San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT BUDGET: Resources Aligned to Area Goals Core Program: Universal Access to Strong Core Instructional Program (Tier 1): Fully implement school-wide Linked Learning Communities for all students in grades Enroll all students in learning team with core teachers to support academic, social, and mentoring support Offer after-school supports for all students. All 9th grade students will participate in a summer bridging program for content area support and successful orientation to Business and Leadership. Continue a strong PLC model that is data driven to support student achievement.. Develop a strong Guidance Plan that supports all students individual needs. Practice purposeful, data driven student placement in courses. Engage all teachers in school-wide professional reading to increase effective instructional strategies. Offer AVID classes within the school day in grades 9-11 and FastTrack support in grade 12.. Focus on instructional strategies based on QTel to improve achievement of English learners. Continue to focus supports and interventions through targeted data. All departments and teachers will disaggregate data to support individual students, as well as significant subgroups. Continue to align assessments and evaluation with CCSS. Continue development of timelines from which the standards will be taught. Create Problem Based Learning (PBL) projects for standards- based lessons. Share standards-aligned materials that have been used successfully to teach and re-teach the standards. Analyze data to guide instruction and disaggregated assessment data to modify and pace instruction. Share best practices that improve Mastery Teaching of standards. Continue implementation of the math frameworks. Continue to focus and develop the elements of an advisory support. Provide test prep support for students to take the PSAT and SAT. Administer the PSAT to 10th grade and some 11th grade students during the school day. Administer the Naviance career assessment to 11th grade students. Administer the Naviance Strength Finder in to all grade 9 students. Increase the number of students participating in AP courses and attending community college during their 11th and 12th grade years.. Fund AVID team to attend AVID summer conference. SPSA Template Revised 4/16/

15 San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT Strategic Support (Tier 2) Targeted small group instruction will be used. Enroll 9th and 10th grade students who perform significantly below in reading in a Period 5 after-school class. Provide Big History as an intervention support for all grade 9 students.. Provide increased after-school educational opportunities for under-performing students. Offer increased sections of ALD to our long term ELs. Develop and implement CCSS aligned instructional strategies with scaffolded instruction to meet the needs of English learners. Offer after-school CAHSEE support. Continue on-going RTI support of appropriate placement and in-class. Provide after-school CAHSEE support for 10thgrade students scoring below grade level. Develop targeted intervention program based on student needs, throughout the school year. Intensive Intervention (Tier 3) Create content area extended day and summer CAHSEE support classes. Provide additional support for students that are not proficient on data measures.. Connect students with necessary services to become successful. SUPPLEMENTAL SUPPORTS Proposed Expenditures FTE Estimated Cost Funding Source Budget Code Position Regular $74, Teacher, Position Regular $18, Teacher, Position Inschool $16, Resource Tchr, Position School Counselor, $17, Classroom Teacher Hrly - $6, Prof&Curriclm Dev Vist - $10, Tchr Supplies - $7, Conference Local - $1, Prof&Curriclm - $11, DevHrlyClsrmTchr Funding Source Title I Basic Program Title I Basic Program Title I Basic Program Title I Basic Program Title I Basic Program Title I Basic Program Title I Basic Program Title I Basic Program Title I Basic Program SPSA Template Revised 4/16/ Area Goal(s) Rationale 01, 04 Big History - this is an intensive intervention course providing supports for all 9th grade focused on ELA. 02, 04 AVID/Math - this course increases student's proficiency in mathematics as well as strengthen overall study skills. 03, 04, 05 This position provides student supports such as push in and pull out; parent outreach and monitors progress toward graduation and leads professional development. 01, 02, 03, 04, 05 Additional counselor above district allocation in order to provide course counseling and graduation preparation. 01, 02, 03, After school tutoring and weekend boot camps for students needing extra 04 support to meet proficiency in ELA and Mathematics. 01, 02, 03, Visiting teachers to provide release time for PLCs to meet and analyze 04 student data, plan responsive instruction. 01, 02, 03, Instructional supplies such ink, chart paper, journals, markers, pencils in 04 order to support core instruction. 01, 02, 03, Conference opportunities around ELA, Mathematics and targeted subgroups 04 in order to hone instructional practices. 01, 02, 03, Time for PLCs to meet and analyze student data, plan responsive instruction. 04

16 San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT Supplies - $ Clerical OTBS Hrly - $1, Conference Local - $ Inservice supplies - $1, Postage Expense - $1, Counselor Hrly - $ Clerical Substitute Hrly - $ Classroom Teacher Hrly - $1, Prof&Curriclm - $1, DevHrlyClsrmTchr Supplies - $10, Title I Basic Program Title I Basic Program Title I Parent Involvement Title I Parent Involvement Title I Parent Involvement Title I Parent Involvement Title I Parent Involvement Title I Supplmnt Prog Imprvmnt Title I Supplmnt Prog Imprvmnt Title I Supplmnt Prog Imprvmnt 01, 02, 03, Supplies for ELA and math classes including books and reading materials to 04 support core academics and English language development. 05 Additional clerical time to prepare materials for Back to School packets, parent workshop materials, etc. 05 Conference fees for parents and community members to attend academically relevant opportunities and then build capacity at the school. 04, 05 Light refreshments for parent academic events. 01, 02, 03, 04, 05 01, 02, 03, 04, 05 Postage to communicate with parents and the community on topics such as student progress for families, invitations to events to build parent/school partnerships. Counselor hourly to provide parent conferences for at risk students regarding attendance and academics. 04, 05 Clerical hourly in order to provide pupil advocate support such as conducting parent trainings. Additionally, this expense covers mailing and communication supports for parents. 01, 02, 03, 04 01, 02, 03, 04 01, 02, 03, 04 After school tutoring and weekend boot camps for students needing extra support to meet proficiency in ELA and Mathematics. Time for PLCs to meet and analyze student data, plan responsive instruction. Instructional supplies such ink, chart paper, journals, markers, pencils in order to support core instruction. SPSA Template Revised 4/16/

17 Local Control Funding Formula Goals San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT Goal 1: Intervention Supports Intervention Support Goal: To provide a system of academic and social-emotional supports and interventions for struggling students to increase academic performance Identified Need: Students who are not performing at grade level have a variety of needs. Some require academic support while others need behavioral guidance. Target Group: Students not performing at or above grade level based on district assessments or grades earned. Monitoring: Analysis of benchmark assessment data, SBAC results (when available), grades, discipline records. Personnel Responsible: Administration LCFF INTERVENTION SUPPORTS Proposed Expenditures Position Inschool Resource Tchr, Position School Counselor, FTE Estimated Cost Funding Source Budget Code $36, $15, Supplies - $ Funding Source LCFF Intervention Support LCFF Intervention Support LCFF Intervention Support Area Goal(s) LCFF 1 LCFF 1 LCFF 1 Rationale This position provides student supports such as push in and pull out; parent outreach and monitors progress toward graduation and leads professional development. Additional counselor above district allocation in order to provide course counseling and graduation preparation. Supplies for ELA and math classes including books and reading materials to support core academics and English language development. SPSA Template Revised 4/16/

18 San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT APPENDICES This section contains the following appendices that will assist the School Site Council in completing the Single Plan for Student Achievement (SPSA) and in maintaining a cycle of continuous improvement: A. Title I Parent Involvement Policy/Parent Involvement Policy for Non-Title I Schools B. Home/School Compact C. Categorical Budget Allocations Summary Grid (provided by Financial Planning, Monitoring and Accountability Department) D SPSA Addendum E. Professional Development Expenditures for Program Improvement and Watch List Schools Only F. WASC Recommendations (WASC Schools Only) SPSA Template Revised 4/16/

19 San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT APPENDIX A TITLE I PARENT INVOLVEMENT POLICY OR PARENT INVOLVEMENT POLICY FOR NON-TITLE I SCHOOLS (Provided by the School Site) SPSA Template Revised 4/16/

20 San Diego High School of Business and Leadership Gretchen Rhoads, Principal P F San Diego High School of Business and Leadership T I T LE I PARENT INVO LVEM E NT P O L I CY AND H O M E SCHOOL C O M P ACT At the fall Open House, a meeting will be held to share with parents a description of the Title I program and its requirements. Business and Leadership has developed a written Title I parental involvement policy with input from Title I parents. Information is gathered from a variety of sources throughout the school year, including; parent meetings, staff meetings, district meetings and parent input/concerns. This policy will be sent home with every student in our back to school packet and will also be available to parents at the Title I parent meeting held at the September Open House. Involvement of Parents in the Title I Program To involve parents in the Title I program at Business and Leadership the following practices have been established: Coffee with The Principal School Site Council Governance Team Meeting Parent Center Trainings Parent Connect Workshops Open House Spring/Fall ELAC Meetings Clear and consistent website updates Marquee announcements Business and Leadership Calendar The school convenes an annual meeting to inform parents of Title I students about Title I requirements and about the right of parents to be involved in the Title I program. During our Fall Opens House all parents will be invited to view a PowerPoint presentation which will be located in the auditorium. All parents will also receive a copy of the Title I Parent Involvement Policy. This policy will be handed out both at this event and in our back to school packets. The school offers a flexible number of meetings for Title I parents, such as meetings in the morning or evening. Coffee with The Principal both mornings/evenings School Site Council Governance Team Meeting Parent Center Trainings Parent Connect Workshops Open House Spring/Fall San Diego High School of Business and Leadership Park Blvd San Diego, CA 92101

21 ELAC The school involves parents of Title I students in an organized, ongoing, and timely way, in the planning, review, and improvement of the school s Title I programs and the Title I parental involvement policy. Coffee with the Principal School Site Council Governance Team Meeting ELAC Parent Connect Workshops The school provides parents of Title I students with timely information about Title I programs. School Site Council Governance Team Meeting Parent Center Trainings Parent Connect Workshops Open House Spring/Fall ELAC Meetings Parent Newsletters Marquee Parent Connect Dialers Coffee with the Principal Newsletters Business and Leadership Website The school provides parents of Title I students with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet. Governance Team Meeting School Site Council Meetings Parent Center Trainings Parent Connect Workshops Open House Spring/Fall ELAC Parent Newsletters Marquee Parent Connect Dialers Coffee with the Principal Newsletters Individual parent conferences with counselors/teachers/administration If requested by parents of Title I students, the school provides opportunities for regular meetings that allow the parents to participate in decisions relating to the education of their children. School Site Council Meetings Parent Center Trainings Parent Center Workshops 2 of 5

22 Governance Team Meeting ELAC Meetings School-Parent Compact Business and Leadership distributes to parents of Title I students a school-parent compact. The compact, which has been jointly developed with parents, outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. It describes specific ways the school and families will partner to help children achieve the State s high academic standards. It addresses the following legally required items, as well as other items suggested by parents of Title I students. Business and Leadership is responsible to provide high-quality curriculum and instruction. Business and Leadership parents will be responsible for supporting their children s learning. The Title I student -school-parent compact at Business and Leadership is developed each year to accommodate the changing needs of our students. Input from staff and parents is gathered in the development of this compact. In addition to this Title I school-parent compact parents have the ability to attend the following meeting to provide input: School Site Council Meetings Parent Center Trainings Parent Center Workshops Governance Team Meeting ELAC Meetings Also offered are the following opportunities for Parents to participate: Parent Connect Workshops Open House Spring/Fall Parent Newsletters Marquee Coffee with the Principal Individual parent conferences with counselors/teachers/administration Classroom shadowing Parent Center Volunteer program Building Capacity for Involvement Business and Leadership engages Title I parents in meaningful interactions with the school. It supports a partnership among staff, parents, and the community to improve student academic achievement. To help reach these goals, the school has established the following practices. The school provides Title I parents with assistance in understanding the State s academic content standards, assessments, and how to monitor and improve the achievement of their children. School Site Council Governance Team Meeting Parent Center Trainings Parent Connect Workshops Open House Spring/Fall ELAC Meetings 3 of 5

23 Coffee with the Principal The school provides Title I parents with materials and training to help them work with their children to improve their children's achievement. School Site Council Governance Team Meeting Parent Center Trainings Parent Connect Workshops CABE Conference ELAC Meetings District Trainings With the assistance of Title I parents, the school educates staff members about the value of parent contributions, and in how to work with parents as equal partners. School Site Council Teacher and parent collaboration Governance Team - Teacher and parent collaboration The school coordinates and integrates the Title I parental involvement program with other programs, and conducts other activities, such as parent resource centers, to encourage and support parents in more fully participating in the education of their children. Parent Center Volunteer Program ELAC Meeting Parent Center Parent Trainings Grade level parent nights District trainings The school distributes Information related to school and parent programs, meetings, and other activities to Title I parents in a format and language that the parents understand. Business and Leadership translates all parent communication in English/Spanish Business and Leadership provides translation at all parent meetings. The school provides support for parental involvement activities requested by Title I parents. CABE Conference AAAE Conferences District trainings Parent Center trainings Accessibility Business and Leadership provides opportunities for the participation of all Title I parents, including parents with limited English proficiency, parents with disabilities, and parents of migratory students. Information and school reports are provided in a format and language that parents understand. Business and Leadership translates all parent communication in English/Spanish and in most cases Vietnamese. Business and Leadership provides translation at all parent meetings. 4 of 5

24 San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT APPENDIX C CATEGORICAL BUDGET ALLOCATIONS SUMMARY GRID (Provided by Financial Planning, Monitoring and Accountability Department) SPSA Template Revised 4/16/

25 San Diego Unified School District Site: 3749 San Diego Business As of Date Extended Summary Title I Basic Title I Title I Name FTE TOTAL FTE TOTAL FTE TOTAL $218, $3, $13, $218, $3, $13, $0.72 $0.35 -$0.03 Certificated Salaries / Monthly $126, $ $ Regular Teacher $93, $ $ Inschool Resource Tchr $16, $ $ School Counselor $17, $ $0.00 Certificated Salaries $28, $ $2, Classroom Teacher Hrly $6, $0.00 $1, Prof&Curriclm DevHrlyClsrmTchr $11, $0.00 $1, Prof&Curriclm Dev Vist Tchr $10, $0.00 $ Counselor Hrly $0.00 $ $0.00 Classified Salaries $1, $ $ Clerical OTBS Hrly $1, $0.00 $ Clerical Substitute Hrly $0.00 $ $0.00 Employee Benefits $52, $ $ Books and Supplies $8, $1, $10, Supplies $8, $0.00 $10, Inservice supplies $0.00 $1, $0.00 Services and Other Operating $1, $1, $ Conference Local $1, $ $ Postage Expense $0.00 $1, $0.00 Printed by Johnson, Mary 1 of 1

26 San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT APPENDIX D SPSA ADDENDUM SPSA Template Revised 4/16/

27 San Diego High School Business Leadership Area Goals for SY English Language Arts: Mathematics English Language Development Graduation/Promotion Rate Parent Involvement and Community Engagement By 06/12/2015, 75 % of San Diego Business Grade 9-11, Students will score proficient (ELA) as measured by in Interim Assessments By 06/12/2015, 50 % of San Diego Business Grade 9-11, Students will score proficient in Mathematics as measured in Interim Assessments By 06/12/2015, 50 % of San Diego Business English Learner, Students will improve performance from early intermediate/intermediate level of language proficiency to the next level in California English Language Development Test By 06/12/2015, 30 % of San Diego Business Grade 10, Students will score proficient first time as measured in CAHSEE By 06/12/2015, 100 % of San Diego Business Parents/Guardians will receive proactive and personal communication from counselors at least 8 times per year to gain impr. in Parent and Community Engagement Academic Program Description: The budget listed below is supplemental to the base program. Please see the base program model in the following pages. * The following categorical budget was approved by the SSC for the SY and does not take into account budget transfers since board approval Title I Basic Title I Title I Name FTE TOTAL FTE TOTAL FTE TOTAL 187, , , Regular Teacher , School Counselor , Classroom Teacher Hrly 1, , Prof&Curriclm DevHrlyClsrmTchr 18, Rationale AVID/Math - this course increases student's proficiency in mathematics as well as strengthen overall study skills. Additional counselor above district allocation in order to provide course counseling and graduation prepartion. After school and Saturday tutoring for students at risk of not meeting grade level and graduation goals. Teacher hourly to provide time for participation in PLCs where time is dedicated to developing CCSS units of study and analyze data.

28 1192 Prof&Curriclm Dev Vist Tchr 3, , Teacher release time to provide time for participation in PLCs where time is dedicated to developing CCSS units of study and analyze data. Counselor hourly to provide parent presentations outside of the regular school day to support families on topics such as college and career readiness and academic skill building Counselor Hrly Tech Professional OTBS Hrly Additional clerical time to prepare materials for Clerical hourly in order to provide pupil advocate support such as conducting parent trainings Clerical Substitute Hrly Additionally, this expense covers mailing and Employee Benefits 39, , communication supports for parents. Instructional materials such as toner/ink, powersources, writing journals, and 4301 Supplies 6, supplemental reading materials Inservice supplies Light refreshments for parent academic events Conference Local 5, Local professional development opportunties outside of those provided by the district focused on CCSS. Parent conferences including CABE as well Interprogram Svcs/Duplicating 1, Duplicating items provided at parent academic events regarding topics such as college and career readiness Software License Supplemental software intervention support for students performing below grade level Contracted Svcs Less Than $25K 2, The provision of outside professional 5920 Postage Expense Postage to communicate with parents and the community on topics such as student progress for families, invitations to events to build parent/school partnerships.

29 TEACHER ALLOCATIONS: Teacher Allocations are based on dividing General Education Enrollment by the approved class size. High School: 1:30 NURSE: Allocated to schools based on Contract and managed centrally. Schools at 60% FRL (Free and Reduced Lunch) or greater receive one additional day. Enrollment/Days Per Week = 1 day per week 593-1,185 = 2 days per week 1,186-1,774 = 3 days per week 1,775-2,366 = 4 days per week 2,367 and above = 5 days per week COUNSELOR Allocated to schools based on Contract. FTE Allocations are calculated by taking the total enrollment at the school and divide by the ratio below to determine the number of FTE allocated to the site. Secondary Schools will be allocated funding to support hourly counselor time prior to the beginning of school. High School = 4 days for each counselor. High School counselor ratio is 1:459. GRADUATION COACH One position for each comprehensive high school and one position shared among the small school campus. HEALTH TECHNCIAN Allocation is based on projected enrollment and managed centrally. Enrollment Days Per Week and Above 4

30 San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT APPENDIX E PROFESSIONAL DEVELOPMENT EXPENDITURES FOR PROGRAM IMPROVEMENT & WATCH LIST SCHOOLS ONLY SPSA Template Revised 4/16/

31 Attachment 4 Modification of SPSA School Name: San Diego High School Business Leadership SINGLE PLAN FOR STUDENT ACHIEVEMENT PROFESSIONAL DEVELOPMENT EXPENDITURES FOR PROGRAM IMPROVEMENT & WATCH LIST SCHOOLS ONLY Enter Total Allocation: Resource Enter Total Allocation: Resource Sum or Resources & % allocation needed for PD $218, $13, $231, $23, Please check one: Watch List Year 1 Year 2 Year 3 Year 4 Year 5 x Year 5+ Note: All schools in Program Improvement must set aside a minimum of 10% of their Title 1 allocation for Professional Development. Resource Acct Description of how funds reserved for PD will be used to remove the school from PI status Amount Visiting teachers to provide release time for PLCs to meet and analyze student data, plan responsive instruction. $10, Time for PLCs to meet and analyze student data, plan responsive instruction. $11, Time for PLCs to meet and analyze student data, plan responsive instruction. $1, These supports including benefits meet the 10% PD requirement of Title I. $ Total Allocated - Must be at least 10% of the sum of and % allocation has been met $0.00 $23, YES

32 San Diego Business SINGLE PLAN FOR STUDENT ACHIEVEMENT APPENDIX F WASC RECOMMENDATIONS (WASC SCHOOLS ONLY) SPSA Template Revised 4/16/

33 Financial Planning and Development Financial Planning, Monitoring and Accountability Department Attachment 6 b Modification of SPSA TEMPLATE - WASC APPENDIX F WASC RECOMMENDATIONS YEAR: School: Business and Leadership Using the recommendations from your most recent full study visit complete the following template: WASC: Schoolwide Critical Areas for follow-up SPSA Goal Area: 1, 2, 3, 4 or 5 Professional Development Resources Means to Assess Improvement Reporting Timeline Responsible Person(s) Create a staff driven, progressive discipline plan that includes addressing the attendance and tardy concerns. Increase parent/family engagement. 1, 2, 4, 5 ILT will research and analyze data around student behaviors. Professional development will be provided focusing on student engagement and classroom management. Explore configurations of the master schedule to meet student needs. 4, 5 Develop a plan to reach more parents. Deliver important information in neighborhood communities. Coach staff on Referral and suspension data Attendance data Sign in sheets Dialer logs Copies of parent communicatio ns Quarterly Principal ILT Counselors Dean of Students All Staff January and June Principal All Staff Revised mdj