School Year: 2018-19 SPSA Title Page

School Plan for Student Achievement (SPSA) Template The School Plan for Student Achievement (SPSA) is meant to consolidate all school-level planning efforts into one plan for programs funded through the consolidated application (ConApp), pursuant to the California Education Code (EC) Section 64001 and the Elementary and Secondary Education Act as amended by the Every Student Succeeds Act (ESSA).

The purpose of the SPSA is to increase the overall effectiveness of the school program by crafting a strategic plan that maximizes the resources available to the school while minimizing duplication of effort with the ultimate goal of increasing student achievement.

The School Site Council (SSC) is required to develop and annually review the SPSA, establish an annual budget, and make modifications in the plan to reflect changing needs and priorities, as applicable, pursuant to EC 52853(b) and 52855.

California’s ESSA State Plan significantly shifts the state’s approach to the utilization of federal resources in support of underserved student groups. The SPSA provides schools with the opportunity to document their approach to maximizing the impact of federal investments in support of underserved students.

The implementation of ESSA in California presents an opportunity for schools to innovate with their federally-funded programs and align them with the priority goals of the school and the LEA that are being realized under the state’s Local Control Funding Formula (LCFF).

LCFF provides schools and LEAs flexibility to design programs and provide services that meet the needs of students in order to achieve readiness for college, career, and lifelong learning. The SPSA planning process supports continuous cycles of action, reflection, and improvement.

School Name Folsom Lake High School

Address 955 Riley Street Folsom, CA 95630 County-District-School (CDS) Code 34673303430709

Principal Leane Linson

District Name Folsom Cordova Unified School District

SPSA Revision Date October 1, 2018

Schoolsite Council (SSC) Approval Date October 1, 2018

Local Board Approval Date November 1, 2018

In the pages that follow, please describe the school’s plan for making the best use of federal ESEA resources in alignment with other federal, state, and local programs.

School Plan for Student Achievement (SPSA) Page 1 of 64 Folsom Lake High School Table of Contents

SPSA Title Page ...... 1 Table of Contents ...... 2 School Vision and Mission ...... 4 School & Community Profile ...... 4 Stakeholder Engagement ...... 5 School and Student Performance Data ...... 8 Student Enrollment ...... 8 CAASPP Results ...... 11 Equity Report ...... 15 Status and Change Report ...... 16 Detailed Report ...... 24 Student Group Report ...... 27 Goals, Strategies, & Proposed Expenditures ...... 29 Goal 1 ...... 29 Goal 2 ...... 32 Goal 3 ...... 36 Goal 4 ...... 39 Annual Review and Update ...... 42 Goal 1 ...... 42 Goal 2 ...... 44 Goal 3 ...... 46 Goal 4 ...... 48 Budget Summary and Consolidation ...... 51 Budget Summary ...... 51 Allocations by Funding Source ...... 51 Expenditures by Funding Source ...... 52 Expenditures by Budget Reference ...... 53 Expenditures by Budget Reference and Funding Source ...... 54 Expenditures by Goal ...... 55 School Site Council Membership ...... 56 English Learner Advisory Committee (ELAC) ...... 57 Recommendations and Assurances ...... 58 Addendum ...... 59 Instructions: Linked Table of Contents ...... 59 Appendix A: Plan Requirements for Schools Funded Through the ConApp ...... 62 Appendix B: Select State and Federal Programs ...... 64

School Plan for Student Achievement (SPSA) Page 2 of 64 Folsom Lake High School

School Plan for Student Achievement (SPSA) Page 3 of 64 Folsom Lake High School School Vision and Mission

Vision:

Folsom Lake strives to be a Model Continuation High School by providing students opportunities to learn, grow and attain success. Folsom Lake is committed to assisting all students to achieve their full potential by providing supportive educational opportunities that prepare students to move forward as they Become, Engaged, Ethical, Productive citizens.

Mission Statement:

Folsom Lake High School is dedicated to providing a safe and supportive environment that fosters learning, academic growth and positive behavior. Partnering with staff, teachers, students and our community, Folsom Lake empowers our students for further success in life, career and academic endeavors.

Schoolwide Learning Outcomes/SLOs

FOLSOM LAKE HIGH SCHOOL STUDENTS WILL:

Achieve Academic Proficiency in all Core Academic Areas by Utilizing: • Common Core State Standards • Critical and analytical thinking skills • Technology and literacy strategies integrated throughout curriculum • Challenging and extensive academic curriculum • College and career readiness preparation

Communicate Effectively by  Express ideas clearly through verbal, written, artistic, and technological forms of communication  Discuss ideas with diverse audiences through speaking, listening, writing and the arts  Working collaboratively in teams  Making strategic use of digital media and visual outcomes

Constructive and Collaborative Thinkers Who  Work effectively within culturally and organizationally diverse settings  Apply creative solutions to academic, professional, and personal challenges  Utilize academic knowledge for real world situations

Responsible Citizens Who  Contribute time and energy to improve the welfare of themselves and others  Abide by school and community rules, laws, and regulations  Assume personal responsibility as a member of a family, a community, and the world by learning

self-monitoring skills and the understanding consequences

Self-Sufficient Life Long Learners Who  Use appropriate resources/technology to complete tasks on time  Can perceive, define, and accomplish tasks with intended results  Demonstrate the ability to work both independently and collaboratively  Exhibit self-discipline and time management skills  Complete a Senior project that explores post-graduation options while using technology skills

School & Community Profile

Folsom Lake High School was established in September of 1998 to provide an alternative educational setting for Folsom residents. The school operates on a traditional calendar, with new students enrolling each week. Folsom Lake High School is a 6 year WASC accredited continuation high school for the Folsom Cordova Unified School District, a large suburban district which boundaries include the cities of Folsom and parts of Rancho Cordova. The district has 20,892 students with twenty-one elementary schools, four middle schools, three comprehensive high schools, two continuation

School Plan for Student Achievement (SPSA) Page 4 of 64 Folsom Lake High School high schools, one community charter, one adult education program, one community day school program, and one independent study program with an additional satellite located on the Folsom Lake High School campus. Folsom Lake High School’s ethnicity population is drawn from Folsom High School, Vista Del Lago, Kinney High School (continuation) Walnutwood Independent Study program and Prospect Community Day School.

Folsom Lake High School is a continuation school situated in the Sierra Nevada Foothills in Folsom, California. The primary focus of FLHS is to provide a positive and supportive environment to enable and empower students to close credit recovery gaps to graduate on schedule, and gain skills they can use post-graduation in either college or career. FLHS shares its campus with 33 ILS students enrolled in the Adult Community Transition Training program, who are included in school events like the Back to School and the End of Year BBQs. During the 2017-2018 school year, FLHS had a total student enrollment of 116 with the average of 70 over the year. There were 56 (48%) seniors, 31 (27%) juniors, 28 (24%) sophomores, and one freshman. Of those enrolled, gender distribution was 79% male and 21% female and there was an ethnic distribution of 2% Native Hawaiian or Other Pacific Islander, 4% Black or African American, 4% American Indian or Alaska Native, 7% Asian, 20% Hispanic and 63% White. In addition, 56% of students qualified for free or reduced school lunch, and 22% of enrolled students were in a special education program. FLHS has a strong community support system that includes the local Rotary Club, Folsom Hope, Power House Ministries, Folsom Lake College and local businesses. These partner with the school Interact Club for community service projects, facilitate the after-school guitar club, provide scholarships and a free Sober Grad Night for graduating seniors, among many others. The district supports FLHS’s integration of technology by supplying Smart TVs, Apple TVs, iPads, and Chromebooks in every classroom, providing funding for a new Career Technical Education program, a Marriage and Family Therapist (MFT) four days per week, clubs, and field trips, among other supports. FLHS offers a robust academic program that uses the same Common Core district-wide curriculum as the comprehensive high schools. Direct instruction is delivered in all classrooms, and students have access to “a-g” ranked courses. Technology is seamless part of the learning process in all classrooms. Technology integration supports 21st Century Learning as well as curricular goals, and enables students to build job skills. Juniors take the CAASPP test each year, and ELL students take the CELDT. Students are placed in appropriate “a-g” ranked classes, elective, independent study, Apex on-line, 9-week recovery or intervention classes based on the district bench mark assessments and individual student needs. Student placements are reevaluated throughout the year based on teacher observations, grades and transcripts. FLHS’s special education teacher communicates all accommodations needed by a student to all the teachers and works with each teacher throughout the year to make sure that student IEP goals and needs are met. She is supported by a full-time instructional assistant. Students at FLHS participate in all state testing, and FLHS closely monitors attendance and suspension rates, as well as each student’s progress towards graduation. Staff use the PBIS process to monitor student performance, interventions, and to provide positive student supports. Seniors at FLHS complete a Senior Project that requires them to investigate and report on viable career options. Seniors use Naviance, a career portal, to guide them through identifying careers that fit their interests and skills. A yearly Career Fair on campus also helps students identify potential careers, and through a partnership with Folsom Lake College, seniors walk through preregistration and fill out financial aid applications. This year an Adult Education satellite will be located on the Folsom Lake High School.

WASC History: In June 2004 Folsom Lake High School received its first accreditation, a three year term of accreditation, from the Western Association of Schools and Colleges (WASC). In June 2007 the Western Association of Schools and Colleges awarded Folsom Lake High School the maximum six year term of accreditation. In June 2013 Folsom Lake High school received yet another six year term of accreditation from the Western Association of Schools and Colleges (WASC) February 2016 A 3 year (mid-term) review was scheduled by the previous WASC team to evaluate the progress made on our Action Plans. The WASC team did recommend another 3 year accreditation term and encourage the school to apply for Model School. March 2019 will be a full WASC study and Accreditation process.

Stakeholder Engagement

How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update?

Involvement Process for the SPSA and Annual Review and Update Folsom Lake High School utilized a variety of outreach efforts for input and feedback on the development of our school goals that are directly aliened with the districts LCAP.

School Plan for Student Achievement (SPSA) Page 5 of 64 Folsom Lake High School Each year a Site Council committee is established as an on-going effort to establish curriculum goals, monitor our progress through data including a school-wide plan that will promote positive school culture through engaging our parent, student and community members. In addition to our Site Council, the principal implements a Professional Development Plan that provides time for teachers to meet in Professional Learning Committees. During PLC's, teachers establish S.M.A.R.T goals that focus on instructional practices to support student learning. Staff Meetings are held once per month and our Positive Behavior and Intervention Program (PBIS) team meets twice per month to focus on strategic interventions that support all students. The Principal attends Leadership meetings once per month, and Principal meetings twice per month. Alternative Education Meetings and Curriculum Advisory meetings will meet quarterly this year.

Professional Development Plan

Folsom Lake High School

2017-2018

Collaboration & Professional Development /Kinney, & Prospect ESC 304  September 22, 2017  October 20, 2017 I-Pad and Apple TV training  January 26, 2018 Visit Confluence High School in Alburn  March 16, 2018 Staff training on LGBT Awareness/Safe Space training

Basketball game/Tournament

 November 3, 2017

PLC Goals 2016-2017  PLC Coaches: Zach Woodward & Brian Nichols  Establish Schoolwide values  Collaborate units across curriculum  Implement common grading policy, late work and make up procedures

PLC Goals 2017-2018  Focus on specific skill sets across curriculum: Summarize and Analyze  School organization and Readiness to learn skills binder  Schoolwide Norms for students group work  Academic Moves for College & Career Readiness/15 must have skills Every Student needs to achieve

Professional Learning Communities  September 1, 2017  October 6, 2017  December 20, 2017  February 16, 2018  February 20, 2018 District/FLHS PLC’s  April 13, 2018  May 4, 2018

Professional Development Plan

Folsom Lake High School

2018-2019

KHS/Collaboration & Professional Development  January 25, 2019  April 12 2019 Victory Continuation High School Site visit-Roseville

WASC - Self Study

School Plan for Student Achievement (SPSA) Page 6 of 64 Folsom Lake High School  September 21, 2018  October 19, 2018  November 16, 2018  December 7, 2018

PLC Goals 2016-2017 - PLC Coaches: Zach Woodward & Brian Nichols  Establish Schoolwide values  Collaborate units across curriculum  Implement common grading policy, late work and make up procedures

PLC Goals 2017-2018 - PLC Coaches: Zach Woodward & Brian Nichols  Focus on specific skill sets across curriculum: Summarize and Analyze  Organizational skills for students and School Readiness to learn skills  Schoolwide Norms for students group work  Academic Moves for College & Career Readiness/15 must have skills Every Student needs to achieve

PLC Goals 2018-2019 Book: Academic Moves for College and Career Readiness  Align PLC goals with WASC goals-I-Ready data scores are low  Focus on Reading Comprehension across curriculum. I-Ready lessons 45 minutes per week in StudySync and ILit classes.

Professional Learning Communities  August 31, 2018  October 5, 2018  December 21, 2018  February 15, 2019  March 1, 2019  March 29, 2019

School Plan for Student Achievement (SPSA) Page 7 of 64 Folsom Lake High School School and Student Performance Data

Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup Percent of Enrollment Number of Student Student Group 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18 American Indian 4.2% % % 4 African American 5.2% % % 5 Asian 7.3% % % 7 Filipino 1.0% % % 1 Hispanic/Latino 20.8% % % 20 Pacific Islander 1.0% % % 1 White 55.2% % % 53 Multiple/No Response 5.2% % % 5 Total Enrollment 96

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level Number of Students Grade 2015-16 2016-17 2017-18 Kindergarten 0 Grade 1 0 Grade 2 0 Grade3 0 Grade 4 0 Grade 5 0 Grade 6 0 Grade 7 0 Grade 8 0 Grade 9 0 Grade 10 17 Grade 11 18 Grade 12 36 Total Enrollment 96

Conclusions based on this data: 1. Last year the average enrollment was 90 students with 37% of the student population being classified as meeting Poverty.

School Plan for Student Achievement (SPSA) Page 8 of 64 Folsom Lake High School 2. 8% of our students were classified as English learners, with most students scoring at proficient or above in their previous CELDT testing. 3. 2017-2018 8% of the student population at Folsom Lake High school was identified and qualified for Homeless services through our district.

School Plan for Student Achievement (SPSA) Page 9 of 64 Folsom Lake High School School and Student Performance Data

Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment Number of Students Percent of Students Student Group 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18 English Learners 10.4% Fluent English Proficient 12 12.5% Reclassified Fluent English Proficient 2 28.6%

Conclusions based on this data: 1. 2018-2109 seven students were classified as English Learners.

2. All seven students were proficient or above in previous CELDT results.

3. Some of the students who were identified as EL students are also receiving services from Special Education per their IEP.

School Plan for Student Achievement (SPSA) Page 10 of 64 Folsom Lake High School School and Student Performance Data

CAASPP Results English Language Arts/Literacy (All Students)

Overall Participation for All Students # of Students with # of Students Enrolled # of Students Tested % of Students Tested Grade Scores Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 35 39 27 34 37 27 33 37 27 94.3 94.9 100 All Grades 35 39 27 34 37 27 33 37 27 94.3 94.9 100

Overall Achievement for All Students % Standard % Standard % Standard % Standard Mean Scale Score Grade Exceeded Met Nearly Met Not Met Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 2537. 2567. 2522. 0 8.11 7.41 42 40.54 25.93 18 29.73 18.52 39 21.62 48.15 0 5 1 All Grades N/A N/A N/A 0 8.11 7.41 42 40.54 25.93 18 29.73 18.52 39 21.62 48.15

Reading Demonstrating understanding of literary and non-fictional texts % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 21 16.22 11.11 45 62.16 55.56 33 21.62 33.33 All Grades 21 16.22 11.11 45 62.16 55.56 33 21.62 33.33

Writing Producing clear and purposeful writing % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 15 13.51 11.11 48 51.35 40.74 36 35.14 48.15 All Grades 15 13.51 11.11 48 51.35 40.74 36 35.14 48.15

Listening Demonstrating effective communication skills % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 6 10.81 3.70 70 70.27 66.67 24 18.92 29.63 All Grades 6 10.81 3.70 70 70.27 66.67 24 18.92 29.63

Research/Inquiry Investigating, analyzing, and presenting information % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 6 24.32 18.52 58 48.65 18.52 36 27.03 62.96 All Grades 6 24.32 18.52 58 48.65 18.52 36 27.03 62.96

School Plan for Student Achievement (SPSA) Page 11 of 64 Folsom Lake High School

Conclusions based on this data: 1. Over all CAASPP scores declined by 18% this past year, while 98% of our students passed their 11th grade StudySync English class. 2. 52.2% of our students were below standards in Writing, while 43.5% of the students were near standards

3. 61% of the students scored below standard in Research/Inquiry while 26% nearly met standards and 13% scored above standard

School Plan for Student Achievement (SPSA) Page 12 of 64 Folsom Lake High School School and Student Performance Data

CAASPP Results Mathematics (All Students)

Overall Participation for All Students # of Students with # of Students Enrolled # of Students Tested % of Students Tested Grade Scores Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 35 39 27 34 36 25 33 36 25 97.1 92.3 92.6 All Grades 35 39 27 34 36 25 33 36 25 97.1 92.3 92.6

Overall Achievement for All Students % Standard % Standard % Standard % Standard Mean Scale Score Grade Exceeded Met Nearly Met Not Met Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 2486. 2494. 2479. 0 0.00 0.00 6 2.78 8.00 30 30.56 8.00 64 66.67 84.00 2 6 7 All Grades N/A N/A N/A 0 0.00 0.00 6 2.78 8.00 30 30.56 8.00 64 66.67 84.00

Concepts & Procedures Applying mathematical concepts and procedures % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 3 0.00 0.00 30 25.00 8.00 67 75.00 92.00 All Grades 3 0.00 0.00 30 25.00 8.00 67 75.00 92.00

Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 3 2.78 4.00 33 33.33 24.00 64 63.89 72.00 All Grades 3 2.78 4.00 33 33.33 24.00 64 63.89 72.00

Communicating Reasoning Demonstrating ability to support mathematical conclusions % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 0 2.78 0.00 55 33.33 40.00 45 63.89 60.00 All Grades 0 2.78 0.00 55 33.33 40.00 45 63.89 60.00

Conclusions based on this data: 1. Math CAASPP scores showed growth this year by increasing overall scores by 5% from the previous year of math CAASPP scores 2. 86% of the students did not meet standards with 95.5% of our students struggling with Concepts & Procedures

3. 15% of the students demonstrated nearly met standards or met standards

School Plan for Student Achievement (SPSA) Page 13 of 64 Folsom Lake High School

School Plan for Student Achievement (SPSA) Page 14 of 64 Folsom Lake High School School and Student Performance Data

Equity Report

The Equity Report shows the performance levels for all students on the state indicators. It also shows the total number of student groups that received a performance level for each indicator and how many of those student groups are in the two lowest performance levels (Red/Orange). The total number of student groups may vary due to the number of grade levels included within each indicator. Fall 2017 Equity Report All Students Student Groups in State Indicators Total Student Groups Performance Red/Orange

Chronic Absenteeism N/A N/A N/A

College/Career (9-12) N/A N/A N/A An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)

Conclusions based on this data: 1. CALPADs indicates a 67.4% Graduation rate which is lower than the schools calculated graduation rate of 78%. Two students transferred to Folsom Lake after their fourth year of high school as 5th year seniors not graduating with their cohorts from the Comprehensive high school sites. In CALPADS, this counts against the Continuation schools as dropouts. 2. Graduation rates decreased from the previous year, while Drop out rates increased.

3. Our suspension rates have remained stable over the past several years after implementing a Positive Behavior Support Program, dropping suspension rates by 44%.

School Plan for Student Achievement (SPSA) Page 15 of 64 Folsom Lake High School School and Student Performance Data

Status and Change Report Chronic Absenteeism

The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator. Fall 2017 Chronic Absenteeism Status and Change Report Student Number of State Indicators Status Change Performance Students

Chronic Absenteeism N/A N/A N/A N/A

2017-18 Chronic Absenteeism by Subgroup

Cumulative Chronic Chronic Student Subgroup Enrollment Absenteeism Count Absenteeism Rates

Conclusions based on this data: 1. Monthly Attendance rates range from 85%-88%. Our Chronic Truancy students fall into three areas: Long term history of Truancy, Mental Health challenges, and or drug usage with themselves or within the family unit. 2. Some students who fall into the Chronic Absenteeism range (12%-15%) have a long history of truancy that can be tracked back as far as Elementary school. 3. Students who are Truant tend to have Mental Health challenges or drug issues with themselves or within the family unit.

School Plan for Student Achievement (SPSA) Page 16 of 64 Folsom Lake High School School and Student Performance Data

Status and Change Report Suspension Rate

The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator. Fall 2017 Suspension Rate Status and Change Report Student Number of State Indicators Status Change Performance Students

Suspension Rate

This report shows the performance levels for a single state indicator, Suspension Rate, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator. Fall 2017 Suspension Rate Report Student Number of Student Group Status Change Performance Students An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)

Conclusions based on this data: 1. The average off site suspension over the past 5 years is at 34 incidents, including students who were suspended more than one time. 2. Suspension decreased by 44% the first year we implemented PBIS practices and has remained consistent since that time. 3. 22 students were suspended and counted once (as the state counts) but could have more than one incident.

School Plan for Student Achievement (SPSA) Page 17 of 64 Folsom Lake High School School and Student Performance Data

Status and Change Report English Learner Progress

This report shows the performance levels for a single state indicator, English Learner Progress Indicator, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator. Fall 2017 English Learner Progress Status and Change Report Student Number of State Indicators Status Change Performance Students

English Learner

This report shows the performance levels for English Learners on all state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator. Fall 2017 English Learner Progress Report

State Indicators Students Performance Status Change

Chronic Absenteeism N/A N/A N/A

College/Career (9-12) N/A N/A

An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)

Conclusions based on this data: 1. Our ELL students show progress completing district required courses while completing their graduation requirements to earn a high school diploma. 2. 13% of our re-classified (proficient) ELL were suspended from school.

School Plan for Student Achievement (SPSA) Page 18 of 64 Folsom Lake High School School and Student Performance Data

Status and Change Report Graduation Rate

This report shows the performance level, or colors, for each student group on the Graduation Rate Indicator. It also shows status (current year data) and change (prior year data). Fall 2017 Graduation Rate Status and Change Report Student Number of State Indicators Status Change Performance Students

Graduation Rate (9-12) 94

This report shows the performance level, or colors, for each student group on the Graduation Rate Indicator. It also shows status (current year data) and change (prior year data). Fall 2017 Graduation Rate Report Student Number of Student Group Status Change Performance Students

All Students 94 An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)

Conclusions based on this data: 1. Students have a higher probability to graduate on time or return to their home school if they are sent from the Comprehensive high schools for Credit Recovery at the beginning of their 11th grade year or once they reach 30 credits behind on their Graduation Plan. 2. 2016-2017 94% of our Seniors graduated with a high school diploma.

3. 2017-2018 79% of our Seniors graduated with a high school diploma with five students enrolling as 5th year seniors. CalPads calculates 5th year Seniors in dropout/Graduation rates which shows a decline in our actual rates.

School Plan for Student Achievement (SPSA) Page 19 of 64 Folsom Lake High School School and Student Performance Data

Status and Change Report English Language Arts (ELA)

The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator. Fall 2017 English Language Arts Status and Change Report Student Number of State Indicators Status Change Performance Students

English Language Arts (3-8)

This report shows the performance levels for a single state indicator, English Language Arts Assessment, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator. Fall 2017 English Language Arts Report Student Number of Student Group Status Change Performance Students

Additional ELA Assessment Data for English Learners (EL) The English learner student group definition for this indicator includes students who are currently English learners and students who were reclassified within the past four years. Data for both the English Learners and reclassified students are provided below for informational purposes. In addition, data for English Only students are provided for easy comparison. Fall 2017 EL Additional Assessment Data

State Indicators Number of Students Status Change

EL - Reclassified Only

EL - English Learner Only

English Only

ELA California Alternate Assessment (CAA) Data The California Alternate Assessments (CAAs) are administered to eligible students with the most significant cognitive disabilities. The 2017 CAA results for English language arts (ELA) [OR mathematics] are displayed below for informational purposes only. These results will be included in future calculations for the Academic Indicator. The graphs below display the percent of students who achieved Levels 1, 2, and 3. Fall 2017 ELA California Alternate Assessment (CAA) Assessment Data Number of State Indicators Level 1 Level 2 Level 3 Students English Language Arts (3-8) An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)

Conclusions based on this data: 1. The 2017-2018 Smarter Balance ELA showed that 60% of our 11th grade students were Below Standards in Research/Inquiry 2. The 2017-2018 Smarter Balance ELA showed that 65% of our students were Near Standards in Listening.

School Plan for Student Achievement (SPSA) Page 20 of 64 Folsom Lake High School 3. The 2017-2018 Smarter Balance ELA showed 65% of our students were Near Standards in Reading.

School Plan for Student Achievement (SPSA) Page 21 of 64 Folsom Lake High School School and Student Performance Data

Status and Change Report Mathematics (Math)

The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator. Fall 2017 Mathematics Status and Change Report Student Number of State Indicators Status Change Performance Students

Mathematics (3-8)

This report shows the performance levels for a single state indicator, Math Assessment, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator. Fall 2017 Mathematics Report Student Number of Student Group Status Change Performance Students

Additional Math Assessment Data for English Learners The English learner student group definition for this indicator includes students who are currently English learners and students who were reclassified within the past four years. Data for both the English Learners and reclassified students are provided below for informational purposes. In addition, data for English Only students are provided for easy comparison. Fall 2017 Math Additional Assessment Data for English Learners State Indicators Number of Students Status Change

EL - Reclassified Only

EL - English Learner Only

English Only

Math California Alternate Assessment (CAA) Data The California Alternate Assessments (CAAs) are administered to eligible students with the most significant cognitive disabilities. The 2017 CAA results for English language arts (ELA) [OR mathematics] are displayed below for informational purposes only. These results will be included in future calculations for the Academic Indicator. The graphs below display the percent of students who achieved Levels 1, 2, and 3. Fall 2017 Math California Alternate Assessment (CAA) Assessment Data Number of State Indicators Level 1 Level 2 Level 3 Students Mathematics (3-8) An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)

Conclusions based on this data: 1. 2017-2018 CAASPP Math Summative Assessment indicated a 7.6 point growth in Communicating Reasoning for students Near Standard.

School Plan for Student Achievement (SPSA) Page 22 of 64 Folsom Lake High School 2. Most students, including our ELL's demonstrate some challenges with learning Integrated Math 2 concepts, especially when working in groups, although 2017-2018 Smarter Balance results indicate 40.9% are Near Standards in Communicating Reasoning. 3. All student sub groups tend not give their best effort on our Schoolwide I-Ready math testing. Eleventh grade skill levels and grades reflect better results and efforts from students for mastery of Standards than the formal schoolwide assessment, therefore should not be used alone when evaluating student data.

School Plan for Student Achievement (SPSA) Page 23 of 64 Folsom Lake High School School and Student Performance Data

Detailed Report Academic Performance

English Learner Progress Indicator (Grades K-12) Student Group 2016 2017

English Learners The percent of English Learners who made progress towards English proficiency.

College/Career Indicator Student Group Prepared Approaching Prepared Not Prepared

Class of 2016 For the Fall 2017 Dashboard, the College/Career Indicator (CCI) is reported as Status only. Because it only contains one- year of data, both Change and a performance level (color) will not be calculated or reported. For more information about the CCI, please visit the California Department of Education Web resource page at http://www.cde.ca.gov/ta/ac/cm/.

Academic Indicators (Grades 3-8) Indicator 2016 2017

English Language Arts

Mathematics

Assessment Performance Results for Grade 11 Indicator 2016 2017

English Language Arts

Mathematics

An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)

Conclusions based on this data: 1. ELL students previous CELDT assessment results demonstrate students score average or above.

2. Smarter Balance 11th grade ELA results indicated a 3% increase in students Nearly Standards for Reading from the previous year. 3. Smarter Balance 11th grade Math results indicate a 7.6% growth in Communicating Reasoning in students Nearly Standards than from the previous year.

School Plan for Student Achievement (SPSA) Page 24 of 64 Folsom Lake High School School and Student Performance Data

Detailed Report School Conditions and Climate

Suspension

Indicator 2016 2017

Suspension () ()

Conclusions based on this data: 1. Student suspension have remained consistent after implementing the PBIS program four and half years ago from 70 students being suspended to an average of 34 off site suspensions. 2. Students off site suspensions have averaged at 34 over the past five years.

3. Two years ago the entire school attended the PointBreak teen workshop. Suspension rates showed a decrease of 7 students this year.

School Plan for Student Achievement (SPSA) Page 25 of 64 Folsom Lake High School School and Student Performance Data

Detailed Report Academic Engagement

Graduation Indicator 2015 2016 2017

Graduation 84 79 94

Conclusions based on this data: 1. The average graduation rates over the past 4 years is 83.75%

2. May 2018 our graduation rates declined by 16% although 4 of our students returned for a 5th year of high school to earn their high school diploma. One transferred to Options for Youth and one student graduated at the Adult school. 3. May 2017 data showed exception graduation rates at 94%.

School Plan for Student Achievement (SPSA) Page 26 of 64 Folsom Lake High School School and Student Performance Data

Student Group Report

This report shows the performance levels for all students and for each student group on the state indicators. Student Group Performance for State Indicator English Chronic Suspension Graduation English College/ Student Group Learner Mathematics Absenteeism Rate Rate Language Arts Career Progress All Students

English Learners

Foster Youth

Homeless

Socioeconomically Disadvantaged

Students with Disabilities

African American

American Indian

Asian

Filipino

Hispanic

Pacific Islander

Two or More Races

White An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.

Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)

Conclusions based on this data: 1. Chronic absenteeism has a direct correlation with dropout rates

2. Positive attendance has a direct impact on student success and graduation rates.

School Plan for Student Achievement (SPSA) Page 27 of 64 Folsom Lake High School 3. Socially Disadvantaged students who do not have transportation to school will stay home on days with incremental weather, directly impacting student success.

School Plan for Student Achievement (SPSA) Page 28 of 64 Folsom Lake High School Goals, Strategies, & Proposed Expenditures

Goal 1

Statement All students will have access to a curriculum aligned with state standards

Goal Description Staff will work together in PLC's and staff meetings to develop and implement SMART goals in all curriculum areas, including PLC SMART goals, Counseling SMART goals and PBIS SMART goals. We will continue to use data to drive monitor and track continuous improvement.

LCAP Goal All students will receive instruction from a highly-qualified teacher and have access to curriculum which promotes college and career readiness. (State Priority 1) 1.1 Maintain the appropriate assignment of fully credentialed teachers and provide new teacher support. 1.2 Maintain schools in good repair. 1.3 All students, including English Learners, must have access to curriculum that is aligned to the state standards.

Basis for this Goal Collaboration and evaluative practices among the team will lead to greater student achievement and success for all student including Disproportionality groups, and ELL students.

Expected Annual Measurable Outcomes Metric/Indicator Baseline Expected Outcome

I-Ready Assessments, 50% of our students are reading I-Ready 1-2 years of growth below grade level District end-of course writing One student passed the District 25% of 10th and 11th grade students assessment "pilot" Writing Assessment last year. enrolled in grade level English classes will pass districts end of course writing Assessment. Course completion rates More than 70% of our students are Course completion rates: 90% Math successfully completing their classes. Intervention. 90% Forensics. 95% Electives. On the Ground Orientation for the 90% of our Seniors participated in 95% of the 12th grade students will Community College the Community College Orientation. complete/participate "On the Ground" orientation at the Community College.

Planned Strategies/Activities

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Strategy/Activity 1

Administer the I-Ready Assessments in Math and ELA in September, January and in May of each school year.

PLC team will evaluate I-Ready data to align with schoolwide SMART goals, the districts LCAP goals and our upcoming WASC self-study.

School Plan for Student Achievement (SPSA) Page 29 of 64 Folsom Lake High School

Continue Professional Development based on SMART goals, data results, and identified Action Plan in our WASC report.

(LCAP 4.1,1.3,3)

Students to be Served by this Strategy/Activity All students

Timeline 2018-2019

Person(s) Responsible Principal PLC team Lead Teachers

Proposed Expenditures for this Strategy/Activity Description PLC's focus on "Academic Moves" 15 must have skills every student needs to achieve and "Teach Like a Pirate"

Strategy/Activity 2 English Intervention classes: I-Lit classes with release time and training for the teacher

PLC team will identify SMART goals for reading and writing skills to be implemented across curriculum.

All students behind in credits will be recommended to attend summer school.

(LCAP 4.1 4.6)

Students to be Served by this Strategy/Activity Credit Deficient students/ needing Credit Recovery

Timeline 2018-2019

Person(s) Responsible Principal, PLC Team Elena Cabrera

Proposed Expenditures for this Strategy/Activity Source LCFF - Supplemental

Budget Reference None Specified

Description Summer School

School Plan for Student Achievement (SPSA) Page 30 of 64 Folsom Lake High School Description I-READY Assessments

Strategy/Activity 3

Professional Development Plan that will include training and collaboration time for teachers that is specific to the school's English goals.

Provide on going Professional Develop for teachers that focuses on Best practices, ELL strategies, technology in the classroom and student assessments.

(LCAP 3.1 4.1)

Students to be Served by this Strategy/Activity All Credit Deficient students/ needing Credit Recovery

Timeline 2018-2019

Person(s) Responsible Principal, Teacher District English Leads

Proposed Expenditures for this Strategy/Activity

Strategy/Activity 4 Provide two educational pathways for students: Grade level a-g ranked classes or Remedial Credit Recovery courses.

(LCAP 3.1 3.3, 4.1)

Students to be Served by this Strategy/Activity All students based on academic needs or Credit Recovery

Timeline 2018-2019

Person(s) Responsible Principal, Counselor, Teacher

Proposed Expenditures for this Strategy/Activity

School Plan for Student Achievement (SPSA) Page 31 of 64 Folsom Lake High School Goals, Strategies, & Proposed Expenditures

Goal 2

Statement Implement social-emotional and academic supports to increase Graduation Rates

Goal Description Develop and maintain positive community partnerships, including volunteers to support our students with exception opportunities to be recognized and cared about. Red Carpet Sober Grad Night, End of the Year BBQ, Wednesday games and Activities during lunch, Mentoring and community service projects. All students will meet with the School Counselor to develop Graduation Plans and post high school next steps.

2. School Goal: Increase the graduation rate for all students including subgroups to greater than 83% *English learners *African American *Economically Disadvantaged *Special Education

LCAP Goal Increase parent and student engagement and provide a safe, healthy, and positive learning environment. (State Priority 3, 5 and 6) 2.1 Increase student attendance rates and reduce chronic absences. 2.2 Increase the high school graduation rate and decrease the dropout rate for all students including historically underperforming subgroups. 2.3 Decrease 8th grade dropout rates. 2.4 Reduce student suspension, expulsion rates, and reduce bullying incidents. Increase school connectedness. 2.5 Increase family engagement and parent input and the utilization of volunteers. 2.6 Increase community partnerships that support student learning. 2.7 Increase the efficiency, timeliness and accessibility of district communications.

Basis for this Goal Graduation Rates dropped 16% from the previous year

Expected Annual Measurable Outcomes Metric/Indicator Baseline Expected Outcome

Greater than 83% Graduation Rate 94% Graduation Rate 2017 83% Graduation Rates or higher 78% Graduation Rate 2018

Planned Strategies/Activities

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Strategy/Activity 1 School Counselor will facilitate SST's , 504s, and Attendance interventions for students who are "At Risk" of not Graduating from High School.

School Plan for Student Achievement (SPSA) Page 32 of 64 Folsom Lake High School Counselor, Registrar, Principal will evaluate course completion rates quarterly and will include students, parents and staff The School Counselor will work with the PBIS team to structure Interventions for students receiving D's or F's prior to final grading periods. The School Counselor will facilitate the administer the CHKS each year to monitor students "At-Risk" behaviors, including Implementing programs based on CHKS data and student needs. The School Counselor will plan a annual Career Fair after seeking student input through surveys based on students interests

Students to be Served by this Strategy/Activity All students who are struggling academically, emotionally or socially in school

Timeline

2018-2019

Person(s) Responsible Principal, Counselor, Registrar, Teachers, Mental Health Specialists

Proposed Expenditures for this Strategy/Activity Source District Funded

Budget Reference 1000-1999: Certificated Personnel Salaries

Description Add one additional day per week for the School Counselor to meet with At-Risk" students

Strategy/Activity 2 Ensure EL/LI students have access to electives, after school activities, and summer school Extended Day Interventions will provide students with a positive connection to school by: Bowling club, Guitar lessons, and Community based Service Projects with the local Rotary club, summer school for students deficient in credits.

(LCAP 4.2 ,4.3, 4.6)

Students to be Served by this Strategy/Activity All Students

Timeline 2018-2019

Person(s) Responsible Principal, School Counselor, Elena Cabrera

Proposed Expenditures for this Strategy/Activity Source LCFF - Supplemental

Budget Reference None Specified

School Plan for Student Achievement (SPSA) Page 33 of 64 Folsom Lake High School Description Summer School

Source LCFF - Supplemental

Budget Reference None Specified

Strategy/Activity 3 Develop Internships as part of the CTE pathway. Implement the PC-Pals program with Intel to promote College and Career Readiness. Add an additional section to expand CTE offerings for students.

(LCAP 2.6 3.3)

Students to be Served by this Strategy/Activity All students

Timeline 2018-2019

Person(s) Responsible Principal, School Counselor CTE Teacher

Proposed Expenditures for this Strategy/Activity Source District Funded

Budget Reference 1000-1999: Certificated Personnel Salaries

Description Expanding CTE offerings for students

Strategy/Activity 4 Point Break Field Trip for "At-Risk" teens

Students to be Served by this Strategy/Activity All Students

Timeline February 5, 2019

Person(s) Responsible Principal , Counselor, Teacher

Proposed Expenditures for this Strategy/Activity Amount 2,500

Source LCFF - Supplemental

Description Carry over funds to be used

School Plan for Student Achievement (SPSA) Page 34 of 64 Folsom Lake High School Source LCFF - Supplemental

School Plan for Student Achievement (SPSA) Page 35 of 64 Folsom Lake High School Goals, Strategies, & Proposed Expenditures

Goal 3

Statement Folsom Lake staff will access professional development in order provide students with high quality classroom instruction and access to a broad course of study.

Goal Description Teachers will participate in professional development to support instruction, provide on site, in the district and outside training. Increase I-Ready scores 1-2 grade levels or higher in the district's I-Ready Assessments given three times per year: September, January and May.

LCAP Goal Provide students with high quality classroom instruction and access to a broad course of study. (State Priority 2, 4 and 7) 3.1 Provide professional development in new adoptions and local curriculum. 3.2 Ensure all teachers/students have access to research-based EL instructional strategies to improve achievement. 3.3 Provide access to A-G, CTE, IB, AP and STEM courses.

Basis for this Goal Providing ongoing Professional Development for teachers will provide instructional and intervention strategies that will directly impact student outcomes.

Expected Annual Measurable Outcomes Metric/Indicator Baseline Expected Outcome

I-Ready scores will increase 1-2 More than 50% of the student 75% of students will demonstrate 1-2 grade levels at the end of May population is reading below grade grade levels increase by their 3rd I- level Ready Assessment in May

Planned Strategies/Activities

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Strategy/Activity 1 The teachers continue to participate in release time to collaborate with Kinney High School Continuation teachers. The teachers also attend district math, English and CAC meetings with district leads.

(LCAP 3.1, 4.2,)

Students to be Served by this Strategy/Activity All student groups

Timeline 2018-2019

Person(s) Responsible

School Plan for Student Achievement (SPSA) Page 36 of 64 Folsom Lake High School Principal District Leads

Proposed Expenditures for this Strategy/Activity

Strategy/Activity 2 Teachers will participate in EL and GLAD training strategies (LCAP 3.3, 4.3, 4.6)

Students to be Served by this Strategy/Activity All students especially Disproportion populations

Timeline 2018-2019

Person(s) Responsible Principal, Staff

Proposed Expenditures for this Strategy/Activity Description District funded ; EL support and GLAD certification PD

Strategy/Activity 3 CCEA California Continuation, Education Association conference (LCAP 3)

Students to be Served by this Strategy/Activity All students

Timeline 2018-2019

Person(s) Responsible Staff Principal Counselor

Proposed Expenditures for this Strategy/Activity Amount 2400

Source None Specified

Budget Reference 5000-5999: Services And Other Operating Expenditures

Description Registration for 6 employees for the State Continuation Conference

Amount 600

School Plan for Student Achievement (SPSA) Page 37 of 64 Folsom Lake High School Source None Specified

Budget Reference 1000-1999: Certificated Personnel Salaries

Description Substitutes and release time to attend a conference

Amount 1200

Source None Specified

Budget Reference 5000-5999: Services And Other Operating Expenditures

Description Hotels for two nights and 6 employees

Source None Specified

Budget Reference 5000-5999: Services And Other Operating Expenditures

Description Food and mileage

Strategy/Activity 4 All teacher are available before and after school to provide additional assistance for students who are struggling with concepts. Volunteer Tutors are available on certain days of the week to assist students who are struggling in their math classes.

(LCAP4.2,4.4, 4.6)

Students to be Served by this Strategy/Activity All Students

Timeline 2018-2019

Person(s) Responsible Principal, teachers

Proposed Expenditures for this Strategy/Activity

School Plan for Student Achievement (SPSA) Page 38 of 64 Folsom Lake High School Goals, Strategies, & Proposed Expenditures

Goal 4

Statement Monitor progress of all students with a focus on EL, Sped and Economically Disadvantaged students who are reading below grade level.

Goal Description 1.All students will take three district I-Ready reading assessment each year. (September, January, May)

2. Monitor and ensure progress is being made for all students reading 2 or more years below grade level including Sped, English Learners and students who are economically disadvantaged

3. Provide teachers with additional training on EL and GLAD strategies

LCAP Goal Student progress and educational outcomes will be monitored for success using assessment results. (State Priority 4 and 8)

4.1 Ensure students are reading at grade level (1st, 3rd, 5th, 8th, and 11th grades). 4.3 Ensure English Learners make yearly progress. 4.4 Ensure Special Education students make yearly progress.

Basis for this Goal Overall schoolwide reading scores are below grade level, students failing the end of course district writing assessment and course completion rates.

Expected Annual Measurable Outcomes Metric/Indicator Baseline Expected Outcome

I-Ready scores will increase 1-2 More than 50% of students are 50% of students reading below grade grade levels at the end of May reading below grade level level will demonstrate 1-2 years of growth by the 3rd I-Ready Assessment in May All 10th and 11th grade students will 1 Student passed in 2017-2018 25% of our students will pass the take the district's benchmark end of end-of-course writing assessment course writing assessment. 80% of all students will complete their Unknown at this time 80% of all students will complete 30 courses with 30 or more credits per credits or more per semester semester

Planned Strategies/Activities

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Strategy/Activity 1

School Plan for Student Achievement (SPSA) Page 39 of 64 Folsom Lake High School Every Friday in 10th and 11th grade students enrolled in the StudySync English classes will complete a 45 minute prescriptive I-Ready lesson, in addition to their regular StudySync lessons.

Students to be Served by this Strategy/Activity All students reading below grade levels, including ILL, Sped, and economically disadvantaged students will participate in weekly I-Ready lessons.

Timeline 2018-2019

Person(s) Responsible PLC team Principal English Teachers

Proposed Expenditures for this Strategy/Activity

Strategy/Activity 2 Students who have previously failed math classes, and are credit deficient in math classes will be placed in a math Interventions class. Students will receive a math intervention class 5 days per week at 45 minute class periods. This will include individualized I-Ready lessons to match student gaps.

Students to be Served by this Strategy/Activity All students who have previously failed district math courses focusing on ELL, Sped, and economically disadvantaged students course pass rates.

Timeline 4 Quarterly math Interventions classes will be provided for the 2018-2018

Person(s) Responsible Principal Intervention Teacher

Proposed Expenditures for this Strategy/Activity

Strategy/Activity 3 The PLC team will implement SMART Goals in all subject areas with specific instructional strategies for writing across curriculum

Students to be Served by this Strategy/Activity All students including Sped, ELL, and economically disadvantaged

Timeline 2018-2019

Person(s) Responsible All Staff

School Plan for Student Achievement (SPSA) Page 40 of 64 Folsom Lake High School

Proposed Expenditures for this Strategy/Activity

School Plan for Student Achievement (SPSA) Page 41 of 64 Folsom Lake High School Annual Review and Update

SPSA Year Reviewed: 2017-18

Goal 1 1. PLC goals: Analyze texts across all curriculum. Focus on specific skill sets across curriculum-Essential Academic word: 1. Analyze. 2. Summarize. Establish Norms for Group Work, When to use Group Work in the classroom, Create a Rubric for Peers to evaluate members in their group. Establish expectations and guidelines that are consistent for all students across curriculum to be prepared and ready to learn each day of school. 2. Implement the StudySync English program with fidelity. 3. Share I-Ready data in staff meeting and PLC meetings to establish placement in StudySync or I-Lit English courses. 4. Improve CAASPP scores by 2% in English

Annual Measurable Outcomes Metric/Indicator Expected Outcomes Actual Outcomes startcollapse Strategies/Activities for Goal 1

Planned Actual Proposed Estimated Actual Actions/Services Actions/Services Expenditures Expenditures

Administer the I-Ready Assessments in the Fall and again in the Spring

PLC team established a writing goal across curriculum

Implement the StudySync program as directed by the English leads and provide teacher training and release time.

(LCAP 4.1,1.3,3)

English Intervention Summer School None classes: Specified LCFF - Supplemental Provide a 9 week Common Core writing Translation/Testing/Lead class to improve writing Teachers None skills. Specified LCFF - Supplemental Add 2 sections of I-Lit I-READY assessments classes and provide teacher training and release time

School Plan for Student Achievement (SPSA) Page 42 of 64 Folsom Lake High School Planned Actual Proposed Estimated Actual Actions/Services Actions/Services Expenditures Expenditures (LCAP 4.1 4.6)

Professional Development Plan that will include training and collaboration for teachers that is specific to the school's English goals.

Provide on going Professional Develop for teachers that focuses on Best practices, ELL strategies, technology in the classroom and student assessments.

(LCAP 3.1 4.1)

Provide grade level English Classes that are A-G Ranked

(LCAP 3.1 3.3, 4.1)

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. PLC teams did establish a writing goal across curriculum with a focus on Analyzing and implementing summary frames. The StudySync teacher attended all district English meetings and was committed to implementing the new English curriculum with 100% fidelity. Teachers began to evaluate I-Ready data last year as a way to begin the process to make recommendations for students in appropriate remedial courses. The evaluation process included a team of three staff member's who evaluated grades, teachers observations and feedback, Cum file reviews and I-ready data.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Students were successful in completing classes through credit recovery, a-g ranked classes and the Common Core writing class.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. None noted

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. PLC teams are in the process of determining their goals for this school year. I-Ready assessments will be included in this years PLC goals.

School Plan for Student Achievement (SPSA) Page 43 of 64 Folsom Lake High School Annual Review and Update

SPSA Year Reviewed: 2017-18

Goal 2

1. Include training for all teachers on effective ELL strategies and ELD strategies , with implementation into curriculum.

2. School Goal: Increase the graduation rate for all students including subgroups to greater than 83% *English learners *African American *Economically Disadvantaged *Special Education

Annual Measurable Outcomes Metric/Indicator Expected Outcomes Actual Outcomes startcollapse Strategies/Activities for Goal 2

Planned Actual Proposed Estimated Actual Actions/Services Actions/Services Expenditures Expenditures Evaluate data from CELDT testing and provide yearly professional development on BEST Practice, ELL,ELD strategies.

(LCAP 3.1, 4.1,4.3, 4.4,)

Extended Day Summer School None Interventions Specified LCFF - Supplemental (LCAP 4.2) Translation/Testing/Lead Teachers None Specified LCFF - Supplemental

Develop Internships as part of the CTE pathway.

(LCAP 2.6 3.3)

Ensure EL/LI students After-school student have access to electives clubs 1000-1999: LCAP 4.3, 4.6) Certificated Personnel Salaries LCFF - Supplemental

School Plan for Student Achievement (SPSA) Page 44 of 64 Folsom Lake High School Planned Actual Proposed Estimated Actual Actions/Services Actions/Services Expenditures Expenditures 3000-3999: Employee Benefits LCFF - Supplemental

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. Folsom Lake's Professional Development did include training from the district leads on Best practices and Ell and ELD strategies.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. ELL and ELD strategies provided overall good teaching methodology for all students.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. none noted

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. The goal for Graduation rates can be found in Planned Improvement goal number two. Monitoring of ELL, Special Education and economically disadvantaged students are incorporated in Planned Improvement goal number four to monitor growth in reading.

School Plan for Student Achievement (SPSA) Page 45 of 64 Folsom Lake High School Annual Review and Update

SPSA Year Reviewed: 2017-18

Goal 3

1. Implement a math Intervention class that includes skill building, Prescriptive I-Ready lessons, and foundational skills to prepare students for the IM1 and IM2 courses. 2. Improve Math CAASPP scores by 2% in Meets standards or nearly meets standards. 3. Increase I-Ready scores in Algebra and Algebraic thinking by 2% on or above grade level.

Annual Measurable Outcomes Metric/Indicator Expected Outcomes Actual Outcomes startcollapse Strategies/Activities for Goal 3

Planned Actual Proposed Estimated Actual Actions/Services Actions/Services Expenditures Expenditures Implementing the new CPM math class will require release time for on-going support and training for the new math teacher. The teacher will attend monthly math meetings and collaborate with the math teacher at Kinney High School to develop curriculum.

(LCAP 3.1, 4.2,)

Offer both a Credit recovery IM1 math class for students who have previously failed the class and also provide students with another option to take a IM1 A-G ranked course. (LCAP 3.3, 4.2, 4.6)

Provide a Math Intervention class for students. 5 days per week @45 minutes per day. Students will also have access to the I-Ready math curriculum.

School Plan for Student Achievement (SPSA) Page 46 of 64 Folsom Lake High School Planned Actual Proposed Estimated Actual Actions/Services Actions/Services Expenditures Expenditures (LCAP 4.2, 4.4, 4.6)

The math teacher is available before and after school to provide additional assistance for students who are struggling with concepts. Volunteer Tutors are available on certain days of the week to assist students who are struggling in their math classes.

(LCAP4.2,4.4, 4.6)

Extended Day Summer School None Interventions Specified LCFF - (LCAP 4.1, 4.2, 4.4, 4.6) Supplemental

Translation/Testing/Lead Teachers None Specified LCFF - Supplemental

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. Professional Development and release time was essential to my math teacher last year. He participated in district math meetings, math trainings and was able to spend time collaborating with KHS math teacher to work on curriculum. Students participated in 45 minutes per week in I-Ready prescriptive lessons.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Overall math CAASPP scores increased by 5%. This is the first time in years that we have seen an increase in our math scores.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. None noted

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. Planned improve goal number three still addresses students math needs. This year we will be using district I-Ready data to measure students growth in math instead of the CAASPP.

School Plan for Student Achievement (SPSA) Page 47 of 64 Folsom Lake High School Annual Review and Update

SPSA Year Reviewed: 2017-18

Goal 4 1. PBIS team will continue to work to enhance and build positive connections with students through Advisory classes and mentor teachers. PBIS team will use a 3 tier Intervention process that will include a referral process to the MFT. 2. Each year the Principal will monitor, track and evaluate Graduation rates. This data will be shared with staff to process and reflect on Best Practices. 3. Each year the Principal will monitor, track and review Drop Out rates. This data will be shared with staff to reflect on the reasons why students dropped out of high school through a power-point presentation.

Annual Measurable Outcomes Metric/Indicator Expected Outcomes Actual Outcomes startcollapse Strategies/Activities for Goal 4

Planned Actual Proposed Estimated Actual Actions/Services Actions/Services Expenditures Expenditures Monthly Attendance letters Home visits Knock and Talks Parent phone calls home Parent conferences Advisory Teachers supporting students 3 PBIS Meetings per month 8 Bikes were provided by community outreach, with the goal to assist students in getting to school due to transportation barriers.

(LCAP 2.2, 2.3, 2.4, 2.5)

Detective, Principal or ADP will make a home visits when needed for sever cases. LCAP 2.1, 2.2)

Weekly PBIS meetings to discuss "At risk" students for intervention plans

(LCAP 2.1, 2.2, 2.4)

School Plan for Student Achievement (SPSA) Page 48 of 64 Folsom Lake High School Planned Actual Proposed Estimated Actual Actions/Services Actions/Services Expenditures Expenditures Track graduation rates yearly for all students including Economically Disadvantaged students. (LCAP 2.2 )

Informing all students that a clothing Boutique is available for any student who has a need. (LCAP 2.2, 2.4)

Provide students in low Student Scholarships for income subgroup equal instructional activities access to experiential 5700-5799: Transfers Of learning opportunities with Direct Costs LCFF - extra curricular activities Supplemental Ensure EL/LI students have access to electives Student scholarships for Ensure EL/LI students sports and or club have access to after- activities 4000-4999: school Books And Supplies activities. Provide LCFF - Supplemental experiential learning and After School extracurricular activities Activities/Clubs 1000- for student engagement, 1999: Certificated fund Personnel Salaries additional field trips and LCFF - Supplemental clubs. (LCAP 2.3 b and c) 3000-3999: Employee Benefits LCFF - Supplemental

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. The PBIS team has a direct impact on students graduation rates. The team will mentor and guide 5 students each with strategic interventions to support student's success in making the graduation requirements.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Without the PBIS teams ability to mentor and support students through strategic social-emotional and academic support, 5 students would not have graduated last year. Knock and Talks were found not be successful in getting students to school. Conferences, parent phone calls, meetings, providing 8 bikes to students without transportation and counseling provided more positive outcomes on attendance.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. None noted

School Plan for Student Achievement (SPSA) Page 49 of 64 Folsom Lake High School Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. Graduation goals can now be found in Planned Improvement goals number 2.

School Plan for Student Achievement (SPSA) Page 50 of 64 Folsom Lake High School Budget Summary and Consolidation

The Budget Summary is required for schools funded through the ConApp. The Consolidation of Funds is required for a school receiving funds allocated through the ConApp and consolidating those funds as part of a schoolwide program.

Budget Summary

Description Amount

Total Funds Provided to the School Through the Consolidated Application

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA

Allocations by Funding Source

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Funding Source Amount Balance

LCFF - Supplemental 4,167 1,667.00

School Plan for Student Achievement (SPSA) Page 51 of 64 Folsom Lake High School

Expenditures by Funding Source

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Funding Source Amount

LCFF - Supplemental 2,500.00

None Specified 4,200.00

School Plan for Student Achievement (SPSA) Page 52 of 64 Folsom Lake High School

Expenditures by Budget Reference

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Budget Reference Amount

2,500.00

1000-1999: Certificated Personnel Salaries 600.00

5000-5999: Services And Other Operating 3,600.00 Expenditures

School Plan for Student Achievement (SPSA) Page 53 of 64 Folsom Lake High School

Expenditures by Budget Reference and Funding Source

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Budget Reference Funding Source Amount

LCFF - Supplemental 2,500.00

1000-1999: Certificated Personnel None Specified 600.00 Salaries 5000-5999: Services And Other None Specified 3,600.00 Operating Expenditures

School Plan for Student Achievement (SPSA) Page 54 of 64 Folsom Lake High School

Expenditures by Goal

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Goal Number Amount

Goal 2 2,500.00

Goal 3 4,200.00

School Plan for Student Achievement (SPSA) Page 55 of 64 Folsom Lake High School 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:

1 School Principal 3 Classroom Teachers 1 Other School Staff 3 Parent or Community Members 2 Secondary Students

startcollapse Name of Members Role

Leane Linson X Principal

Brian Nichols X Classroom Teacher

Doris Gronachon X Other School Staff

Julia Zachary X Secondary Student

Salwa Kasabian X Parent or Community Member

Nina Crone X Classroom Teacher

Zachary Ballard X Secondary Student

Patty Hartinian X Parent or Community Member

Josh Levine X Parent or Community Member

James Fanshier X Classroom Teacher

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.

School Plan for Student Achievement (SPSA) Page 56 of 64 Folsom Lake High School English Learner Advisory Committee (ELAC)

A committee comprised of parents, staff, and community members specifically designated to advise school officials on English Learner program services. Education Code Section 35147 (c), 52176 (b), and (c), 62002.5, and 64001 (a). The current make-up of the ELAC is as follows:

startcollapse Name of ELACMembers Role

Leane Linson X Principal

Brian Nichols X Classroom Teacher

Tira Delhotal X Classroom Teacher

Lori Sims X Other School Staff

Anthony Winhall X Secondary Student

Mathew Estep X Secondary Student

Linda Estep X Parent or Community Member

Josh Levine X Parent or Community Member

James Fanshier X Classroom Teacher

Parents of English learners must comprise the same percentage of the ELAC membership as English learners constitute of the school’s total student population. Example, if 25% of the students in a school are English learners, then parent/guardians of English learners must comprise 25% of the ELAC membership. Other members can be parent/guardians, school staff, and/or community members as long as the minimum percentage requirement for EL parents is maintained.

Each California public school, grades kindergarten through 12, with 21 or more English learners must form an ELAC. 1. The ELAC shall be responsible for advising the principal and staff on programs and services for English learners and the School Site Council on the development of the School Plan for Student Achievement (SPSA) 2. The ELAC shall assist the school in the development of: a. The school’s needs assessment. b. The school’s annual language census. c. Ways to make parents aware of the importance of regular school attendance.

School Plan for Student Achievement (SPSA) Page 57 of 64 Folsom Lake High School Recommendations and Assurances

The School Site Council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following:

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

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

The SSC sought and considered all recommendations from the following groups or committees before adopting this plan: Signature Committee or Advisory Group Name

X English Learner Advisory Committee

X Departmental Advisory Committee

X Other: PLC Team

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.

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.

This SPSA was adopted by the SSC at a public meeting on October 1, 2018.

Attested:

Principal, Leane Linson on October 1, 2018

SSC Chairperson, Josh Levine on October 1, 2018

School Plan for Student Achievement (SPSA) Page 58 of 64 Folsom Lake High School Addendum

For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of Contents

Stakeholder Involvement Goals, Strategies, & Proposed Expenditures Planned Strategies/Activities Annual Review and Update Budget Summary and Consolidation Appendix A: Plan Requirements for Schools Funded Through the ConApp Appendix B: Select State and Federal Programs

For additional questions or technical assistance related to completion of the SPSA template, please contact the Local Educational Agency, or the CDE’s Title I Policy and Program Guidance Office at [email protected].

Stakeholder Involvement Meaningful involvement of parents, students, and other stakeholders is critical to the development of the SPSA and the budget process. As such, the SPSA should be shared with, and schools should request input from, school site-level advisory groups, as applicable (e.g., English Learner Advisory Councils, student advisory groups, etc.).

Describe the process used to involve advisory committees, parents, students, school faculty and staff, and the community in the development of the SPSA and the annual review and update. Goals, Strategies, & Proposed Expenditures

In this section a school provides a description of the annual goals to be achieved by the school. This section also includes descriptions of the specific planned strategies/activities a school will take to meet the identified goals, and a description of the expenditures required to implement the specific strategies and activities.

Goal State the goal. A goal is a broad statement that describes the desired result to which all strategies/activities are directed. A goal answers the question: What is the school seeking to achieve? A school may number the goals using the “Goal #” for ease of reference.

Basis for this Goal Describe the basis for establishing the goal. The goal should be based upon an analysis of verifiable state data, including state indicator data from the California School Dashboard (Dashboard) and data from the School Accountability Report Card, and may include any data voluntarily developed by districts to measure pupil achievement.

Expected Annual Measurable Outcomes Identify the metric(s) and/or state indicator(s) that the school will use as a means of evaluating progress toward accomplishing the goal. A school may identify metrics for specific student groups. Include in the baseline column the most recent data associated with the metric or indicator available at the time of adoption of the SPSA. The most recent data associated with a metric or indicator includes data reported in the annual update of the SPSA. In the subsequent Expected Outcome column, identify the progress the school intends to be make in the coming year.

Planned Strategies/Activities Describe the strategies and activities being provided to meet the described goal. Strategies and activities that are implemented to achieve the identified goal may be grouped together. A school may number the strategy/activity using the “Strategy/Activity #” for ease of reference.

School Plan for Student Achievement (SPSA) Page 59 of 64 Folsom Lake High School

A school receiving funds allocated through the ConApp is required to describe in their strategies and activities how they will address specific state and federal requirements. A list of these requirements may be found in Appendix A: Plan Requirements for Schools Funded Through the ConApp. At a minimum a school receiving funds allocated through the ConApp must address these requirements; however, a school may describe additional strategies/activities as well.

Students to be Served by this Strategy/Activity Indicate in this box which students will benefit from the strategies/activities by indicating “All Students” or listing one or more specific student group(s) to be served.

Proposed Expenditures for this Strategy/Activity For each strategy/activity, list and describe the proposed expenditures for the school year to implement these strategies/activities, including where those expenditures can be found in the school’s budget. The school should reference all fund sources for each proposed expenditure and should provide budget references as an object code or an object code description.

Proposed expenditures that are included more than once in a SPSA should be indicated as a duplicated expenditure and include a reference to the goal and strategy/activity where the expenditure first appears in the SPSA.

Annual Review and Update The planned goals, expected outcomes, planned strategies/activities, and proposed expenditures must be copied verbatim from the previous year’s approved SPSA. Minor typographical errors may be corrected. Annual Measurable Outcomes

For each goal in the prior year, provide the metric/indicators, the expected outcomes, and the actual outcomes; review the actual outcomes as compared to the expected outcomes identified in the prior year for the goal. Strategies/Activities

Identify the planned strategies/activities and the proposed expenditures to implement these strategies/activities toward achieving the described goal, then identify the actual strategies/activities implemented to meet the described goal and the estimated actual expenditures to implement the strategies/activities. As applicable, identify any changes to the student groups served.

Analysis Using actual outcome data, including state indicator data from the Dashboard, analyze whether the planned strategies/activities were effective in achieving the goal. Respond to the prompts as instructed. • Describe the overall implementation of the strategies/activities to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process. • Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. • Explain any material differences between Proposed Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required. • Describe any changes that will be made to the goal, expected annual measureable outcomes, metrics/indicators, or strategies/activities to achieve this goal as a result of this analysis and analysis of the data provided in the Dashboard, as applicable. Identify where those changes can be found in the SPSA.

School Plan for Student Achievement (SPSA) Page 60 of 64 Folsom Lake High School Budget Summary and Consolidation In this section a school provides a brief summary of the funding allocated to the school through the ConApp and/or other funding sources as well as the total amount of funds for proposed expenditures described in the SPSA. The Budget Summary is required for schools funded through the ConApp. The Consolidation of Funds is required for a school receiving funds allocated through the ConApp and consolidating those funds as part of a schoolwide program.

Budget Summary A school receiving funds allocated through the ConApp should complete the Budget Summary as follows: • Total Funds Provided to the School Through the Consolidated Application: This amount is the total amount of funding provided to the school through the ConApp for the school year. The school year means the fiscal year for which a SPSA is adopted or updated. • Total Funds Budgeted for Strategies to Meet the Goals in the SPSA: This amount is the total of the proposed expenditures from all sources of funds associated with the strategies/activities reflected in the SPSA. To the extent strategies/activities and/or proposed expenditures are listed in the SPSA under more than one goal, the expenditures should be counted only once.

A school may include additional information or more detail.

Consolidation of Funds A school receiving funds allocated through the ConApp and consolidating those funds as part of a schoolwide program is required to include a list of state and local programs and other federal programs that the school will consolidate in the schoolwide program. A list of commonly consolidated state and federal programs is provided in Appendix B: Select State and Federal Programs. List the federal funding source(s) and the amount(s) being consolidated in the schoolwide program, then list the state and/or local funding source(s) and the amount(s). Adjust the table as needed.

School Plan for Student Achievement (SPSA) Page 61 of 64 Folsom Lake High School Appendix A: Plan Requirements for Schools Funded Through the ConApp

Basic Plan Requirements

A school receiving funds allocated through the ConApp is required to develop a SPSA. The content of a SPSA must be aligned with school goals for improving student achievement. School goals must be based upon an analysis of verifiable state data and may include any data voluntarily developed by districts to measure student achievement.

The SSC is required to develop the SPSA, which must address each of the following, as applicable: 1. A description of curricula, instructional strategies and materials responsive to the individual needs and learning styles of each student (described in the Strategies/Activities). 2. A description of instructional and auxiliary services to meet the special needs of non-English-speaking or limited- English-speaking students, including instruction in a language these students understand; educationally disadvantaged students; gifted and talented students; and students with exceptional needs (described in the Strategies/Activities). 3. A description of a staff development program for teachers, other school personnel, paraprofessionals, and volunteers, including those participating in special programs (described in the Strategies/Activities). 4. An identification of the schools’ means of evaluating progress toward accomplishing its goals (described in the Expected Annual Measurable Outcomes) and an ongoing evaluation of the educational program of the school (described in the Annual Review and Update). 5. A description of how funds provided to the school through the ConApp will be used to improve the academic performance of all pupils to the level of state performance goals (described in the Proposed Expenditures for Strategies/Activities). 6. The proposed expenditures of funds available to the school through the programs described in EC Section 52851. For purposes of this subdivision, proposed expenditures of funds available to the school must include, but not be limited to, salaries and staff benefits for persons providing services for those programs (described in the Proposed Expenditures for Strategies/Activities). 7. The proposed expenditure of funds available to the school through the federal Improving America’s Schools Act of 1994 and its amendments. If the school operates a state-approved schoolwide program in a manner consistent with the expenditure of funds available to the school pursuant to EC Section 52851, employees of the schoolwide program may be deemed funded by a single cost objective. 8. A description of how state and federal law governing programs identified in EC Section 64000 will be implemented, as applicable (described in the Strategies/Activities). 9. A description of any other activities and objectives as established by the SSC (described in the Strategies/Activities).

The SPSA, including proposed expenditures of funds allocated to the school through the ConApp, must be reviewed annually and updated by the SSC.

Authority cited: EC sections 64001(f)-(g) and 52853(a)(1)-(7).

School Plan for Student Achievement (SPSA) Page 62 of 64 Folsom Lake High School Schoolwide Program Requirements

A school receiving funds allocated through the ConApp and operating a schoolwide program (SWP) must describe how the school will carry out each of the following components: 1. A description of the strategies that the school will be implementing to address school needs, including a description of how such strategies will a. provide opportunities for all students, including socioeconomically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and English learners, to meet the challenging state academic standards. b. use effective methods and instructional strategies based on scientifically based research that i. strengthen the core academic program in the school; ii. provide an enriched and accelerated curriculum; iii. increase the amount and quality of learning time; iv. include strategies for meeting the educational needs of historically underserved populations; v. help provide an enriched and accelerated curriculum; and vi. are consistent with, and are designed to implement, state and local improvement plans, if any. c. address the needs of all students in the school, but particularly the needs of those at risk of not meeting the challenging state academic standards, through activities which may include the following: i. strategies to improve students’ skills outside the academic subject areas; ii. preparation for and awareness of opportunities for postsecondary education and the workforce; iii. implementation of a schoolwide tiered model to prevent and address problem behavior; iv. professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data; and v. strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs. 2. A description of how the school will determine if school needs have been met (described in the Expected Annual Measurable Outcomes and the Annual Review and Update). 3. A description of how the school will ensure instruction by highly qualified teachers and provide ongoing professional development, including a. strategies to attract highly qualified teachers; b. providing high-quality and ongoing professional development that is aligned with the state's academic standards for teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff, to enable all students in the school to meet the state's academic standards; c. the devotion of sufficient resources to effectively carry out professional development activities; and d. the inclusion of teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program. 4. A description of how the school will ensure parental involvement in the planning, review, and improvement of the schoolwide program plan (described in Stakeholder Involvement and/or Strategies/Activities). 5. A description of the activities the school will include to ensure that students who experience difficulty attaining proficient or advanced levels of academic achievement standards will be provided with effective, timely additional support, including measures to a. Ensure that those students' difficulties are identified on a timely basis; and b. Provide sufficient information on which to base effective assistance to those students. 6. For an elementary school, a description of how the school will assist preschool students in the successful transition from early childhood programs to the school. 7. A description of how the school will use resources to carry out these components (described in the Proposed Expenditures for Strategies/Activities).

Authority Cited: Title 34 of the Code of Federal Regulations (34 CFR) sections 200.27(a)(3)(i)-(iii) and 200.28 and section 1114(b)(7)(A)(i)-(iii) and 1118(b) of the ESEA.

School Plan for Student Achievement (SPSA) Page 63 of 64 Folsom Lake High School Appendix B: Select State and Federal Programs Federal Programs Title I, Part A: School Allocation Title I, Part A: School Parent and Family Engagement Allocation Title I, Part A: Targeted Support and Improvement Allocation Title I, Part C: Education of Migratory Children Title II, Part A: Supporting Effective Instruction Title III, Part A: Language Instruction for English Learners and Immigrate Youth Title IV Part A: Student Support and Academic Enrichment Grants Title IV Part B: 21st Century Community Learning Centers Title V, Part B: Rural Education Initiative Title VI, Part A: Indian, Native Hawaiian, and Alaska Native Education State or Local Programs After School Education and Safety Program American Indian Education Child Development Programs Economic Impact Aid/State Compensatory Education (carryover funds) Economic Impact Aid/Limited English Proficient (carryover funds) California Foster Youth Services California Partnership Academies California Tobacco-Use Prevention Education Program

School Plan for Student Achievement (SPSA) Page 64 of 64 Folsom Lake High School Page 65 of 73 Page 66 of 73 Page 67 of 73 Page 68 of 73 Page 69 of 73 Page 70 of 73 Page 71 of 73 Page 72 of 73 Page 73 of 73