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School Plan for Student Achievement (SPSA) Template

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School Plan for Student Achievement (SPSA) Template School Year: ' 2O1g-20 School Plan for Student Achievement (SPSA) Template lnstructions and requirements for completing the SPSA template may be found in the SPSA Template lnstructions. Cou nty- District-School Schoolsite Council Local Board Approval School Name (CDS) Codq (SSC) Approrqa! Dale Dqte Branham High School 43694014330866 5t13t19 June 13, 2019 '. Purpose and Description Briefly describe the purpose of this plan (Select from Schoolwide Program, Comprehensive Support and lmprovement, Targeted Support and lmprovement, or Additional Targeted Support and m roveme Schoolwide Program Comprehensive Support and lmprovement Targeted Support and lmprovement Briefly describe the school's plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountability Plan and other federa state , and local programs. Through our focus on culture, content, craft, and connections, Branham students will graduate college and career eligible and college and career prepared. For the 2019-20 school year, Branham will focus on these areas for our various stakeholders: ==> Students: Culture and Connections- With the hiring of a full time socialworker and the creation of a StudenUFamily Wellness Center, we will implement campus-wide support opportunities for crisis and grief counseling, drug and alcohol intervention, anger management, healthy relationships, etc. Due to our social worker's connections with outside organizations, we will also be able to help find additional resources to support families in need. ==> Staff: Craft and Content- Professional development willfocus on WICOR strategies, mental and :physicalwellness, and effective standards-based instruction. Connections- Advisory, AVID, and lgnite programs will encourage stronger student connections to adults on campus. School Plan for Student Achievement (SPSA) Page 1 of 52 Branham High School Comprehensive Needs Assessment Components Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided Surveys This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s). Multiple surveys were given to parents, students and teachers during the 2018-19 school year by both Branham and by CUHSD. Results of a few are mentioned below, rents* ln Spring 2018 one of our current parents aimed to simplify and remove the redundancy from the California School Parent Survey used by CUHSD and created a separate parent survey for Branham parents. The survey was sent to all families via School Loop and School Messenger. lnformation was collected between June 21 and July 3. ln totalthere were 451 total respondents, and a detailed analysis was provided to the school. A general summary of the results indicated: => Parent satisfaction with Branham is high. 80o/o of parents indicate they are satisfied overall. => Highest rated perceptions (those where at least 80% gave a positive response) include: . Parent sense of "welcome" on campus . Feeling well-informed about student's progress . Teacher/Staff courtesy and professionalism . Respect and value of diversity . Providing a safe learning environment . Teacher commitment to student success . Setting clear rules for behavior . Open-ended questions further reveal that parents like the sense of pride at Branham and its diverse community. Many parents applauded particular teachers and administrative staff members for being exemplary and caring.Some parents feel that Branham creates a healthy learning environment where their children are happy/thriving. => Lowest rated perceptions (those where at least 20o/o gave a negative response) include: . Adequacy of academic counseling o Maintenance (condition) of facilities . Providing coursework and assignments that enable subject mastery . Comments regarding teachers were mentioned most often as areas for improvement.The math teachers and math program/curriculum came under particular scrutiny. And though many feel well-informed, lack of consistent SchoolLoop updates and late grading was frequently mentioned. Counseling is another repeatedly stated area for improvement. => Parents would like their students to have more help through frequent, regulbr, personalized interactions with their counselors, starting in the early years. Academic and college counseling were mentioned most often. => Concern was expressed about vaping and drug/alcohol use on campus, and some parents would like more crack- down and policy enforcement. ' => Parents are anxious to see Branham's facilities updated and modernized. Though some see light at the end of the 'tunnel, there is some frustration about the slow pace of the new construction. => The parking lot came up in verbatim improvement comments. Some parents complained that the lot was dangerous and lacked adequate traffic control. Only a few saw this as related to the construction. => Finally, an opportunity exists to expand the curriculum. Some parents mentioned wanting more diverse classes and pathways, including honors classes as an alternative to APs. A small but expressive set of parents worry about too many students enrolling in AP classes who were not qualified enough nor ready. School Plan for Student Achievement (SPSA) Page 2 of 52 Branham High School *Based on the results of this survey, several modifications were made for the 2018-19 school year including specific focus on the physical environment (facilities, parking lot), contact with counselors, and availability of courses. Students**: ln November,2018 our students took a School Climate Survey from West Ed that asked similar questions to the Project Cornerstone and Healthy Kids surveys given the previous year. A total of 818 students took the survey which is about 45% of the student body. Responses were about even from each grade level and we re taken during Advisory, so we can assume that the responders provided a representative sample of the school. Overall results indicated the following: => Highest rated perceptions (those in which averages in the 'Agree'or'strongly Agree'were at least 80%) include: . Academic Behaviors regarding believing in the importance of coming to class each day, coming prepared, participating in group work, and working hard in school. Academic Mindset regarding wanting to be a good student, attend college, and aknowledging that they can get smarter. o Classroom Context regarding all students from different ethnicities, etc getting along at school. Learning Strategies regarding remembering facts. o Social Skills regarding recognizing good ideas and getting along with others. o Academic Perseverence regarding trying different ways to do things when one way doesn't work and turnign in schoolwork even when it's hard. => Lowest rated perceptions (those in which averages in the 'Agree' or'Strongly Agree' were closer to the 60% range) include: o Academic Behaviors regarding completing work on time (vs. waiting until the last minute) and actively participating in class discussions. r Academic Mindset regarding liking it when school is challenging and looking forward to attending class. r Classroom Context regarding feeling like students are treated equally when they break school rules. o Learning Strategies regarding setting and acting on learning goals. Social Skills regarding being able to clearly describe feelings. Academic Perseverence regarding staying focused even when they want to do other things. *Based on results of this survey, training related to supporting social-emotional wellness and growth mindset will be a focus forthe 2019-20 school year. StafP** A WestEd Staff Survey was taken in Fall 201 8 by 73 participants (63% of staff, down from approx. 87o/o of staff in 201 7- 18). The percentage of participation, although lower than the year prior, was for the most part proportional to the percentage of each group on campus (certificated, classified, SpEd, Admin). Results indicate the following: ==> Highest rated perceptions (those in which averages in the 'Agree' or'Strongly Agree' were at least 90%) include: o Student Learning Environment regarding being supportive and inviting, having high standards, promoting success, emphasizing help when needed, teaching lessons relevant to students, ensuring a safe and supportive environment, and using data in decision making o Staff Working Environment regarding being a supportive and inviting place to work, feeling a responsibility to improve the school, treating each other with respect, promoting trust, having close professional relationships . Special Education Supports - none (both of the 2 options were low- see below) r School Safety regarding being a safe place for students and safe place for staff . Parent lnvolvement regarding the school's efforts to better involve and reach out to parents and encouraging an active partnership, parents feeling welcome to participate, staff taking parent concerns seriously . Caring Relationships regarding adults caring about and paying attention to students, wanting students to do their best, setting high expectations . Opportunities for Meaningful Participation regarding giving equal opportunities to participate in extracurriculars and enrichment . Supports for Learning regarding teachers going out of their way to help students . Fair, Respectful, and Orderly Environment regarding treating students with respect and school rules that are fair r Positive Peer Relations regarding students enjoying spending time together, caring about one another, getting
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