Appendix Santa Paula High School WASC 2017
TABLE OF CONTENTS
APPENDIX A: TIMELINE OF SELF STUDY ...... 1 APPENDIX B: STUDENT SURVEYS ...... 4 APPENDIX C: PARENT/COMMUNITY SURVEY ...... 7 APPENDIX D: MASTER SCHEDULE ...... 9 APPENDIX E: APPROVED AP COURSE LIST ...... 17 APPENDIX F: UC A-G APPROVED COURSE LIST ...... 18 APPENDIX G: SCHOOL PROGRAMS ...... 20 APPENDIX H: SCHOOL QUALITY SNAPSHOT ...... 23 APPENDIX I: SCHOOL ACCOUNTABILITY REPORT CARD ...... 26 APPENDIX J: CBEDS INFORMATION FORM ...... 38 APPENDIX K: SPHS GRADUATION REQUIREMENTS ...... 42 APPENDIX L: ADDITIONAL DATA ...... 45
COURSE GUIDE ...... 46 CALIFORNIA HEALTHY KIDS SURVEY ...... 92 APPENDIX M: BUDGETARY INFORMATION ...... 165
SINGLE PLAN FOR STUDENT ACHIEVEMENT ...... 166 TITLE I: ADDITIONAL MONIES ...... 248 CENTRALIZED SERVICES FUND ...... 250 SPHS 2016-2017 BUDGET WORKSHEET ...... 251 LCFF FUNDING SNAPSHOT ...... 256 LCAP SUMMARY PAGES ...... 258 LCAP ...... 260 APPENDIX: N ...... 403
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Appendix A
Timeline of Self Study—Santa Paula High School Self Study March 2017
January 2016 ➢ SPHS administration begins conversations with the district and former WASC Coordinator.
May 2016 ➢ Wednesday May 11th: Ms. Garcia emailed the entire faculty to fly the WASC Coordinator position. Mr. Guske wrote a letter expressing interest. Mr. Guske was the only applicant.
➢ Thursday May 19th: Mr. Guske was appointed WASC Coordinator.
June 2016 ➢ Early June: Mr. Guske trained with WASC webinars.
➢ June 10th: Ms. Garcia, Dr. Williams, and Mr. Guske met to create a plan to accomplish the WASC tasks. Specifically this plan called for completing Chapters 1 and 2 over the summer break.
➢ End of June: Mr. Guske began working on Chapter 1. This process included meeting with the technology department to determine access to data for the self-study.
July 2016 ➢ July 1st: Ms. Garcia and Mr. Guske met to discuss progress on WASC. It is determined that Chapter 2 will have to wait until after faculty returns to work and that challenges exist accessing data for Chapter 1.
➢ July 5th: Dr. Williams and Mr. Guske met and gathered data about online instruction for Chapter 1.
August 2016 ➢ Mr. Guske worked on gathering more data for Chapter 1 and starting Chapter 2.
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September 2016 ➢ September 14th—Faculty meeting (2 hours): o Faculty completed a survey on the ESLRs (SLOs). o Selected focus groups then met in focus groups. o Evaluated current mission/vision statements. o Made recommendations for new mission/vision statements that aligned with the district mission/vision. o Each focus group reviewed a draft of Chapter 2 and added data/revisions for Chapter 2.
➢ September 28th—Focus Group Meeting (1 hour): focus groups met, read and analyzed the prompts for their section, then used a worksheet to determine the data and resources they needed to accomplish their task.
➢ September 29th—Leadership Team Meeting: o Collected feedback on the WASC process so far o Collected department level data
➢ During September Mr. Guske gathered data for Chapters 1 and 2 and organized both focus group meetings.
October 2016 ➢ October 3rd—WASC Leadership Team half day pullout o Reviewed the data in Chapter 1. o Reviewed and edited a draft of Chapter 2. o Reviewed the mission/visions statements generated by staff in September and created unified statements based on all input. o Started to discuss implications of the student profile for Chapter 3.
➢ October 19th—Home/Focus Group meeting (2 hours) o In Home Groups staff voted on the mission and vision statements. o In Focus Groups and began addressing the prompts in Chapter 4.
➢ October 25th—Student committee meeting: o Student committee met for 2 hours. o Student committee evaluated the student profile and used the profile information to determine critical learner needs for SPHS. o Student Committee edited and voted on mission/vision statements.
➢ During October Mr. Guske organized the various meetings, provided focus groups data for their sections, and started the process of forming a narrative of Chapters 3 and 4 based upon the notes and feedback of focus groups. 3 Appendix: Santa Paula High School WASC 2017
November ➢ November 9th—Focus Group Meeting 2016 ○ Teachers/Staff took a short digital WASC Survey. ○ Met in Focus Groups to continue addressing prompts.
➢ November 17th Area Chair Meeting ○ Area Chairs reviewed a draft of Chapter 3.
➢ End of November—Mr. Guske created narratives out of all of the feedback on Chapter 4.
December 2016 ➢ December 7th—Home Group Meeting ○ Home Groups met in computer labs, broke into groups of 2 or 3 and reviewed Sections B, C, and D of Chapter 4. ○ The Counselors met in a computer lab and reviewed Section E of Chapter 4. ○ All editing/revisions for this meeting were completed on Google Docs.
➢ December 9th—SPHS Leadership Team ○ SPHS Leadership Team familiarized themselves with the new critical learner needs. ○ In small groups the SPHS Leadership Team analyzed individual goals from the existing SPSA. These goals were modified or replaced with new goals to address the new critical learner needs.
➢ December 12th and 13th—Ms. Garcia, Ms. Arnold, and Mr. Guske took two pullout days. Over these two days they: ○ Evaluated all of the feedback on Chapter 4 in Sections A, B, and C. ○ Edited the narratives in Sections A, B, and C.
➢ December 13th and 14th—Parent Focus Group meetings ○ At these two meetings (1 in English, 1 in Spanish) parents reviewed the student and community profile. ○ Gave input on the mission/vision statements.
➢ End of December—Mr. Guske combed through all drafts of the self- study and identified all missing data or inadequately addressed prompts and data
January 2017 ➢ In January Mr. Guske and admin edited all drafts and created the appendix. Mr. Guske was also able to obtain the missing information in Chapter 1 from the technology department.
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Appendix B Results of Student Survey
SPHS WASC Student Survey—hand tabulated 557 responses
1. Grade Level (please circle) 9th 10th 11th 12th
Strongly Strongly Question Agree Disagree Agree Disagree 2. I feel free to talk with at least one teacher or adult on 18% 62% 11% 9% campus about a personal or safety problem. 3. I feel safe in class. 31% 58% 9% 2% 4. I feel like I am part of Santa Paula High School. 30% 59% 9% 2% 5. I enjoy my school. 21% 64% 9% 6% 6. Teachers make time to help me with my coursework. 22% 56% 19% 3% 7. I feel it is important to go to all of my classes. 38% 46% 14% 2% 8. Teachers work hard to make sure all students are learning. 21% 54% 20% 5% 9. I feel safe on my campus. 21% 64% 12% 3% 10. SPHS faculty and staff respect students’ differences and 21% 54% 20% 5% differences of opinion. 11. My counselor shows concern and care for me as a person 23% 48% 24% 5% by treating my questions and problems with respect.
12. At Santa Paula High School, there is a teacher or some other adult who tells me when I do a good job achieving a 26% 57% 12% 5% learning goal. 13. At Santa Paula High School, there is a teacher or some other adult who wants me to do my best and believes I will 40% 50% 8% 2% be a success. 14. Bullying and harassment are not a problem at Santa Paula 11% 44% 33% 12% High School. 15. The counseling staff has given me help in choosing the 20% 45% 26% 9% right classes. 16. I am satisfied with the path of courses I am taking. 26% 53% 19% 2% 17. My 9th Grade Transitions Course, Choices: College and Career Class, or Freshmen AVID/Intro to Human Services 29% 51% 15% 5% class helped me to design a 10 year plan. 18. I have completed a Graduation Checklist with my 13% 29% 48% 10% counselor to help me to set college and career goals 19. I have had a face to face meeting with my counselor and 39% 41% 13% 7% know who my counselor is. 20. As I am learning new ideas in my classes, I also have the opportunity to practice and improve my writing (short 27% 63% 7% 3% paragraphs, essays, etc.) skills.
21. This semester the assignments I have to do at school are 18% 57% 20% 5% interesting and challenging to me. 22. The instructional materials used in my classes (textbooks, 36% 54% 7% 3% graphic organizers, PowerPoints, notes videos, etc.) are 5 Appendix: Santa Paula High School WASC 2017
useful tools for helping me to understand the course content being taught. 23. My homework and classwork are corrected and returned in a timely manner. 14% 46% 30% 10%
24. I receive timely and appropriate feedback on my 16% 50% 27% 7% homework and classwork 25. There are opportunities for leadership experiences at my 23% 57% 17% 3% school. 26. I am provided opportunities to have learning experiences outside of the classroom that relate to what I am learning in 23% 54% 20% 3% the classroom. 27. The curriculum being taught prepares me for after high 23% 54% 17% 5% school experiences (college and/or the workforce). 28. I know how I will be tested and on what materials. 27% 53% 17% 3% 29. My teachers create a welcoming and supportive learning 22% 65% 10% 3% environment. 30. If I am struggling in one of my classes it is easy to 27% 44% 23% 6% approach the teacher and get help.
31. My teachers clearly communicate course outlines, grading 21% 61% 16% 2% methods, and test requirements. 32. My teachers have consistent grading and homework policies in place across all of my classes to support 22% 59% 16% 3% learning. 33. I understand lessons the first time my teacher teaches 8% 50% 28% 14% them. 34. I am aware of the learning goals in each of my classes 23% 57% 14% 6% every day. 35. I am aware of what it takes to be successful and get a good 34% 52% 9% 5% grade in each of my classes. 36. I am usually well prepared for class. 25% 59% 14% 2% 37. Teachers treat students with respect. 28% 46% 23% 3%
Freshmen Link Crew Survey
306 responses. This survey was given to freshmen at the end of 2015-2016. The goal of the survey was to measure the effectiveness of the Link Crew Peer Mentoring Program. 1. How many Link Crew hosted events did you attend this year? (Orientation, Tailgate Party, Cookie Cram, Challenge Day) a. 4 (18%) b. 3 (34%) c. 2 (27%) d. 1 (10%) e. 0 (11%)
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2. Do you have someone at the high school that you feel comfortable talking about problems or issues with? a. Yes ((66%) b. No (34%)
3. Do you feel that you can go to your Link Leader for help? a. Yes, for anything (32%) b. Yes, for academics/school work (34%) c. Yes, for personal/social issues (3%) d. No (31%) 4. How comfortable are you with your Link Leader? a. Very comfortable (22%) b. Comfortable (30%) c. Somewhat comfortable (35%) d. Not very comfortable (9%) e. Not at all (14%)
5. How helpful was your Link Leader in your success at SPHS? a. Very helpful (20%) b. Helpful (23%) c. Somewhat helpful (22%) d. Not very helpful (16%) e. Not helpful at all (18%)
6. How often did your Link Leader visit you? a. Weekly (19%) b. Twice a month (12%) c. Monthly (10%) d. Rarely (41%) e. Never (18%)
Has your Link Crew Leader helped you in the following areas? Please mark “A” for YES and “B” for NO. 7. Homework (28% Yes, 72% No) 8. AR (Accelerated Reader) (10% Yes, 90% No) 9. Talking to a teacher/counselor/administrator (19% Yes, 81% No) 10. Dealing with a personal situation (26% Yes, 74% No) 11. Encouraging you to participate in school activities (51% Yes, 49% No)
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Appendix C Results of Parent/Community Survey
2016-2017 WASC Parent/Community Survey—Results hand tabulated. Responses: 138
Questions Strongly Agree Disagree Strongly Agree Disagree Teachers and Staff 1 The school’s teachers treat all students fairly and 36% 58% 2.9% 3.1% with respect. 2 Teachers at the school keep students interested 38% 58% 2.9% 1.1% and involved in classroom activities. 3 Teachers and staff address problems experiences 33% 58% 5.8% 3.2% by students and or parents. 4 Teachers are available to give students assistance 43% 51% 5.8% 0.2% with their schoolwork. 5 The school’s teachers hold high expectations for 41% 51% 7% 1% student learning. 6 Teachers are available to give students assistance 42% 45% 7.2% 5.8% with assignments. 7 Teachers contact me regarding progress or 29% 49% 14% 8% concerns. 8 Teachers and counselors return calls/e-mails 29% 51% 13% 7% promptly. 9 School counselors give students the help they 39% 45% 7.2% 8.8% need in curricular planning and help students prepare for college and the workplace. Communication 10 It is easy for my student(s) to schedule an 36% 43% 13% 8% appointment or phone conference with a counselor. 11 The school keeps parents informed by newsletters 42% 52% 4.3% 1.7% and other means of communication, which provides information about school rules, parent/teacher conferences and other related matters. 12 Parents and/or community members are involved 29% 54% 14% 3% in exploring solutions to problems and concerns facing the school. 13 I am aware of after-school resources to help my 25% 56% 16% 3% child. 14 I am aware of how to get information about my 38% 58% 2.9% 1.1% child’s grades, current progress in his/her classes and towards graduation. 15 I am aware of opportunities to participate in 26% 65% 5.8% 4.2% parent groups at the school. 8 Appendix: Santa Paula High School WASC 2017
Curriculum 16 My student(s) have equal access to curriculum 45% 49% 4.3% 1.7% appropriate to their abilities and personal education plans. 17 The school is preparing students for college 46% 43% 7.2% 3.8% and/or the workplace. School Environment 18 There are a variety of extracurricular activities for 52% 46% 1.4% 0.6% my student(s) to participate in at the school such as clubs, sports, band and student government. 19 The school has a safe, clean, and orderly 33% 62% 2.9% 2.1% environment. 20 My student’s school is a safe place to be. 29% 64% 4.3% 2.7% 21 My student(s) feel safe at the school. 32% 61% 4.3% 2.7% School Goals 22 The school’s purpose and goals are clear and 30% 62% 7.2% 0.8% directed towards student learning. 23 The school’s highest priority is student learning. 36% 55% 10 % 2% Resources 24 As a parent I have access to Q Parent Connect. 43% 45% 10% 2% 25 My student(s) have access to Q Student Connect. 54% 43% 2% 1%
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Appendix D Master Schedule 01/24/2017 10 Appendix: Santa Paula High School WASC 2017 01/24/2017 01/24/2017 11 Appendix: Santa Paula High School WASC 2017 01/24/2017 12 Appendix: Santa Paula High School WASC 2017 01/24/201701/24/2017 13 Appendix: Santa Paula High School WASC 2017 01/24/2017 14 Appendix: Santa Paula High School WASC 2017 01/24/2017 15 Appendix: Santa Paula High School WASC 2017 01/24/2017 16 Appendix: Santa Paula High School WASC 2017 17 Appendix: Santa Paula High School WASC 2017
Appendix E Approved AP Course List
2013-14 2014-15 2015-16 2016-17 Biology 1 1 1 1
Calculus AB 1 1 1 ---- English Language and 2 2 2 2 Composition English Literature and 1 1 1 2 Composition
Environmental Science --- 1 1 1
European History ------1
Music Theory 1 1 1 1
Psychology ------1 1
Spanish Language and Culture ------
Statistics 1 1 1 1
Studio Art: 2-D Design 1 1 1 1
Studio Art: 3-D Design ------1 1
Studio Art: Drawing 1 1 1 1
U.S. Government and Politics ------1
United States History 1 1 1 1 18 Appendix: Santa Paula High School WASC 2017
Appendix F UC A-G Approved Course List
History / Social Science ("a") 2 years required Two units (equivalent to two years) of history/social science required, including: one year of world history, cultures and historical geography and one year of U.S. history; or one-half year of U.S. history and one-half year of civics or American government. American Government AP United States History Adopted from: Cyber High Adopted from: The College Board American Government CP Advanced Placement Program AP European History U.S. History A and B Adopted from: The College Board Adopted from: Cyber High Advanced Placement Program U.S. History CP AP Government and Politics United World History CP States World History A and B Adopted from: The College Board Adopted from: Cyber High Advanced Placement Program World History H
English ("b") 4 years required Four units (equivalent to four years) of college preparatory English composition and literature required, integrating extensive reading, frequent writing, and practice listening and speaking with different audiences. Students may only use 1 year of ESL/ELD English. AP English Language and Composition English 11 CP Adopted from: The College Board English 1A and 1B Advanced Placement Program Adopted from: Cyber High AP English Literature and Composition English 2A and 2B Adopted from: The College Board Adopted from: Cyber High Advanced Placement Program English 3A and 3B CSU Expository Reading and Writing Adopted from: Cyber High Adopted from: California State English 4A and 4B University (CSU) Early Assessment Adopted from: Cyber High Program (EAP) English 9 CP English 10 (H) English 9 H English 10 CP
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Mathematics ("c") 3 years required, 4 years recommended Three units (equivalent to three years) of college-preparatory mathematics (four units are strongly recommended), including or integrating topics covered in elementary algebra, advanced algebra, and two-and three-dimensional geometry. Algebra 2A and 2B Adopted from: Cyber High Adopted from: Cyber High Integrated Math IA and IB Algebra A and B Adopted from: Cyber High Adopted from: Cyber High Secondary Math 3 Honors AP Calculus AB Secondary Math 1 Adopted from: The College Board Secondary Math 1 Honors Advanced Placement Program Secondary Math 1A AP Statistics Secondary Math 1B Adopted from: The College Board Secondary Math 2 Advanced Placement Program Secondary Math 2 H Geometry A and B Secondary Math 3 Adopted from: Cyber High Statistics-CP Integrated Math 2A and 2B Trigonometry/PreCalculus CP Adopted from: Cyber High Trigonometry/Pre-Calculus H Integrated Math 3A and 3B
Laboratory Science ("d") 2 years required, 3 years recommended Two units (equivalent to two years) of laboratory science are required (three units are strongly recommended), providing fundamental knowledge in two of the following: biology, chemistry, or physics. A yearlong interdisciplinary science course can meet one year of this requirement. AP Biology Biology CP Adopted from: The College Board Biology H Advanced Placement Program Chemistry CP AP Environmental Science Physics CP Adopted from: The College Board Physiology CP Advanced Placement Program Zoology Cp
Language Other than English ("e") 2 years required, 3 years recommended Two units (equivalent to two years, or through the second level of high school instruction) of the same language other than English (three units recommended). American Sign Language Spanish 1 CP Adopted from: Cyber High Spanish 2 (H) AP Spanish Language and Culture Spanish 2 CP Adopted from: The College Board Spanish 3 CP Advanced Placement Program Spanish 3 H 20 Appendix: Santa Paula High School WASC 2017
Appendix G
School Programs
The Agricultural Education Program—Ag Academy
The agricultural education program at Santa Paula High School is built on the four core areas of the classroom/laboratory instruction, supervised agricultural experience (SAE) programs, the FFA student leadership organization (activities/opportunities) and the California Partnership Academy model. The program is designed for delivery these four components as follows:
Classroom/Laboratory Instruction – quality instruction in the area agriculture that utilizes a “learning by doing” philosophy. The agriculture program will have one of the largest and state of the art learning facilities in the State. The 29 acre agriculture learning facility will offer a wide range of hands-on experience opportunities for all students. The new facility will include a livestock facility, a learning orchard, growing area, greenhouse, and strong agriculture partnerships. The agriculture program offers courses in Introduction to California Agriculture, Introduction to Agriscience, FFA, Supervised Agriculture Experience, Record Keeping, Animal Science, Horticulture, Agriculture Business, College Preparation, and Career Preparation.
Supervised Agricultural Experience Programs – all students are expected to have an agriculturally related work-based learning experience while enrolled in agricultural education courses. The SAEs vary from livestock projects, paid work experience, non-paid work experience, community service opportunities, internships, job-shadows, and agriculture industry tours.
FFA Student Organization (Activities/Opportunities) – FFA activities are an integral part of the agricultural education program that all agricultural education students participate in if they are to fully benefit from their enrollment in the program. The FFA offers a wide range of career development activities that allows students to learn about the agriculture industry, develop vital life skills, and increase leadership skills through various statewide opportunities.
California Partnership Academy – the academy enhances the agriculture program by strengthening the four-year agriculture plan for all students. Students enter the pre-academy in the 9th grade then officially enter the academy in the 10th grade. Students must apply, have counselor recommendation, above a 2.0 and, parent approval, and agriculture teacher approval. Students will take a prescribed list of courses that meets the minimum requirements to enter the university. The agriculture program serves all students and use agriculture as a strong connection to learn about agriculture, leadership, personal growth and career success. The academy has a team of teachers and a counselor who work together to integrate agriculture into the core academic areas.
The agriculture program serves additional opportunities in the following areas:
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Travel Would you like to see other parts of the world, visit a different state or just see a different part of your state? FFA can take you there. When students participate in FFA activities, you will travel to other schools, cities and states for conference tours and competitions. Students in the agriculture program will travel to district and state activities, national meetings and conventions. FFA global programs give you the opportunity to explore global agriculture, develop a worldly perspective and become more culturally aware of the diversity in agriculture around the world.
Earn Money Once a student’s supervised agricultural experience (SAE) program is in place, students can earn money while they learn about agriculture. Students, parents and advisors take the time to design an SAE that is right for each student. The agriculture teacher help students plan a wide variety of SAEs. The possibilities are nearly endless! In 2015, the total SAE earnings for students in the United States exceeded $90 million! That is a lot of cash to save for college or to invest in a student’s future!
Be Part of the Team/Family A successful agriculture program is all about teamwork. The total agriculture program experiences as both a team member and a team leader will pay off throughout a student’s lifetime. In the program, there are over 100 individual and team events and competitions. Students have the ability to enjoy and join in! Agricultural Communications, biotechnology, vegetable judging, citrus judging, job interview and veterinary medicine are just a few of the many choices.
Serve the Community The agriculture program makes a positive difference in the Santa Paula community. Students in the agriculture program make their schools and town a better place to live because they care. Growing food for those who are less fortunate, restoring beautiful landscapes in towns and volunteer in many agriculture related events are examples of community involvement that agriculture programs conduct. Students in the agriculture program make a positive difference in the lives of their family, friends and neighbors when students are a part of the program.
Success What does success mean? Planning for an exciting career? Hoping to save thousands of dollars? The agriculture program can help make it happen and can provide students with the steps they need to take the necessary steps to prepare for their future. There are more than 500 careers in agriculture, and all students have to do is explore to find the right one. When students enroll in the agriculture program, students will have the chance to look at themselves in many different ways, and success will be theirs if they plan and work hard.
Have Fun! Students will have fun: learning, working with the community, leadership conferences, college tours, field trips, dances, Section, Regional, State and National events are all options. Students have the opportunity to try something new. Meet new friends and go places they have never been before. It’s fun and exciting, and students are amazed with all they learn along the way.
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AVID
The Advancement Via Individual Determination (AVID) Program was implemented at Santa Paula High School in 1998. The program targets students who meet one or more of the following criteria: considered in the middle academically (2.0-3.5 grade point average upon entrance to the program), low-income, first generation to attend college, self-motivated to work hard to attend a four-year, higher-education institution, or special circumstance. Since its implementation, AVID has grown significantly. It began as a 7th period, after school program for students interested in attending college, and very shortly thereafter became part of the regular school day. We currently have nine sections: three ninth grade, three tenth grade, two eleventh grade, and one twelfth grade. The AVID classes focus on writing, inquiry, collaboration, organization and reading (WICOR strategies), college readiness, financial aid/scholarships, career exploration, SAT/ACT preparation, and much more. Guest speakers are invited to present in the AVID classroom, university field trips are taken, and college tutors have been hired to work with students on AVID tutorial days (Tuesdays and Fridays). AVID elective teachers regularly attend Summer Institute. Santa Paula High School is currently a Highly-Certified AVID site, and is working to become a School-Wide Site of Distinction and demonstration school. We regularly track program data using the AVID data entry system, which focuses mainly on student demographics, as well as complete a self-study every year to determine progress toward improvement on the 11 AVID Essentials. The AVID Site Team uses this data to help drive our AVID Site Plan, and make recommendations for our school Single Plan for Student Achievement.
Human Service Academy—HSA
The Health & Human Services Academy at Santa Paula High School began in January 2001. This California Partnership Academy is designed to help a wide range of students pursuing careers in Health/Medicine, Education, or Human Services. This academy has organized student learning so that it reinforces high academic standards while integrating career information. The primary strength of the academy is the opportunity for students to see industry practitioners at work. This connection to public services provides students with the opportunities for observations, explorations, and workplace learning that assists with career decision-making and career preparation.
Freshmen take an Introduction to Human Services course, where college majors, universities, and careers are explored, and several guest speakers visit the class to help students measure their passions, values, and aptitudes. Sophomores take Child Development & Care and begin job shadowing observation and participation activities at local preschools. They also volunteer at local elementary schools through the ASPIRE Program. During their junior year, students participate in Health, Education, and Human Services Internships. Community-based job sites provide students with a mentor who works with them, one-on-one, as they learn a variety of hands-on applications – sites include the Santa Paula Unified School District, Santa Paula Hospital, Vista Cove Care Center, and the City of Santa Paula. Seniors complete the academy sequence by taking one of five CPA approved courses; three of which helps students earn their state licenses as certified medical, dental, and nursing assistants. 23 Appendix: Santa Paula High School WASC 2017
Appendix H School Quality Snapshot 2013-14 School Quality Snapshot Grades Offered: 9 - 12 Santa Paula High Enrollment: 1,542 Charter: No Santa Paula Unified since 2013-14 / Previously in Santa Paula Union High Title I Funded: Yes 404 North Sixth St., Santa Paula, CA 93060 CDS Code: 56-76828-5635776
California Assessment of Student Performance and Progress California's Academic Performance Index (API) (CAASPP) 2013 Growth API 731 What is the CAASPP system? The CAASPP system is the new student assessment system for Growth from Prior to Current Year -9 California's schools. It will initially include the following assessments: Met Schoolwide Growth Target No • English-language Arts (ELA) All Student Groups Met Target No • Mathematics 2013 Growth API State Rank 4 • Science 2013 Growth API Similar Schools Rank 7
How will the CAASPP system benefit California? API Subgroup Performance - 2013 API Growth It will use a variety of assessment approaches and item types that Met Growth will allow students to more fully demonstrate what they know and Target can do. In this way, the CAASPP system will assist teachers, administrators, and students and their parents by promoting high- African American or Black -- quality teaching and learning. American Indian or Alaska Native -- Asian -- What are the Smarter Balanced Tests? The Smarter Balanced tests are the ELA and Mathematics portions Filipino -- 24 of the CAASPP system. They were developed by the Smarter Balanced Consortium and are aligned to the Common Core State Hispanic or Latino No -10 Standards (CCSS). Native Hawaiian or Pacific Islander -- 2013-14 Subgroup Enrollment
White --
English Learners 25% Appendix: Why are the results of the 2013-14 Smarter Balanced Tests not Two or More Races -- reported? Socioeconomically Disadvantaged 80% The Smarter Balanced tests were field tested in the spring of 2014. English Learners Yes 55 The purpose of the field tests were to assess the actual test Students with Disabilities 11% questions to ensure that they are fair for all students; therefore, no Socioeconomically Disadvantaged No -5 test results were reported. Santa Students with Disabilities -- Green = Student group met target Paula Why is the 2014 Growth API not reported on the 2013-14 SQS? Red = Student group did not meet target The State Board of Education (SBE) approved not to calculate the + -- = Student group is not numerically significant
2014 Growth and Base APIs during the transition to CAASPP. The High 2013 Growth API using the 2012-13 assessment results are carried over to the 2013-14 School Quality Snapshot. CHART LEGEND: n SCHOOL l DISTRICT u STATE School Where can I find more information on the CAASPP system? Please visit the following CDE web page for more information about CDS: County-district-school the CAASPP system: http://www.cde.ca.gov/ta/tg/ca/ WASC School and/or district information will not be displayed when data are not available or when data are representing fewer than 11 students. 2017
California Department of Education Tom Torlakson Please visit the following Web page for more Report (v2.a) Generated: January 23, 2017 State Superintendent of Public Instruction information: http://www.cde.ca.gov/snapshot/ Page 1 2013-14 School Quality Snapshot Grades Offered: 9 - 12 Santa Paula High Enrollment: 1,542 Charter: No Santa Paula Unified since 2013-14 / Previously in Santa Paula Union High Title I Funded: Yes 404 North Sixth St., Santa Paula, CA 93060 CDS Code: 56-76828-5635776 25 Appendix: Santa Paula +
CHART LEGEND: High n l u SCHOOL DISTRICT STATE School
* Only four years of data are available
CAHSEE: CA High School Exit Examination WASC CST: CA Standards Test School and/or district information will not be displayed when data are not
available or when data are representing fewer than 11 students. 2017
California Department of Education Tom Torlakson Please visit the following Web page for more Report (v2.a) Generated: January 23, 2017 State Superintendent of Public Instruction information: http://www.cde.ca.gov/snapshot/ Page 2 26 Appendix: Santa Paula High School WASC 2017
Appendix I
School Accountability Report Card 27 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Accredited by the Western Association of Schools and Colleges
404 North Sixth Street • Santa Paula, CA 93060 • (805) 525-4400 Ext. 9002 • Grades 9-12 Elizabeth Garcia, Principal School Account ability Report Card A Report of 2014-15 Activity Published in 2015-16
District Vision & Mission District & School Santa Paula Unified Vision: Profile School District 201 S. Steckel Street Educating students for college and careers through Santa Paula Unified School Santa Paula, CA 93060 expanded academic learning opportunities and District (805) 933-8800 enhanced experiences. Santa Paula Unified School District is located in the city of Santa Paula, a small historical www.santapaulaunified.org Mission: community serving approximately 30,000 The Santa Paula Unified School District in residents within a 4.6 square-mile radius collaboration with educators, parents and surrounded by rolling hills and citrus groves. Board of Trustees businesses will prepare students academically Santa Paula City is approximately 65 miles Mr. Chris Wilson, President and socially for college, career, global citizenship northwest of Los Angeles and 14 miles east of Mrs. Kelsey Stewart, Vice President Ventura. Santa Paula Unified School District Ms. Christina Urias, Clerk and life-long learning by providing rich, diverse Mrs. Diana Ponce-Gomez, Member and differentiated experiences and learning operates six elementary schools, one middle Mrs. Michelle Kolbeck, Member opportunities, a highly skilled educational team school, one comprehensive high school and and safe attractive schools. one continuation high school all nestled against the city’s foothills. During the 2014-15 school Principal’s Message year, the District served 5,459 students in District Administration grades K-12. The demographic composition Alfonso Gamino Welcome to Santa Paula High School! In of the student body included 10.8% receiving Superintendent accordance with Proposition 98, every school Special Education services, 38.9% qualifying in the state is required to issue a School for English learner support, and 84.6% enrolled Donna Rose Assistant Superintendent of Accountability Report Card annually. The data in the Free or Reduced Price Meal program. contained within this report describes our campus Business Services Santa Paula High School environment, instructional programs, support Christine Schieferle services, school staff, and students’ progress. During the 2014-15 school year, Santa Paula Assistant Superintendent of High served 1,541 students in grades 9-12. Educational Services For over one hundred years, the Cardinal legacy of Student enrollment included 19.6% qualifying tradition and excellence has inspired the students, for English learner support, 12.3% receiving staff, and community of Santa Paula. Our school Special Education services, and 76.7% enrolled continues to be a touchstone for excellence in in the Free or Reduced Price Meal program. Contents education. We are proud of our “full” six-year Principal’s Message WASC accreditation from 2011-2017. Santa Paula All school staff at Santa Paula High place a District & School Profile High School is not just one of many, but a unique strong emphasis on maintaining a positive, Local Control Accountability Plan (LCAP) and important part of our community. safe learning environment through effective Parent Involvement discipline. Santa Paula High School uses a Student Achievement Santa Paula High School is closely tied to our School Facilities & Safety positive, behavioral support approach. Students Classroom Environment community and the families that it serves. The are subject to fair and firm discipline and a students and staff are continually involved in Curriculum & Instruction zero tolerance policy, according to Education College Preparation & Work Readiness numerous community programs, including food Code, for the possession of weapons and sale Professional Staff drives, theater and musical performances, SARC Data & Internet Access of drugs. A school resouce officer and campus District Expenditures museum projects, and job shadowing and security officers are visible and stationed in internships. Through these ties, both our school designated areas around the campus daily. and the community of Santa Paula have found Parents know that their students are safe at success. Santa Paula High and that everyone’s focus is We here at Santa Paula High School encourage The statistical information disclosed in this report on academics. is obtained from the California Department of every member of our community to visit our Ventura County Office of Education operates a Education and the Santa Paula Unified School Campus on The Hill, observe our programs, and day care center on Santa Paula High’s campus; District. At the time of publishing, this report met all SARC-related state and federal requirements, take part in the amazing activities our students and the center is open from 7:30 a.m. to 3:30 p.m. staff are engaged in. using the most current data available. Information Students enrolled in the district are eligible to for the instructional materials section was acquired place their child of any age in the program. in October 2015 and for the facilities section was acquired in September 2015. Santa Paula High School 1 2014-15 School Accountability Report Card 28 Appendix: Santa Paula High School WASC 2017
Parent Involvement Parents are encouraged to get involved in Santa Paula High School’s learning community by volunteering their time, attending school events, or sharing in the decision-making process. The school welcomes parent chaperones for field trips, school dances, athletic events, and student performance groups. Back to School Night, the Annual Senior Awards Banquet, performing arts programs, Freshman Parent Information Night, and parent workshops provide opportunities for parents to interact with school staff while supporting their child’s academic efforts. The following campus organizations provide opportunities for parents to have input on curricular programs, activities, and financial planning: • Academy Advisory Committees • Migrant Parent Advisory Committee • Budget Advisory Committee • Parent Involvement for Quality Education • English Learner Advisory Council (ELAC) (PIQE) • Discipline Committee • Parent Teacher Student Association (PTSA) • District Advisory Committee (DAC) • Safety Committee • District English Language Advisory Council • School Site Council (DELAC) • Technology Committee • FFA Advisory (Future Farmers of America) • Wellness Committee Parents seeking more information about becoming an active member in the school community may Local Control contact the principal’s secretary at (805) 525-4400 x9002. School-to-home communication is provided in both English and Spanish. Important information Accountability Plan about school activities, schedules, curriculum, graduation requirements, committee meetings, and (LCAP) announcements are available in the quarterly school newsletter. Santa Paula High uses Blackboard As part of the new Local Control Funding Connect to forward personalized messages from school staff to each student’s home. Progress Formula, school districts are required to reports and report cards are mailed to students’ homes at scheduled times throughout the year. Q, develop, adopt, and annually update a three- an on-line student information program, is available throughout the year for parents to access their year Local Control and Accountability Plan child’s grades on a regular basis. Santa Paula High School’s website hosts valuable information (LCAP). The following components of this about staff, schedules, and activities. The principal’s update that highlights current events, important SARC address some of the priorities identified news, and special announcements can be located on the school’s website. in the District’s LCAP: Student Achievement Conditions of Learning – State Priority 1: District Benchmark Assessments Covered in Teacher Assignment, including Santa Paula Unified School District is in the process of creating districtwide common formative the Teacher Credentials & Misassignments assessments (“benchmarks”) that are aligned to the Common Core State Standards. These & NCLB Compliance charts; Instructional assessments will be used to evaluate instructional programs and measure student proficiency Materials, including the Textbooks chart; of all students in math and language arts. Test results will be used to 1) help teachers identify and School Facilities & Safety, including the areas where instruction may or may not be effective, 2) analyze and readjust curriculum maps, 3) Campus Description and School Facility Good identify concepts that need to be retaught in the classroom, and 4) plan in-class lessons and identify Repair Status charts. students who need targeted academic assistance or intervention. Pupil Achievement – State Priority 4: Covered in Standardized State Assessments, including the CST Results and CAASPP charts; and Career Technical Education (CTE) Programs (Workforce Preparation), including the CTE Program Participation and UC/CSU charts. Other Pupil Outcomes – State Priority 8: California Standards Test (CST) Covered in California High School Exit Exam, including the CAHSEE charts; and Physical Results by Student Subgroup Fitness, including the Physical Fitness Test 2014-15 chart. Percentage of Students Scoring at Proficient and Advanced Levels Parental Involvement – State Priority 3: SPUSD 48 Covered in Parent Involvement. SPHS 41 Pupil Engagement – State Priority 5: Covered Male 46 in Dropout & Graduation Rate, including Female 33 Hispanic or Latino 39 Dropout & Graduation Rate and Completion of White (not Hispanic) 61 High School Graduation Requirements charts. Economically Disadvantaged 16 School Climate – State Priority 6: Covered English Learners 11 in Discipline & Climate for Learning, including Students with Disabilities 38 Suspension & Expulsion chart; and School Site Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), Safety Plan. and California Alternate Performance Assessment (CAPA) for students in grades 5, 8 and 10. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Santa Paula High School 2 2014-15 School Accountability Report Card 29 Appendix: Santa Paula High School WASC 2017
California Standards Tests (CST) The California Standards Test (CST) assesses student performance in science in grades 5, 8 and 10. Performance standards identify the level of student mastery of the content standards tested. The state target for every student is to score at the Advanced or Proficient level. The CST tables in this report illustrate the percentage of students achieving Proficient and Advanced levels. Results are shown only for subgroups with ten students or more taking the exam. For those categories that are blank in the CST tables, no students met subgroup criteria. More information on CSTs can be found on the California Department of Education’s website www.cde.ca.gov/ta/tg/sr/cstsciref.asp. California High School Exit Exam The California High School Exit Exam (CAHSEE) is a state-mandated test given to 10-12 grade students to measure student proficiency in math and language arts. The CAHSEE helps identify students who are not developing skills that are essential for life after high school and encourages schools to give these students the attention and resources needed to help them California Assessment of Student Performance and Progress achieve these skills during their high school All Students years. Percentage of Students Meeting or Exceeding the State Standards Students must pass the language arts and math 2014-15 components of the examination to be eligible SPHS SPUSD CA for a high school diploma. The test is initially given to students in the tenth grade. Students 47 30 44 English-Language Arts/Literacy are given numerous chances to pass the test Mathematics 23 19 33 during their sophomore, junior, and senior Note: Students in grades 3-8 and 11 are given this test. Percentages are not calculated when the number years: 83% of Santa Paula High’s tenth grade of students tested is ten or less, either because the number of students in this category is too small for students who took the test in 2014-15 passed statistical accuracy or to protect student privacy. the Math portion of the exam and 83% passed
CAASPP Assessment Results Disaggregated by Student Groups 2014-15
English Language Arts/Literacy Mathematics
Achievement Level Achievement Level
Total Number Percent Total Number Percent 1234 1234 Enrollment Tested Tested Enrollment Tested Tested
Grade 11 Grade 11
All Students Tested 362 352 97.2% 18.0% 31.0% 34.0% 14.0% 362 349 96.4% 45.0% 29.0% 19.0% 4.0% Male 362 148 40.9% 23.0% 31.0% 32.0% 10.0% 362 146 40.3% 50.0% 25.0% 16.0% 5.0% Female 362 204 56.4% 15.0% 31.0% 35.0% 16.0% 362 203 56.1% 42.0% 31.0% 22.0% 3.0% African American 362 0 0.0% * * * * 362 0 0.0% * * * * Asian 362 1 0.3% * * 0.0% * 362 1 0.3% * * 0.0% * Hispanic or Latino 362 327 90.3% 18.0% 31.0% 34.0% 13.0% 362 324 89.5% 46.0% 29.0% 20.0% 3.0% White (not Hispanic) 362 23 6.4% 17.0% 26.0% 2.0% 22.0% 362 23 6.4% 39.0% 26.0% 13.0% 13.0% Two or More Races 362 1 0.3% * * * * 362 1 0.3% * * * * Socioeconomically Disadvantaged 362 280 77.3% 20.0% 32.0% 32.0% 13.0% 362 277 76.5% 46.0% 30.0% 18.0% 3.0% English Learners 362 60 16.6% 47.0% 43.0% 3.0% 0.0% 362 60 16.6% 83.0% 12.0% 0.0% 0.0% Students with Disabilities 362 38 10.5% 63.0% 32.0% 3.0% 0.0% 362 37 10.2% 95.0% 3.0% 0.0% 0.0% Migrant Education 362 12 3.3% 17.0% 58.0% 25.0% 0.0% 362 12 3.3% 42.0% 33.0% 25.0% 0.0%
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the English/Language Arts portion of the exam. Proficiency scores from the test are used as a determination of Adequate Yearly Progress (AYP) as noted in the AYP section of this report. Physical Fitness In the spring of each year, Santa Paula High is required by the state to administer a physical fitness test to all students in the ninth grade. The physical fitness test measures each student’s ability to complete six fitness tasks in six major areas. Students that either meet or exceed the standards in all six fitness areas are considered to be physically fit or in the School Facilities & “healthy fitness zone.” Comparative district and Safety state results can be found at the CDE’s website www.cde.ca.gov/ta/tg/pf/. Facilities Profile Santa Paula High provides a safe, clean environment for learning through proper facilities maintenance and campus supervision. Original school buildings were constructed in 1933; ongoing maintenance ensures school facilities are kept safe and in good working condition, and continue to provide adequate No Child Left Behind (NCLB) space for students and staff. The No Child Left Behind (NCLB) Act is part of 2014-15 Campus Improvements: the Federal Title I funding program designed • Installation of a new outdoor PA system to support additional staffing and programs to • Additional upgrades to wireless network meet the needs of low-income, low achieving • Paint and upgrades to pool lockers students, and other designated students with Adequate Yearly Progress special needs. Schools may apply, based upon 2015-16 Planned Campus Improvements: The Federal No Child Left Behind Act (NCLB) their student demographics, for one of two types • Renovation of all science classrooms requires that all students perform at or above of Title I funding: Title I Schoolwide or Title I • Upgrades to locker rooms the proficient level on the state’s standards Targeted Assistance. Title I Schoolwide schools • Painting of the interior of the gym based assessments by 2014. Meeting AYP use federal funds for schoolwide improvement of • Addition of a cardio room in the gym milestones helps determine whether students student achievement. Title I Targeted Assistance • Addition of sport team rooms are reaching proficiency level targets set schools use federal funds to help those students by NCLB. AYP requires annual evaluation who meet specific program criteria. In 2014-15, and reporting of the academic progress of all Santa Paula High qualified to receive Schoolwide students and defined student subgroups. The Title I funding and therefore is subject to comply 2015 AYP report indicators include a target with Title I program participation requirements. of 95% participation rate, 90% attendance rate, and 90% graduation rate. The percent Any school receiving Title I funds is required proficient category is not applicable (N/A) for to comply with respective program testing and 2015 because the Department of Education reporting activities, achieve specific levels (ED) granted California a one-year waiver of student proficiency, and monitor school progress towards meeting established goals. that allows AYP determinations to exclude the percent proficient. California Adequate Yearly Progress calculations determine whether a Title I school has met The AYP table in this report illustrates the performance goals. Schools not meeting specific school’s progress in meeting 2014-15 AYP AYP criteria enter Program Improvement, a target rates for applicable schools. More monitoring system and curriculum enhancement information on AYP can be found on the program designed to help schools to increase California Department of Education’s (CDE) student proficiency levels. More information website www.cde.ca.gov/nclb/ and the U.S. about Title I and Program Improvement can be Measure Q Bond Department of Education’s website www. located on the CDE’s website www.cde.ca.gov/ ed.gov/nclb/accountability/. In November 2008, voters approved district’s ta/ac/ay/. $39 million Measure Q Bond to build new school facilities including a science and technology building, classrooms and a cafeteria; upgrade electrical systems to improve student access to computers and modern technology; modernize existing classrooms, restrooms and facilities; and make health safety, and handicap accessibility improvements. Construction of the new science and technology building was completed in 2015. Twelve aging portable
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classrooms were demolished and replaced with two connected buildings dedicated to science and technology classrooms and labs. The new area of the campus including a satellite kitchen facility and staff conference room. School Inspections Santa Paula High coordinates with M&O for completion of larger projects, routine facilities maintenance projects, and school inspections. The most recent facilities inspection at Santa Paula High took place on July 28, 2015. Schools are required by state law to report the condition of their facilities. The “School Facility Good Repair Status” table illustrated in this report identifies the state-required inspection areas and discloses the operational status in each of those areas. Supervision & Safety As students arrive on campus each morning, Facilities Maintenance campus security officers and administrators School custodial staff and the district’s maintenance department work together to ensure are strategically placed on campus to monitor classrooms and campus grounds are well-maintained and kept safe and functioning for students, student behavior. Campus security officers staff, and visitors. Maintenance and Operations (M&O) employs a work order system to facilitate conduct restroom checks after each passing the communication of unscheduled maintenance needs, urgent repairs, or special projects. Most of period and during instructional time periods, Santa Paula High’s repairs and maintenance projects are performed by the school’s day custodians. events, and breaks. During lunch, campus Emergency situations are immediately resolved either by the school custodian or district maintenance security officers and administrators are staff, based upon the nature of the situation. stationed in the cafeteria, entrance areas, and Three day and four evening custodians work closely as a team and with the principal for routine common gathering areas to monitor student maintenance, daily custodial duties, and special events preparations. The principal and Director of activities. When students are dismissed at the M&O meet each semester to discuss campus cleaning needs and safety concerns. Every morning end of the day, campus security officers and before school begins, the maintenance worker or custodian inspect facilities for safety hazards, administrators ensure students either travel to graffiti, and other conditions that require removal prior to students and staff entering school grounds. after-school activities or leave campus in a safe School safety and cleanliness are the custodians’ highest priority and strongly emphasized as and orderly manner. a component of their daily routines. Custodians are trained by M&O’s administrator on proper All students are expected to wear their ID cleaning methods, use of chemicals, and use of equipment. The day custodians are responsible badges to ensure safety across campus. Many for general cleaning of classrooms, cafeteria, office areas, and special events preparations. Day individuals visit the campus as volunteers or custodians inspect restrooms throughout the day as a proactive measure in keeping facilities well to participate in school events. To maintain a stocked, safe, and sanitary. Evening custodians are responsible for thorough cleaning of classrooms. safe and secure environment, all parents and Groundskeepers are dispatched by the district office to perform general maintenance of landscaping, visitors are required to check in at the school sports fields, and other routine grounds maintenance. office upon arrival, obtain and wear a visitor’s badge, and then return to the school office Classroom Environment upon departure. Discipline & Climate for Learning School Site Safety Plan Santa Paula High takes a proactive approach to minimizing classroom disruptions and maintaining The Comprehensive School Site Safety a safe learning environment. There is a school wide effort to use positive behavioral approaches Plan was developed for Santa Paula High in including the CHAMPS program in all classrooms and on campus. School rules, dress code policies, collaboration with local agencies and the district academic expectations, and consequences for poor conduct are clearly explained at the beginning of office to fulfill Senate Bill 187 requirements. the school year in classroom discussions presented by the assistant principal and campus security Components of this plan include child abuse officers. Discipline policies and practices are posted in each classroom. Each student is provided with reporting procedures, teacher notification of a student handbook which outlines discipline policies and expected conduct. dangerous pupil procedures, disaster response Responsible juniors and seniors are encouraged to enroll in Link Crew as one of their elective procedures, procedures for safe arrival and courses. Students are trained to serve as positive role models and motivators to freshman. Ninth departure from school, sexual harassment grade students receive support and guidance from juniors and seniors (in Link Crew) who have policy, dress code policy, and bully prevention policy. The school’s most current safety plan was reviewed, updated, and shared with school staff in October 2015. All classrooms are equipped with an emergency medical kit, a portable disaster backpack, and water and snacks. Emergency and disaster drills are conducted regularly throughout the school year as required by the state mandates.
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been through the challenges that high school absences and missed assignments. The poses, and understand that the transition to a District Attorney’s Office collects fines for larger school can sometimes be overwhelming. truancy and a portion of the money collected Santa Paula High sponsors special activities is returned to the school to provide attendance throughout the year for Link Crew members and incentives. freshman to promote social skills development In the following Dropout & Graduation and school spirit. Rates table, 2013-14 data are most current Enrichment Activities information available since state certification/ Students are encouraged to participate in release dates for dropout data occur too late school clubs, student leadership, performing for inclusion in this report. Beginning with arts groups, and athletic programs. Competitive the graduation class of 2010, the California sports teams promote physical fitness, Department of Education developed teamwork, and good sportsmanship. During- Cohort Dropout and Cohort Graduate rate school enrichment and extracurricular activities formulas, based on CALPADS’ (California including, but not limited to the following: Longitudinal Pupil Achievement Data System) ASB Leadership MESA four-year accumulation of student data, to AVID Migrant Education more accurately determine dropout and Art Club Mock Trial graduation rates in California’s schools. The new calculations take many factors into Band National Honor California Scholastic Society consideration when identifying actual dropouts/ Federation Pep Squad graduates. Graduation rates include only Drama Club FAN (Fitness and graduates that earned their diplomas within a Flag Team Nutrition) Dropouts & Graduation Rates specific four-year period of time; graduation Folklorico Dance Summer Santa Paula High School’s teachers and rates do not include students who, for a variety Club Advancement administrative staff practice early identification of reasons, took longer than four years to Freshman Academy Academy and intervention of students who exhibit graduate. Detailed information about dropout Friday Night Live SESPEA (Students warning signs and/or behavioral traits that may rates and graduation rates can be found on the Geography Bowl Encouraging Social lead to dropping out of school. Academic and DataQuest web page at http://dq.cde.ca.gov/ Interact Club Political & behavioral interventions are in place to support dataquest/. those students struggling with the high school Key Club Environmental Knowledge Bowl Action) curriculum. Santa Paula High School had 14 dropouts recorded for the 2013-14 school year. Student Recognition Programs Close monitoring of course grades, behavior, Santa Paula High School celebrates student and student credit completion help identify those success at the end of each quarter and at the students most at risk of not earning their high end of the year for academic accomplishments. school diploma. Intervention strategies used to Luncheons are held for those students who promote attendance and reduce dropout rates earn Honor Roll placement, receive the include parent conferences, counseling, clinical Improved Student award, maintain perfect mental health services, on-line credit recovery attendance, and pass Advanced Placement program (CyberHigh), Big Brothers/Big Sisters, Graduation Requirements exams (with scores meeting designated award LINK Crew mentoring, Reading Program, To earn a diploma from Santa Paula High criteria). At the end of the semester, students English 3D, after school tutoring, concurrent School, students must accumulate 230 meeting specific grade point criteria are eligible enrollment in community college, and referral to course credits. To participate in graduation for special privileges; students are invited the continuation school or independent study. ceremonies, students must earn a cumulative to attend a student recognition assembly Santa Paula High School’s administrators and 2.0 un-weighted GPA on a 4.0 scale; this and receive a card which identifies their counselors, in collaboration with academic requirement applies to the graduating class earned privileges. Through the SOAR (Show department representatives, review report cards of 2012 and thereafter. Detailed information Outstanding Academic Results) program, for those students earning a “D” or “F” in one regarding course requirements is outlined in students are recognized and rewarded for their or more classes, and monitor daily attendance the school’s parent handbook; a copy may be academic efforts and achievements. Santa to identify students having difficulties staying obtained from the counseling office, school Paula High’s athletes are recognized at the in school. When a student’s absences have office, and school website. end of the year at a banquet to honor their become excessive, counselors contact the outstanding efforts and sportsmanship. Each of student’s parents/guardians to discuss barriers the high school’s student clubs honor student interfering with the learning process and regular participation and involvement. attendance. Counselors schedule conferences Class Sizes & Teaching Loads with students and their parents/guardians to The Teaching Load Distribution table in this conduct a more in-depth discussion to remedy report illustrates the distribution of class sizes student performance and attendance concerns. by subject area, the average class size, and the In some cases, counselors refer students to the number of classes that contain 1-20 students, SARB (School Attendance Review Board) or 21-32 students, and 33 or more students. contact/collaborate with the District Attorney’s office to help reduce truancies. When necessary, students may be requested to attend detention or Saturday School to make up for excessive Santa Paula High School 6 2014-15 School Accountability Report Card 33 Appendix: Santa Paula High School WASC 2017
on school decisions, staff development activities, • ELA CC Leadership curriculum implementation, and campus • My Math Pilot Training operations. • Math CC Leadership • Math CCSS The School Site Council (SSC), consisting of • EL Shadowing school staff, parents, and students, is a major governing body responsible for monitoring • History • ELA school programs and compliance with Santa • Math Paula High School’s single plan for student achievement, approving the school safety plan, • Leadership and overseeing the school budget. Council • History/Social Science members meet monthly and serve as a liaison • Science between the school and community. • ELD Standards • Administrative CC Leadership Staff Development All curriculum and instructional improvement Santa Paula Unified School District supports activities at Santa Paula Union High School new teachers in developing their teaching skills District are being aligned to the Common and earning a Professional Clear Teaching Credential. The district’s Induction Program, Core State Standards. Staff development concentrations are selected and identified formerly known as the Beginning Teacher based upon student assessment results, NCLB Support and Assessment (BTSA) program, is requirements, teacher input, state content designed for first- and second-year teachers to standards, and professional development receive structured guidance and support from surveys. experienced teachers over a two-year period . Staff members are encouraged to attend professional workshops and conferences. New teachers, experienced teachers, Curriculum & mentor/teacher leaders, administrators, and Instruction support staff are encouraged to participate School Leadership During the 2014-15 school year, Santa Paula in workshops sponsored by the Ventura Leadership at Santa Paula High is shared High sponsored held staff development days County Office of Education. AVID teachers among the administrative team, teaching with weekly collaboration after school on early (Advancement via Individual Determination) staff, and parents. The administrative team release Wednesdays. Teaching staff follow attend professional conferences to gain is comprised of the principal, three assistant the Professional Learning Community model insight into innovative classroom strategies principals, the Director of Activities and the to collaborate and explore new and ongoing and instructional resources. Special education Athletic Director. Principal Elizabeth Garcia programs to ensure all students can learn. All staff participate in local and county sponsored is responsible for the day-to-day operations, staff development activities are focused on professional training activities throughout working closely with the administrative team to increasing student learning and proficiency. the school year. Classified support staff may align curriculum to state content standards and Training topics addressed are: receive additional job-related training from the county office of education. All classified to provide curriculum recommendations and • CHAMPS staff participate in county- and district- revisions related to student needs and 9-12 • Common Core State Standards sponsored training sessions addressing course requirements. • Curriculum Unit Development sexual harassment, sexual molestation, and Each assistant administrator is responsible • English Language Development ergonomics. for discipline, supervision of athletic activities • Professional Learning Communities and curriculum and instruction support for • Thinking Maps Instructional Materials assigned students. In addition, Mr. George • Understanding by Design All textbooks used in the core curriculum Williams oversees attendance and graduation throughout Santa Paula Union High School Teachers new to the profession and/or new to requirements; Ms. Bianca Lopez oversees District are currently being aligned to the the high school receive support and guidance student activities, AP testing, master schedule, Common Core State Standards. Instructional from school administration and experienced summer school and enrollment; and Ms. materials for grades 9-12 are standards- teaching staff. Once a month, new teachers Laurel Arnold oversees the Career Technical based and approved by the district’s Board of attend a meeting to discuss classroom Education (CTE) pathways through Ventura Trustees. The district follows the State Board management strategies, curriculum mapping, County Innovates, UC a-g. Ms. Melissa Guerra of Education’s adoption cycle for core content grading practices, and parent communication is the Director of Activities and is responsible materials and for textbook adoptions in foreign practices. All new teachers are invited to a full- for student leadership programs, clubs, rallies, language, visual and performing arts, and day orientation with the principal, assistant graduation ceremonies, and assemblies. Mr. health. District textbook review and adoption principals, and Induction Program District Daniel Guzman is the high school’s Athletic activities occur the year following the state’s Coordinator to address Santa Paula High’s Director and is responsible for managing the adoption. policies, procedures, and effective teaching high school’s sports programs. practices. On October 7, 2015, the Santa Paula Unified Santa Paula High School’s Area Chairs meet School District’s Board of Trustees held a During the 2014-15 school year, the Santa Paula monthly to collaborate on the school’s progress public hearing to certify the extent to which Unified School District offered supplemental in meeting the goals and objectives of the textbooks and instructional materials have training and workshops focused on the following: district. Student learning is the primary focus been provided to students. The Board of of discussions. Representatives provide input • DEMO Writing Lessons Trustees adopted Resolution 2015 - 16:08 • ELA Foundational Skills Sufficiency of Textbooks or Instructional
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Materials which certifies as required by Education Code §60119 that (1) textbooks and instructional component of an adopted program, and 4) materials were provided to all students, including English Learners, in the district to the extent that sufficient textbooks or instructional materials each student has a textbook or instructional materials, or both, to use in class and to take home, were provided to each student enrolled in which may include materials in a digital format but shall not include photocopied sheets from only foreign language or health classes, and 5) a portion of a textbook or instructional materials copied to address a shortage (2) all students who laboratory science equipment was available are enrolled in the same course within the district, have standards-aligned textbooks or instructional for science laboratory classes offered in grades materials from the same adoption cycle, 3) sufficient textbooks and instructional materials were 9-12, inclusive. provided to each student, including English Learners, that are aligned to the academic content In addition to the core subject areas, districts standards and consistent with the cycles and content of the curriculum frameworks in math, science, are required to disclose in this annual report history-social science, and English/language arts, including the English language development the sufficiency of instructional materials used for its visual/performing arts curricula. During the 2015-16 school year, Santa Paula Unified School District provided all students enrolled in a visual/performing arts class with their own instructional materials or supplemental materials to use in class and to take home. These materials comply with the state’s content standards and curriculum frameworks. Specialized Instruction All curriculum and instruction are being aligned to the Common Core State Standards approved by the State Board of Education. Every student receives a rigorous, well-balanced standards- aligned curriculum. Santa Paula High School structures its educational program so that all students receive instruction appropriate to their learning level. To ensure the success of every student, teachers use a variety of instructional techniques using research-based instructional materials and strategies. Special Education Special Education students are mainstreamed into the general education classroom based upon their IEP (Individual Education Plan) and provided instruction in the least restrictive environment. Each student is assigned a case manager to oversee the implementation of the IEP. Special Education services include regular education accommodations, speech and language services, audiology services, and psychological counseling. General education and Special Education staff provide support to students through a blended, co-teaching model to provide core instruction. Each student is provided instruction based upon their IEP, which is reviewed and updated annually by the school’s IEP team. The IEP ensures students with disabilities have equal access to core curriculum and educational opportunities and is designed to coordinate specially-designed instruction based upon individual academic, social, and/or behavioral needs. English Language Learners Students identified as English Learners (EL) through the CELDT (California English Language Development Test) exam and home language survey are placed with a teacher who has been certified to teach English Learners. Santa Paula High School Eglish Language Development integrated into content specific courses such as math, science, etc. All teachers are trained to use strategies that
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address the needs of English Learners. Based how to be successful in the classroom, and on CELDT scores, students in the beginning social development assistance. The school to intermediate levels of learning English are psychologist assists with academic, social, placed in a transitional ELD (English Language and emotional issues, provides assessments Development) course, regular ELD course, to determine eligibility for Special Education and/or ELD reading and writing class(es) services, and participates in the IEP process. as a supplement to their regular language Speech and occupational therapist services are arts class. Intervention classes for long term provided on an individual basis as determined by English Learners replaces all electives, and student needs and IEPs. is based on CELDT and whether long term at CELDT, level B. ELD instruction focuses on developing listening, speaking, reading, and writing skills as quickly as possible, enabling students to successfully participate in the regular education program. As students increase fluency, progress is measured through classroom performance and CELDT results; instruction is adjusted to meet the current learning needs of each student. At Risk Interventions Santa Paula High School supports intervention programs to meet the needs of those students not meeting state proficiency standards in language arts and math. Student study teams comprised of school administrators, counselors, teachers, and parents work together to identify individualized intervention strategies to monitor progress of students *One Full Time Equivalent (FTE) equals one staff having difficulty with academic or social member working full time; one FTE could also development. Detailed information about the represent two staff members who each work 50% of full time. following support programs may be obtained from the school’s Course Guide or by contacting the counseling office: Teacher Assignment Santa Paula High recruits and employs the • AVID Program with Peer Tutors most qualified credentialed teachers. For the • After School Detention 2014-15 school year, the school employed 61 • After School Tutoring fully credentialed teachers. The Federal No • Behavior Management (Student/Parent Child Left Behind Act requires that all teachers Workshops) in core subject areas meet certain requirements • CyberHigh (online credit recovery) in order to be considered as “NCLB Compliant”. • ELD Summer Academy Minimum qualifications include: possession of a • Embedded Support (Study Hall) bachelor’s degree, possession of an appropriate • English 3D California teaching credential, and demonstrated • Link Crew competence in core academic subjects. • Migrant Education The following table identifies the number of • Reading Intervention • SARB classrooms taught and not taught by NCLB • Saturday School compliant teachers. High poverty schools • Summer Advancement Academy are defined as those schools with student • Summer School participation of approximately 75% or more • Two year Math I course in the free and reduced price meals program. College Preparation & Low poverty schools are those with student Work Readiness participation of approximately 25% or less in the Professional Staff All freshman are required to enroll in one free and reduced price meals program. More of three classes: Ninth Grade Transitions, Support Services Staff information on teacher qualifications required Introduction to Human Services, or AVID Santa Paula High School’s non-teaching under NCLB can be found on the CDE Improving (Advancement via Individual Determination). support services staff is a specialized team of Teacher and Principal Quality web page at www. Each of these courses includes introductions experts who, through close collaboration, is cde.ca.gov/nclb/sr/tq/. instrumental in improving student attendance to effective study skills, note-taking, test-taking, and achievement through the identification, reading, and time management strategies as referral, and remediation of health and/or well as activities aimed at career exploration, emotional concerns. Counselors are assigned college preparedness, and Santa Paula High’s students by alphabet or special programs other college prep coursework and work and provide academic and career counseling, readiness opportunities. Guidance counselors assistance with class registration, advice on closely monitor student progress in meeting
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four-year plan goals and credit completion College Scholarship, Summer, Santa Paula High School’s California requirements for graduation. All students have and Outreach Partnership Academies organize core access to opportunities to participate in career Santa Paula High’s students have access to classes and career related coursework in an fairs, college field trips, career interest surveys, a wide range of resources and programs that individualized plan that prepares students for and college entrance exams. provide valuable experiences and preparations entry into career field of their choice. Course College Preparation Courses for college. Partnerships through the UC Office content is relevant to students’ interests Students are encouraged to take required of the President afford students the means and reinforces high academic standards for courses if they plan on attending a four- to attend college campus summer programs reading, writing, and math regardless of the year college or university. The table below designed to enhance skills in core content areas pathway selected. illustrates the proportion of courses taken as well as explore college life. Detailed program 2014-15 California Partnership Academies and successfully completed in relation to the information and applications are available in the • Agriculture number of course enrollments (sum of total school’s Career Center. • Health Careers/Public and Human Services enrollment in all classes). Advanced Placement Workability provides work experience University of California Admission In 2014-15, Santa Paula High School offered opportunities outside the school day that Requirements: Advanced Placement courses for those students meet the students’ interests and aptitudes Admission requirements for the University seeking to qualify for college credit. Sophomores, while providing real-world job experience of California (UC) follow guidelines set forth juniors, and seniors achieving a score of three, prior to graduation. The program is available in the Master Plan, which requires that the four, or five on the final AP exams qualify for to all students with disabilities who have an top one-eighth of the state’s high school college credit at most of the nation’s colleges. Individualized Education Plan. graduates, as well as those transfer students Regional Occupational Programs (ROP) are who have successfully completed specified offered in partnership with the Ventura County college work, be eligible for admission to the Office of Education. A variety of ROP courses UC. These requirements are designed to are available to help prepare high school ensure that all eligible students are adequately students (16 years and older) for entry-level prepared for University-level work. For general employment, upgrading current job skills, or admissions requirements please visit the obtaining more advanced levels of education. University of California website at http://www. Most ROP courses are held at the Camarillo universityofcalifornia.edu/admissions/general. Airport Campus; free bus transportation is html. available. California State University Admission For more information on career technical Requirements: programs and ROP, contact the high school’s Admission requirements for the California State career center or visit the state’s career University (CSU) use three factors to determine Note: Cells with N/A values do not require data. technical website at www.cde.ca.gov/ci/ct/. eligibility. They are specific high school Workforce Preparation courses; grades in specified courses and Vocational training at Santa Paula High School test scores; and graduation from high school. is available through California Partnership Some campuses have higher standards for Academy programs, vocational educational particular majors or students who live outside coursework, regional occupational programs the local campus area. Because of the number (ROP), and Workability. California Partnership of students who apply, a few campuses have Academies integrate academic studies higher standards (supplementary admission with real work applications and work-based criteria) for all applicants. Most CSU campuses learning experiences through a partnership utilize local admission guarantee policies for between teachers, parents, students, and local students who graduate or transfer from high businesses. Career education courses comply schools and colleges that are historically with state-adopted content standards and are served by a CSU campus in that region. For integrated into the student’s four-year academic general admissions requirements please visit plan as core curriculum and elective courses. the California State University website at http:// Individual student assessment of work readiness www.calstate.edu/admission/. skills takes place through end-of-course exams, course-required projects, and on-the-job/ classroom observation. Community partnerships and course instructors provide feedback on student progress following an established schedule based on program type. On-Campus Career Technical Education Courses • Agribusiness • Agriscience • Child Development • Commercial Art • Health Patient Services • Human Services • Multimedia Production
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SARC Data & Internet District Expenditures Access Salary & Budget Comparison DataQuest State law requires comparative salary and budget information to be reported to the general DataQuest is an online data tool located at http://dq.cde.ca.gov/dataquest/ that contains public. For comparison purposes, the State additional information about Santa Paula High Department of Education has provided average and comparisons of the school to the district, salary data from school districts having similar the county, and the state. DataQuest provides average daily attendance throughout the state. reports for school accountability including but Expenditures Per Student not limited to AYP, CST, CAASPP, enrollment, For the 2013-14 school year, Santa Paula and staffing. Union High School District spent an average of $8,362 of total general funds to educate Public Internet Access each student (based on 2013-14 audited Location financial statements). The table in this report: 1) Parents may access Santa Paula High’s compares the school’s per pupil expenditures SARC and access the Internet in the high from unrestricted (basic) and restricted school’s Career Center, Migrant Coordinator (supplemental) sources with other schools Office, or at any of the county’s public libraries. in the district and throughout the state, and The closest public library to Santa Paula High 2) compares the average teacher salary at is the Blanchard Community/Santa Paula the school site with average teacher salaries at the district and state levels. Detailed information Public Library located at 119 North 8th Street, regarding expenditures and salaries can be found at the CDE website at www.cde.ca.gov/ds/fd/ Santa Paula. ec/ and www.cde.ca.gov/ds/fd/cs/. (The figures shown in the table below reflect the direct cost of Blanchard Community/Santa educational services, per ADA, excluding food services, facilities acquisition and construction, and Paula Public Library certain other expenditures.) Phone: (805) 525-3615 Hours: Mon., Tues. & Thurs. 12-8 Wed. 10-6 Sat. 10-2; Fri. & Sun: Closed Number of Computers Available: 7 Printers Available: Yes Santa Paula High Career Center Hours: call the office to check availability Number of Computers Available: 15 Printers Available: Yes
Santa Paula High Migrant Coordinator Office In addition to general fund state funding, Santa Paula Union High School District receives state and Parents may contact the coordinator to federal categorical funding for special programs. For the 2013-14 school year, the District received schedule access. federal, state, and local aid for the following categorical, Special Education, and support programs: • After School Learning & Safe Neighborhood Partnerships • Agricultural Vocational Incentive Grants • California Clean Energy Jobs Act • Common Core State Standards Implementation • Education Protection Account • Lottery: Instructional Materials • Medi-Cal Billing Option • Other Local: Locally Defined • Partnership Academies Program • Quality Education Investment Act • Special Education • State Lottery • Title I, II, III • Tobacco-Use Prevention Education • Vocational Programs
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Appendix J
CBEDS Information Form School Information Form (SIF) CBEDS October 2016 California Basic Educational Data System California Department of Education Revised (05/16/2016)
District: School: Santa Paula High School CDS Code: 56768285635776
A. Full-Time Equivalent of Classified Staff Report to two decimal places the full-time equivalents (FTEs) of classified staff assigned to this school. For example, report full time as 1.00 FTE, half-time as .50 FTE, and quarter-time as .25 FTE. (Single-school districts should report classified staff only on this form.) Male Female American American Indian or Pacific Hispanic African Two or More Indian or Pacific Hispanic African Two or More Alaska Islander, Filipino, or Latino American, White, Races, Alaska Islander, Filipino, or Latina American, White, Races, Native, Not Asian, Not Not Not of Any Not Not Not Native, Not Asian, Not Not Not of Any Not Not Not Hispanic Hispanic Hispanic Hispanic Race Hispanic Hispanic Hispanic Hispanic Hispanic Hispanic Hispanic Race Hispanic Hispanic Hispanic Totals 1 Paraprofessionals 0.00 0.00 0.00 0.00 0.50 0.00 0.00 0.00 0.00 0.00 0.00 0.00 8.25 0.00 0.00 0.00 8.75 2 Office/Clerical Staff 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 4.50 0.00 1.00 0.00 7.50 3 Other Classified Staff 0.00 1.00 0.00 0.00 16.25 0.50 4.00 0.00 0.00 0.00 0.00 0.00 14.25 0.00 6.00 0.00 42.0
39 B. Kindergarten Program Type C. Truancy (2015–16)
Report the total unduplicated number of students who were truant between Report the type of kindergarten and transitional kindergarten program offered by July 1, 2015 and June 30, 2016. If you are reporting zero truants, provide the school by selecting the appropriate program type below. Please note: an explanation for why there were no truants. Transitional kindergarten programs must be of equal length as kindergarten Appendix: programs, unless you have an approved State Board of Education waiver on file. A truant is defined as a student who has an unexcused absence three full days, or is tardy or absent for more than 30-minutes on three occasions in Refer to the Glossary and the SIF instructions in the CBEDS Administrative one school year. For more information on reporting truancy data, refer to the Manual for further information.
Glossary and the SIF instructions in the CBEDS Administrative Manual. Santa
Kindergarten Program (select one) 537 1 Paula 1 Number of truants. Full-day Part-day Both full-day and part-day X None High
Transitional Kindergarten Program (select one)
Explanation of zero truants. (Minimum of 35 characters required) School
2 2 Full-day Part-day Both full-day and part-day X None
WASC
School Information Form – Page 1 of 2
2017
School Information Form (SIF) Continued
D. Educational Calendar * * STOP * * This Section is Only to be Completed by Report the type of calendar on which the school operates. Do not report both single-track and multitrack for a single school site. If ANY part of the school is Independently Reporting Charter Schools. year-round, select more than one type of calendar: Traditional and single-track, or traditional and multitrack. F. Estimated Number of Teacher Hires (2017–18)
1 Check the type of calendar on which your school operates. For classroom teaching and specialist positions only. Report in full-time equivalents (FTEs) to one decimal place. (Do not include administrative, X Traditional Single-track Multitrack guidance, media, library, health service, or classified positions.). Estimated Number 2 For single-track or multitrack only, check one of the year-round calendars Subject Areas listed below. of Teacher Hires 1 Agriculture 60/20 90/30 Concept 6 Custom . 2 Art . 60/15 45/15 Modified Concept 3 Bilingual Education . 3 Report your school’s start date (first day of school) and end date (last- 4 Business day of school) for the 2016–2017 school year. . 5 Dance If on a multitrack calendar, report the first day of school for the earliest . 40
track, and the last day of school for the latest track. For example, if Track A 6 English . students are attending school from September 1, 2016 through May 12, 2017, and Track B students are attending school from November 2, 2016 7 Foreign Language . through July 14, 2017, report the start date as 09/01/16 and the end date as 8 Health Education .
07/14/17. Appendix: 9 Home Economics .
Start Date _8___/__8__/ 2016___ End Date __6__/__9__/ 2017___ 10 Life Science . mo / day / year mo / day / year 11 Mathematics Santa 12 Music . E. Parental Exception Waiver from English-Language Classrooms
13 Physical Education . Paula
Report the number of waivers requested (new or renewed) and the number 14 Physical Science . granted during October 8, 2015 through October 5, 2016 from parents or High 15 Reading . guardians of English learner (EL) students who petition for enrollment in a bilingual education class or other generally recognized alternative course of 16 Self-contained Classes . School study. 17 Special Education .
18 Social Science/Studies WASC 0 . 1 Number of waivers requested. 19 Drama/Theater .
2017 20 Trades and Industrial Arts . 2 Number of waivers granted. 0
21 Other Specializations . School Information Form – Page 2 of 2
Supplemental School Information Form (SIF) School: CDS Code:
* * Only to be completed by School Improvement Grant (SIG) Participants * *
G. Increased Learning Time (2015–16) H. Advanced Coursework/Dual Class Enrollment (2015–16)
Indicate all methods for increased learning time since SIG The number of students who complete implementation. If there has not been an increase in learning 1 advanced coursework. time, check Box 8.
1 Increased learning time through a longer school year. The number of students who complete at least 2 2 Increased learning time through a longer school day. one class in a postsecondary institution. 3 Increased learning time either before or after school. The number of students who complete 4 Increased learning time through summer school. 3 advanced coursework AND who complete at least one class in a postsecondary institution. 5 Increased learning time through weekend school. 6 Increased learning time through another method. I. Attendance Rates (2015–16) 41 Explain in # 7 below. 7 Explanation of other method(s) of increased learning time: 1 Student Attendance Rate.
Appendix: Teacher Attendance Rate. 2 (Do not include administrative, guidance, media, library, health service, or classified positions.) Santa J. School Year Minutes (2015–16)
Report the number of minutes that all students Paula
were required to be at school, plus any additional learning time (e.g., before or after High 1 school, weekend school, or summer school) for School 8 Did not increase learning time. which all students had the opportunity to participate. WASC * * Only to be completed by School Improvement Grant (SIG) Participants * * 2017 42 Appendix: Santa Paula High School WASC 2017
Appendix K SPHS Graduation Requirements
Subjects Required Units Subjects Required Units English 9 Semester 1 5 Global Science Semester 1 5 English 9 Semester 2 5 Global Science Semester 2 5 English 10 Semester 1 5 Biology Semester 1 5 English 10 Semester 2 5 Biology Semester 2 5 English 11 Semester 1 5 Physical Education 5 English 11 Semester 2 5 Physical Education 5 English 12 ERWC Semester 1 5 Physical Education 5 English 12 ERWC Semester 2 5 Physical Education 5 Choices: College & Career 5 VPA, Foreign Language, Career Technical 10 Education Health 5 VPA, Foreign Language, Career Technical 10 Education World History Semester 1 5 Elective 5 World History Semester 2 5 Elective 5 U.S. History Semester 1 5 Elective 5 U.S. History Semester 2 5 Elective 5 American Government 5 Elective 5 Economics 5 Elective 5 Mathematics: Secondary Math 1 5 Elective 5 Mathematics: Secondary Math 1 5 Elective 5 Mathematics: Secondary Math 2 5 Elective 5 Mathematics: Secondary Math 2 5 Elective 5 Mathematics: 5 Elective 5 Mathematics: 5 Elective 5 Total
Santa Paula Unified School District Board Policy 6146.1—Instruction High School Graduation Requirements
The Governing Board desires to prepare all students to obtain a high school diploma to enable them to take advantage of opportunities for postsecondary education and employment.
Basic Required Course of Study:
To obtain a high school diploma, students shall complete at least the following courses in grades 9-12, with each course being one year unless otherwise specified:
1. Four courses in English (Education Code 51225.3) 40 credits
2. Three courses in mathematics (Education Code 51225.3) 30 credits
At least one mathematics course, or a combination of the two mathematics courses, shall meet or exceed state academic content standards for Algebra I or Mathematics I. Completion of such coursework prior to grade 9 shall satisfy the Algebra I or 43 Appendix: Santa Paula High School WASC 2017
Mathematics I requirement, but shall not exempt a student from the requirement to complete two mathematics courses in grades 9-12. (Education Code 51224.5)
Students may be awarded up to one mathematics course credit for successful completion of an approved computer science course that is classified as a "category c" course based on the "a-g" course requirements for college admission. (Education Code 51225.3, 51225.35)
3. Two courses in science, including one course in biological and one course in physical sciences (Education Code 51225.3) Three courses are recommended. 20 credits
4a) Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics; and a one-semester course in economics (Education Code 51225.3) 30 credits
4b) One semester College and Career Readiness course to be taken in Grade 9 5 credits
5. Two courses in visual or performing arts, foreign language, including American Sign Language. One career technical education (CTE) course may substitute as described below. (Education Code 51225.3) 20 credits
One CTE course may be taken in lieu of one course in visual or performing arts or foreign language. For purposes of satisfying the requirement specified in this subparagraph, a course in American Sign Language shall be deemed a course in foreign language.
"A course in career technical education" means a course in a district-operated career technical education program that is aligned to the career technical model curriculum standards and framework adopted by the state board, including courses through a regional occupational center or program operated by a county superintendent of schools or pursuant to a joint powers agreement.
6. One semester health course (all students must pass a one-semester health course) 5 credits
7. Two courses in physical education, unless the student has been otherwise exempted pursuant to other sections of the Education Code (Education Code 51225.3) 20 credits
8. Elective courses 60 credits
Total number of credits for graduation: 230
Because the prescribed course of study may not accommodate the needs of some students, the Board shall provide alternative means for the completion of prescribed courses in accordance with law.
The Superintendent or designee shall exempt or waive specific course requirements for foster youth, homeless students, and children of military families in accordance with Education Code 51225.1 and 49701.
Physical Education Credit for Athletics
The Superintendent or designee may grant physical credit for participation in district interscholastic athletic programs or the pep squad program. A student may be exempted from physical education 44 Appendix: Santa Paula High School WASC 2017 classes due to participation in athletics and pep squad programs only when such participation entails a comparable amount of time, physical activity, and meets the requirements prescribed in this policy. The parent/guardian of any student may apply for up to 10 credits of physical education for participation in interscholastic athletics or pep squad; however, under unique circumstances, a student may petition for an additional 10 credits.
The application for physical education credit must meet the following administrative requirements:
1. Include a letter from the student's parent/guardian requesting a waiver prior to the first interscholastic event.
2. Include a copy of the individual learning program completed by the advisor, coach, or instructor prior to the first interscholastic event of the sports season.
3. State the number of hours completed in athletics or pep squad
The Superintendent or designee will determine the final approval of the request.
A student must complete one season of sport successfully to earn five credits of physical education credit.
Alternatives
All alternative means for students to complete the prescribed course of study are independent study, approved correspondence courses, adult school, and credit earned at a post-secondary institution.
Retroactive Diplomas
Until July 31, 2018, any student who completed grade 12 in the 2003-04 school year or a subsequent school year and has met all applicable graduation requirements other than the passage of the high school exit examination shall be granted a high school diploma. (Education Code 60851.6)
The district may retroactively grant a high school diploma to a former student who was interned by order of the federal government during World War II or who is an honorably discharged veteran of World War II, the Korean War, or the Vietnam War, provided that he/she was enrolled in a district school immediately preceding the internment or military service and he/she did not receive a diploma because his/her education was interrupted due to the internment or military service. A deceased former student who satisfies these conditions may be granted a retroactive diploma to be received by his/her next of kin. (Education Code 51430)
In addition, the district may grant a diploma to a veteran who entered the military service of the United States while he/she was a district student in grade 12 and who had completed the first half of the work required for grade 12. (Education Code 51440) adopted: March 9, 2016 Santa Paula, California
45 Appendix: Santa Paula High School WASC 2017
Appendix L
Additional Data Available on Exhibit 46 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Course Guide 2016-17
47 Appendix: Santa Paula High School WASC 2017
Table of Contents
Introduction ...... 4 Non-Discrimination Policy ………………………………………………… 4 Title IX …………………………………………………………………….. 5 District Goals ………………………………………………………………. 5 Mission Statement ……………...... 6 Expected School Wide Learning Results ……………………...... 6 Courses and Credits ………………………………………………………... 7 Cross Credit Classes ……………………………………………………….. 7 Graduation Requirements ……………………………………...... 7 Grade Status ……………………………………………………………….. 8 University of California Requirements ………………………………...... 9 California State University Requirements ………………....………………. 10 Guidance Services ………………………………………………………...... 11 General School Policies …………………………………………………..... 13 Department Offerings …………………………………………………….... 15 Agriculture …………………………………………………………………. 15 Business/Computer Services ……………………………………………….. 16 Human Services …………………………………………………………….. 16 English ……………………………………………………………………… 18 Foreign Language ……………………………………………………...... 21 Mathematics ………………………………………………………………... 22 Physical Education …………………………………………………………. 23 Science …………………………………………………………...... ………. 24 Social Science ……………………………………………………………… 26 Special Education ……………………………………………………...... 31 Visual and Performing Arts……………………………...... …. 32 Non-Departmental Offerings ………………………………………………. 34 Support Programs and Services …………………………………………… 36 Four-Year Plan (Sample Schedules)………………………...... 37 Four-Year Plan to Succeed………………………………………………….. 42
48 Appendix: Santa Paula High School WASC 2017
Alma Mater ………………………………………………………………… 46
Santa Paula High School
Principal Ms. Elizabeth Garcia
Assistant Principal Mrs. Bianca Lopez-Spencer
Assistant Principal Dr. George Williams
Assistant Principal Ms. Laurie Arnold
Counselors Mrs. Rocio Bravo-Chavez Mrs. Karen Giroux Ms. Daniella Martinez Ms. Miranda D’Angelo Ms. Marybell Delgado Mrs. Erika Caballero
Program Specialist Mrs. Dedra Dobson
Santa Paula Unified School District Board of Trustees Mrs. Diana Ponce-Gomez, President Mrs. Michelle Kolbeck, Vice President Mr. Christopher Wilson, Clerk Mrs. Kelsey Stewart Ms. Christina Urias
Superintendent Mr. Alfonso Gamino
Assistant Superintendent Ms. Christine Schieferle
49 Appendix: Santa Paula High School WASC 2017
Director of Educational Services Mrs. Frida Friend
Introduction
Santa Paula High School is a comprehensive high school with an enrollment of approximately fifteen hundred students. The school community is strengthen by academics and vocational career paths that promote skills to prepare our students to the opportunity to participate in sports, clubs, band, drama, and cultural events.
Santa Paula High School seeks to provide a program of studies, which integrates the intellectual, physical, emotional and social needs of a broad range of students, encouraging them to excel to the best of their ability. The course of study reflects the academic goals of Santa Paula High School and the Board of Trustees. In addition, it is advised that all students plan for graduation and post-graduation by following particular requirements of universities, colleges and vocational schools, so as to better plan a comprehensive four-year career path of studies.
In order to acknowledge the achievement of high ability students, Santa Paula High School has implemented advanced placement, honors, and college prep courses. Santa Paula High School also has in place a Sheltered English program, a Special Education program, and GATE program. Our curriculum challenges all students to take on an academic program that will prepare them for the world of work and academia.
We mandate all students to meet with counselors and consult with teachers in planning their course of studies. It is most important that each student plans a career path that is reflective of his or her interests and will lead them to excel at their greatest potential.
Elizabeth Garcia, Principal
Non-Discrimination Policy
The Board of Trustees believes in the inherent worth of every individual and the right of every student to receive equal opportunities in all educational programs and activities, including but not limited to, Career Technical Education, which is conducted by the Santa Paula Unified School District.
50 Appendix: Santa Paula High School WASC 2017
It is the policy of the Board to accord equal consideration and impartial treatment regardless of race, color, national origin, ancestry, religion, social-economic status, marital status, sex, age, physical handicap, or membership in a legally constituted organization.
Title IX
The Santa Paula Unified School District complies with the rules and regulations implementing Section 504 of Rehabilitation Act of 1973. The District does not discriminate in admission, access, or employment in its program or activities. Questions or complaints regarding the existence and location of services activities, and facilities should be addressed to the Superintendent, 201 S Steckel Drive, Santa Paula, CA 93060, and (805) 933-8800.
Santa Paula Unified School District
We Believe: All of our students can succeed. They are optimistic, enthusiastic learners with great resiliency and determination to meet and overcome challenges. Each day our students share their diverse interests and abilities, and their cultural linguistic, and socio-economic perspectives. Together they develop a strong sense of community as each develops his or her unique potential and talents The pursuit of education is a shared responsibility that begins at home and continues with the guidance and support of parents, school and community mentors. It takes the whole “village” to raise a 21st Century child. Our common vision comes from diverse perspective. By working together for the future of our children, the district and the community of Santa Paula can enable our young people to reach their greatest potential as individuals and as citizens of a 21st Century world.
Vision: The Santa Paula Unified School District will prepare a learning environment that includes high expectations, accountability, exemplary programs, innovative teaching, stimulating ideas, and safe well equipped schools to inspire and empower our students to discover their interests, achieve at their greatest potential contribute to civic progress, and become life-long learners.
Mission: The Santa Paula Unified School District will prepare each student academically and socially for college, career, and global citizenship by providing rich, diverse experiences and differentiated learning opportunities, a highly skilled and dedicated educational team, and safe, attractive schools.
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The Santa Paula unified School District, in collaboration with educators, parents, businesses, and other partners, will ensure that our graduates are responsible community members who are prepared for college and career and have skills to become lifelong learners and productive citizens in a global world.
Santa Paula High School Student Achievement Goals
In order to close the achievement gap for English Learners, Santa Paula High School needs to improve English Learner performance as measured by CELDT. Santa Paula High School needs to increase the practice of reading and writing across the curriculum, including in non-core classes, as measured by student performance on the California Standardized tests, college and Advanced Placement tests. Santa Paula High School needs to improve student performance in mathematics as measured by the Advanced Placement tests. Santa Paula High School needs to improve the ninth grade students’ success as measured by discipline records, and grades. In order to provide a safe campus and school climate all students will be educated in a safe and conducive learning environment. Santa Paula High School will focus on student achievement as it relates to establish a college going culture. Santa Paula High School will develop a community of learners focused on professional development.
Santa Paula High School Mission Statement
Santa Paula High School will significantly raise student achievement and ensure all students earn a high school diploma, and complete the requirements to attend college through a rigorous curriculum and safe environment.
Santa Paula High School Vision Statement
Santa Paula High School will be a community of professionals working collaboratively and using evidence of student learning to drive instruction. Expected School-wide Learning Results Critical Thinkers who are able to evaluate, analyze, and explain multiple sources of information in order to make informed decisions. Ambitious and have pride in their work, confidence in themselves and a desire to reach their true potential
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Respectful of all regardless of race, ethnicity, gender, sexual orientation, or religion Decisive and able to access resources to resolve academic and personal challenges and become life-long independent learner Service Oriented and acting as outstanding individuals by contributing to self, family, school and community as positive, productive members of the global society.
Counseling
Graduation Requirements
Credit Requirements: All students must pass the following credit requirements
English 40 credits Math 30 credits Biological Science 10 credits Physical Science 10 credits Physical Education 20 credits 9th Grade Transitions 5 credits Health Education (9) 5 credits World History (10) 10 credits U.S. History (11) 10 credits Economics (12) 5 credits American Government 5 credits Fine Arts or Foreign Language 10 credits Vocational Education 10 credits Electives 60 credits Total *230 credits
Courses and Credits
Number of Courses and Credits: All students are scheduled into a minimum of 6 classes each year. Credit and Grade status are posted on a transcript at the end of each semester. All classes are worth 5 credits per semester, 10 credits per year.
Cross Credit Classes
The following classes can satisfy more than one graduation requirement. Students can apply their credits to fulfill one requirement but not both.
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Child Development = Vocational Education Commercial Art = Vocational Education or Visual and Performing Art Band/Marching (Fall Semester) = Physical Education elective Band/Concert (Spring Semester) = Visual and Performing Art Varsity Sport = Physical Education Elective
SPHS Grade Status Student must have completed the following credits by the end of each year to be on track for graduation.
Freshman Grade 9 up to 40 credits Sophomore Grade 10 up to 100 credits up Junior Grade 11 up to 160 credits Senior Grade 12 160+ credits
** STUDENT GRADE STATUS WILL BE DETERMINED BY THE TOTAL NUMBER OF CREDITS EARNED BY THE BEGINNING OF THE FALL SEMESTER.
2.0 GPA GRADUATION CEREMONIES REQUIREMENT FOR SANTA PAULA HIGH SCHOOL
The 2.0 GPA Graduation Ceremonies Requirement for Santa Paula High School will be based on a cumulative grade point average of 2.0000 on a 4.0000 scale with an un-weighted GPA along with a minimum of 230 credits.
Students who have met the 230 credits requirement and have met the 2.0 un-weighted GPA on the 4.0 scale will be allowed to participate in the Graduation Ceremonies beginning with the class of 2012 and thereafter.
Students who have met the 230 credits requirement but have not met the 2.0 un-weighted GPA (0.0-1.9) on the 4.0 scale will not be allowed to participate in the Graduation Ceremonies beginning with the class of 2012.
Each pupil shall be expected to complete 230 high school credits in courses prescribed by the Board of Trustees in order to qualify to receive a diploma from Santa Paula High School. The pupil must earn a 2.0 overall un-weighted grade point average on a scale of 4.0 GPA for all coursework taken in the districts high school in order to be eligible to participate in graduation ceremonies. This includes all coursework taken outside the district after the first date of enrollment. Courses may be repeated in order to replace a D or F grade for the purpose of meeting graduation requirements. The only coursework that will not be included in the calculation will be: o High School work taken outside the district prior to the first date of enrollment in high school in the Santa Paula High School A cumulative “Graduation Ceremonies” GPA shall be computed on eight semester grading periods. The second semester of the senior year shall be included when computing the “Graduation Ceremonies” GPA.
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UC / CSU ELIGIBILITY REQUIREMENTS
“A-G” SUBJECT REQUIREMENTS” California State University (CSU) University of California (UC) 2.0 Minimum GPA 3.0 Minimum GPA
SUBJECT 1 YR 1 YR 1YR 1 YR A. History Two years of History/Social Science, including one year of U.S. History or one semester of U.S. and one ☒ ☒ ☒ ☐ semester of American Government, and...for CSU, two semesters of World History, Culture and Geography from the “a” subject area. B. English Four years of English, which can include not more ☒ ☒ ☒ ☒ than one year of ESL/ELD courses.
C. Mathematics Three years of math (Algebra I, and II, Geometry); ☒ ☒ ☒ ☐ four years recommended.
D. Laboratory Science Two years of Laboratory Science including… for CSU one year of physical and one year biological science (one of which must be from the “D” subject area with the other from either “D” or G”) and …for ☒ ☒ ☐ ☐ UC Biological (Physiology, Zoology) and Chemistry or Physics (both from the “D” subject area, three years recommended).
E. Foreign Language Two years of language other than English. Must be ☒ ☒ ☐ ☐ the same language.
F. Visual or Performing Arts One year of Visual or Performing Arts. Students must complete a single yearlong course selected from the disciplines of Dance, Drama/Theater, Music or Visual ☒ ☐ ☐ ☐ Arts Semester A and B can be taken in different years.
G. College Preparatory Elective One year elective chosen from any of the areas on the approved “A-G” course list, excluding those designated as non-elective (lower-level Mathematics, ☒ ☐ ☐ ☐ language other than English, and Visual and Performing Arts.)
* A unit is equal to one year or two semesters. Freshman applicants must complete the same pattern of 15 units of required courses. * U.C. Eligibility requires completion of 11 of 15 “A-G” courses by the end of the Junior year. * GPA is calculated the summer after 9th grade, 10th grade and 11 th grade.
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Santa Paula High School – Official “UC” Certificated Course List [College Prep Courses]
The following courses meet requirements for admission to the University of California Underlined courses Denote Extra Honors Credit A = 5, B = 4, C = 3 Courses that are marked with a diamond (♦) cannot be used as an elective.
A. History B. English C. Mathematics D. Laboratory E. Foreign F. VPA G. College Science Language Courses Prep (♦Cannot be (♦Cannot be Elective used as “G” used as “G” 1 year Elective) Elective) American English 9 CP/H ♦Algebra 1 Zoology ♦Spanish 1 CP ♦Art 1A & B AVID Government CP/H/SDAIE (Senior AP Seminar) American. English 10 ♦Algebra Biology Spanish 1 Art 2, Economics Government CP/H 1A/P.A.S.S./ (Native Speaker) 2A & 2B AP CP, P.A.S.S., SDAIE SDAIE, A/B/P.A.S.S U.S. History English 11 ♦Algebra Biology CP, H Spanish 2 CP ♦Ceramics Economics AP CP/AP 1B/P.A.S.S/ 1A,& B CP, SDAIE P.A.S.S., SDAIE, U.S. History English 12 ♦Algebra 2 CP/H Physiology CP Spanish 2 ♦Commercial Global A, B, CP/AP (Native Speaker) Art 1A & B Science CP, P.A.S.S. H, SDAIE U.S. History English 1A, ♦Algebra Chemistry CP Spanish 2 H ♦Computer Agricultural CP, H, 1B, P.A.S.S. 2B/P.A.S.S. Art 1ª & B Science -2 SDAIE World English 2A, 2B Geometry Physics CP Spanish 3 CP ♦Jazz Agricultural History CP, P.A.S.S. CP/H/SDAIE Ensemble Science- 3 H, SDAIE Mythology & Trig.-Pre- Spanish 3 ♦Drawing 1A Agricultural Legend Calculus CP/H (Native Speaker) & B Science- 4 Themes in Lit. Statistics CP/AP Spanish 3 H ♦Instrumental A, B, P.A.S.S. Music English Trans / AP Calculus Spanish 4 AP Studio Art AP Trans 2
UC Examination Requirements: SAT 1 or ACT plus writing, and 2 SAT II Subject Tests, (Math Level 2 only, English Literature, Foreign Language, Science or Social Studies).
CSU Examination Requirements: SAT I or ACT
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Guidance Services
The Counseling and Guidance Department consists of six counselors. Counselors are assigned by last name or special programs (i.e. Ag Academy, Special Ed, AVID) and assist the students in course and program selection. Below is a list of the available services provided by all counselors.
Throughout a student’s high school stay, they will participate in a number of activities to help make plans for their future. Students may come to the counseling office for help with registration for classes, making career decisions, advice on how to be successful in the classroom and how to develop positive relationships with their peers, their family and staff members
Counselors are involved in all activities that are related to the decision that students make their plans after high school. The counselors host a Career Fair in the fall for 10th, 11th, and 12th grades. They also work with specialty programs on campus including Agriculture Academy, ELD, AVID, Health Careers, Special Education and Teacher Aid Elementary. Counselors are available for individual conferences with students and parents. Appointments can be made by calling the Guidance Office, 525-4400 x 9007.
The following services are also offered to the various grade-levels:
Incoming Ninth Grade - Tenth Grade – Eleventh Grade- Twelfth Grade- Freshman Freshmen Sophomores Juniors Seniors
Registration at the Ten Year Plan- A EUREKA ASVAB – Armed TRIO Feeder Schools Computer Services Vocational Exploration of Career Aptitude Battery Choices
Link Crew Freshman Student Study Team PSAT- Preliminary PSAT- Preliminary National College Fair Celebration Meeting Scholastic Aptitude Scholastic Aptitude Test and Workshop Test and Workshop
Future Freshmen Human Services Student Study Team EUREKA Financial Aide Parent Night Academy (SST) Workshop
Summer Algebra Agriculture Science College Field Trips National College Fair Student Study Team Academy Academy (SST)
Parent Orientation AVID Program AVID Program Financial Aid AVID Program (Advancement Via (Advancement Via Workshop (Advancement Via Independent Independent Independent Determination) Determination) Determination)
Career Path Planning MESA (Math, MESA (Math, Regional MESA (Math, Engineering, Science Engineering, Science Occupational Engineering, Science Achievement) Achievement) Program Achievement)
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College Information Freshmen Algebra I Tenth Grade Student Study Team SAT Preparation Sessions Academy Counseling for (SST) Workshop Career Path Planning (follow-up 4 yr. planning conferences)
Student Study Team Academic Tutorial Academic Tutorial AVID Program Regional Services Services (Advancement Via Occupational Independent Program Determination)
Parent Workshops Report Card Grade Report Card Grade MESA (Math, Letters of Evaluations Evaluations Engineering, Science Recommendation for Achievement) Schools and Scholarships
TRIO TRIO CAASP SAT Preparation Assistance in Finalizing Post High School Plans
ELD Summer Link Crew Grades Follow-up SAT Test Sign Up Graduation Checks Academy Information and Follow-ups
STAR Test TRIO Grade Checks and Academic Tutorial Follow ups Services
9th Grade Transitions Agriculture Science College Field Trips CAASP Class Academy
College Field Trips Academic Tutorial Agriculture Science Services Academy
CAASP Extended Day Classes
TRIO
Agriculture Science Academy
STAR Test
Extended Day Classes
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General School Policies
Unscheduled Periods Unscheduled periods are allowed only at the beginning or end of a student’s class schedule. The student must have counselor and parent permission to be unscheduled.
Incompletes A student who receives an “incomplete” must complete the assigned work by the end of the following semester. Failure to complete the course will result in an “F” grade on a student’s transcript.
Skill Adjustment A skill adjustment is a request to change the academic level of a class. This evaluation is made by a teacher whose observation of a student’s score and classroom performance indicate a need for adjustment in the level of challenge. No request is final until parent and counselor are in agreement with referring teacher. Deadline for changes is 1-10 days from the first day of the semester.
Add/Drop Procedure A withdrawal from classes made during the first ten days of a semester will not appear on the student’s permanent record or report card. Any withdrawal from the class initiated after the first ten days of a semester will be designated by a “WF” (withdrawal fail). A WF grade will be computed in the student’s GPA as an “F” grade.
A student who drops a class Semester 1 will not be allowed to take that class Semester 2, unless approved by administration. Any student wishing to concurrently enroll in a similar subject in one year (i.e.; Geometry, Algebra I) must sign up for both classes during spring registration. If a student wants to double-up after, he/she may do so only if there is room in the available class.
Special Education Special Education provides services to all qualifying individuals with an active Individual Education Plan (IEP). Students receive the core curriculum in mainstream classes or in Special Education classes.
English Language Learner (ELL) Sheltered and SDAIE Programs These programs offer specialized help for students who speak little or no English. Students will acquire oral and written language, reading and writing in English. The ELL student receives the core curriculum through the SDAIE program.
Advanced Placement (AP) classes AP classes are courses for students who desire challenging university-level work in a secondary school. The students must be willing to devote the energy and time necessary to complete a course more rigorous and demanding other high school courses.
In applying for such courses, students and parents need to check the pre-requisites and consider the amount of time demanded by part-time jobs, involvement in extra-curricular activities and other obligations. Many exceptional students are able to handle multiple demands on their time and energy. AP classes in U.S. History, English, Calculus, Biology Chemistry, Physics, Economics, Government, and Spanish IV are offered at Santa Paula High School. These courses require more dedication, concentration, and consistent work than a CP course.
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More personal responsibility on the part of the student is expected; homework, reading, writing assignments, and studying will be assigned on weekends and vacations. Students taking an AP are required to take the AP exam, which is given in mid-May. The cost has been approximately $80.00, fee waivers are available and part of the cost may be defrayed by various programs and donations. See your counselor for further information. Students who earn a 3, 4, or 5 may earn college credits for the course.
AP indicates that it is an Advanced Placement class. CP indicates that it is a College Preparatory class. H indicates that it is an Honors course.
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Department Offerings
Agriculture
Agriculture/Science Academy Program Overview The Agriculture Science Academy is a four-year course designed to create an understanding of the agriculture industry, participate in the Agriculture Leadership Organization – FFA, and provide students with a hands-on project or work experienced related to agriculture. The students enrolled in this program will take a prescribed list of courses designed to meet the minimum requirements to enter the CSU/UC system. Agricultural Leaders as well as Agricultural Universities will provide opportunities for the student to participate in a job shadowing, internship. and earn scholarship money. This program promotes academics as well as the importance of agriculture education. Students are motivated to achieve a 2.5 GPA with the opportunity to enroll Honors & Advanced Placement classes. The students will take many classes together creating a “school within a school.”. Opportunities offered through the FFA youth organization will be an integral part of this program. The FFA offers many opportunities to earn recognition and awards. Students will be encouraged to have a Supervised Agricultural Experience (SAE) and will be offered the opportunity to participate in the Ventura County Fair. Agriculture courses will include Plant Science, Animal Science, Ornamental Horticulture, Agriculture Business Management and Agriculture Mechanics.
Agriculture Science Academy I (Grade 9) Prerequisite: None The Agriculture Science Academy I class will be an introductory/exploratory class to give students a chance to experience the field of Agriculture. The curriculum will include California Agriculture, Supervised Agricultural Experience, Leadership and the FFA, Basic Plant and Animal Science, Introduction to Ag. Business Management, Practical Agricultural Mechanics Employability and Careers. Computer bases instruction will be used in this course. Fieldtrips and guest speakers from local agriculture businesses are part of this class. Agriculture projects are encouraged but not required. All students enrolled in agriculture course are members of the Future Farmers of America (FFA) Leadership Organization.
Agricultural Science Academy II (Grade 10) Prerequisite: Agriculture Academy I or Teacher Approval The Agriculture Science Academy II class will be offered for those students that have shown a sincere interest in the field of Agriculture and are continuing with the Agriculture Science Academy program. Students will apply to the program upon meeting the minimum requirements. Computerized instruction will be used in this course. Trips to Agricultural Universities will be offered in this class. Active participation in FFA activities is expected. An agricultural project is required in this class.
Agricultural Science Academy III (Grade 11) Prerequisite: Agriculture Science Academy II or teacher approval. The Agriculture Science III class will be offered for those students continuing with Agriculture/Science Academy program. The curriculum in this class will consist of an Advanced Animal and Plant Science curriculum. Computerized instruction will be used in the course. Student will perform Job Shadowing with local Agriculture Partners and visit Agriculture Universities. Active participation in FFA activities will be expected. An agricultural project will be required in the class.
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Agriculture Science Academy IV (Grade 12) Prerequisite: Agriculture Science Academy III or teacher approval The Agriculture Science Academy IV class will be offered to the advanced students continuing with the Agriculture Science Academy program. The curriculum will be based in Agricultural Business Management, Employability, Career Leaderships and other related areas. Students will participate in Internship with local Agriculture Partners and develop a portfolio of academic work, awards, projects, and activities for use after graduation. Active participation in FFA activities is expected and a project is required.
Supervised Agriculture Experience Program (Grade 9-12) Prerequisite: Course open to existing agriculture students and by Teacher Approval ONLY The class is offered during the summer for students working on agricultural related projects. The class will provide a fundamental background in agriculture using hands-on projects to develop real-life skills. Units of instruction will include: FFA Leadership Development in Agriscience, California Agriculture, Supervised Agriculture Experience, Animal Science, Plant Science, and Agriculture Career Exploration.
Business/Computer Science
Financial Math Applications (Consumer Math) (Grades 11 and 12) Prerequisites Teacher recommendation, Completion of Algebra I and passing of the CAHSEE. Topics include applied, real-life mathematical applications.
Multimedia Web Design (Grades 10, 11, and 12) Prerequisite: Teacher recommendation or “C” or better in Computer Literacy Multimedia Web Design is a comprehensive project-based class designed to teach students the essentials of professional multimedia website development. Students will explore the essentials of website design, creation and maintenance through a variety of topics such as HTML programing, Dreamweaver, Animation, Fireworks Graphic Design, Audio and Video Multimedia development and security.
Computer Literacy (Grades 9, 10, 11, and 12) Prerequisite: none Computer Literacy is an introductory technology class designed for students with little or no prior computer experience. Topics include basic and advanced use of the Windows Operating System, Microsoft Word, Excel, PowerPoint, Graphics, Multimedia and HTML (Web Page) programming.
Human Services
Human Services Academy Program Overview This program is a four-year pathway designed to provide the human services industry with qualified and experienced employees. The students enrolled in this program will take a prescribed list of courses designed toward admission to a university and/or movement directly into the human services work force. Community mentors will provide many opportunities for the students to meet guest speakers, visit sites, participate in job shadowing, serve in internships, and earn scholarship money. This program will be academically strong and students will be closely monitored to achieve a 3.0 GPA with opportunity for Honors or AP classes throughout their four years of high school. The Human Services courses will include Introduction to Human Services, Child Development/Child Care, Human Services Internship, and enrollment in college courses or a certificate program
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their senior year. The Academy program emphasizes the “hands-on” approach to learning which enhances their job skills.
Introduction to Human Services CP and Honors (Grade 9) Prerequisite: None (Beginning course for the Human Services Academy) (Students will receive 9 Grade Transitions Credit) The content of this course will provide individuals with basic understanding of the Human Services Pathways: Consumer and Family, Health, Human/Public Services. Personal values will be released to career goals using Eureka and Bridges Career Inventory Programs. Occupations of interest will be identified and clarified. The instructional focus will be on integrating Human Services concepts with Health and Science. The instructional area draws on the aspect of social and biological sciences as they relate to the life cycle. The skills, knowledge, and attitudes are developed and demonstrated at local children centers. There will be two hour of homework/project development per week.
Elementary Teacher Aide Internship: (Grades 11 and 12) Prerequisite: C or better in Child Development and Care The elementary Teacher Aide Program is an internship program that prepares individuals for the occupation of Teacher while under the supervision of professional personnel. Students practice successful teaching strategies and implement model curriculum standards/frameworks through interacting with children while working cooperatively with mentor teachers at the elementary school sites. The curriculum ensures that students will learn necessary attitudes, knowledge, and behaviors that are essential to enter and be successful in the job market or post-secondary education. A portfolio is developed and evaluation is based on the Secretaries Commission on Acquired Necessary Skills (SCANS). The advanced course can be CD V611 Child, Family, and Community.
Health Careers Internship (Grade 11 and 12) Prerequisite: C or better in Child Development and Care This is an internship program where students observe and practice with health career mentors at community based sites to learn basic skills in providing services to sick, injured, or disabled people. Their portfolio will include the curriculum learned during the course of study. Specific areas of focus include: employability skills, personal information, employee policies, units of study, portfolio project, and evaluation (SCANS). The advanced course can be a Nurse Assistant,/Medical Assistant Course in which students complete 50 hours of classroom instruction followed by 110 hours of clinical on-the-job training through ROP.
Human Services Internship (Grades 11 and 12) Prerequisite: C or better in Child Development and Care This internship program provides work-site learning experiences and relates directly to police, security, and city of Santa Paula occupations. Students have the opportunity to work for an employer and learn about a variety of occupations within the area of Human Services. The mentors are career-related professional role models. These students are getting ahead start in the job market by preparing for hundreds of careers in fields such as police officers, firemen, lawyers, recreation and social workers. Their workplace activities may include special projects, a sample of tasks from different jobs, or tasks from a single occupation. Their portfolio will contain work-related samples. Students will be evaluated on five competencies and three-part foundation of skills and personal qualities that are needed for solid job performance according to SCANS. These competencies are what a person must know in order to be effective in any workplace. The advanced course can be CJ V01 Introduction to Criminal Justice at Ventura College.
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Preschool Aide Internship (Grades 11 and 12) Prerequisite: C or better in Child Development and Care This is an internship program that provides work-based learning experiences in three classrooms. The site coordinator will also mentor the student in administrative tasks. It stresses the importance of various employability skills (personal, interpersonal, thinking and problem solving, communication, and safety) necessary for a student to become a preschool teacher. The portfolio will contain work samples of a cover letter, resume, letters of recommendations, and thank you letters. The curriculum activities include art projects, bulletin boards, and music for children, nutritious snacks, playground activities, science activities, storytelling, and thematic lesson plans. This class will meet all state standards.
English
English 9 CP Prerequisite: Teacher recommendation/Placement testing Designed to meet the English requirements of the University of California and California State University, English 9 CP provides instruction in language, literature, composition and practice in listening, reading, speaking, writing, and related thinking skills. Students will participate in the Accelerated Reader program and prepare for state assessments. This class is aligned to the Common Core State standards.
English 9 Honors Prerequisite: Teacher recommendation from feeder school, Grade A in English 8 CP, Grade A or B in English 8H, CAASPP test scores (Standard Met or Exceeded), STAR Diagnostic Reading Score (at or near grade-level) and Writing placement test. Designed to meet the English requirement of the rule of the University of California and California State University, this course meets the needs of academically talented college-bound ninth grade students. The course provides instruction in language, literature, composition, and practice in speaking, reading, and related thinking skills. The class is aligned to meet state standards.
English 10 CP Prerequisite English 9 CP Designed to meet the English state standards and requirements of the University of California and California State University, the course emphasizes written communication skills. Units of study include creative and expository writing, discussion of literature, and basic vocational writing skills. Students will participate in the Accelerated Reader program and prepare for CAHSEE and STAR exams.
English 10 Honors Prerequisite: Teacher recommendation and Grade of A in English 9 CP, Grade A or B in English 9 H, STAR Diagnostic score (at or near grade-level) and/or Writing placement tests. The tenth grade English Honors course is designed to challenge highly motivated students who are anticipating entering a four-year university upon graduation. The class emphasizes interpretive skills in literature with demanding essays of multiple paragraph length.
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English 11 CP Prerequisite: English 10 CP Designed to meet the English requirement of the University of California and California State University, this course introduces juniors to American authors and their writing styles. It includes in-depth reading, analysis, and discussion of all stages of American Literature while reinforcing expository writing skills at an accelerated pace. Students will learn to write style analysis, persuasive, and synthesis essays. It also includes extensive vocabulary study based on the assigned literature and SAT word lists. Students will participate in the Accelerated Reader program and prepare for STAR exams.
English 11 AP Prerequisite: Teacher recommendation. Teacher approval is required with signature. It is required that the student obtain a “B” or better in English 10 Honors or an “A” in English 10 CP, STAR Diagnostic Reading Score (at or near grade-level). Students with grades below the minimum expectation at the time if registration may be placed on a waiting list. Students will be identified before the end of the year to allow for summer preparation. (A student may petition to enroll in course). Language and Composition: This course is designed for students to become engaged in becoming skilled readers of America prose, poetry, and drama written in a variety of periods, disciplines, and rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. Students will enhance their ability to use grammatical conventions both appropriately and with sophistication and will develop stylistic maturity in argumentative narrative, and expository writing. Writing is integral and demanding. Students who pass the Advanced Placement Exam in Language and Composition and who have completed the required course may receive credit at a college or university.
English 12 CP, aka ERWC (Expository Reading and Writing course) Prerequisite: English 11 CP Designed to meet the English state standards and requirement of the University of California and California State University, this course provides an overview of British Literature. Writing Instruction emphasizes command of organization and logic, together with a feeling of style. Students will participate in the Accelerated Reader program.
English 12 AP Prerequisite: Teacher recommendation. Teacher approval is required with signature. It is required that the student obtain a “B” or better in AP English 11 C. Students must have scored proficient or higher on the English 11 portion of the California Standards Test (CTS). Students will be identified before the end of the year to allow for summer preparation. (A student may petition to enroll in course). Literature and Composition: This course is designed for students to become engaged in becoming skilled readers of English and World prose, and poetry written in a variety of periods, disciplines, and rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. Students will learn to write style analysis, persuasive, and synthesis essays and they are required to take the AP Exam. Student should expect to recognize their own composing processes: the way they explore ideas, reconsider strategies, and revise their work. This course assumes the student already understands and uses Standard English grammar, and has a grasp of a wide range of literature devices, terms, and forms. The students will enhance their ability to interpret literature of recognized literary merit with sophistication and complexity. Writing is integral and demanding; therefore, recommendations from teachers of AP Language and Composition will have priority. Students who pass the Advanced Placement Exam in Literature and who have completed the required course may receive credit at a college or university.
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English language Transition 1 and 2 (Grade 9, 10, 11, and 12) Prerequisite: ELD 3 and /or teacher recommendation This class continues to develop the skills of listening, speaking, reading, and writing the English Language with emphasis on reading and writing. The students will read core literature. This class will be like other English classes with focus on vocabulary and writing development. To exit, students must be reading at the seventh grade level and then they will be placed in a p CP level course.
English Language Development (ELD) 1, 2, and 3 Prerequisite: None ELD 1, 2, and 3 are intensive courses that equip limited English-speaking pupils with the tools to transition into the regular school program. Survival skills, vocabulary introductory conversation practice, and beginning English grammar and reading are integral parts of ELD 1. ELD 2 continues with more advanced grammatical structures and an emphasis on sentence construction and reading comprehension. In ELD 3, students are familiarized with the parts of speech, paragraph writing, and English literature. In all levels, listening, speaking, reading, writing, and conversational skills are emphasized.
ELD 1 Reading and Writing Literacy building and basic writing are the areas of focus of ELD 1 reading and Writing. Students practice silent and oral reading with emphasis on comprehension pronunciation, vocabulary building, and intonation. Literary genres such as biographies, autobiographies, memoirs, legends and short stories are introduced. Within the writing section, English language mechanics of punctuation, capitalization, and grammar usage are covered. Sentence writing and paragraph writing structure are also introduced.
ELD 2 and 3 Reading and Writing This class is intended to increase students’ fluency of the English language in the areas of speaking, reading and writing. Many writing activities are implemented to recycle and reinforce previously learned concepts. To develop higher thinking skills, students will learn different reading strategies: prediction, summarization, paraphrasing, and inference.
Reading (9th grade) Prerequisite: Teacher/Counselor Recommendation based on Reading skills as measured by STAR Reading Diagnostic entry/exit assessment, CAASPP scores, and previous grade average in English/Language Arts. The reading class offers modified instruction designed to provide intervention to students reading below grade level and performing poorly on standardized tests. Students are identified based on their ELA CST result from the previous school- year, a reading diagnostic test, and teacher recommendation. The support provided consists of instruction thought the Academy of Reading on-line program and directed instruction using the Edge Reading, Writing, and Language textbooks. Instructional focus is placed on reading strategies, phonics, decoding, and comprehension skills.
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Foreign Language
Spanish 1 CP (Grades 9, 10, 11, and 12) Prerequisite: None This first year course is designed for students who have no background in Spanish. Students will develop skills in listening, speaking, reading and writing in a way that makes learning Spanish a meaningful activity within the context of the contemporary Spanish-speaking world and its culture.
Spanish 2 CP (Grades 10, 11, and 12) Prerequisite C or better in Spanish 1 Spanish 2 CP is the second-year study of Spanish as a foreign language. It is designed to enable the student to comprehend and be involved in communicative exchanges that deal with common everyday situations including: simple questions and statements about family, residence, self, weather, time, and interests. The student recognizes and applies differences in various verb tenses and other grammatical concepts. He/she can comprehend short reading selections with familiar vocabulary and structures.
Spanish 2 Honors (Grades 9, 10, 11, and 12) Prerequisite: Native-speaking skills in Spanish This course is for students who understand and speak Spanish fluently. Students learn the formal use of the Spanish language, with, particular emphasis on reading and writing. Reading includes short stories, poetry, articles, and a novel; while writing includes proper use of vocabulary, punctuation and beginning grammar to produce organized paragraphs, summaries and reports. Listening comprehension and speaking skills are enhanced through individual and group activities.
Spanish 3 CP (Grades 10, 11, and 12) Prerequisite: Grade “C” or better in Spanish 2 This course builds upon the grammar and vocabulary studied in Spanish 1 CP and 2CP. It further enhances the student’s skills in listening comprehension, conversation, reading short stories, translating, and paragraph writing, as it enriches his/her knowledge of Hispanic culture.
Spanish 3 Honors (Grades 10, 11, and 12) Prerequisite: Grade “C” or better in Spanish 2H This course is designed for native speakers of Spanish to further develop proficiency skills in their first language with emphasis on reading and writing. Students will expand their knowledge and use of formal vocabulary, will develop their grammar base, will increase their awareness of culture of Hispanic people through selected literature and reading assignments, and will participate in oral presentations of individual or group assignments. Chapter test are comprehensive and include a written essay composition.
Spanish 4 Advanced Placement (Grades 11 and 12) Prerequisite: B or better in Spanish 3H and/or teacher recommendation. This course is designed for students preparing to take the Advanced Placement Exam in the Spanish language. The goals are to strengthen the student’s proficiency skills in speaking, reading, and writing in Spanish and to advance the student’s knowledge of vocabulary, grammar and culture to a level, which is comparable to second/third year in college. A primary goal of this course is for students to pass the Advanced Placement Examination in the Spanish Language, in order to earn college credit. Active participation in class discussion, oral presentations and reporting is required. Reading, writing, and research assignments involve topics of interest to young adults of the Spanish speaking world.
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Mathematics
Math 1A (Grades 9, 10, 11, and 12) Prerequisite: Teacher Recommendation, (D+ or below in 8th grade Math) Math 1A is the first of a 2-year course that reviews 8th grade curriculum as well as covering standards from Math 1. The course is designed to incorporate Common Core Standards throughout with emphasis on the Eight Mathematical Practices.
Math 1B (Grade 9, 10, 11, and 12) Prerequisite: Teacher recommendation, (successful completion of Math 1A Course) Math 1B is the second of a 2-year course that follows Math 1A. It is designed to cover the remaining Math 1 California Common Core Standards and emphasis on the Eight Mathematical Practices.
Math I (Grades 9, 10, 11, and 12) Prerequisites: Teacher Recommendation, (C- or better in 8th grade Math) Math 1 is a 1-year course designed to cover Math 1 California Common Core Standards with emphasis on the Eight Mathematical Practices.
Math I Honors (Grades 9, 10, 11, and 12) Prerequisite: Teacher recommendation, (B+ or better in 8th grade Math or C+ or better in 8th grade Math Honors) This course is designed to enrich the Common Core program of Math 1 and accelerated by covering some of the Math 2 standards while emphasizing the Eight Mathematical Practices.
Math II (Grades 9, 10, 11, and 12) Prerequisite: Teacher Recommendation, (successful completion of both semesters of Math I) Math II is a 1-year course designed to cover Math II California Common Core Standards with emphasis on the Eight Mathematical Practices.
Algebra II CP (Grades 9, 10, 11, and 12) Prerequisite: Teacher recommendation, (C- or better in High School Geometry AND Algebra I) Algebra II CP builds upon the foundation of Algebra I CP while covering Algebra II California Common Core Standards with emphasis on the Eight Mathematical Practices.
Algebra II Honors (Grades 9, 10, 11, and 12) Prerequisite: Teacher Recommendation (B+ or better in Geometry CP or C+ or better in Geometry Honors and B- or better in Algebra I Honors or A- or better in Algebra I CP) This course is designed to enrich the Common Core program of Algebra II CP and its emphasis on the Eight Mathematical Practices.
Trig. /Pre-Calculus CP (Grades 10, 11, and 12) Prerequisite: Teacher Recommendation, (C- or better in Algebra 2 CP or Honors) Trig. / Pre-Calculus provides the student with the foundation for calculus while reviewing Advanced Algebra topics while covering the California Common Core Trigonometry and Pre-Calculus Standards with emphasis on the Eight Mathematical Practices as well.
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Trig. / Pre-Calculus Honors (Grades 10, 11, and 12) Prerequisite: Teacher Recommendation, (B+ or better in Geometry CP or C+ or better in Geometry Honors AND B- or better in Algebra II Honors or A- or better in Algebra II CP) Trig. /Pre-Calculus Honors reviews Advanced Algebra topics while covering the California Common Core Trigonometry and Pre-Calculus Standards with emphasis on the Eight Mathematical Practices.
Calculus AP (Grade 11, and 12) Prerequisite: Teacher Recommendation, Teacher approval is required with signature. The honors course will cover the curriculum designated by the California High School Calculus Standards. A major emphasis of this course will be for students to sign up and pass the Advanced Placement on Calculus AP, earning college credit.
Statistics CP (Grades 11, and 12) Prerequisite: Teacher Recommendation, (C- or better in Algebra 2 CP or D or better in Algebra 2 Honors) A College Prep Statistics course will introduce Elementary Statistical principles as applied to real-life situations. A great warm-up to a collegiate statistics course.
Statistics AP Prerequisite: (C+ or better in Algebra 2H or B= or better in Algebra 2 CP) An Honors Statistics course that will concentrate on principles included on the AP exam.
Physical Education
These coursed will help develop physical fitness, teamwork, sportsmanship, self-confidence and the importance of having a healthy body. It will give students the knowledge, skills, and values to support lifetime participation in fitness and sports activities. Unit activities are based on the California State Standards and frameworks. Students must provide their own P.E. clothing and locks. All physical Education students may periodically be responsible for reading and written assignments. All freshman students are required to take the state physical fitness test.
Physical Education 9 (Grade 9) Prerequisite: None This course will emphasize physical fitness, team sports, aquatics, and individual and dual sports. Course offerings include: aerobics, swimming, body conditioning, badminton, volleyball, indoor and outdoor soccer, Frisbee, basketball, flag football, softball, volley tennis, running, power/speed walking, jump roping, basic weight training, stretching, and calisthenics.
Physical Education 10 (Grade 10) Prerequisite: None This course will emphasize individual and dual sports, dance/rhythms, outdoor education, and analysis of movement, physical fitness, and team sports. Course offerings include: plyometrics, advanced weight training and body conditioning, recreational games, dance movement, and advanced techniques for the activities listed in Physical Education 9.
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Weight Training and Conditioning (Grades 10, 11, and 12) Prerequisite: Must have current experience on SPHS athletic teams, incoming freshmen must get coaches recommendation and teachers approval prior to joining the class. This course will include advanced techniques in weight training for increasing muscular strength and improving general body conditioning. Drills and activities for increasing quickness, speed agility, and cardio-vascular fitness will also be used. Some classroom time may be needed for lectures and class discussion on the philosophy and sociology of athletics.
Science
Health (Grade 9) Prerequisite: None This course is a requirement for graduation and is designed to increase the student’s knowledge concerning various aspects of health, enabling them to make intelligent decisions affecting their lives. The course covers: physical health, mental health, social healthy, decision making, tobacco, alcohol, drugs, human development, communicable diseases, sexually transmitted diseases, HIV/AIDS, and stress management skills.
Global Science CP (Grade 9) Prerequisite: None Global Science introduces students to the physical principles of science, the scientific methods, and to the non- biological fields of science. The areas of science covered include geology oceanography, astronomy, climatology and some physics. This is a laboratory course that is designed to begin the student’s preparation for college-level work.
Global Science Honors (Grade 9) Prerequisite: Grade equivalent or above on Reading Comprehension Global Science Honors introduces students to the physical principles of science, the scientific method, and to the non-biological fields of science. The areas of science covered include, geology, oceanography, astronomy, climatology and some physics, chemistry. This is a laboratory course that is designed to begin the student’s preparation for college-level work. The honors-level course is a more rigorous course than the CP-level course and the topics are covered in a more in-depth manner.
Biology CP (Grade 10) Prerequisite: Global Science CP Biology CP is the study of biological chemistry, cell biology, metabolism, genetics, and evolution. Some aspects of human biology will be included. This is a laboratory course that is designed to meet the Biology state standards and to begin the student’s preparation for college-level work.
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Biology Honors (Grade 10) Prerequisite: Global Science Honors with grade of “C” or better, Global Science CP with A or Teacher Recommendation. Biology CP is the study of biological chemistry, cell biology, metabolism, genetics, and evolution. Some aspects of human biology will be included. This is a laboratory course that meets the Biology State Standards and is designed to begin student’s preparation for college-level work of biology. This course along with chemistry CP or honors are prerequisites Advanced Placement Biology course. The topics covered in the honors-level course are covered at a greater speed and depth than the CP course.
Biology AP (grades 11 and 12) Prerequisites: Teacher Recommendation. Teacher approval is required with signature. It is required that the student complete Biology CP or H with a grade of “B” or better and Chemistry with a grade of “C” or better. Students must have scored proficient or higher on the respective science portion of the California Standards Test (CTS). Students will be identified before the end of the year to allow for summer preparation. (A student may petition to enroll in course) Advanced Placement Biology is an upper –division advanced science class that is equivalent to a university course in biology for biology and pre-medicine majors. The course is designed to prepare students for advanced university-level courses in the biological sciences and also to prepare students to take the College Board’s Advanced Placement Exam in Biology. Biology AP covers topics in biochemistry, cell biology, metabolism, genetics, evolution classification, and organismal biology. Laboratory sessions will be conducted to provide a university laboratory-equivalent experience.
Zoology CP (Grades 11 and 12) Prerequisites: Global Science CP/or Honors and Biology CP/ or Honors with a grade of “C” or better Zoology CP is the study of animals. Laboratory work is used throughout to complement each unit. Zoology CP fulfills the UC requirement for an advanced laboratory science.
Environmental Science AP (Grades 11 and 12) Prerequisites: Biology CP/ or Honors with a grade of “B” or better and Chemistry CP with a grade of “B” or better. Students must have scored proficient or better on the Biology portion of the California Standards test (CST). Students will be identified before the end of the year to allow for summer preparation (A student may petition to enroll in course). Advanced Placement Environmental Science is an upper division science course designed to prepare students to take the College Board’s Advanced Placement. The course explores the interrelationship of the natural world, how to identify and analyze environmental problems, how to evaluate the risks these problems pose, and how to formulate solutions. Laboratory sessions will provide a university level experience.
Chemistry CP (Grades 11 and 12) Prerequisites: Biology CP/ or Honors and Algebra 1 CP with a grade of “C” or better. Chemistry CP covers elementary chemistry including elements, atoms, molecules, reactions, stoichiometry, quantum mechanics, radiation, nuclear physics, gases, organic chemistry and biochemistry. This course includes laboratory session. Chemistry CP is designed to meet the Chemistry State Standard and fulfills the UC requirement for an advanced laboratory science.
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Chemistry AP (Grades 11 and 12) Prerequisites: Chemistry CP and Algebra 1 CP with a grade of “C” or better. Chemistry AP covers elementary chemistry concepts including elements, atoms. Molecules, reactions, stoichiometry, quantum mechanics, radiation, nuclear physics, gases, organic chemistry and biochemistry. This course includes laboratory sessions. Chemistry AP is a very rigorous and is intermediate in content and difficulty between Chemistry CP and a university course. Chemistry AP fulfills the UC requirement for an advanced laboratory science. A major emphasis of this course will be for students to sign up and pass the Advanced Placement Examination on Chemistry AP, thereby earning for the, college credit.
Physics CP (Grades 11 and 12) Prerequisite: Global Science CP/ or Honors, Biology CP/ or Honors and Algebra 1 CP with a grade of “C” or better. Physics is designed to prepare students for university studies including preparation in college-level chemistry, physics and biology. This course covers elementary physics concepts in mechanics, energy, gases, optics, electricity, quantum mechanics, nuclear physics, and particle physics.
Physics AP (Grades 11 and 12) Prerequisite: Teacher recommendation and Physics CP with a grade of “B” or better, Algebra I with a grade of “C” or better. Teacher approval is required with signature. Students taking the physics AP course will have a more rigorous curriculum. Physics AP fulfills the UC requirement for advanced laboratory science. A major emphasis of this course will be for students to sign up and pass the Advanced Placement Examination on Physics AP, thereby earning them college credit.
Physiology CP (Grades 11 and 12) Prerequisites: Global Science CP or Honors and Biology CP or Honors with a grade “C” or better. Physiology is an intensive elective course designed primarily for 11-12th grade students who wish to gain an in- depth understanding of the physiology an anatomy of the human body. This course develops the fundamental concepts of human biology and helps students apply these principles to personal health and community concerns.
Social Science
United States History CP (Grade 11) Prerequisite: None Designed to meet Santa Paula Unified School District graduation requirements as well as the University of California and California State University requirements (A-G), College Preparatory United States History meets the specific needs of college-bound students.
This is a survey course with emphasis on twentieth century U.S. History beginning with American colonization to the present. The course begins with a review of grades 5 and 8 United States History. Course content includes the influence of geopolitical features and the political, economic, and social events that have shaped the nation’s history. The unique contributions of women, ethnic minorities and immigrants to American life will be stresses. The impact of technology and the change it has brought will also be highlighted. Emphasis will be placed on the development of the constitutional system and the growth and change in democracy. Students will also consider
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the social problems of our time and trace their causes in historical events. This course emphasizes written as well as oral communication skills. Units of study will emphasize cooperative learning strategies, vocabulary building, discussion of primary sources and literature, critical thinking skills and expository writing. The course requires the student to be a descriptive writer and a college bound reader. Skills such as knowing how to write a thesis statement and incorporating ideas into well-organized, written assignments are necessary. US History CP is aligned to the current California History/Social Science and Common Core Standards.
United States History AP (Grade 11) Prerequisite: Teacher recommendation. Teacher approval is required with signature. It is required that the student obtain a “B” or better in World History Honors or “A” in World History CP. Students must have scored proficient or higher on the World History portion of the California Standards Test (CST). Students will be identified before the end of grade 10 to allow for summer preparation. (A student may petition to enroll in course) U.S. History AP is a challenging course that is meant to be the equivalent of a freshman college course and can earn students college credit. It is a two-semester survey of American history from the age of exploration and discovery to the present. Solid reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. Emphasis is placed on critical and evaluative thinking skills, essay writing, interpretation of original documents, and historiography. The course requires the student to be a descriptive writer, a collegiate level reader, and perform at a high standard of excellence. This course is designed to prepare the student to take the A.P. U.S. History exam in May of each year, which is required; failure to take the exam will result in grade designation change to CP U.S. History. Any student receiving a grade of “C” or lower at the end of the semester will be recommended to drop to a college preparatory level U.S. History course.
American Government CP (Grade 12) Prerequisite: None Designed to meet Santa Paula Unified School District graduation requirements as well as the University of California and California State University requirements (A-G), College Preparatory American Government meets the specific needs of college-bound students.
College Preparatory American Government is concerned with the nature of the American political system, its development over the past two hundred years, and how it works today. We will examine the principle processes and institutions through which the political system functions, as well as some other public policies that these institutions establish and how they are implemented. We will look primarily at the national government and national politics. This course emphasized written as well as oral communication skills. Units of study will enhance creative writing, cooperative learning strategies, vocabulary building, and discussions of primary sources and literature, critical thinking skills and expository writing. The course requires the student to be a descriptive writer and a college bound reader. Skills such as knowing how to write a thesis statement and incorporating ideas into well-organized briefs are necessary. American Government CP is aligned to the current California History/Social Science and Common Core Standards.
American Government AP (Grade 12) Prerequisite: Teacher approval is required with signature, It is required that a student obtain a “B” or better in U.S. History AP or an “A” in U.S. History CP. Students will be identified before the end of grade 11 to allow for summer preparation which may be required for this course. Designed to meet Santa Paula Unified School District graduation requirements as well as the University of California and California State University requirements (A-G), Advanced Placement American Government meets the specific needs of college-bound students.
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Advanced Placement American Government is concerned with the nature of the American political system, its development over the past two hundred years, and how it works today. We will examine the principle processes and institutions through which the political system functions, as well as some other public policies that these institutions establish and how they are implemented. We will look primarily at the national government and national policies. This course emphasizes written as well as oral communication skills. Units of study will emphasize cooperative learning strategies, vocabulary building, discussion of primary sources and literature, critical thinking skills and expository writing. The course requires the student to be a descriptive writer and a college bound reader. Skills such as knowing how to write a thesis statement and incorporating ideas into well- organized briefs are necessary.
A major emphasis of this course will be for students to sign up for and pass the American Government Advanced Placement Examination. Each student is required to take the AP Exam. Strong writing and reading skills are necessary. Because high standards of student achievement are required in this course, any student receiving below a “C” will be recommended to be dropped from the course into a college preparatory class.
Economics CP (Grade 12) Prerequisite: None Designed to meet Santa Paula Unified School District graduation requirements as well as the University of California and California State University requirements (A-G), College Preparatory Economics meet the specific needs of college-bound students.
College Preparatory Economics is the study of how our scarce resources are used to satisfy needs. Most economic problems arise from the fact that there is a limited amount of desired resource. Economics is the study of how the goods and services we demand get produced and how they are distributed. Students enrolled in this class will learn the basic principles of economics and our economic system. They will learn how to compare our system to those in other countries and make reasoned judgments about economic questions. These include matters of economic policy as well as narrower, but significant personal economic questions. This course emphasizes written as well as oral communication skills. Units of study will emphasize cooperative learning strategies, vocabulary building, discussion of primary sources and literature, critical thinking skills and expository writing. The course requires the student to be a descriptive writer and a college bound reader. Skills such as knowing how to write a thesis statement and incorporating ideas into well-organized briefs are necessary. Economics C is aligned to the current History/Social Science and Common Core Standards.
Economics AP (Grade 12) Prerequisite: Teacher Approval is required with signature. It is required that a student obtain a “B” or better in U.S. History AP or an “A” in U.S. History C. Students will be identified before the end of grade 11 to allow for summer preparation which may be required for this course. Designed to meet Santa Paula Unified School District graduation requirements as well as the University of California and California State University requirements (A-G), Advance Placement Economics meets the specific needs of college-bound students.
Advanced Placement Economics is the study of how our scarce resources are used to satisfy needs. Most economic problems arise from the fact that there is a limited amount of desired resources. Economics is the study of how the goods and services we demand get produced and how they are distributed. Students enrolled in this class will learn the basic principles of economics and our economic system. They will learn how to compare our system to those in other countries and make reasoned judgement about economic questions. These include matters of economic policy as well as narrower, but significant personal economic questions. This course emphasizes written as well as oral communication skills. Units of study will emphasize cooperative learning strategies, vocabulary building, discussion of primary sources and literature, critical thinking skills and expository writing. The course
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requires the student to be a descriptive writer and a college bound reader. Skills such as knowing how to write a thesis statement and incorporating ideas into well-organized briefs are necessary.
A major emphasis of this course will be for students to sign up for and pass the Macroeconomics Advanced Placement Examination. Each student is required to take the AP Exam. Strong writing and reading skills are necessary. Because high standards of student achievement are required in this course, any student receiving below a “C” will be recommended to be dropped from the course into a college preparatory class.
World History CP (Grade 10) Prerequisite: None Designed to meet the Santa Paula Unified School Districts graduation requirements as well as the University of California and California State University requirements (A-G), College Preparatory World History meets the specific needs of college-bound students.
College Preparatory World History is a year-long course focusing on world events from about 1500 to the present. This course employs chronological and thematic approaches to examine the major political, economic, and social events, people, and turning points that have shaped the course of human history over the last few centuries. Students will examine the rise of democracy across Ancient Greece and Rome, the establishment of world powers during the era of Imperialism, World War I, and World War II, and the forces at play behind major current events across the globe. Students will also develop and improve their reading, writing, research, and critical and analytical thinking skills. World History CP is aligned to the current California History/Social Science and Common Core Standards.
World History Honors (Grade 10) Prerequisite: Teacher recommendation. Teacher approval is required with signature (approval must come from a Choices: College and Career, Academy, AVID 9, or English 9 CP/H teacher). It is required that the student obtain a “B” or better in English 9 Honors or an “A” in English 9 CP Designed to meet Santa Paula Unified School District graduation requirements as well as the University of California and California State University requirements (A-G). Honors World History meets the specific needs of college-bound students.
Honors World History is a year-long course focusing on worlds events from about 1500 to the present. This course employees chronological and thematic approaches to examine the major political, economic, and social events, people and turning points that have shaped the course of human history over the last few centuries. Students will examine the rise of democracy across Ancient Greece and Rome, the establishment of world powers during the era of Imperialism, World War I, and World War II, and the forces at play behind major current events across the globe. Students will also develop and improve their reading, writing, research, and critical and analytical thinking skills.
This course is designed to prepare students for United States History AP the following year. As a result, students expected to read a series of selected novels throughout the course and complete a research paper by the end of first semester. World History Honors is aligned to the current California History/Social Science and Common Core Standards.
Choices: College and Career Prerequisite: None
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Designed to meet Santa Paula Unified School District graduation requirements as well as the University of California and California State University requirements (A-G) and can earn students college credit.
Choices: College and Career is a semester-long course that aids students in the transition from eight to ninth grade by preparing them for success in the high school setting and beyond. Throughout the course students will explore who they are, what kind of lifestyle they would like to achieve, and what steps they need to take to achieve that lifestyle. Career exploration is a major focus of the course and serves as an introduction to college preparedness, including A-G requirements for admission, college selection and cost. This course also helps students develop study skills, test-taking and reading strategies, as well as note-taking and time management. An on-line, ten-year career plan is developed during the course to focus the student and help them understand the value of high school and college education in achieving their personal goals.
Social Science Electives
Criminal Justice CP A/B (Grades 11 and 12) Prerequisite: Completion of any level of World History is required. Completion of any level of United States History is recommended. Tenth graders may enroll with signed teacher approval. Criminal Justice CP A/B is a year-long History/Social Science course that earns the student A-G elective credit. The course provides and introduction to the criminal justice system. The primary goal of this course is to develop a general understanding of the criminal justice system’s response to crime in American society. Students will explore the criminal justice process in some detail, focusing on how the system is structured to respond to crime. This requires an understanding of the core elements of the criminal justice system: police, courts and corrections.
Psychology CP (Grades 11 and 12) Prerequisite: Completion of any level of World History is required. Completion of any level of United Sates History is recommended. Tenth graders may enroll with signed teacher approval. Psychology CP is a semester-long History/Social Science course that earns the student A-G elective credit. This course offers an introduction to psychology through a survey of psychological topics with an emphasis on both global and individual application. Topics to be explored and evaluated include: psychological theories, the brain and the mind, sensation and perception, learning, memory and thinking, motivation and emotion, stress and health, personality, and psychological disorders and therapy. Students are introduced to the scientific method and the core psychological ideas and theories, giving them an understanding and appreciation of the complex diversity of human thought and behavior and providing students opportunities to apply learning to their own lives.
Psychology AP (Grades 11 and 12) Prerequisite: Teacher recommendation. Teacher approval is required with signature. It is required that the student obtain a “B” or better in Biology Honors or an “A” in Biology CP or Psychology CP. Students will be identified before the end of grades 10 or 11 to allow for summer preparation. (A student may petition to enroll in the course.) Advanced Placement Psychology is a year-long History/Social Science course that earns the student A-G elective credit. AP Psychology is a challenging course that is meant to be the equivalent of a freshman college course and can also earn students college credit. As such, Psychology AP it is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. This course will expose students to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. Students will also learn about the ethics and methods psychologist use in their everyday science and practice. Strong reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed in Psychology AP.
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This course is designed to prepare students for the Psychology AP Examination in May of each year, which is required; failure to take the exam will result in a grade designation change to Psychology CP. Any student receiving a grade of “C” or lower at the end of first semester will be recommended to drop to a similar college preparatory level course.
Sociology CP (Grades 11 and 12) Prerequisite: Completion of any level of World History is required. Completion of any level of United States History is recommended. Tenth graders may enroll with signed teacher approval. Sociology CP is a semester-long History/Social Science course that earns the student A-G elective credits. This course offers an introduction to sociology theory through a survey of sociological topics with an emphasis on contemporary issues and concerns. Socialization, the nature of culture, social groups and conformity, deviance and social inequality-social, global and gender stratification, social class, sexuality, race and ethnicity- are explored and evaluated. Additionally, students will understand patterns that govern social life on a variety of levels. The study of group interactions will help students better understand themselves in relation to others, themselves in relation to the United States and the United States in relation to the world. Societal problems will be highlighted so that students can think critically and be better informed about current affairs. The course will promote tolerance and an open mind to other cultures, beliefs and perspectives.
Special Education
The special Education Department provides services to qualifying students with an active Individualized Education Program (IEP). Services may include placement in Resource Specialist program (RSP) classes, Specialized Academic Instruction (SAI), accommodations in regular education classes, speech and language services, audiology services, and psychological counseling. The goal of these services is to provide the Least Restrictive Environment (LRE) in which the student can be successful. Each student is assigned a case manager to oversee the implementations of the IEP.
Resource Specialist Program (Grades 9, 10, 11, and 12) RSP students are placed in Modified Curriculum (MC) classes by a team decision at the IEP meeting. The typical MC class is smaller than most regular education classes and is staffed by a qualified Special Education teacher and an Instructional Assistant. Instructors in the MC classroom use a variety of strategies and techniques to enable RSP students to access core curriculum and earn their diploma. MC courses are offered in the areas of English, Math, Social Science, and Science.
Specialized Academic Instruction (Grades 9, 10, 11, and 12) The SIA class provides a consistent learning environment, offering an academic curriculum with an emphasis on functional life skills. Class sizes are generally smaller than MC classes, providing an even higher staff-to-student ratio. Students in SAI classrooms are usually working toward graduation from high school with a diploma with exemption 68852.3 E.C. or a Certificate of Completion. SAI courses are offered in English, Math, Social Science, and Science.
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Visual and Performing Arts
Art 1A & B CP (Grades 9, 10, 11, and 12) Prerequisite: None This beginning Art 1 course gives the students an opportunity to experience many facets of visual arts, and five California Proficient Visual Arts Standards will be addressed and covered. This course will meet the USC and UC (f) Visual Arts requirement.
Art 2A & B CP (Grades 10, 11, and 12) Prerequisite: Two previous Art Classes or Teacher recommendation. This advances Art Class will allow the student to further explore and enhance his/her experiences in visual arts and California Advanced Visual Arts Standards will be addresses and covered. This course will meet the USC and (f) visual Arts requirement.
Instrumental Music 1 and 2: Cardinal Band (Grades 9, 10, 11, and 12) Prerequisite: Teacher Approval Fall Semester Marching Band and Spring Semester Concert Band is a one-year course open all students. The student should have at least one-year (1) experience on his instrument. Beginners with a great attitude, work ethic and motivation are also encouraged and often successful. An emphasis is placed on mastery of a primary instrument and introduction to a second instrument. Extra and after school rehearsal is mandatory. The class includes travel on several weekends. Fall Semester marching Band earns one semester of physical education credit. In the Spring semester five credits of Fine Arts credit is earned. Instrumental Music 1-2 may be repeated yearly for additional credit.
Jazz Band Prerequisite: one (1) year course. Entrance by audition and director approval only. Jazz Ensemble is for the most advanced instrumental musicians. The Jazz Ensemble performs intermediate to advanced level representative literature from varied styles of jazz/big band music. Studies also include music theory, improvisation, and a history of the music performed. This is a performance level class with multiple performances scheduled throughout the year. Participation in performance is mandatory. The course may be repeated for additional credit. Auditions for Jazz Band are held twice a year at the start of the Fall and Spring semesters. Jazz Band may be repeated yearly for additional credit.
Music Band 3: Percussion Ensemble/Drumline Prerequisite: None Percussion Ensemble is a one-year course open to all students. Band 3 is an introductory course in drums and mallet instruments. The student will learn basic musicianship, note/rhythm reading and introduction to both percussive and tonal percussion. An emphasis is placed on mastering the basic skills of drumline. This is a limited performance level class with an occasional afterschool rehearsal. This class earns Fine Arts credit.
Choir (Grades 9, 10, 11, and 12) Prerequisites: Desire to sing Choir is a one-year course open to all students. This course is designed to increase the skill and performance levels of each student, and develop aesthetic and cultural values through performance and critical listening. Students will perform appropriate literature from a variety of styles. An emphasis is placed on mastery of musical
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skills such as rhythm, sight singing, and interpreting musical styles. Extra rehearsal and an opportunity to travel are part of this course.
Sculpture/ 3-D Design (Grades 10, 11, and 12) Prerequisite: None This class is designed to provide students with an understanding and appreciation of art by exploring sculptural media, vocabulary, history, criticism and aesthetics. Students will be taught how to employ a variety of sculptural materials, tools, and techniques, as well as learn how the elements and principals of design are applied toward three-dimensional art forms. Students will develop and create several projects with various sculptural media and tools, including papier-mâché, wire, plaster, and clay. This course will meet the CSU and UC (f) Visual Arts requirement.
Commercial Art 1A & B (Grades 9, 10, 11, and 12) Prerequisite: None In Commercial Art, students will learn about design principles and how to apply them. Projects will range from basic design, such as newspaper ads, to full size posters. Students will also be introduced to desktop publishing on a computer. This course will meet the CSU and UC (f) Visual Arts requirement.
Computer Art 1A & B (Grades 9, 10, 11, and 12) Prerequisite: None Students will create various kinds of art works using the computer emphasizing basic design and color techniques. Drawing and photo manipulation will be taught using professional drawing and photo software. This course will meet the USC and UC (f) Visual Arts requirement.
Drawing 1A & B (Grades 9, 10, 11, and 12) Prerequisite: None Students will learn different drawing techniques ranging from contour to perspective drawings. Students will also experience wide variety of mediums and projects will range from representative renderings to fully creative drawings. The five California Proficient Visual Arts Standards will be addressed and covered. This course will meet the CSU and UC (f) Visual Art requirements.
Photography (Grades 11 and 12) Prerequisite: Passing grade in previous art classes This course will help the students become well rounded in fundamentals of photography. Four areas of instruction will be emphasized: How the history of photography, how composition works, how lighting works, how to use photo editing software. Students will generally, receive basic instruction, demonstration, and see samples of the desired outcomes. This course will meet the USC and UC (f) Visual Arts requirement.
AP Studio Art (Grades 10, 11, and 12) Prerequisite: Previous art classes and teacher recommendation The Advanced Placement Program in Studio Art is intended for highly motivated students interested in the serious study of art. Students will focus on attaining mastery of the California Advanced Level Content Standards in visual art by creating a body of original artwork that will be submitted to AP College Board for college credit. Curriculum will be centered on advanced techniques and material of fine art production, as well as historical and contemporary art practice. There will be an emphasis on students taking responsibility for their own creative production, from the development of their own unique style to creating their own portfolio and developing a studio practice.
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Non-Departmental Offerings
Ninth Grade Transitions Ninth Grade Transitions is a semester-long course that aids students in the transition from eight to night grade by preparing them for success in the high school setting and beyond. The course begins with a focus on study skills using social science content as a medium through which to learn test-taking and reading strategies as well as note- taking and time management. Career exploration is also a focus of the course and serves as an introduction to college preparedness, including A-G requirements for admission, college selection and cost. A ten-year career plan is developed during the course to focus the student and help them understand the value of a high school and college education in achieving their personal goals.
Ninth Grade Transitions Sheltered Prerequisite: Teacher/Counselor Recommendation based on language acquisition skills. Ninth Grade Transitions is a semester-long course that aids students in the transition from eight to ninth grade by preparing them for success in the high school setting and beyond. The course begins with a focus on study skills using social science content as a medium though which to learn test-taking and reading strategies as well as note- taking and time management. Career exploration is also a focus of the course and serves as an introduction to college preparedness, including A-G requirements for admission, college selection and cost. A ten-year career plan is developed during the course to focus the student and help them understand the value of a high school and college education in achieving personal goals. The Specially Designed Academic Instruction in English course is designed to meet the needs of students who are transitioning from their native language to the English language, and who have a California English Language Development Test (CELDT) score of a 1 or 2. This course is aligned to the current California History/Social Science Standards.
Ninth Grade Transitions Honors Prerequisite: History teacher recommendation. Teacher approval is required with signature. Students must have grade-level reading and writing skills as determined by a placement test and proficiency on the California Standards Test (CTS) Ninth Grade Transitions is a semester-long course that aids students in the transition from eight to ninth grade by preparing them for success in the high school setting and beyond. The course begins with a focus on study skills using social science content as a medium through which to learn test-taking and reading strategies as well as note- taking and time management. Career exploration is also a focus of the course and serves as an introduction to college preparedness, including A-G requirements for admission, college selection and cost. A ten-year plan is developed during the course to focus the student and help them understand the value of a high school and college education in achieving their personal goals. Reading, writing, and research are emphasized during the course.
Advanced Placement Via Individual Determination –A.V.I.D. (Grades 9, 10, 11, and 12) Prerequisite: Application and Interview with A.V.I.D. Teacher/Counselor. Preferably, thus student possesses between a 2.0 and 3.5 Grade Point Average. (9th Grade Students will receive 9th Grade Transitions credit) The AVID elective classes are designed to meet the needs of the student who is considered “in the middle” academically, and use writing, reading, inquiry, and collaboration (W.I.C.R. strategies) as the bases of all instruction. In each of the elective classes students focus on reading and writing-to-learn activities, college preparation, strategies for success, study skills, college research, Socratic Seminars and Philosophical Chairs, participate in tutorial sessions, and hear guest speakers. In addition, students are required to perform community service, and attend university field trips. Students take all necessary college entrance examinations, such as PSAT, SAT, and ACT, and in their senior year, apply to be the first in their family to attend college, come from
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historically underrepresented background, are socioeconomically disadvantaged, or who show a sincere desire to excel academically, but need additional support from the school community to realize their full potential.
Leadership (Grades 9, 10, 11, and 12) Prerequisite: Student must be elected or appointed by interview as an Associated Student Body Officer. The leadership class is open to elected or appointed Associated Student Body Officers, class offers and commissioners. The class plans, implements and directs school-wide activities and oversees the use of student body funds. The principles of leadership and management are stressed. This class is available during periods 1 and 5 only.
Yearbook (Grades 10, 11, and 12) Prerequisite: Application, Interview, Teacher Recommendations, and a grade of “C” or better in their English class. The yearbook class, commonly referred to as the El Solano, is responsible for producing the Santa Paula High School yearbook. Students are trained in design programs, such as In Design, and Photoshop. Emphasis is given to yearbook design concepts, copy writing and journalism ethics, photography, editing, leadership, advertising, and sales. In addition, yearbook staff members are expected to attend school activities and engage in interviews with students, faculty, and other adult members, and in some cases, members of the community. Students are exposed to a business-like environment in which they are expected to meet deadlines, and understand budget concerns. Freshman candidates must have middle school experience with recommendations from their previous yearbook adviser.
Link Crew (Grades 11 and 12) Prerequisite: 2.5 GPA This course is a Peer Tutoring Program that links successful juniors and seniors students to individual freshman to receive support, guidance and to assist them with the challenges that high school poses. Students must have teacher approval to be accepted into the program. Also, students are required to attend three days of training in the summer and the freshman summer orientation.
Regional Occupational Program: (Grades 11 and 12) This vocational program, offered free by the Ventura County Superintendent of Schools Office, provides job- entry-level skills to juniors and seniors in county schools. Most of the training takes place at the Camarillo Airport with free bus transportation to and from schools. The instructors train students in a shop area using tools and equipment similar to those found in industry; most students also do free on-the-job training in local shops, offices, or businesses. Successful students receive a Certificate of Proficiency and help in finding a job. For information, contact the Counseling office.
Computer Auto Painting Auto Body Repair Dental Assistant Bank Teller Business Auto Service Application Fashion Industrial Floral Design Graphic Art Instructional Aide Merchandising Electronics Computer Printing Nursing Assistant Welding Maintenance Technology
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Support Programs and Services
Due to some budget cuts some programs may not be offered
Summer School The purpose of Summer School is to make up coursework failed during the school year. Students who have not passed or met the proficiency level will be assigned/recommended to attend summer school. Summer School usually begins the Monday after graduation. For credit in Summer School courses you must complete 60 hours of instruction. Students can take courses in English, Math, Social Science and Physical Education.
Migrant Education Santa Paula High School belongs to the California Department of Education-Migrant Education Region 17. Student who qualify for the program are eligible for services under the direction of migrant instructional support teacher. Services include a student assessment, and individual learning plan, enrollment in P.A.S.S., and other support services. In addition, student who meet the established criteria are eligible for employment in a work- study program.
Athletic Programs The athletic department would like to invite all students to participate in our programs. Fall programs consist of Junior Varsity and Varsity Girls’ Volleyball, Girls’ Varsity Tennis and Boys’ Junior Varsity and Varsity Football. Winter sports consist of freshman, Junior Varsity, and Varsity Boys’ Basketball, Junior Varsity and Varsity Wrestling. Spring programs of Junior Varsity and Varsity Boys’ Baseball, Junior Varsity and Varsity Girls’ Softball, Junior Varsity and Varsity Swimming, Varsity golf, Junior Varsity and Varsity Track.
Summer Algebra Academy The primary goal of Summer Algebra Academy is to prepare students to succeed in 9th grade algebra and other mathematics courses. Additionally, the Summer Algebra Academy will prepare students to succeed in high school in general, with a specific focus on completing the A-G college admissions courses. This is not traditional summer school; the Academy sets extremely high standards, both personal and academic. The ultimate goal of the Academy is for students to enroll in a higher education immediately after high school graduation. Academic preparation, academic success and pertinent information about higher education are required to ensure college admission, thus, the program will focus on academic content, study skills and college exposure.
ELD Academy English Language Development Summer Academy provides support for students who are working towards proficiency in English. Students are identified based on their home language survey information and results from California English Language Development Test (CELDT). The content courses emphasize on English Language skills that include reading, writing, and listening. The students also receive personal career and college counseling to promote and enhance their educational goals.
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Santa Paula High School Four Year Plan Minimum Requirements for Graduation (Sample Schedule) Grade
*English 9 CP *9th Grade Transitions/Health 9th *Algebra 1 CP *Physical Education *Foreign Language 1 CP *Global Science *English 10 CP *World History CP 10th *Geometry CP *Biology CP *Elective *Physical Education *English 11 CP *U.S. History CP 11th *Algebra 2 CP *Elective *Elective *Elective *English 12 CP *American Government CP *Financial Math *Economics CP 12th *Application *Elective *Elective *Elective
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A-G Requirements University of California (Sample Schedule) Four Year Plan Grade
*9th Grade Transitions/Health *English 9 CP/H *Introductory Science CP/H or 9th *Algebra 1 CP/H or Geometry CP/H Chemistry CP *Foreign Language 1 or 2 CP *Physical Education
*English 10 CP/H *World History CP/H th 10 *Geometry CP/H or Algebra 2 CP/HP *Biology CP/H or Physical *Foreign Language 2 or 3 CP Education
*English 11 CP/AP *U.S. History CP/AP *Trigonometry CP or Trigonometry H *Zoology CP, Physics, Physiology 11th CP, Chemistry CP/AP, Biology AP *Algebra 2 CP/H or Scientific Research *Visual/Performing Arts *Foreign Language 3 CP or 4AP *American Government/ Economics CP/AP *English 12 CP/AP *Biology AP, Physics CP, *Calculus AP 12th Physiology CP, Zoology CP, or *Foreign Language AP or College Prep Chemistry CP/AP, Senior Chemistry, Elective Scientific Research *College Prep Elective
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Four Year Plan A-G Requirements University of California (Sample Schedule)
Grade
*9th Grade Transitions/Health *English 9 CP/H *Global Science CP/H or 9th *Algebra 1 CP/H or Geometry CP/H Chemistry CP *Foreign Language 1 or 2 CP *Physical Education
*English 10 CP/H *World History CP/H th 10 *Geometry C/H or Algebra 2 CP/H *Biology CP/H or Physical *Foreign Language 2 or 3 CP Education *U.S. History CP/AP *English 11 CP/AP *Zoology CP, Physics AP, 11th *Algebra 2 CP/H Physiology CP, or Chemistry *Visual/Performing Arts CP/AP, *Foreign Language 3 CP or 4AP *American Government/ *English 12 CP/AP Economics CP/AP *Calculus AP or Trigonometry CP 12th *Biology AP, Physics, Physiology, *Foreign Language 4 AP or College Prep Zoology H, or Chemistry CP/AP Elective *College Prep Elective
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Agriculture Academy (Sample Schedule)
Grade
*9th Grade Transitions/Health *English 9 CP/H *Global Science CP/H, or *Algebra 1 CP/H or Geometry CP/H 9th Chemistry CP *Foreign Language 1 CP *Physical Education or Band **Agriculture Science Academy 1 *Leadership **World History CP/H **English 10 CP/H **Biology CP/H *Geometry CP/H or Algebra 2 CP/H 10th *Physical Education or Band *Foreign Language 2 CP *Leadership **Agriculture Science Academy 2 *Chemistry CP
**English 11 CP/AP *U.S. History CP/AP **Algebra 2 CP/H 11th *Band *Foreign Language 3 CP *Leadership **Agriculture Science Academy 3
*English 12 CP/AP **American Government/ *Math Analysis CP Economics CP/AP 12th *Calculus AP or *Chemistry CP/AP, or Physics CP **Agriculture Science Academy 4 *Zoology CP *Art 1/Band
**Academy Core Classes
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Human Services Academy (Sample Schedule)
Grade
*9th Grade Transitions/Health *English 9 CP/H *Global Science CP/H, or *Algebra 1 CP/H or Geometry CP/H 9th Chemistry CP *Foreign Language 1 CP or 2 CP *Physical Education or Band **Introduction to Human Services *Leadership **English 10 CP/H **World History CP/H *Geometry CP/H or Algebra 2 CP/H **Biology CP/H 10th *Foreign Language 2 CP or 3 CP *Physical Education or Band **Child Development/Child Care *Leadership
**English 11 CP/AP **U.S. History CP/AP **Algebra 2 CP/H or 11th *Chemistry CP **Internship: Health, Teaching, Human *Band or Art Services
**American Government/ *English 12 CP/AP Economics CP/AP *Physiology CP 12th *Math Analysis CP or Calculus AP **ROP Medical/Nursing Assistant or *Band Internship Advanced **ROP: Human Services or Internship 2 ** Academy Core Classes
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Four-Year Plans to Success
Career Technical Education Career Technical Education prepares our students for higher education as well as the job market. These plans integrate academic studies with real world applications and work-based learning experiences. School-to-Career is a partnership between educators, parents, students, and businesses. The mission of Career Technical Education is three-fold. First it integrates a thematic curriculum into high school classes that receive college credit. Secondly, it arranges career related guest speakers and field trips to establish a liaison between education and the work place. The last part of the mission is to provide the student with the opportunity to practice in a job shadowing and internship experiences to prepare them for the private sector.
What Are Career Pathways? Career Pathways help students, parents, and counselors to organize classes and career information at Santa Paula High School into meaningful educational plans. Research shows that students learn best when content is relevant to students’ interest. A core of academic classes is the basis for each of these charts. The career pathways organize student learning and reinforce high academic standards for reading, writing, and mathematics regardless of the pathway selected. In the junior year, some of the students will be involved in job shadowing. Some students will do internships at community based job sites that expand student real-world opportunities for learning and career preparation. In the fourth year, many of the students will take ROP classes in which they will receive certification and assistance in obtaining a job in the career field of their choice.
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Agricultural Science
High School 9A 9B 10A 10B 11A 11B 12A 12B Subjects
Statistics Secondary Algebra I Statistics Math Secondary Secondary Secondary Secondary AP/CP or Math or AP/CP or Math 2/2H Math 2/2H Math 3 Math 3 Calculus Academy 1/1H Geometry Calculus AP AP
English English 9 English 9 English English English 11 English 11 English 12 English 12 Academy CP/H CP/H Honors Honors CP CP ERWC/AP ERWC/AP
Global Global Zoology CP Zoology Science Biology Biology Chemistry Chemistry Science Science & Physics CP & CP/H CP/H CP CP Academy CP/H CP/H CP Physics CP
Social Choices Choices U.S. World World U.S. Government Economics Science College & College & History History H History H History CP CP CP Academy Career Career C.P.
Physical Physical Physical Physical Physical Education Education or Art Education Education Education or Foreign Foreign Language Language
Spanish 1 Spanish 1 Foreign and and Language Spanish 2 Spanish 2
Fine/ Performing ASB ASB Arts (Choose 1) Pathway Ag. Ag. Ag. Science Ag. Science Ag. Ag. Ag. Science Ag. Science Courses Science 1 Science 1 2 2 Science 3 Science 3 4 4
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Health Careers
High School 9A 9B 10A 10B 11A 11B 12A 12B Subjects
Math Trig./Pre- Trig./Pre- Algebra I Algebra I Geometry Geometry Algebra 2 Algebra 2 Academy Calculus Calculus
English English English English 9 English 9 English 10 English 10 English 12 English 12 Academy 11 11
Science Global Introductory Biology Biology Chemistry Chemistry Physiology Physiology Academy Science Science
Social U.S. 9th Grade World World U.S. Science Health History Government Economics Transition History History H History Academy C.P.
Physical Physical Physical Physical Physical
Education Education Education Education Education
Foreign Spanish 1 Spanish 1 Spanish 2 Spanish 2 Language
Fine/ Band, Art Band, Art or Performing Arts or Drama Drama (Choose 1) Health Health Careers II Careers II Intro. To Intro. To Health Health Pathway Child Child ROP ROP Human Human Development Development Careers Careers Courses Medical Medical Services Services /Child Care /Child Care Internship Internship Assistant or Assistant or Nurse Nurse Assistant Assistant
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Public and Human Services
High School 9A 9B 10A 10B 11A 11B 12A 12B Subjects
Trig./Pre- Trig./Pre- Math Algebra I Algebra I Geometry Geometry Algebra 2 Algebra 2 Calculus Calculus
English English 9 English 9 English 10 English 10 English 11 English 11 English 12 English 12
Global Global Science Biology Biology Chemistry Chemistry Physiology Physiology Science Science
U.S. Social 9th Grade World World U.S. Health History Government Economics Transition History History History Science C.P.
Physical Physical Physical Physical Physical
Education Education Education Education Education
Foreign Spanish 1 Spanish 1 Spanish 2 Spanish 2 Language
Fine/ Band, Art Band, Art Performing or Drama or Drama Arts (Choose 1) Teacher Teacher Internship Internship Intro. To Intro. To Child Child Aide Aide Pathway Elementary Elementary Human Human Development Development Internship Internship Teacher Teacher Courses Services Services /Child Care /Child Care ADV or or Aide Aide CD62/CJ01 CD62/CJ01
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Alma Mater
In the Santa Clara Valley, With its hills so rare, Stand our dear old Alma Mater, Santa Paula Fair.
Lift your voices, Send them upward, Loud her praise call, Hail, all hail, Cardinals.
When our high school days are over, Carefree hours are through, Linger on our golden memories, And our love for you. (Repeat)
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Santa Paula Unified Secondary 2015-2016 Main Report 93 Appendix: Santa Paula High School WASC 2017
This report was prepared by WestEd, a research, development, and service agency, in collaboration with Duerr Evaluation Resources, under contract from the California Department of Education Coordinated School Health and Safety Office. For contract information, contact:
Hilva Chan California Department of Education Coordinated School Health and Safety Office 1430 N Street Sacramento, CA 95814 [email protected]
Recommended citation: Santa Paula Unified School District. California Healthy Kids Survey, 2015-16: Main Report. San Fran cisco: WestEd Health & Human Development Program for the California Department of Education.
Date prepared: 24 Oct 2016 CDS code: 56768280000000 94 Appendix: Santa Paula High School WASC 2017
Contents
Page
List of Tables ...... ii
PREFACE ...... v
Survey Module Administration ...... 1
A. Core Module Results ...... 2 1. Survey Sample ...... 2 2. Summary of Key Indicators ...... 3 3. Demographics ...... 4 4. School Performance, Supports, and Engagements ...... 10 5. School Violence, Victimization, and Safety ...... 19 6. Alcohol and Other Drug Use ...... 23 7. Tobacco Use ...... 33 8. Other Physical and Mental Health Risks ...... 39 9. Race/Ethnic Breakdowns ...... 41 10. Gender Breakdowns ...... 44
Z. Santa Paula Unified Custom Questions ...... 48 1. Module Sample ...... 48 2. Custom Questions ...... 49
i 95 Appendix: Santa Paula High School WASC 2017
List of Tables Page
Survey Module Administration ...... 1 1 CHKS Survey Modules Administered ...... 1
A. Core Module Results ...... 2
1. Survey Sample ...... 2 A1.1 Student Sample Characteristics ...... 2
2. Summary of Key Indicators ...... 3 A2.1 Key Indicators of School Climate and Student Well-Being ...... 3
3. Demographics ...... 4 A3.1 Age of Sample ...... 4 A3.2 Gender of Sample ...... 4 A3.3 Hispanic or Latino ...... 4 A3.4 Race ...... 5 A3.5 Living Situation ...... 5 A3.6 Highest Education of Parents ...... 6 A3.7 Free or Reduced Price Meals Eligibility ...... 6 A3.8 Participation in Migrant Education Program, Past 3 Years ...... 7 A3.9 Language Spoken at Home ...... 7 A3.10 English Language Proficiency ...... 8 A3.11 Number of Days Attending Afterschool Program ...... 9 A3.12 Sexual Identification ...... 9 A3.13 Military Connections ...... 9
4. School Performance, Supports, and Engagements ...... 10 A4.1 Grades, Past 12 Months ...... 10 A4.2 Truancy, Past 12 Months ...... 10 A4.3 Reasons for Absence ...... 11 A4.4 School Developmental Supports, Connectedness, and Academic Motivation . . . . . 12 A4.5 School Connectedness Scale Questions ...... 13 A4.6 Academic Motivation Scale Questions ...... 14 A4.7 School Developmental Supports Scale Questions ...... 15 A4.7 School Developmental Supports Scale Questions - Continued ...... 16 A4.8 Parent Involvement in School ...... 17 A4.9 Quality of School Physical Environment ...... 18
5. School Violence, Victimization, and Safety ...... 19 A5.1 Perceived Safety at School ...... 19 A5.2 Verbal Harassment ...... 19 A5.3 Violence and Victimization on School Property, Past 12 Months ...... 20 A5.4 Reasons for Harassment on School Property, Past 12 Months ...... 21 A5.5 Property Damage on School Property, Past 12 Months ...... 22 A5.6 Weapons Possession on School Property, Past 12 Months ...... 22
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6. Alcohol and Other Drug Use ...... 23 A6.1 Summary Measures of Level of AOD Use ...... 23 A6.2 Lifetime AOD Use ...... 24 A6.2 Lifetime AOD Use – Continued ...... 25 A6.3 Summary of AOD Lifetime Use ...... 26 A6.4 Current AOD Use, Past 30 Days ...... 27 A6.5 Frequency of Current AOD Use, Past 30 Days ...... 28 A6.6 Lifetime Drunk or “High” ...... 29 A6.7 Cessation Attempts ...... 29 A6.8 Drinking While Driving ...... 30 A6.9 Lifetime Drunk or “High” on School Property ...... 30 A6.10 Current AOD Use on School Property, Past 30 Days ...... 31 A6.11 Perceived Harm and Availability ...... 32
7. Tobacco Use ...... 33 A7.1 Summary of Key CHKS Tobacco Indicators ...... 33 A7.2 Lifetime Tobacco Use ...... 34 A7.3 Any Current Use and Daily Use ...... 35 A7.4 Current Smoking on School Property, Past 30 Days ...... 36 A7.5 Cigarette Smoking Cessation Attempts ...... 37 A7.6 Personal Disapproval of Peer Cigarette Smoking, One or More Packs A Day . . . . . 37 A7.7 Perceived Harm of Cigarette Smoking and Difficulty of Obtaining Cigarettes . . . . . 38
8. Other Physical and Mental Health Risks ...... 39 A8.1 Cyber Bullying, Past 12 Months ...... 39 A8.2 Alone After School ...... 39 A8.3 Eating of Breakfast ...... 40 A8.4 Chronic Sad or Hopeless Feelings, Past 12 Months ...... 40 A8.5 Seriously Considered Attempting Suicide, Past 12 Months ...... 40 A8.6 Gang Involvement ...... 40
9. Race/Ethnic Breakdowns ...... 41 A9.1 School Supports and Connectedness by Race/Ethnicity - 7th Grade ...... 41 A9.2 School Supports and Connectedness by Race/Ethnicity - 9th Grade ...... 41 A9.3 School Supports and Connectedness by Race/Ethnicity - 11th Grade ...... 42 A9.4 School Supports and Connectedness by Race/Ethnicity - Non-Traditional ...... 42 A9.5 Current Cigarette Smoking by Race/Ethnicity ...... 43
10. Gender Breakdowns ...... 44 A10.1 School Developmental Supports, Connectedness, and Academic Motivation by Gender 44 A10.2 Selected Alcohol and Drug Use Measures by Gender ...... 45 A10.3 Selected Tobacco Use Measures by Gender ...... 46 A10.4 School Safety–Related Indicators by Gender ...... 46 A10.5 Physical and Mental Health Measures by Gender ...... 47
Z. Santa Paula Unified Custom Questions ...... 48
1. Module Sample ...... 48
iii 97 Appendix: Santa Paula High School WASC 2017
Z1.1 Student Sample for Custom Questions ...... 48
2. Custom Questions ...... 49
iv 98 Appendix: Santa Paula High School WASC 2017
PREFACE
NEW FEATURE The list of content sections and table names at the beginning of the digital report have been hyperlinked to the tables. Click on the title of a content section or a table and you will be automatically directed to the actual content section or table in the report.
This report provides the detailed results for each question from this school/district’s 2015–16 California Healthy Kids Survey (CHKS), presented in tables organized by topic.
The CHKS, along with its two companion surveys–California School Climate Survey (CSCS) for staff and the California School Parent Survey (CSPS)–is a service of the California Department of Education (CDE). These three surveys form the California School Climate, Health, and Learning Surveys (Cal- SCHLS) System, the largest, most comprehensive effort in the nation to assess students, staff, and parents at the local level on a regular basis to provide key data on school climate, learning supports and barriers, and stakeholder engagement, as well as overall youth development, health, and well-being. The surveys provide a wealth of information to guide school improvement efforts and your Local Control and Ac countability Plan (LCAP), particularly in regard to the state priorities of enhancing school climate, pupil engagement, and parent involvement.
Factsheets, guidebooks, and other resources to help in understanding and using survey results are avail able for downloading from the survey website: chks.wested.org. The California Safe and Supportive Schools website also provides a wealth of information and tools helpful in implementing effective strate gies that address the needs identified by the survey in regard to school climate improvement and pro moting social-emotional learning. Particularly valuable in regard to LCAP efforts are Making Sense of School Climate (californias3.wested.org/resources/S3 schoolclimateguidebook final.pdf) and Help ful Resources for Local Control and Accountability Plans, 2014-15 (chks.wested.org/resources/LCAP Cal SCHLS.pdf).
The Cal-SCHLS Technical Assistance Center offers workshops to help in identifying local needs and developing action plans to meet those needs, including a Listening to Students Workshop for involving student voice in the process (see below).
SURVEY PURPOSE The California Department of Education (CDE) has funded the CHKS since 1997 to provide data that would assist schools in: (1) fostering positive school climates and engagement in learning; (2) preventing youth health-risk behaviors and other barriers to academic achievement; and (3) promoting positive youth development, resilience, and well-being. A thorough understanding of the scope and nature of youth behaviors, attitudes, and learning conditions is essential to guide school improvement efforts and to also develop effective prevention, health, and youth development programs. These surveys grew out of CDE’s commitment to helping schools promote the successful cognitive, social, and emotional development of all students and create more positive, engaging school environments for students, staff, and parents.
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SURVEY CONTENT OVERVIEW The secondary-school CHKS consists of a required general Core Module and a series of optional, sup plementary topic-focused modules that districts can elect to administer. Districts may also add their own questions of local interest in a custom module. Table 1 indicates the modules administered by the district/school.
The Core Module consists of a broad range of key questions, identified by an expert advisory committee, that are considered most important for schools to administer to guide improvement of academic, health, and prevention programs and the promotion of student achievement, positive development, and well being. The primary focus of the Core Module is assessing student perceptions and experiences related to school climate and engagement, learning supports, and health-related, non-academic learning barriers (e.g., substance use, bullying and violence, and poor physical and mental health). To further support school improvement efforts and the LCAP process, a supplementary School Climate Module is also available.
School-Related Core Content The great majority of all questions on the CHKS Core are school-specific. The survey provides self reported data on: • Student grades, truancy, reasons for missing school, learning motivation, and school connected ness, as indicators of engagement; • The levels of students’ three fundamental developmental supports (protective factors) that pro mote positive academic, social, and emotional outcomes: experiences of caring adult relation ships, high expectations, and opportunities for meaningful participation at school; • Perceived safety and the frequency of, type, and reasons for, harassment and bullying at school; and • Levels of violence, substance use, and crime-related behavior (e.g., weapons possession) at school.
Supplementary School Climate Module A supplementary School Climate Module provides additional data on student academic mindset, school academic supports, discipline/order, supports for social-emotional learning, bullying prevention and pos itive peer relationships, respect for diversity, and the quality of the physical environment (download from chks.wested.org/administer/supplemental1#clim). A companion Learning Conditions module can be added to the staff survey to compare their perceptions on the same constructs.
SURVEY ADMINISTRATION AND SAMPLING School staff administered the survey, following detailed instructions provided by CDE that were designed to assure the protection of all student and parental rights to privacy and to maintain confidentiality. Students were surveyed only with the consent of parents or guardians. Each student’s participation was voluntary, anonymous, and confidential. Table A1.1 gives the target sample of students and the final number and percent of students who completed the survey (the participation response rate).
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THE REPORT The tables in the Main Report, organized by topic, provide the percentages responding to each question response option by grade level. Because it is just as important to identify the positive behaviors of youth as it is to identify the risks they face, the tables reporting risk-behavior data include the percentages of youth who responded negatively (did not engage in the behavior).
Racial/Ethnic Subgroup Results Several tables are useful for helping districts identify and address student needs related to closing the state’s persistent racial/ethnic achievement gap. On the CHKS, students are asked to indicate their racial/ethnic identity and to report whether they have experienced harassment because of their race/ethnicity. Summary tables provide key findings (e.g., harassment, developmental supports, school connectedness) disaggregated by race/ethnic categories. Schools can request supplementary reports disaggregating all their CHKS results by the race/ethnicity of students.
UNDERSTANDING AND USING THE DATA Among the tools available to help in understanding and using the survey results, especially for LCAP implementation and monitoring, Making Sense of School Climate provides a discussion of all the Cal- SCHLS survey items that relate to school climate (download californias3.wested.org/resourcesS3 school /climateguidebook final.pdf)
Care must be taken to understand the factors that can impact the quality, validity, and generalizability of the results, such as changes that occur in survey content, administration, and/or sample characteristics between administrations. The following are a few of the key issues that should be kept in mind. A more detailed discussion of these topics can be found in the CHKS Guidebook to Data Use and Dissemination (download chks.wested.org/resources/chks guidebook 3 datause.pdf).
Sample Characteristics Among the most important factors affecting the quality of survey results is the level and type of student participation. The validity and representativeness of the results will be adversely affected if the student response rate is lower than 60%. One indication of the survey’s representativeness is how accurately the sample reflects the gender and ethnic composition of the student enrollment. Even if the response rate is low, the results provide an indication of what those students who did respond felt about the school and their experiences and behavior.
Changes Between Survey Administrations Many factors besides real changes in behavior, attitudes, or experiences among students may account for changes in results from administration to administration. Changes may be due to differences over time in the characteristics or size of the sample of students who completed the survey, changes in the questions themselves, or differences between time periods in which the survey was administered (e.g., some risk behaviors tend to increase as students age, or may increase during holidays or social events).
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NEXT STEPS Receiving this report is just a beginning step in a data-driven decision-making process. The results of this student survey should be compared to those obtained from the Cal-SCHLS surveys of school staff and parents. It is important to determine how consistent are student, staff, and parent perceptions and experiences.
CHKS results will also be enriched if analyzed in the context of other data typically collected by schools that relate to the variables assessed, such as discipline referrals, school demographic information, school vandalism costs, and behavioral observations in classrooms.
The following actions, which can be requested as custom services (additional fees apply), will help in fostering effective use of the results to support school and program improvement efforts and the LCAP process.
Request School Reports If the schools in the district vary significantly in demographics, programs, or other characteristics, con sider requesting individual reports for each school (a fee applies). Two types of reports are available: • A full report with all the survey results. • A short, user-friendly, graphic School Climate Report Card that provides results across eight domains of school climate and provides an overall School Climate Index score based on those domains. (View a sample report: visit californias3.wested.org/resources/California State SCRC 1314.pdf).
Request District School Climate Report Card For districts that survey all their schools, a district-level School Climate Report Card that aggregates all their results across eight domains can also be requested. This is a powerful, useful tool for guiding efforts to meet the school climate and pupil engagement priorities for the Local Control and Accountability Plan.
Request Disaggregated Report or Analyses The staff of the Regional TA Centers can produce full reports that look at how results vary by dem ographic subgroups (e.g., race/ethnicity as discussed above, or by youth who are low in academic mo tivation compared those who are high). This is particularly important given the LCAP requirement the districts identify and address the needs of underserved subgroups.
Engage Students, Staff, and Parents in an Action Planning Process Engage students, staff, and parents in reviewing and exploring the meaning of the results and obtain their input into how the school might better meet the needs identified and the development of a detailed action plan. This communicates to stakeholders that you value their input into how to improve the school and gives them an opportunity for meaningful participation. This helps enhance school connectedness among students and parent involvement, two of the LCAP priorities. It will also promote higher rates of participation the next time the survey is administered, as stakeholders will see how the data has been used for positive purposes.
On request, Cal-SCHLS staff can conduct a structured group Listening to Students Workshop designed
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to explore with students, as staff observe, the meaning of survey results and obtain their input on how to address the needs identified by the survey. Cal-SCHLS staff also can conduct a Data Use Action Planning Workshop designed to identify local needs based on the survey results and engage stakeholders in developing a detailed plan and timetable for meeting those needs using evidence-based strategies. For more information, contact your Cal-SCHLS Technical Assistance Center (call 888.841.7536 or email [email protected]). See also: californias3.wested.org/workshops.
ACKNOWLEDGMENTS The CHKS and this report were developed by WestEd, in collaboration with Duerr Evaluation Re sources, under contract from the California Department of Education Coordinated School Health and Safety Office. For more information, call the toll-free helpline at 888.841.7536, or visit the website at chks.wested.org.
Gregory Austin, Ph.D. CHKS/CSCS Director, WestEd
Tom Herman Administrator, Coordinated School Health and Safety Office California Department of Education
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Survey Module Administration
Table 1 CHKS Survey Modules Administered Survey Module Administered A. Core (Required) X B. Alcohol and Other Drugs (AOD) Module C. Building Healthy Communities (BHC) Module D. CalMHSA Module E. Closing the Achievement Gap (CTAG) Module F. District Afterschool Module (DASM) G. Drug Free Communities (DFC) Module H. Gang Risk Awareness Module I. Military Connected School Module J. Physical Health & Nutrition Module K. Resilience & Youth Development Module L. Safety & Violence Module M. School Climate Module N. Sexual Behavior Module O. Social Emotional Health Module P. Tobacco Module Q. Cal-Well Module (New This Year) R. Gender & Sex-Based Harassment Module (New This Year) Z. Custom Questions X
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Core Module Results
1. Survey Sample
Table A1.1 Student Sample Characteristics Grade 7 Grade 9 Grade 11 NTA Student Sample Size Target sample 415 461 353 120 Final number 338 383 277 89 Average Response Rate 81% 83% 78% 74% Note: ANT includes continuation, community day, and other alternative school types.
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2. Summary of Key Indicators
Table A2.1 Key Indicators of School Climate and Student Well-Being Grade 7 Grade 9 Grade 11 NT Table % % % % School Engagement and Supports School connectedness (high) 55 48 38 38 A4.4 Academic motivation (high) 37 32 30 27 A4.4 Truant more than a few times† 5 5 8 18 A4.2 Caring adult relationships (high) 36 25 29 21 A4.4 High expectations (high) 57 45 45 25 A4.4 Meaningful participation (high) 12 12 14 7 A4.4 School Safety and Substance Use School perceived as very safe or safe 62 64 53 52 A5.1 Experienced any harassment or bullying† 29 23 29 29 A5.4 Had mean rumors or lies spread about you† 36 27 42 38 A5.2 Been afraid of being beaten up† 18 9 7 24 A5.3 Been in a physical fight† 14 10 6 24 A5.3 Seen a weapon on campus† 30 20 14 37 A5.6 Been drunk or “high” on drugs at school, ever 4 11 11 41 A6.9 Mental and Physical Health Current alcohol or drug use‡ 18 21 26 59 A6.4 Current binge drinking‡ 3 7 12 38 A6.5 Very drunk or “high” 7 or more times 2 7 13 42 A6.6 Current cigarette smoking‡ 3 1 2 20 A7.3 Experienced chronic sadness/hopelessness† 27 27 36 37 A8.4 Considered suicide† na 14 14 32 A8.5 Notes: Cells are empty if there are less than 25 respondents. †Past 12 months; ‡Past 30 days; na—Not asked of middle school students.
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3. Demographics
Table A3.1 Age of Sample Grade 7 Grade 9 Grade 11 NT % % % % 10 years or younger 0 0 0 0 11 years old 1 0 0 0 12 years old 50 0 0 0 13 years old 46 0 0 0 14 years old 2 55 0 1 15 years old 0 40 0 2 16 years old 0 4 55 25 17 years old 0 1 43 56 18 years old or older 0 0 2 16 Question HS/MS A.3: How old are you? Note: Cells are empty if there are less than 25 respondents.
Table A3.2 Gender of Sample Grade 7 Grade 9 Grade 11 NT % % % % Male 50 53 49 59 Female 50 47 51 41 Question HS/MS A.4: What is your sex? Note: Cells are empty if there are less than 25 respondents.
Table A3.3 Hispanic or Latino Grade 7 Grade 9 Grade 11 NT % % % % No 12 5 7 11 Yes 88 95 93 89 Question HS/MS A.6: Are you of Hispanic or Latino origin? Note: Cells are empty if there are less than 25 respondents.
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Table A3.4 Race Grade 7 Grade 9 Grade 11 NT % % % % American Indian or Alaska Native 2 6 3 4 Asian 1 0 2 2 Black or African American 3 1 2 7 Native Hawaiian or Pacific Islander 0 0 1 4 White 28 34 46 44 Mixed (two or more) races 66 58 46 39 Question HS/MS A.7: What is your race? Note: Cells are empty if there are less than 25 respondents.
Table A3.5 Living Situation Grade 7 Grade 9 Grade 11 NT % % % % A home with one or more parents or guardian 86 88 92 78 Other relative’s home 2 3 2 7 A home with more than one family 5 4 3 5 Friend’s home 0 0 0 1 Foster home, group care, or waiting placement 1 0 0 5 Hotel or motel 1 0 0 2 Shelter, car, campground, or other transitional or 1 0 0 0 temporary housing Other living arrangement 5 4 2 2 Question HS/MS A.9: What best describes where you live? A home includes a house, apartment, trailer, or mobile home. Note: Cells are empty if there are less than 25 respondents.
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Table A3.6 Highest Education of Parents Grade 7 Grade 9 Grade 11 NT % % % % Did not finish high school 18 31 33 32 Graduated from high school 20 21 27 19 Attended college but did not complete four-year degree 12 17 18 16 Graduated from college 12 11 11 13 Don’t know 38 21 12 20 Question HS/MS A.10: What is the highest level of education your parents completed? (Mark the educational level of the parent who went the furthest in school.) Note: Cells are empty if there are less than 25 respondents.
Table A3.7 Free or Reduced Price Meals Eligibility Grade 7 Grade 9 Grade 11 NT % % % % No 11 15 24 17 Yes 74 73 70 68 Don’t know 14 12 6 15 Question HS/MS A.11: Do you receive free or reduced-price lunches at school? (Receiving free or reduced-price lunches means that lunch at school is provided to you for free or you pay less for it.) Note: Cells are empty if there are less than 25 respondents.
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Table A3.8 Participation in Migrant Education Program, Past 3 Years Grade 7 Grade 9 Grade 11 NT % % % % No 61 68 80 69 Yes 5 9 5 15 Don’t know 34 23 15 16 Question HS/MS A.12: In the past three years, were you part of the Migrant Education Program or did your family move to find seasonal or temporary work in agriculture or fishing? Note: Cells are empty if there are less than 25 respondents.
Table A3.9 Language Spoken at Home Grade 7 Grade 9 Grade 11 NT % % % % English 45 41 51 46 Spanish 54 58 48 46 Mandarin 0 0 0 2 Cantonese 0 0 0 4 Taiwanese 0 0 1 1 Tagalog 0 0 0 0 Vietnamese 0 0 0 0 Korean 0 0 0 0 Other 1 1 0 0 Question HS/MS A.13: What language is spoken most of the time in your home? Note: Cells are empty if there are less than 25 respondents.
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Table A3.10 English Language Proficiency Grade 7 Grade 9 Grade 11 NT % % % % How well do you... understand English? Very well 91 83 93 82 Well 8 15 7 11 Not well 0 1 0 2 Not at all 0 1 0 5 speak English? Very well 82 77 88 82 Well 17 20 10 14 Not well 1 2 1 1 Not at all 0 1 0 2 read English? Very well 80 75 86 78 Well 16 23 11 10 Not well 3 2 3 8 Not at all 0 1 0 3 write English? Very well 81 74 84 81 Well 17 22 14 13 Not well 2 3 2 4 Not at all 0 1 0 2 Question HS/MS A.14-17: How well do you understand, speak, read, and write English?... Understand English... Speak English... Read English... Write English. Note: Cells are empty if there are less than 25 respondents.
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Table A3.11 Number of Days Attending Afterschool Program Grade 7 Grade 9 Grade 11 NT % % % % 0 days 76 73 71 85 1 day 5 6 6 2 2 days 5 8 11 1 3 days 2 3 4 7 4 days 2 2 1 1 5 days 9 8 7 3 Question HS/MS A.18: How many days a week do you usually go to your school’s afterschool program? Note: Cells are empty if there are less than 25 respondents.
Table A3.12 Sexual Identification Grade 7 Grade 9 Grade 11 NT % % % % Heterosexual (straight) 73 84 87 81 Gay or Lesbian or Bisexual 4 4 6 14 Transgender 0 1 2 5 Not sure 14 5 2 4 Decline to respond 15 8 6 4 Question HS A.120/MS A.110: Which of the following best describes you? (Mark All That Apply.) Notes: Cells are empty if there are less than 25 respondents. Total percentages may exceed 100% for “mark all that apply” items.
Table A3.13 Military Connections Grade 7 Grade 9 Grade 11 NT % % % % No 87 93 95 86 Yes 7 2 3 9 Don’t know 7 5 2 5 Question HS A.119/MS A.109: Is your father, mother, or caretaker currently in the military (Army, Navy, Marines, Air Force, National Guard, or Reserves)? Note: Cells are empty if there are less than 25 respondents.
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4. School Performance, Supports, and Engagements
Table A4.1 Grades, Past 12 Months Grade 7 Grade 9 Grade 11 NT % % % % Mostly A’s 19 11 10 12 A’s and B’s 46 29 25 27 Mostly B’s 5 6 9 8 B’s and C’s 20 22 34 29 Mostly C’s 2 10 8 10 C’s and D’s 5 13 11 7 Mostly D’s 2 3 1 5 Mostly F’s 1 6 1 2 Question HS/MS A.19: During the past 12 months, how would you describe the grades you mostly received in school? Note: Cells are empty if there are less than 25 respondents.
Table A4.2 Truancy, Past 12 Months Grade 7 Grade 9 Grade 11 NT % % % % 0 times 68 71 60 32 1-2 times 14 12 17 20 A few times 13 12 15 30 Once a month 1 1 3 6 Once a week 0 1 1 1 More than once a week 3 3 4 11 Question HS/MS A.20: During the past 12 months, about how many times did you skip school or cut classes? Note: Cells are empty if there are less than 25 respondents.
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Table A4.3 Reasons for Absence Grade 7 Grade 9 Grade 11 NT % % % % Does not apply, I didn’t miss any school 37 34 30 14 Illness (feeling physically sick), including problems with 52 54 58 52 breathing or your teeth Felt very sad, hopeless, anxious, stressed, or angry 9 6 15 22 Didn’t get enough sleep 8 8 15 18 Didn’t feel safe at school 2 2 1 3 Had to work 0 0 1 0 Had to take care of or help a family member or friend 3 2 9 9 Wanted to spend time with friends who don’t go to your 1 2 3 8 school Wanted to use alcohol or drugs 1 1 1 10 Were behind in schoolwork or weren’t prepared for a test 2 4 14 3 or class assignment Were bored with or uninterested in school 2 4 7 15 Were suspended 3 1 0 5 Other reason 12 12 11 7 Question HS/MS A.21: In the past 30 days, did you miss school for any of the following reasons? (Mark All That Apply.) Notes: Cells are empty if there are less than 25 respondents. Total percentages may exceed 100% for “mark all that apply” items.
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Table A4.4 School Developmental Supports, Connectedness, and Academic Motivation Percent of students scoring Grade 7 Grade 9 Grade 11 NT High, Moderate, and Low (%) H M L H M L H M L H M L School Environment Total school supports 33 52 15 25 55 20 26 55 18 13 60 27 Caring adults in school 36 50 14 25 58 17 29 53 18 21 64 15 High expectations-adults in school 57 34 9 45 46 9 45 43 12 25 63 13 Meaningful participation at school 12 44 44 12 43 45 14 51 35 7 37 56 School Connectedness 55 37 8 48 43 9 38 46 16 38 51 11 Academic Motivation 37 43 20 32 46 21 30 47 22 27 35 39 Note: Cells are empty if there are less than 25 respondents.
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Table A4.5 School Connectedness Scale Questions Grade 7 Grade 9 Grade 11 NT % % % % I feel close to people at this school. Strongly disagree 4 5 9 8 Disagree 4 6 11 18 Neither disagree nor agree 16 31 26 40 Agree 53 43 36 21 Strongly agree 22 15 17 12 I am happy to be at this school. Strongly disagree 8 6 8 8 Disagree 5 7 9 8 Neither disagree nor agree 19 23 33 37 Agree 43 46 36 26 Strongly agree 25 17 14 21 I feel like I am part of this school. Strongly disagree 9 5 10 9 Disagree 6 9 12 13 Neither disagree nor agree 22 33 30 36 Agree 44 40 33 29 Strongly agree 19 13 16 13 The teachers at this school treat students fairly. Strongly disagree 7 6 9 8 Disagree 9 9 8 8 Neither disagree nor agree 24 25 30 16 Agree 41 44 42 34 Strongly agree 19 16 11 33 I feel safe in my school. Strongly disagree 7 5 5 10 Disagree 8 6 8 6 Neither disagree nor agree 23 24 35 28 Agree 41 47 42 33 Strongly agree 20 18 10 23 Question HS/MS A.22-26: How strongly do you agree or disagree with the following statements?... I feel close to people at this school... I am happy to be at this school... I feel like I am part of this school... The teachers at this school treat students fairly... I feel safe in my school. Note: Cells are empty if there are less than 25 respondents.
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Table A4.6 Academic Motivation Scale Questions Grade 7 Grade 9 Grade 11 NT % % % % I try hard to make sure that I am good at my schoolwork. Strongly disagree 5 3 4 5 Disagree 3 3 3 9 Neither disagree nor agree 13 18 17 16 Agree 39 43 42 35 Strongly agree 39 32 33 34 I try hard at school because I am interested in my work. Strongly disagree 6 5 5 9 Disagree 6 7 7 9 Neither disagree nor agree 20 23 22 31 Agree 39 40 38 26 Strongly agree 29 26 27 26 I work hard to try to understand new things at school. Strongly disagree 5 4 4 7 Disagree 3 4 2 9 Neither disagree nor agree 19 17 18 29 Agree 41 46 48 32 Strongly agree 32 30 28 22 I am always trying to do better in my schoolwork. Strongly disagree 6 4 3 8 Disagree 3 3 2 7 Neither disagree nor agree 10 12 16 24 Agree 40 43 43 29 Strongly agree 42 37 36 32 Question HS/MS A.31-34: How strongly do you agree or disagree with the following statements?... I try hard to make sure that I am good at my schoolwork... I try hard at school because I am interested in my work... I work hard to try to understand new things at school... I am always trying to do better in my schoolwork. Note: Cells are empty if there are less than 25 respondents.
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Table A4.7 School Developmental Supports Scale Questions At my school, there is a teacher or some other Grade 7 Grade 9 Grade 11 NT adult... % % % % Caring Relationships who really cares about me. Not at all true 12 14 13 13 A little true 25 35 28 35 Pretty much true 38 31 36 35 Very much true 25 19 23 18 who notices when I’m not there. Not at all true 14 17 17 17 A little true 26 31 31 40 Pretty much true 32 31 32 25 Very much true 28 21 20 19 who listens to me when I have something to say. Not at all true 12 11 13 17 A little true 20 27 20 30 Pretty much true 33 34 40 28 Very much true 35 27 27 25 High Expectations who tells me when I do a good job. Not at all true 7 9 8 14 A little true 19 28 23 30 Pretty much true 41 34 41 32 Very much true 32 29 28 24 who always wants me to do my best. Not at all true 6 6 9 14 A little true 10 19 18 28 Pretty much true 27 33 34 35 Very much true 57 42 38 23 who believes that I will be a success. Not at all true 10 10 11 14 A little true 14 21 15 28 Pretty much true 26 30 36 30 Very much true 51 39 38 28 Question HS/MS A.35-40: At my school, there is a teacher or some other adult... who really cares about me... who tells me when I do a good job... who notices when I am not there... who always wants me to do my best... who listens to me when I have something to say... who believes that I will be a success. Note: Cells are empty if there are less than 25 respondents.
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Table A4.7 School Developmental Supports Scale Questions - Continued At school... Grade 7 Grade 9 Grade 11 NT % % % % Opportunities for Meaningful Participation I do interesting activities. Not at all true 17 21 21 41 A little true 33 36 28 30 Pretty much true 26 24 29 15 Very much true 24 19 22 15 I help decide things like class activities or rules. Not at all true 56 54 43 61 A little true 24 29 24 24 Pretty much true 11 10 22 8 Very much true 8 8 11 6 I do things that make a difference. Not at all true 37 38 32 51 A little true 35 39 32 23 Pretty much true 17 13 24 13 Very much true 10 11 12 12 Question HS/MS A.41-43: At school... I do interesting activities... I help decide things like class activities or rules... I do things that make a difference. Note: Cells are empty if there are less than 25 respondents.
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Table A4.8 Parent Involvement in School Grade 7 Grade 9 Grade 11 NT % % % % Teachers at this school communicate with parents about what students are expected to learn in class. Strongly disagree 6 5 11 11 Disagree 5 12 16 12 Neither disagree nor agree 19 35 37 31 Agree 38 36 26 31 Strongly agree 32 11 9 15 Parents feel welcome to participate at this school. Strongly disagree 5 4 8 12 Disagree 6 10 12 11 Neither disagree nor agree 28 40 42 48 Agree 38 35 30 18 Strongly agree 23 11 8 12 School staff takes parent concerns seriously. Strongly disagree 7 5 11 9 Disagree 6 11 20 5 Neither disagree nor agree 23 41 31 38 Agree 35 30 28 33 Strongly agree 29 12 9 15 Question HS/MS A.28-30: How strongly do you agree or disagree with the following statements?... Teachers at this school communicate with parents about what students are expected to learn in class... Parents feel welcome to participate at this school... School staff takes parent concerns seriously. Note: Cells are empty if there are less than 25 respondents.
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Table A4.9 Quality of School Physical Environment Grade 7 Grade 9 Grade 11 NT % % % % My school is usually clean and tidy. Strongly disagree 6 8 16 10 Disagree 7 18 19 6 Neither disagree nor agree 17 36 40 35 Agree 46 31 23 35 Strongly agree 24 8 2 15 Question HS/MS A.27: How strongly do you agree or disagree with the following statements?... My school is usually clean and tidy. Note: Cells are empty if there are less than 25 respondents.
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5. School Violence, Victimization, and Safety
Table A5.1 Perceived Safety at School Grade 7 Grade 9 Grade 11 NT % % % % Very safe 16 20 16 23 Safe 45 44 37 28 Neither safe nor unsafe 30 29 40 33 Unsafe 5 4 5 6 Very unsafe 4 3 3 9 Question HS A.91/MS A.81: How safe do you feel when you are at school? Note: Cells are empty if there are less than 25 respondents.
Table A5.2 Verbal Harassment Grade 7 Grade 9 Grade 11 NT % % % % During the past 12 months, how many times on school property have you... had mean rumors or lies spread about you? 0 times 64 73 58 62 1 time 14 12 22 17 2 to 3 times 10 9 10 12 4 or more times 11 7 10 9 had sexual jokes, comments, or gestures made to you? 0 times 69 76 71 58 1 time 11 9 9 12 2 to 3 times 6 9 6 15 4 or more times 13 6 13 15 been made fun of because of your looks or the way you talk? 0 times 69 78 66 68 1 time 15 10 12 14 2 to 3 times 7 5 9 6 4 or more times 10 7 13 13 been made fun of, insulted, or called names? 0 times 57 74 66 62 1 time 20 11 9 13 2 to 3 times 9 6 8 10 4 or more times 14 9 17 15 Question HS A.95-97, 106/MS A.86-88, 97: During the past 12 months, how many times on school property have you... had mean rumors or lies spread about you... had sexual jokes, comments, or gestures made to you... been made fun of because of your looks or the way you talk... been made fun of, insulted, or called names? Note: Cells are empty if there are less than 25 respondents.
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Table A5.3 Violence and Victimization on School Property, Past 12 Months Grade 7 Grade 9 Grade 11 NT % % % % During the past 12 months, how many times on school property have you... been pushed, shoved, slapped, hit, or kicked by someone who wasn’t just kidding around? 0 times 65 83 77 74 1 time 19 9 10 14 2 to 3 times 9 5 5 5 4 or more times 7 3 8 7 been afraid of being beaten up? 0 times 82 91 93 76 1 time 10 6 5 13 2 to 3 times 3 2 1 5 4 or more times 5 2 1 6 been in a physical fight? 0 times 86 90 94 76 1 time 7 6 4 8 2 to 3 times 4 1 2 9 4 or more times 3 2 1 8 been threatened with harm or injury? 0 times 86 95 93 80 1 time 9 3 3 10 2 to 3 times 2 1 2 4 4 or more times 3 1 2 6 been threatened or injured with a weapon (gun, knife, club, etc.)? 0 times 94 97 97 88 1 time 4 2 1 4 2 to 3 times 1 1 1 3 4 or more times 1 0 0 6 been offered, sold, or given an illegal drug? 0 times 86 79 74 65 1 time 8 8 11 10 2 to 3 times 3 8 8 9 4 or more times 3 5 7 16 Question HS A.92-94, 99, 103, 105/MS A.83-85, 90, 94, 96: During the past 12 months, how many times on school property have you... been pushed, shoved, slapped, hit, or kicked by someone who wasn’t just kidding around... been afraid of being beaten up... been in a physical fight... been offered, sold, or given an illegal drug... been threatened or injured with a weapon (gun, knife, club, etc.) ... been threatened with harm or injury? Note: Cells are empty if there are less than 25 respondents.
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Table A5.4 Reasons for Harassment on School Property, Past 12 Months Grade 7 Grade 9 Grade 11 NT % % % % Race, ethnicity, or national origin 0 times 90 89 88 83 1 time 6 4 5 7 2 or more times 4 7 8 10 Religion 0 times 96 95 88 88 1 time 3 2 7 4 2 or more times 1 3 5 9 Gender (being male or female) 0 times 95 94 94 90 1 time 2 3 3 6 2 or more times 3 3 4 4 Because you are gay or lesbian or someone thought you were 0 times 94 93 92 85 1 time 5 4 3 4 2 or more times 2 3 5 11 A physical or mental disability 0 times 96 99 94 90 1 time 2 1 2 2 2 or more times 2 1 4 7 Any of the above five hate-crime reasons 19 18 23 23 Any other reason 0 times 83 87 84 81 1 time 8 6 5 7 2 or more times 9 7 10 11 Any harassment 29 23 29 29 Question HS A.107-112/MS A.98-103: During the past 12 months, how many times on school property were you harassed or bullied for any of the following reasons?... Your race, ethnicity, or national origin... Your religion... Your gender (being male or female)... Because you are gay or lesbian or someone thought you were... A physical or mental disability... Any other reason. Note: Cells are empty if there are less than 25 respondents.
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Table A5.5 Property Damage on School Property, Past 12 Months Grade 7 Grade 9 Grade 11 NT % % % % Had your property stolen or deliberately damaged 0 times 83 87 83 74 1 time 11 8 9 14 2 to 3 times 4 2 5 8 4 or more times 3 2 3 4 Damaged school property on purpose 0 times 94 96 96 83 1 time 4 3 3 5 2 to 3 times 1 1 1 5 4 or more times 2 0 0 8 Question HS A.98, 100/MS A.89, 91: During the past 12 months, how many times on school property have you... had your property stolen or deliberately damaged, such as your car, clothing, or books... damaged school property on purpose? Note: Cells are empty if there are less than 25 respondents.
Table A5.6 Weapons Possession on School Property, Past 12 Months Grade 7 Grade 9 Grade 11 NT % % % % Carried a gun 0 times 99 99 98 84 1 time 0 1 1 10 2 to 3 times 0 0 0 1 4 or more times 1 1 1 5 Carried any other weapon (such as a knife or club) 0 times 94 94 92 72 1 time 3 3 2 8 2 to 3 times 0 1 3 6 4 or more times 3 2 3 14 Seen someone carrying a gun, knife, or other weapon 0 times 70 80 86 63 1 time 18 11 7 12 2 to 3 times 7 5 4 15 4 or more times 5 4 3 10 Question HS A.101, 102, 104/MS A.92, 93, 95: During the past 12 months, how many times on school property have you... carried a gun... carried any other weapon (such as a knife or club)... seen someone carrying a gun, knife, or other weapon? Note: Cells are empty if there are less than 25 respondents.
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6. Alcohol and Other Drug Use
Table A6.1 Summary Measures of Level of AOD Use Grade 7 Grade 9 Grade 11 NT Table % % % % Lifetime alcohol or drugs (excluding cold/cough 26 37 49 82 A6.2 medicines and prescription drugs) Current alcohol or drugs 18 21 26 59 A6.4 Current heavy drug users 4 5 8 40 A6.4 Current heavy alcohol user (binge drinker) 3 7 12 38 A6.4 Current alcohol or drug use on school property 7 9 6 34 A6.10 Note: Cells are empty if there are less than 25 respondents.
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Table A6.2 Lifetime AOD Use Grade 7 Grade 9 Grade 11 NT % % % % Alcohol (one full drink) 0 times 79 70 54 27 1 time 9 6 7 7 2 to 3 times 7 9 14 14 4 or more times 6 15 25 52 Marijuana 0 times 88 77 71 30 1 time 4 4 7 10 2 to 3 times 2 6 6 8 4 or more times 6 13 16 52 Inhalants (to get “high”) 0 times 93 96 94 75 1 time 2 2 3 6 2 to 3 times 2 1 0 10 4 or more times 2 1 2 10 Cocaine, Methamphetamine, or any amphetamines 0 times na 98 94 81 1 time na 0 2 2 2 to 3 times na 1 1 6 4 or more times na 1 3 11 Ecstasy, LSD, or other psychedelics 0 times na 98 97 77 1 time na 0 1 8 2 to 3 times na 1 1 6 4 or more times na 1 1 9 Any other drug, or pill, or medicine to get “high” or for other than medical reasons 0 times 95 94 94 66 1 time 2 2 1 8 2 to 3 times 2 2 2 9 4 or more times 1 2 3 16 Any of the above AOD use 26 37 49 82 Question HS A.47-50, 52, 57/MS A.48-50, 52: During your life, how many times have you used the following substances? One full drink of alcohol (such as a can of beer, glass of wine, wine cooler, or shot of liquor)... Marijuana (pot, weed, grass, hash, bud)... Inhalants (things you sniff, huff, or breathe to get “high” such as glue, paint, aerosol sprays, gasoline, poppers, gases)... Cocaine, Methamphetamine, or any amphetamines (meth, speed, crystal, crank, ice)... Ecstasy, LSD, or other psychedelics (acid, mescaline, peyote, mushrooms)... Any other drug, or pill, or medicine to get “high” or for other than medical reasons. Notes: Cells are empty if there are less than 25 respondents. na—Not asked of middle school students.
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Table A6.2 Lifetime AOD Use – Continued Grade 7 Grade 9 Grade 11 NT % % % % Prescription pain medication, tranquilizers, or sedatives 0 times na 91 90 66 1 time na 3 3 4 2 to 3 times na 2 3 14 4 or more times na 4 4 16 Diet Pills 0 times na 96 95 79 1 time na 1 1 5 2 to 3 times na 0 0 11 4 or more times na 3 4 6 RitalinTM or AdderallTM or other prescription stimulant 0 times na 99 97 79 1 time na 0 1 2 2 to 3 times na 1 1 9 4 or more times na 1 1 9 Cold/Cough Medicines or other over-the-counter medicines 0 times na 77 64 45 1 time na 6 8 8 2 to 3 times na 8 6 17 4 or more times na 10 22 29 Question HS A.53-56: During your life, how many times have you used the following substances?... Prescrip tion pain medication (VicodinTM, OxyContinTM, PercodanTM, LortabTM), tranquilizers, or sedatives (XanaxTM , AtivanTM)... Diet Pills (Didrex, Dexedrine, Zinadrine, Skittles, M&M’s)... RitalinTM or AdderallTM (JIF, R-ball, Skippy) or other prescription stimulant... Cold/Cough Medicines (Triple-C’s, Coricidin Cough, Sudafed, Ther aFlu, Tylenol Cough) or other over-the-counter medicines. Notes: Cells are empty if there are less than 25 respondents. na—Not asked of middle school students.
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Table A6.3 Summary of AOD Lifetime Use Grade 7 Grade 9 Grade 11 NT % % % % Alcohol 21 30 46 73 Marijuana 12 23 29 70 Inhalants 7 4 6 25 Cocaine na 2 6 19 Ecstasy, LSD, or other psychedelics na 2 3 23 Prescription pain killers, Diet Pills, or other prescription na 10 14 45 stimulant Notes: Cells are empty if there are less than 25 respondents. na—Not asked of middle school students.
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Table A6.4 Current AOD Use, Past 30 Days Grade 7 Grade 9 Grade 11 NT % % % % Alcohol (at least one drink) 12 17 22 50 Binge drinking (5 or more drinks in a row) 3 7 12 38 Marijuana 8 10 13 41 Inhalants 2 1 3 20 Prescription medications to get “high” or for reasons na 4 4 29 other than prescribed Other drug, pill, or medicine to get “high” or for other 3 2 2 21 than medical reasons Any drug use 10 13 15 47 Heavy drug user 4 5 8 40 Any AOD Use 18 21 26 59 Two or more drugs at the same time na 2 3 30 Question HS A.64-70/MS A.59-62, 63: During the past 30 days, on how many days did you use... at least one drink of alcohol... five or more drinks of alcohol in a row, that is, within a couple of hours... marijuana (pot, weed, grass, hash, bud)... inhalants (things you sniff, huff, or breathe to get “high”)... prescription medications to get “high” or for reasons other than prescribed (such as VicodinTM, OxyContinTM, PercodanTM, RitalinTM , AdderallTM, XanaxTM)... any other drug, pill, or medicine to get “high” or for other than medical reasons... two or more drugs at the same time (for example, alcohol with marijuana, ecstasy with mushrooms)? Notes: Cells are empty if there are less than 25 respondents. na—Not asked of middle school students.
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Table A6.5 Frequency of Current AOD Use, Past 30 Days Grade 7 Grade 9 Grade 11 NT % % % % Alcohol (at least one drink) 0 days 88 83 78 50 1 or 2 days 10 13 14 28 3 to 9 days 1 3 5 8 10 to 19 days 0 0 1 6 20 or more days 1 1 2 8 Binge drinking (5 or more drinks in a row) 0 days 97 93 88 62 1 or 2 days 2 5 7 13 3 to 9 days 1 1 2 11 10 to 19 days 0 0 1 6 20 or more days 0 1 3 8 Marijuana 0 days 92 90 88 59 1 or 2 days 5 7 8 12 3 to 9 days 2 1 2 4 10 to 19 days 0 1 1 8 20 or more days 1 1 2 18 Question HS A.64-66/MS A.59-61: During the past 30 days, on how many days did you use... at least one drink of alcohol... five or more drinks of alcohol in a row, that is, within a couple of hours... marijuana (pot, weed, grass, hash, bud)? Note: Cells are empty if there are less than 25 respondents.
Santa Paula Unified Page 28 2015-16 Main Report - Module A: Core 131 Appendix: Santa Paula High School WASC 2017
Table A6.6 Lifetime Drunk or “High” Grade 7 Grade 9 Grade 11 NT % % % % Very drunk or sick after drinking alcohol 0 times 94 86 81 44 1 to 2 times 4 9 10 14 3 to 6 times 2 3 5 18 7 or more times 0 2 3 25 “High” (loaded, stoned, or wasted) from using drugs 0 times 92 80 79 40 1 to 2 times 5 8 5 15 3 to 6 times 1 5 4 9 7 or more times 2 7 12 35 Very drunk or “high” 7 or more times 2 7 13 42 Question HS A.58, 59/MS A.53, 54: During your life, how many times have you been... very drunk or sick after drinking alcohol... “high” (loaded, stoned, or wasted) from using drugs? Note: Cells are empty if there are less than 25 respondents.
Table A6.7 Cessation Attempts Grade 7 Grade 9 Grade 11 NT % % % % Alcohol Does not apply, don’t use na 83 79 47 0 times na 12 13 36 1 time na 3 3 8 2 to 3 times na 1 3 5 4 or more times na 1 2 4 Marijuana Does not apply, don’t use na 82 84 49 0 times na 9 7 32 1 time na 5 5 8 2 to 3 times na 1 1 5 4 or more times na 3 3 6 Question HS A.88, 89: How many times have you tried to quit or stop using... alcohol... marijuana? Notes: Cells are empty if there are less than 25 respondents. na—Not asked of middle school students.
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Table A6.8 Drinking While Driving Grade 7 Grade 9 Grade 11 NT % % % % Driven a car when you had been drinking, or been in a car driven by a friend who had been drinking Never na 82 84 56 1 time na 6 5 12 2 times na 4 5 20 3 to 6 times na 4 3 6 7 or more times na 4 3 6 Have ridden in a car driven by someone who had been drinking Never 56 na na na 1 time 17 na na na 2 times 10 na na na 3 to 6 times 5 na na na 7 or more times 11 na na na Question HS A.90/MS A.80: During your life, how many times have you ever driven a car when you had been drinking alcohol, or been in a car driven by a friend when he or she had been drinking?... In your life, how many times have you ridden in a car driven by someone who had been drinking alcohol? Notes: Cells are empty if there are less than 25 respondents. na—Not asked of middle/high school students.
Table A6.9 Lifetime Drunk or “High” on School Property Grade 7 Grade 9 Grade 11 NT % % % % 0 times 96 89 89 59 1 to 2 times 3 6 7 16 3 to 6 times 1 2 3 12 7 or more times 0 3 2 13 Question HS A.60/MS A.55: During your life, how many times have you been... drunk on alcohol or “high” on drugs on school property? Note: Cells are empty if there are less than 25 respondents.
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Table A6.10 Current AOD Use on School Property, Past 30 Days Grade 7 Grade 9 Grade 11 NT % % % % Alcohol 0 days 95 94 96 77 1 to 2 days 3 4 3 7 3 or more days 1 2 1 15 Marijuana 0 days 97 95 98 75 1 to 2 days 1 3 1 11 3 or more days 2 2 1 14 Any other drug, pill, or medicine to get “high” or for other than medical reasons? 0 days 98 97 99 72 1 to 2 days 0 2 0 16 3 or more days 1 1 1 12 Any of the above 7 9 6 34 Question HS A.74-76/MS A.67-69: During the past 30 days, on how many days on school property did you... have at least one drink of alcohol... smoke marijuana... use any other drug, pill, or medicine to get “high” or for other than medical reasons? Note: Cells are empty if there are less than 25 respondents.
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Table A6.11 Perceived Harm and Availability Grade 7 Grade 9 Grade 11 NT % % % % Perceived Harm of Use... Alcohol - drink occasionally Great 28 36 38 28 Moderate 18 30 25 27 Slight 16 20 24 19 None 37 13 13 26 Alcohol - 5 or more drinks once or twice a week Great 38 52 54 36 Moderate 15 24 24 29 Slight 9 10 10 10 None 38 14 12 25 Marijuana - smoke occasionally Great 38 43 38 22 Moderate 15 24 20 16 Slight 10 17 19 20 None 36 16 23 42 Marijuana - smoke once or twice a week Great 39 44 39 26 Moderate 14 23 22 16 Slight 10 16 18 15 None 37 17 21 43 Perceived Difficulty of Obtaining... Alcohol Very difficult 13 8 6 15 Fairly difficult 9 6 3 6 Fairly easy 18 24 21 22 Very easy 15 38 49 43 Don’t know 46 24 21 15 Marijuana Very difficult 17 7 6 16 Fairly difficult 9 7 4 2 Fairly easy 11 18 20 19 Very easy 17 44 49 47 Don’t know 46 25 21 16 Question HS A.79-82, 84, 85/MS A.72-75, 77, 78: How much do people risk harming themselves physically and in other ways when they do the following?... Drink alcohol occasionally... Have five or more drinks of an alcoholic beverage once or twice a week... Smoke marijuana occasionally... Smoke marijuana once or twice a week... How difficult is it for students in your grade to get any of the following substances if they really want them?... Alcohol... Marijuana. Note: Cells are empty if there are less than 25 respondents.
Santa Paula Unified Page 32 2015-16 Main Report - Module A: Core 135 Appendix: Santa Paula High School WASC 2017
7. Tobacco Use
Table A7.1 Summary of Key CHKS Tobacco Indicators Grade 7 Grade 9 Grade 11 NT Table % % % % Use Prevalence and Patterns Ever smoked a whole cigarette 2 7 11 42 A7.2 Current cigarette smoking‡ 3 1 2 20 A7.3 Current cigarette smoking at school‡ 1 0 0 13 A7.4 Ever tried smokeless tobacco 1 2 5 18 A7.2 Current smokeless tobacco use‡ 1 1 1 13 A7.3 Current smokeless tobacco use at school‡ 0 1 0 12 A7.4 Ever used electronic cigarettes or other vaping 18 30 35 67 A7.2 device Current use of electronic cigarettes or other 6 8 8 28 A7.3 vaping device‡ Current use of electronic cigarettes or other 3 3 1 13 A7.4 vaping device at school‡ Cessation Attempts Tried to quit or stop using cigarettes na 2 1 12 A7.5 Attitudes and Correlates Occasional smoking great harm 37 40 49 30 A7.7 Smoking 1-2 packs per day great harm 48 63 65 51 A7.7 Strongly disapprove of peer smoking 1 or more 65 60 58 35 A7.6 packs of cigarettes a day Very easy to obtain cigarettes 12 25 28 39 A7.7 Notes: Cells are empty if there are less than 25 respondents. ‡Past 30 days; na—Not asked of middle school students.
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Table A7.2 Lifetime Tobacco Use Grade 7 Grade 9 Grade 11 NT % % % % A cigarette, even one or two puffs 0 times 93 na na na 1 time 3 na na na 2 to 3 times 3 na na na 4 or more times 1 na na na A whole cigarette 0 times 98 93 89 58 1 time 1 3 3 7 2 to 3 times 0 2 6 13 4 or more times 1 2 2 22 Smokeless tobacco 0 times 99 98 95 82 1 time 0 1 2 6 2 to 3 times 0 1 2 7 4 or more times 1 1 1 6 An electronic cigarette or other vaping device 0 times 82 70 65 33 1 time 5 9 8 12 2 to 3 times 5 8 9 24 4 or more times 8 13 17 32 Question HS A.44-46/MS A.44-47: During your life, how many times have you used the following substances? A cigarette, even one or two puffs... A whole cigarette... Smokeless tobacco (dip, chew, or snuff)... Electronic cigarettes, e-cigarettes, or other vaping device such as e-hookah, hookah pens, or vape pens. Notes: Cells are empty if there are less than 25 respondents. na—Not asked of high school students.
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Table A7.3 Any Current Use and Daily Use Grade 7 Grade 9 Grade 11 NT % % % % Cigarette Any 3 1 2 20 Daily (20 or more days) 0 0 0 5 Smokeless Tobacco Any 1 1 1 13 Daily (20 or more days) 0 0 0 2 Electronic cigarette Any 6 8 8 28 Daily (20 or more days) 0 0 1 8 Question HS A.61-63/MS A.56-58: During the past 30 days, on how many days did you use... cigarettes... smoke less tobacco (dip, chew, or snuff )... electronic cigarettes, e-cigarettes, or other vaping device such as e-hookah, hookah pens, or vape pens? Note: Cells are empty if there are less than 25 respondents.
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Table A7.4 Current Smoking on School Property, Past 30 Days Grade 7 Grade 9 Grade 11 NT % % % % Cigarette 0 days 99 100 100 87 1 or 2 days 0 0 0 8 3 to 9 days 0 0 0 0 10 to 19 days 0 0 0 0 20 or more days 0 0 0 5 Smokeless Tobacco 0 days 100 99 100 88 1 or 2 days 0 1 0 7 3 to 9 days 0 0 0 2 10 to 19 days 0 0 0 0 20 or more days 0 0 0 2 Electronic cigarette or other vaping device 0 days 97 97 99 87 1 or 2 days 2 2 0 6 3 to 9 days 0 0 0 4 10 to 19 days 0 0 0 0 20 or more days 1 0 0 4 Question HS A.71-73/MS A.64-66: During the past 30 days, on how many days on school property did you... smoke cigarettes... use smokeless tobacco (dip, chew, or snuff)... use electronic cigarettes, e-cigarettes, or other vaping device such as e-hookah, hookah pens, or vape pens? Note: Cells are empty if there are less than 25 respondents.
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Table A7.5 Cigarette Smoking Cessation Attempts Grade 7 Grade 9 Grade 11 NT % % % % Does not apply, don’t use na 94 94 70 0 times na 4 4 18 1 time na 2 1 6 2 to 3 times na 0 0 4 4 or more times na 0 0 2 Question HS A.87: How many times have you tried to quit or stop using cigarettes? Notes: Cells are empty if there are less than 25 respondents. na—Not asked of middle school students.
Table A7.6 Personal Disapproval of Peer Cigarette Smoking, One or More Packs A Day Grade 7 Grade 9 Grade 11 NT % % % % Neither approve nor disapprove 20 25 29 41 Somewhat disapprove 14 14 14 24 Strongly disapprove 65 60 58 35 Question HS A.86/MS A.79: How do you feel about someone your age smoking one or more packs of cigarettes a day? Note: Cells are empty if there are less than 25 respondents.
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Table A7.7 Perceived Harm of Cigarette Smoking and Difficulty of Obtaining Cigarettes Grade 7 Grade 9 Grade 11 NT % % % % Perceived Harm of Use... Smoke cigarettes occasionally Great 37 40 49 30 Moderate 15 28 20 23 Slight 10 15 14 22 None 38 17 17 24 Smoke 1-2 packs of cigarettes a day Great 48 63 65 51 Moderate 9 15 11 12 Slight 5 6 6 9 None 38 16 17 28 Perceived Difficulty of Obtaining... Cigarettes Very difficult 15 8 7 7 Fairly difficult 11 10 9 11 Fairly easy 16 24 26 24 Very easy 12 25 28 39 Don’t know 47 33 31 19 Question HS A.77, 78, 83/MS A.70, 71, 76: How much do people risk harming themselves physically and in other ways when they do the following?... Smoke cigarettes occasionally... Smoke 1-2 packs of cigarettes each day... How difficult is it for students in your grade to get any of the following substances if they really want them?... Cigarettes. Note: Cells are empty if there are less than 25 respondents.
Santa Paula Unified Page 38 2015-16 Main Report - Module A: Core 141 Appendix: Santa Paula High School WASC 2017
8. Other Physical and Mental Health Risks
Table A8.1 Cyber Bullying, Past 12 Months Grade 7 Grade 9 Grade 11 NT % % % % 0 times (never) 82 83 75 72 1 time 8 8 12 15 2 to 3 times 5 4 6 10 4 or more times 5 5 7 4 Question HS A.113/MS A.104: During the past 12 months, how many times did other students spread mean rumors or lies about you on the internet (i.e., FacebookTM, InstagramTM, SnapchatTM, email, instant message)? Note: Cells are empty if there are less than 25 respondents.
Table A8.2 Alone After School Grade 7 Grade 9 Grade 11 NT % % % % Never 44 na na na 1 day 14 na na na 2 days 9 na na na 3 days 7 na na na 4 days 3 na na na 5 days 23 na na na Question MS A.82: In a normal week, how many days are you home after school for at least one hour without an adult there? Notes: Cells are empty if there are less than 25 respondents. na—Not asked of high school students.
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Table A8.3 Eating of Breakfast Grade 7 Grade 9 Grade 11 NT % % % % No 40 37 36 55 Yes 60 63 64 45 Question HS A.117/MS A.107: Did you eat breakfast today? Note: Cells are empty if there are less than 25 respondents.
Table A8.4 Chronic Sad or Hopeless Feelings, Past 12 Months Grade 7 Grade 9 Grade 11 NT % % % % No 73 73 64 63 Yes 27 27 36 37 Question HS A.115/MS A.106: During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities? Note: Cells are empty if there are less than 25 respondents.
Table A8.5 Seriously Considered Attempting Suicide, Past 12 Months Grade 7 Grade 9 Grade 11 NT % % % % No na 86 86 68 Yes na 14 14 32 Question HS A.116: During the past 12 months, did you ever seriously consider attempting suicide? Notes: Cells are empty if there are less than 25 respondents. na—Not asked of middle school students.
Table A8.6 Gang Involvement Grade 7 Grade 9 Grade 11 NT % % % % No 94 97 94 90 Yes 6 3 6 10 Question HS A.114/MS A.105: Do you consider yourself a member of a gang? Note: Cells are empty if there are less than 25 respondents.
Santa Paula Unified Page 40 2015-16 Main Report - Module A: Core 143 Appendix: Santa Paula High School WASC 2017
9. Race/Ethnic Breakdowns
Table A9.1 School Developmental Supports and Connectedness by Race/Ethnicity - 7th Grade Percent of students scoring Grade 7 High (%) AA H/L Asian White Mixed Mixed NH/PI AI/AN School Environment Total school supports 34 35 32 Caring adults in school 37 36 37 High expectations-adults in school 58 66 54 Meaningful participation at school 12 15 10 School Connectedness 54 57 57 Academic Motivation 37 35 37 Notes: Cells are empty if there are less than 25 respondents. H/L: Hispanic or Latino; AI/AN: American Indian or Alaska Native; AA: Black or African American; NH/PI: Native Hawaiian or Pacific Islander; Mixed: Mixed (two or more) races.
Table A9.2 School Developmental Supports and Connectedness by Race/Ethnicity - 9th Grade Percent of students scoring Grade 9 High (%) AA H/L Asian White Mixed Mixed NH/PI AI/AN School Environment Total school supports 24 24 27 Caring adults in school 25 27 27 High expectations-adults in school 45 48 45 Meaningful participation at school 11 11 14 School Connectedness 47 52 45 Academic Motivation 33 37 30 Notes: Cells are empty if there are less than 25 respondents. H/L: Hispanic or Latino; AI/AN: American Indian or Alaska Native; AA: Black or African American; NH/PI: Native Hawaiian or Pacific Islander; Mixed: Mixed (two or more) races.
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Table A9.3 School Developmental Supports and Connectedness by Race/Ethnicity - 11th Grade Percent of students scoring Grade 11 High (%) AA H/L Asian White Mixed Mixed NH/PI AI/AN School Environment Total school supports 26 30 25 Caring adults in school 30 30 28 High expectations-adults in school 44 45 46 Meaningful participation at school 14 19 10 School Connectedness 37 37 34 Academic Motivation 31 31 26 Notes: Cells are empty if there are less than 25 respondents. H/L: Hispanic or Latino; AI/AN: American Indian or Alaska Native; AA: Black or African American; NH/PI: Native Hawaiian or Pacific Islander; Mixed: Mixed (two or more) races.
Table A9.4 School Developmental Supports and Connectedness by Race/Ethnicity - Non-Traditional Percent of students scoring NT High (%) AA H/L Asian White Mixed Mixed NH/PI AI/AN School Environment Total school supports 13 16 7 Caring adults in school 21 18 17 High expectations-adults in school 28 22 24 Meaningful participation at school 8 12 3 School Connectedness 41 36 32 Academic Motivation 28 24 26 Notes: Cells are empty if there are less than 25 respondents. H/L: Hispanic or Latino; AI/AN: American Indian or Alaska Native; AA: Black or African American; NH/PI: Native Hawaiian or Pacific Islander; Mixed: Mixed (two or more) races.
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Table A9.5 Current Cigarette Smoking by Race/Ethnicity Grade 7 Grade 9 Grade 11 NT % % % % Smoked cigarettes in the past 30 days Hispanic or Latino 3 1 2 14 American Indian or Alaska Native Asian Black or African American Native Hawaiian or Pacific Islander White 3 0 1 17 Mixed (two or more) races 3 2 4 13 Notes: Cells are empty if there are less than 25 respondents.
Santa Paula Unified Page 43 2015-16 Main Report - Module A: Core 146 Appendix: Santa Paula High School WASC 2017 % 12 11 18 11 27 24 Male NT 3 % 12 32 33 54 29 Female Grade 11 % % 23 29 27 32 43 47 12 17 29 47 32 29 Female Male Grade 9 % % 25 25 25 25 43 47 11 12 42 54 35 30 Female Male Grade 7 % % 35 31 38 34 58 56 14 11 56 54 40 33 Female Male Gender Breakdowns Gender Breakdowns 10. Total school supports Total Caring adults in school High expectations-adults in school High expectations-adults Meaningful participation at school School Environment Environment School Percent of Students Scoring High School Connectedness School Academic Motivation Note: Cells are empty if there are less than 25 respondents. less than 25 respondents. are Note: empty if there Cells are Table A10.1 Table Supports, Connectedness, and Academic Motivation by Gender Developmental School
Santa Paula Unified Page 44 2015-16 Main Report - Module A: Core 147 Appendix: Santa Paula High School WASC 2017 % 49 60 28 67 50 23 48 71 40 80 61 36 28 Male NT % 69 63 17 71 51 11 31 77 31 71 51 46 17 Female Grade 11 3 3 7 5 0 4 % % 19 21 18 20 29 22 28 10 22 15 43 48 14 10 89 83 86 75 12 10 Female Male Grade 9 1 1 5 3 6 4 % % 22 17 21 8 24 23 22 13 11 8 39 23 10 4 88 88 85 79 13 9 Female Male Grade 7 3 3 7 9 4 8 9 15 4 7 1 10 6 7 2 6 2 5 % % 11 13 21 22 63 66 60 59 Female Male A been “high” from using drugs? drink alcohol (one full drink)? drunk or sick after drinking alcohol? been very smoke marijuana? smoke use inhalants? marijuana? smoke drink alcohol (one full drink)? use inhalants? alcohol (five or more drinks once twice a week) alcohol (five marijuana (once or twice a week) Combines Great, Moderate, and Slight. Moderate, Combines Great, During the past 30 days, did you drink 5 or more drinks of alcohol in a couple hours? During the past 30 days, did you... (High Risk Patterns) of Involvement Level have you ever... During your life, Lifetime and Current AOD Use AOD Lifetime and Current did you ever... During your life, AOD Use at School AOD been drunk or “high” on you ever During your life, have school property? During the past 30 days, did you use marijuana on school on marijuana use you did days, 30 past the During property? Perceived Harm Perceived harmful. use of...is Frequent Notes: Cells are empty if there are less than 25 respondents. less than 25 respondents. are Notes: empty if there Cells are A Table A10.2 Table Selected Alcohol and Drug Use Measures by Gender
Santa Paula Unified Page 45 2015-16 Main Report - Module A: Core 148 Appendix: Santa Paula High School WASC 2017 9 6 % % 18 18 14 14 18 26 48 84 40 25 15 17 Male Male NT NT 9 0 9 6 6 3 6 % % 17 14 20 31 59 66 12 Female Female Grade 11 Grade 11 8 8 8 5 8 5 5 8 2 2 3 9 0 0 0 1 % % % % 14 17 10 13 15 11 10 11 85 80 46 58 Female Male Female Male Grade 9 Grade 9 7 9 8 3 2 3 5 1 7 12 5 10 0 2 3 4 0 0 0 1 % % % % 15 11 14 10 86 81 58 70 Female Male Female Male Grade 7 Grade 7 9 20 2 6 8 6 4 3 4 4 2 1 7 12 2 4 3 10 0 0 0 1 % % % % 21 11 65 58 59 64 Female Male Female Male A Any other reason Any Religion Gender Gay/lesbian, or someone thought you were disability Physical/mental Race, ethnicity, or national origin Race, ethnicity, Combines Great, Moderate, and Slight. Moderate, Combines Great, During the past 12 months at school, have you been in a During the past 12 months at school, have fight? physical During your life, did you ever smoke a cigarette? a cigarette? smoke During your life, did you ever have you been During the past 12 months at school, for any of the following reasons? or bullied harassed Feels safe at school During the past 30 days, did you smoke a cigarette? a cigarette? During the past 30 days, did you smoke Currently belong to a gang Currently belong to a gang During the past 30 days, did you smoke cigarettes daily? cigarettes During the past 30 days, did you smoke During the past 30 days, did you smoke cigarettes on cigarettes During the past 30 days, did you smoke school property? Frequent use of cigarettes is harmful. Frequent use of cigarettes (1-2 packs a day) Notes: Cells are empty if there are less than 25 respondents. less than 25 respondents. are Notes: empty if there Cells are A less than 25 respondents. are Note: empty if there Cells are Table A10.3 Table Use Measures by Gender Selected Tobacco A10.4 Table Indicators by Gender Safety–Related School
Santa Paula Unified Page 46 2015-16 Main Report - Module A: Core 2015-16 Santa Paula Unified
Table A10.5 Physical and Mental Health Measures by Gender Grade 7 Grade 9 Grade 11 NT Female Male Female Male Female Male Female Male % % % % % % % % Eating of breakfast 54 65 57 68 63 63 38 49 Chronic sad or hopeless feelings 34 18 38 17 48 24 32 44 Note: Cells are empty if there are less than 25 respondents. 149 Appendix: Santa anRpr ModuleA: Core Main Report - Paula High School Page 47 WASC 2017 150 Appendix: Santa Paula High School WASC 2017
Z. Santa Paula Unified Custom Questions
1. Module Sample
Table Z1.1 Student Sample for Custom Questions Grade 7 Grade 9 Grade 11 NTA Student Sample Size Target sample 415 461 353 120 Final number 307 376 265 76 Average Response Rate 74% 82% 75% 63% Note: ANT includes continuation, community day, and other alternative school types.
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2. Custom Questions Table AZ.2.1 Teachers and other adults at this school treat all students with respect. Grade 7th 9th 11th NT Total % % % % % Strongly disagree 7 10 11 11 10 Disagree 8 9 17 7 11 Neither disagree nor agree 20 29 28 22 25 Agree 40 34 30 31 35 Strongly agree 25 18 14 29 20 Question HS/MS Z.1. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.2 Teachers and other adults encourage me to work hard in school so I can be successful in college or at the job I choose. Grade 7th 9th 11th NT Total % % % % % Strongly disagree 4 7 9 8 7 Disagree 3 6 5 7 5 Neither disagree nor agree 10 17 26 20 17 Agree 38 45 42 38 42 Strongly agree 44 26 19 28 30 Question HS/MS Z.2. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.3 Teachers and other adults work hard to help me with schoolwork when I need it. Grade 7th 9th 11th NT Total % % % % % Strongly disagree 5 6 11 11 7 Disagree 4 6 7 3 6 Neither disagree nor agree 12 21 29 20 21 Agree 40 43 39 39 41 Strongly agree 38 23 14 27 26 Question HS/MS Z.3. Note: Columns are not displayed if there are less than 25 respondents.
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Table AZ.2.4 Teachers show how classroom lessons are important and helpful to me in real life. Grade 7th 9th 11th NT Total % % % % % Strongly disagree 5 9 13 11 9 Disagree 4 9 11 5 8 Neither disagree nor agree 10 24 34 34 24 Agree 42 40 27 27 36 Strongly agree 39 17 15 23 24 Question HS/MS Z.4. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.5 This school promotes academic success for all students. Grade 7th 9th 11th NT Total % % % % % Strongly disagree 5 6 9 9 7 Disagree 3 4 11 8 6 Neither disagree nor agree 12 29 30 25 24 Agree 42 40 37 33 39 Strongly agree 37 20 13 25 24 Question HS/MS Z.5. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.6 This school makes it clear how students are expected to act. Grade 7th 9th 11th NT Total % % % % % Strongly disagree 4 8 11 11 8 Disagree 2 6 8 8 5 Neither disagree nor agree 11 27 31 27 23 Agree 35 40 33 31 36 Strongly agree 48 19 17 23 27 Question HS/MS Z.6. Note: Columns are not displayed if there are less than 25 respondents.
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Table AZ.2.7 This school helps students solve conflicts with one another. Grade 7th 9th 11th NT Total % % % % % Strongly disagree 8 11 14 19 12 Disagree 5 11 17 9 11 Neither disagree nor agree 21 35 33 30 30 Agree 42 31 26 26 32 Strongly agree 24 12 10 16 15 Question HS/MS Z.7. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.8 Students in this school respect each other’s differences (for example, gender, race, culture, sexual orientation). Grade 7th 9th 11th NT Total % % % % % Strongly disagree 13 16 18 20 16 Disagree 16 14 18 13 16 Neither disagree nor agree 28 27 32 27 29 Agree 24 30 19 21 25 Strongly agree 19 13 13 19 15 Question HS/MS Z.8. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.9 I know where to go for help with a problem. - How true do you feel these statements are about you personally? Grade 7th 9th 11th NT Total % % % % % Not at all true 9 14 19 19 14 A little true 17 23 23 17 21 Pretty much true 30 37 36 29 34 Very much true 43 26 23 35 31 Question HS/MS Z.9. Note: Columns are not displayed if there are less than 25 respondents.
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Table AZ.2.10 I have goals and plans for the future. - How true do you feel these statements are about you personally? Grade 7th 9th 11th NT Total % % % % % Not at all true 4 5 5 10 5 A little true 14 12 13 16 13 Pretty much true 19 20 20 21 20 Very much true 63 63 63 53 62 Question HS/MS Z.10. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.11 I plan to graduate from high school. - How true do you feel these statements are about you personally? Grade 7th 9th 11th NT Total % % % % % Not at all true 3 3 3 6 3 A little true 6 5 2 9 4 Pretty much true 10 12 12 24 12 Very much true 81 80 83 61 80 Question HS/MS Z.11. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.12 I plan to go to college or some other school/ career program after high school. - How true do you feel these statements are about you personally? Grade 7th 9th 11th NT Total % % % % % Not at all true 5 4 4 7 4 A little true 9 9 7 14 9 Pretty much true 15 20 16 32 19 Very much true 71 67 73 46 68 Question HS/MS Z.12. Note: Columns are not displayed if there are less than 25 respondents.
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Table AZ.2.13 Students at my school feel safe in classrooms. Grade 7th 9th 11th NT Total % % % % % Strongly disagree 3 5 6 14 5 Disagree 8 9 7 11 8 Agree 56 63 73 48 63 Strongly agree 33 23 13 27 24 Question HS/MS Z.13. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.14 Students at my school feel safe during on-campus lunch. Grade 7th 9th 11th NT Total % % % % % Strongly disagree 5 7 8 15 7 Disagree 22 21 17 11 19 Agree 57 57 64 47 58 Strongly agree 16 15 11 27 15 Question HS/MS Z.14. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.15 Students at my school feel safe in the bathrooms. Grade 7th 9th 11th NT Total % % % % % Strongly disagree 10 9 10 14 10 Disagree 24 24 26 11 24 Agree 53 54 54 53 54 Strongly agree 13 12 10 21 12 Question HS/MS Z.15. Note: Columns are not displayed if there are less than 25 respondents.
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Table AZ.2.16 Students at my school feel safe during passing periods. Grade 7th 9th 11th NT Total % % % % % Strongly disagree 5 6 7 17 7 Disagree 13 15 13 10 13 Agree 61 62 68 50 62 Strongly agree 21 17 12 24 18 Question HS/MS Z.16. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.17 Students at my school feel safe in the locker rooms. Grade 7th 9th 11th NT Total % % % % % Strongly disagree 8 7 12 21 10 Disagree 17 18 23 15 19 Agree 53 58 54 39 54 Strongly agree 22 16 11 24 17 Question HS/MS Z.17. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.18 Students at my school feel safe at after school activities. Grade 7th 9th 11th NT Total % % % % % Strongly disagree 7 8 7 25 9 Disagree 16 13 12 13 14 Agree 56 59 65 41 59 Strongly agree 22 20 16 21 19 Question HS/MS Z.18. Note: Columns are not displayed if there are less than 25 respondents.
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Table AZ.2.19 During the past 12 months, on how many days did you have a lesson on alcohol, tobacco, and other drugs in school? Grade 7th 9th 11th NT Total % % % % % None; I had no lessons about ATOD in school 50 32 68 59 49 1-3 days 37 31 23 21 30 4-6 days 5 13 5 10 8 7 or more 9 24 5 11 14 Question HS/MS Z.19. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.20 Have you ever smoked cigarettes daily, that is, at least one cigarette every day for 30 days? Grade 7th 9th 11th NT Total % % % % % No 98 98 98 88 97 Yes 2 2 2 13 3 Question HS/MS Z.20. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.21 If you are currently using tobacco, how likely are you to try to quit? Grade 7th 9th 11th NT Total % % % % % I don’t currently use tobacco 95 97 94 74 94 Definitely will 1 0 1 7 1 Probably will 0 0 1 12 1 May or may not 1 0 2 4 1 Probably will not 0 1 0 1 1 Definitely will not 2 2 3 1 2 Question HS/MS Z.21. Note: Columns are not displayed if there are less than 25 respondents.
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Table AZ.2.22 In your opinion, how likely is it that a student would find help at your school to stop using cigarettes? Grade 7th 9th 11th NT Total % % % % % Not likely 42 45 53 55 47 Somewhat likely 40 42 39 25 39 Likely 18 13 8 20 14 Question HS/MS Z.22. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.23 How many times have you tried to quit smoking cigarettes? Grade 7th 9th 11th NT Total % % % % % I don’t smoke cigarettes 96 97 95 73 94 0 times 2 1 3 11 2 1 time 2 1 2 12 2 2 to 3 times 0 1 0 3 1 4 or more times 0 0 0 1 0 Question HS/MS Z.23. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.24 If you used tobacco during the past 12 months, did you go to a special group or class at school to get help to quit using? Grade 7th 9th 11th NT Total % % % % % I did not use tobacco 95 93 94 73 93 No 5 6 5 21 6 Yes 1 1 1 6 1 Question HS/MS Z.24. Note: Columns are not displayed if there are less than 25 respondents.
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Table AZ.2.25 If you used tobacco during the past 12 months, did you talk to an adult at school about how to quit at school to get help to quit using? Grade 7th 9th 11th NT Total % % % % % I did not use tobacco 95 94 93 78 93 No 5 5 6 16 6 Yes 1 1 0 6 1 Question HS/MS Z.25. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.26 If you used tobacco during the past 12 months, did you talk to a peer helper about how to quit at school to get help to quit using? Grade 7th 9th 11th NT Total % % % % % I did not use tobacco 95 93 93 77 93 No 4 6 6 17 6 Yes 0 1 1 6 1 Question HS/MS Z.26. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.27 How difficult is it for students in your grade to get electronic cigarettes (e-cigarettes) or other vaping devices such as e-hookah, hookah pens, or vape pens? Grade 7th 9th 11th NT Total % % % % % Very difficult 14 4 5 14 8 Fairly difficult 11 6 7 6 8 Fairly easy 18 25 32 28 25 Very easy 14 30 28 35 25 Don’t know 44 35 28 17 35 Question HS/MS Z.27. Note: Columns are not displayed if there are less than 25 respondents.
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Table AZ.2.28 How much do people risk harming themselves physically and in other ways when they use e-cigarettes or other vaping devices occasionally? Grade 7th 9th 11th NT Total % % % % % Great 26 25 20 17 23 Moderate 23 31 32 18 28 Slight 22 25 23 35 24 None 29 20 25 30 25 Question HS/MS Z.28. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.29 How much do people risk harming themselves physically and in other ways when they use e-cigarettes or other vaping devices every day? Grade 7th 9th 11th NT Total % % % % % Great 36 35 31 26 34 Moderate 18 29 31 14 25 Slight 18 15 18 31 18 None 28 21 20 29 23 Question HS/MS Z.29. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.30 Touring the Bus of Tobacco Horrors - In middle school/junior high or high school, how often did you participate in the following activities? Grade 7th 9th 11th NT Total % % % % % I have never participated in this 30 41 91 76 53 Once or twice 65 54 7 19 43 Three times or more 5 5 2 6 4 Question HS/MS Z.30. Note: Columns are not displayed if there are less than 25 respondents.
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Table AZ.2.31 Attending anti-tobacco assemblies or presentations - In middle school/junior high or high school, how often did you participate in the following activities? Grade 7th 9th 11th NT Total % % % % % I have never participated in this 40 43 64 65 49 Once or twice 56 44 27 23 42 Three times or more 4 13 8 12 9 Question HS/MS Z.31. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.32 Attending the Teens Kick Ash Youth Tobacco-Free Advocacy Conference - In middle school/junior high or high school, how often did you participate in the following activities? Grade 7th 9th 11th NT Total % % % % % I have never participated in this 88 81 93 77 86 Once or twice 11 16 6 13 12 Three times or more 1 2 1 10 2 Question HS/MS Z.32. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.33 Creating an anti-tobacco art or media project (for example, poster contest, radio announcement, video public service announcement, journalism article) - In middle school/junior high or high school, how often did you participate in the following activities? Grade 7th 9th 11th NT Total % % % % % I have never participated in this 70 67 84 83 74 Once or twice 27 29 14 9 23 Three times or more 3 4 2 8 3 Question HS/MS Z.33. Note: Columns are not displayed if there are less than 25 respondents.
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Table AZ.2.34 Creating an anti-tobacco presentation or project other than those listed above (for example, Prezi, PowerPoint) - In middle school/junior high or high school, how often did you participate in the following activities? Grade 7th 9th 11th NT Total % % % % % I have never participated in this 73 73 82 75 76 Once or twice 24 23 16 18 21 Three times or more 2 3 3 7 3 Question HS/MS Z.34. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.35 School-related clubs or extracurricular activities, other than sports (for example, Friday Night Live, ASB, Drama Club, Chess Club, Spanish Club, GSA) - In middle school/junior high or high school, how often did you participate in the following activities? Grade 7th 9th 11th NT Total % % % % % I have never participated in this 75 72 68 62 71 Once or twice 17 17 12 27 17 Three times or more 8 11 20 11 12 Question HS/MS Z.35. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.36 Sports (in or out of school) - In middle school/junior high or high school, how often did you participate in the following activities? Grade 7th 9th 11th NT Total % % % % % I have never participated in this 51 47 45 59 49 Once or twice 21 23 19 23 22 Three times or more 28 30 36 17 30 Question HS/MS Z.36. Note: Columns are not displayed if there are less than 25 respondents.
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Table AZ.2.37 Music, dance, or art (in or out of school) - In middle school/junior high or high school, how often did you participate in the following activities? Grade 7th 9th 11th NT Total % % % % % I have never participated in this 69 64 63 61 65 Once or twice 19 20 17 17 19 Three times or more 12 16 20 22 16 Question HS/MS Z.37. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.38 During the past 12 months, have you talked with at least one of your parents or guardians about the dangers of tobacco use? Grade 7th Total % % No 51 51 Yes 49 49 Question MS Z.38. Note: Columns are not displayed if there are less than 25 respondents.
Table AZ.2.39 During your lifetime, have you ever used heroin? Grade 9th 11th NT Total % % % % No 98 97 91 97 Yes 2 3 9 3 Question HS Z.38. Note: Columns are not displayed if there are less than 25 respondents.
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Table AZ.2.40 When did you last visit a dentist to get your teeth checked, cleaned, or have work done on them? Grade 7th 9th 11th NT Total % % % % % I’ve never been to a dentist 3 4 3 17 5 Within the last year 61 70 74 58 68 More than 1 year ago 4 5 7 6 5 More than two years ago 3 4 7 3 4 I don’t know/remember 28 17 9 17 18 Question HS/MS Z.39. Note: Columns are not displayed if there are less than 25 respondents.
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Appendix M Budgetary Information 166 Appendix: Santa Paula High School WASC 2017
Single Plan for Student Achievement
Santa Paula High School 56768285635776
Contact Information: Elizabeth Garcia, Principal [email protected] 404 North 6th Street Santa Paula, CA 93004 (805) 525-4406
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Santa Paula High School Single Plan for Student Achievement October 2015
Table of Contents The Single Plan for Student Achievement ...... 1 School Site Council Membership...... 1 English Language Advisory Council (ELAC) Membership ...... 2 Recommendations and Assurances ...... 3 District information ...... 4 District Profile ...... 4 District Beliefs: ...... 4 District Vision: ...... 4 District Mission: ...... 4 District LEA Plan Goals ...... 5 District LCAP Goals ...... 5 School Information ...... 6 School Profile ...... 6 School Mission ...... 6 School Vision ...... 6 Student Enrollment by Grade ...... 6 Student Enrollment by Ethnicity ...... 7 Student Enrollment by Subgroup ...... 7 Highly Qualified Teachers ...... 8 Program Improvement School ...... 8 Comprehensive Needs Assessment ...... 8 Violence Prevention, Bully Prevention, and Student Safety ...... 9 Nutrition Programs & Fitness Programs ...... 9 Extended Learning Programs ...... 10 Programs Included in This Plan...... 11 Planned Improvements in Student Performance...... 12 School Goals for Improving Student Achievement ...... 12 School Goals for Improving Student Achievement ...... 13 References ...... 44 CAASPP – Grade 11 English Language Arts/Literacy 2014-15 ...... 44 CAASPP – Grade 11 Mathematics 2014-15 ...... 45 CST Science – Grade 10 2014-15 ...... 46 CST Science – Grade 10 – 3 Year Comparison ...... 46 CELDT 2014-15 ...... 47 CELDT 3 Year Comparison ...... 47 School-Parent/Home Compact ...... 49 Parent Involvement Policy – Santa Paula USD ...... 50 Parent Involvement Calendar ...... 52
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Santa Paula High School Single Plan for Student Achievement October 2015 Teacher Mentoring Programs ...... 54 Professional Development Plan ...... 55 Principal’s Training Aimed at Improving Student Achievement ...... 56 School Accountability Report Card ...... 57 School Site Council Bylaws ...... 69 Title I – School Plan Reference of Required Components (SW schools only) ...... 75 Chart of Requirements...... 76
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Santa Paula High School Single Plan for Student Achievement October 2015
The Single Plan for Student Achievement The Single Plan for Student Achievement (SPSA) for Santa Paula High School is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code section 41507, 41572, and 64001 and the Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the Consolidated Application and ESEA Program Improvement into the Single Plan for Student Achievement.
For additional information on school programs and how you may become involved locally, please contact:
Elizabeth Garcia, Principal Santa Paula High School 404 North 6th Street Santa Paula, CA 93004 (805) 525-4406 [email protected]
The district’s Governing Board approved this revision of the school plan on January 13, 2016. School Site Council Membership California Education Code Section 64001(g) requires that the Single Plan for Student Achievement be reviewed and updated at least annually, including proposed expenditures of funds allocated through the ConApp, by the School Site Council (SSC). The current make-up of the 2015-16 SSC is as follows:
Parent or Certificated Classified Community Name of Members Principal Staff Staff Member Student Elizabeth Garcia X Matt Guske X Kelley Payne X Paul Tonello X Justin Schmidt X Karen Giroux X Glenda Learn X Nora Perez X Ana Suarez X Cynthia Cruz X Sylvia Martinez X Michael Nava X Mirelle Vargas X Nicki Mayes X Juan Magana X Veronica Landeros X Number of members in each category 1 4 3 4 4
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Santa Paula High School Single Plan for Student Achievement October 2015 English Language Advisory Council (ELAC) Membership Education Code Section 52176 (a) states that each school with more than 20 English Learners shall establish a school level advisory committee. Parents or guardians, or both, of EL pupils who are not employed by the district shall constitute a majority of the committee.
Parents/Guardians Certificated Classified of English Name of Members Principal Staff Staff Learners Other Elizabeth Garcia X Marybell Delgado X Ana Contreras X Blanca Diaz X Alejandro Valdivia X Cirilo Duran F. X
Number of members in each 1 1 4 category
(If the members of a properly constituted English Language Advisory Council (ELAC) voted to give over their governance to the School Site Council (SSC), please list the names of those people who voted. Giving over governance needs to be re-voted every 2 years.)
The ELAC has voted to give governance to the SSC on this date: ______
The name of the parent ELAC representative to SSC is: ______
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Santa Paula High School Single Plan for Student Achievement October 2015 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:
1) The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.
2) The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.
3) The SSC sought and considered all recommendations from the following groups or committees before adopting this plan: Signature of Authorized Representative English Learner Advisory Council Leadership Team
4) The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.
5) This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.
6) This SPSA was adopted by the SSC at a public meeting on: ______
Attested:
Elizabeth Garcia, Principal Date
SSC Chairperson Date
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Santa Paula High School Single Plan for Student Achievement October 2015
District information
District Profile Santa Paula Unified District is located in the city of Santa Paula, a small historical community serving approximately 30,000 residents within a 4.6 square-mile radius surrounded by rolling hills and citrus groves. Santa Paula City is approximately 65 miles northwest of Los Angeles and 14 miles east of Ventura. Santa Paula is situated in the rich agricultural Santa Clara River Valley. The City is surrounded by rolling hills and rugged mountain peaks in addition to orange, lemon and avocado groves. In fact, Santa Paula is referred to as the “Citrus Capital of the World.” The community of Santa Paula was founded in 1872. Originally the area that is today Santa Paula was inhabited by the Chumash, a Native American people.
Santa Paula Unified operates six elementary schools, one middle school, one comprehensive high school, and one continuation high school. Santa Paula Unified School District has a large Latino and English Learner population that has made tremendous improvements in student achievement in the past few years. We are proud of the accomplishments of our students, teachers, staff, parents and the community that has made that achievement possible.
In November of 2012, the community of Santa Paula voted to unify Santa Paula Union High School District (SPUHSD) and Santa Paula Elementary School District (SPESD). This unification became effective July 1, 2013. The Santa Paula Unified School District is the first district to unify in Ventura County since 1980. The unification of SPUHSD and SPESD will allow for coherent professional learning opportunities and collaboration for all staff K- 12. The unified school district and community stakeholders are working together to ensure that all students in the Santa Paula Unified School District are prepared to succeed in college and career.
District Beliefs: All of our students can succeed. They are optimistic, enthusiastic learners with great resiliency and determination to meet and overcome challenges. Each day our students share their diverse interests and abilities, and their cultural, linguistic, and socio-economic perspectives. Together they develop a strong sense of community as each develops his or her unique potential and talents.
The pursuit of education is a shared responsibility that begins at home and continues with the guidance and support of parent, school, and community mentors. It takes the whole “village” to raise a 21st Century child.
Our common vision comes from diverse perspectives. By working together for the future of our children, the district and the community of Santa Paula can enable our young people to reach their greatest potential as individuals and as citizens of a 21st Century world. District Vision: The Santa Paula Unified School District will provide a learning environment that includes high expectations, accountability, exemplary programs, innovative teaching, stimulating ideas, and safe, well equipped schools to inspire and empower our students to discover their interests, achieve at their greatest potential, contribute to civic progress, and become life-long learners. District Mission: The Santa Paula Unified School District will prepare each student academically and socially for college, career, and global citizenship by providing rich, diverse experiences and differentiated learning opportunities , a highly skilled and dedicated educational team, and safe, attractive schools.
The Santa Paula Unified School District, in collaboration with educators, parents, businesses, and other partners, will ensure that our graduates are responsible community members who are prepared for college and career and have the skills to become lifelong learners and productive citizens in a global world.
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Santa Paula High School Single Plan for Student Achievement October 2015 District LEA Plan Goals
Goal #1 All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013-2014.
Goal #2 All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Goal #3 By 2013-2014, all students will be taught by highly qualified teachers.
Goal #4 All students will be educated in learning environments that are safe, drug-free, and conducive to learning.
Goal #5 All students will graduate from high school.
District LCAP Goals
Goal #1 All students read at grade level, focusing first on K-5 and then any other students needing additional support.
Goal #2 Provide enrichment opportunities and course access.
Goal #3 Increase parent involvement/student engagement.
Goal #4 Implement Common Core, Next Generation Science Standards (NGSS), ELD.
Goal #5 Increase graduation rates and reduce suspensions and expulsions.
Goal #6 Create a welcoming and efficient school climate for staff, students, parents, and public.
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Santa Paula High School Single Plan for Student Achievement October 2015 School Information
School Profile Santa Paula High School is located in the city of Santa Paula and serves students grades nine through twelve, and is the only comprehensive high school in the district. In the 2014-15 school year, 1,541 students were enrolled, including 19.6% qualifying for English Language Learner support, 76.7% qualifying for free or reduced price lunch, and 10.8% students with disabilities.
School Mission It is the mission of Santa Paula High School to significantly raise student achievement and ensure all students pass the California High School Exit Exam, earn a high school diploma, and complete the requirements to attend college through a rigorous curriculum and safe environment.
School Vision Santa Paula High is to become a community of professionals working collaboratively and using evidence of student learning to drive instruction.
Student Enrollment by Grade Source: CALPADS 2014-15
439 500 391 370 341 400
300
200
100
0 Grade 9 Grade 10 Grade 11 Grade 12
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Santa Paula High School Single Plan for Student Achievement October 2015 Student Enrollment by Ethnicity Source: CALPADS 2014-15
94.9%
Black or African American Asian
Filipino
Hispanic or Latino
4.5%
0.1% 0.1% 0.1% 0.3%
Student Enrollment by Subgroup Data Source: CALPADS 2014-15
76.7 80.0 70.0 60.0
50.0 40.0 19.6 Percentage 30.0 10.8 20.0 10.0 0.0 Socioeconomically English Students with Disadvantaged Learners Disabilities
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Santa Paula High School Single Plan for Student Achievement October 2015 Highly Qualified Teachers During the 2014-15 school year, 98% of Santa Paula High School’s classes were taught by highly qualified teachers.
The Santa Paula Unified School District and its governing board “desires to employ the most highly qualified and appropriate person available for each open position in order to improve student achievement and efficiency in district operations. The Superintendent or designee shall recruit candidates for open positions based on an assessment of the district's needs for specific skills, knowledge and abilities.
Santa Paula Unified School District is not considered a high-need district in regards to acquisition of high quality, highly-qualified teachers; therefore its schools do not qualify as “high-need” schools. A “high need local educational agency” is defined (NCLB, Public Law 107–110) as:
that serves not fewer than 10,000 children from families with incomes below the poverty line; or ‘‘(ii) for which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line; and for which there is a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach; or ‘‘(ii) for which there is a high percentage of teachers with emergency, provisional, or temporary certification or licensing.
Based upon the most current data available (2010 U.S. Census Bureau), the district’s estimated percentage of student population of children ages 5-17 living in poverty is 21.4%. However, there are currently no teachers working out of field, on an emergency provision, or temporary certification or licensing.
The Santa Paula Unified School District’s Human Resources Division is responsible, in partnership with Santa Paula High School’s administrative team, for recruiting and placing qualified teachers in the classroom. To date, the district only employs highly qualified teachers to fill vacant teaching positions. When a vacancy exists, teaching positions are posted on EdJoin.org. All applicants must have the following to apply:
Valid California Credential (with authorization to teach in applicable area) Resume Two Letters of Recommendation English Learner Authorization/CLAD Certificate NCLB compliant
The Ventura County Office of Education (VCOE) conducts a review of teaching assignments for schools in Deciles 1-3 on an annual basis; any irregularities noted are corrected immediately by the Human Resources Division.
Program Improvement School Santa Paula High School is currently in Year 5 of Title I Program Improvement. At the beginning of each school year, parents are notified in writing and in an understandable language of the school’s identification as a PI school based upon the state’s most recent accountability cycle. Parents may be given the opportunity to transfer their child to another school within the district that is not a PI school.
Comprehensive Needs Assessment Santa Paula High School completed a comprehensive needs assessment survey of all students enrolled, including migratory students, which included the analysis of student performance in relation to the state academic content standards.
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Santa Paula High School Single Plan for Student Achievement October 2015 During staff development activities and staff meetings, school administrators and the leadership team considered the results of the following to identify areas of strength and weakness:
Analysis of Student Performance Data: o KeyData Systems Reports o CELDT Reports o Teacher Feedback
Conclusions from the needs assessment survey were used to identify SPSA goals and program support goals.
Violence Prevention, Bully Prevention, and Student Safety Santa Paula High School supports efforts to maintain a safe and healthy environment by accessing professional resources through local law enforcement and public health agencies. The District works with school administrators to provide resources and support for both students and parents. During the 2015-16 school year, Santa Paula High School will provide the following programs for its students (and parents as applicable):
Anti-bullying Presentations Safe Neighborhood Prevention Program Presentations SAFE (Sexual Assault Felony Enforcement Task Force) for Internet Safety Presentation for Suicide Prevention Program - Mentoring Model
Santa Paula High School supplements district-sponsored programs with site-based curriculum aimed at developing positive behaviors through character education, substance abuse prevention education, and healthy life styles education. These programs include:
Positive behavior programs. Anti-bullying prevention programs. Nutrition Programs & Fitness Programs Santa Paula Unified School District’s Wellness Program is currently under review and revision. The current curriculum was adopted by the Santa Paula Elementary School District in June 2006 and contains four components: nutrition education, physical activity, health services, and other school-based activities that are designed to promote student wellness. The original policy was developed to provide school environments that enhance learning and encourage the development of lifelong wellness practices. The district anticipates the adoption of the updated policy in December 2013. The Wellness Policy is available on the district’s website at http://www.schoolnutritionandfitness.com/schools/spesd_0802121854479169/WellnessPolicy.pdf.
The district offers a variety of free and reduce-meal programs through the National School Lunch Program (NSLP), Especially Needy Breakfast Program (SNBP), School Breakfast Program (SBP), Meal Supplement Program (Snacks), Child Care Program (CCAFP), and the Seamless Summer Feeding Option Program (SSFOP). Santa Paula High School follows the nutritional guidelines component of the policy and incorporates the physical activity and health/nutrition education components into daily curricula. Nutritional programs sponsored at the school include:
National School Lunch Program - a federally assisted meal program which provides nutritionally balanced, low-cost or free lunches to children each school day. School Breakfast Program - a federally funded program which provides nutritious breakfasts to children at reasonable prices. Seamless Summer Feeding Option Program - students participating in summer school receive nutritious snacks and meals through the National School Lunch and School Breakfast programs.
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Santa Paula High School Single Plan for Student Achievement October 2015 Extended Learning Programs Santa Paula High offers the following extended learning programs:
CAHSEE Prep Classes Tutoring Regional Occupation Programs (ROP) Link Crew Summer School Summer Algebra Academy ELD Academy
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Santa Paula High School Single Plan for Student Achievement October 2015
Programs Included in This Plan The School Site Council intends for Santa Paula High School to participate in the following programs:
State Programs Allocation
Economic Impact Aide/State Compensatory Education $ 0 Purpose: Help educationally disadvantaged students succeed in the regular program.
Economic Impact Aide/English Learner Program $ 0 Purpose: Develop fluency in English and academic proficiency of English learners.
English Learner Acquisition Program, Teacher Training & Student Assistance $ 0 Purpose: support English acquisition for English learners in grades 4-8. Program has been discontinued.
Total amount of state categorical funds allocated to this school: $ 0
Federal Programs Under the Elementary Secondary Education Act Allocation
Title I, Part A: Basic Grant $ 131,336.00 $131,336 (includes parent involvement) Purpose: support effective, research-based educational strategies that close the achievement gap between high-and low-performing students and enable the students to meet the state's academic standards
Total amount of federal categorical funds allocated to this school: $ 131,336.00
Total amount of state and federal categorical funds allocated to this school: $ 131,336.00
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Santa Paula High School Single Plan for Student Achievement October 2015 Planned Improvements in Student Performance
The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards.
School Goals for Improving Student Achievement
Goal #1: English Language Learners will increase proficiency for 9th-11th grade on LEA, state assessments & common summative exams, by 5% as compared to the current achievement system through a focus on school-wide use of research-based instructional strategies.
Goal #2: By the 2015-16 school year the number of 9th-11th grade students at SPHS will improve their reading and writing and increase the practice of reading and writing across the curriculum as shown by increased proficiency rates on formative and summative assessments and state assessments.
Goal #3: By the 2015-16 school year the number of 10th grade students at SPHS will improve their mathematics performance and increase proficiency in Secondary Math concepts (Secondary Math 1) with an increased proficiency rate (5%) on the Math State Assessment.
Goal #4: During the 2015-16 school year, 9th grade students at SPHS will improve achievement by showing a reduction in the percentage of students with Ds or Fs, an increase in enrollment and the attendance rate, reduction in the number of suspensions and expulsions. Increase the GPA, attendance and graduation rate of all students while decreasing the number of referrals, suspensions, and expulsions of all students including the at-risk student at SPHS.
Goal #5: During the 2015-16 school year, school climate and safety will improve as measured by student focus group surveys, school wide adoption of behavior interventions, and decreases in the number of student referrals for California Ed Code 48900 a-j and documentation of required safety drills.
Goal #6: Santa Paula High School will increase, by 20%, the number of students attending 2 year and 4 year colleges, as well as vocational schools that issue certifications, and ensure that 70% of 9th, 10th, 11th, and 12th graders meet a-g requirements by the end of each school year.
Goal #7: Santa Paula High School will develop a community of learners focused on building collaborative teams and sustained professional development. We will strive to build parental and community relations between the students, parents and community of Santa Paula (Parent Involvement Team, ASB Welcome Committee, etc.).
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Santa Paula High School Single Plan for Student Achievement October 2015 School Goals for Improving Student Achievement Goal #1: English Language Learners will increase proficiency for 9th-11th grade on LEA, state assessments & common summative exams, by 5% as compared to the current achievement system through a focus on school-wide use of research-based instructional strategies.
Describe how this goal aligns to the district’s LEA Plan goals: LEA Goal #1, 2, 5 LCAP Goal #1 (Pupil Achievement), #4 (Common Core Implementation) What data was used to form this goal: State data, Annual Measurable Academic Objectives
Individuals Involved in analyzing data and formulating goal: School Site Council, WASC Subcommittees (Certificated, Classified Staff, Parents, Students), ELAC
What did the analysis of the data reveal that led to this goal: There is a consistent trend of incremental growth by EL learners toward the target that does not grow at the rate needed to meet current annual targets.
Identify targeted student groups and expected growth: The focus students are the English Learners. The expected growth is 5% proficiency as compared to the growth target.
What data will be collected to measure student achievement? State Assessments, Common Summative Exams (Interim and Benchmarks), CELDT, Common Formative Assessments
Identify the process for monitoring and evaluating collected data: Staff Members (teachers, administrators, counselors) will collaborate and analyze results that will inform their instructional practices and student placement.
Describe the actions to improve achievement to exit program improvement (if applicable): Alignment of Curriculum Guides, Pacing Plans Aligned to ELD Standards, ESLRs School-wide use of Sheltered Instruction Observation Protocol (Lesson plans with elements of SIOP) to address needs of ELLs.
13 183 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Start & Funding Completion Personnel Source & Process for Evaluation Strategies/Action Plans Dates Responsible Amount of Implementation
1. Throughout the year, teachers will May 2016 Analysis of Alignment of meet to conduct an in depth analysis ELD Standards to of ELD standards and to interweave Curriculum Guides and standards (including ESLRs) into Pacing Calendars Sheltered Instruction Observation Protocol lessons/units, curriculum guides, pacing calendars.
2. To support a school-wide focus August 2015 Site Title I - Common Summative on teachers’ use of strategies to – May 2016 $6,000 Assessment scores support increased rigor for English Learners, there will be professional State Assessment Data development prior to the start of the school year and throughout the school year. Professional Documentation of ESLR Development will focus on: Signature Assignment in Use of the Sheltered Instruction Curriculum Guides Observation Protocol (Lesson plans with elements of SIOP) Documentation of Writing Assignments in Professional Development to Curriculum Guides support English Learners: focus on reading, writing, listening, and speaking School-wide Instructional rounds Differentiated instruction Interactive research-based strategies in everyday classroom instruction Formative assessments including frequent checks for understanding Use of language objectives to increase rigor in the classroom using Bloom’s Taxonomy Teachers with English Learners will create one ESLR Signature Assignment for inclusion in their curriculum guides Teachers with English Learners will create one writing assignment per unit for inclusion in their curriculum guides
3. Professional Development and Timeline LCAP Assembly will be held for training to understand CELDT. January- English Learners Scores will be provided to students
14 184 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Start & Funding Completion Personnel Source & Process for Evaluation Strategies/Action Plans Dates Responsible Amount of Implementation
to appropriately place students in February ELD courses. 2016 EL Intervention Professional Development Coordinator will meet w/ to support Teaching all students to determine English Learners (i.e. placement and provide CALL, ELITE etc.) tutoring
4. ELD Curricula, Milestones, will Timeline Principal ELD Assessment Scores be utilized for general instruction 2015-16 & EL Summer Academy during the school year and to English Scores provide ELD assessment feedback Department & English 3D will be the curricula to Chair support long term English Learners Common Summative Assessments, Report EL Cards Intervention
Coordinator ELD Pacing Calendar ELD Teachers CELDT progress of ELD ELD students Counselor State Assessment comparison data between EL/Non EL
5. An ELD Summer Academy to June 2016 Principal LCAP Pre and Post support English Learners, will be Assessment held to provide supplemental English intensive English instruction to EL Department ELD Curriculum learners Chair Development
EL Counselor
Migrant Coordinator
EL Summer Academy Teacher
6. Migrant After School Tutoring Collaboration District Migrant Student sign-in sheets Wed. 2015-16 Funds Grade analysis 7. Professional Development will be Collaboration Site Title I - Notes/Minutes from given to: Support professional Wed. 2015-16 $10,523 Collaborative PLC growth of Professional Learning Department meetings Communities – (Collaborative and documentation of Teams) for Classified and Certificated Staff process. Support professional growth for all teachers to support English Teacher surveys (PLC Language Learners (i.e. 15 185 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Start & Funding Completion Personnel Source & Process for Evaluation Strategies/Action Plans Dates Responsible Amount of Implementation
Professional Development for survey, etc.) ELs Shadowing, SIOP, etc.) All teachers will work in teams using strategies, continued use of formative assessments, common summative assessments and data to drive instruction and learning strategies
Professional Development for staff using Accelerated Reader, and purchase of high interest books
8. Students and parents will receive 2015-16 District General Letters mailed home, notification that the school is in Fund Blackboard Connect Program Improvement (PI) status. Notice will also include information regarding Supplemental Educational Services. An SES fair will be held 9. All ELD Students at Santa Paula Spring 2016 Certificated Q/SIS documentation of High School will meet with a(n) Staff counselor/student review appropriate certificated staff of CELDT scores member(s) (counselor and ELD ELD Counselor
Intervention Coordinator) for an individual review of CELDT scores EL Intervention Documentation of and placement in the ELD program Coordinator Academic Review Form Meeting and review of CELDT score & placement in ELD program
Documentation of counselor’s meeting with EL Coordinator
10. Technology, such as Kindles, 2015-16 Site Title I $7,000 Documentation of use IPads and PC Tablets etc. will be during Professional used for Professional Development Development & Staff and educational purposes Meetings 11. EL Intervention Coordinator Principal Site Title I - Requisition History (Teacher on Special Assignment) to $7,800 support professional development Area Chair and increase rate of re-designation of students who are English Principal’s Learners. They will also provide Secretary direct support to students and classroom teachers
16 186 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Goal #2: By the 2015-16 school year the number of 9th-11th grade students at SPHS will improve their reading and writing and increase the practice of reading and writing across the curriculum as shown by increased proficiency rates on formative and summative assessments and state assessments.
Describe how this goal aligns to the district’s LEA Plan goals: LEA Goal #1, 2, 5 LCAP Goal #1 (Pupil Achievement) #4 (Common Core Implementation) What data was used to form this goal: CST Data, and School wide Reading Diagnostic Data
Individuals Involved in analyzing data and formulating goal: School Site Council, WASC Subcommittees (Certified, Classified Staff, Parents, Students), ELAC
What did the analysis of the data reveal that led to this goal: 9th-11th grade students did not meet the proficiency growth target for CSTs prior to the 2015-16 school year. WASC Self study and needs assessment identified this area as a major need with regard to meeting state and academic content standards.
Identify targeted student groups and expected growth: The focus students are 9th-11th grade students. The expected growth is 5% proficiency on state compared to the growth target.
What data will be collected to measure student achievement? Common Summative Assessment Data in English, state assessment scores, Accelerated Reader diagnostic scores, Universal screening diagnostic information, common formative assessment data, Common Formative Assessments
Identify the process for monitoring and evaluating collected data: Staff Members (teachers, administrators, counselors) will collaborate and analyze results that will inform their instructional practices and student placement.
Describe the actions to improve achievement to exit program improvement (if applicable): Continued use of curriculum guides, pacing calendars, Common Summative assessments, targeted reading with close monitoring, Lesson plans with elements of SIOP focus, co-teaching for SPED students, campus wide focus on writing.
17 187 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015
Start & Process for Completion Personnel Funding Source Evaluation of Strategies/Action Plans Dates Responsible & Amount Implementation
1. All teachers will continue to May 2016 Principal Title I - $5,360 Evaluation of work in PLCs to Alignment to Content collaboratively develop and Dept. Area Standards implement, Curriculum Chairs Guides, Pacing Calendars, Common Summative All Teachers Assessments, and common
assessments aligned to Common Core State Standards, STAR Blueprints (as applicable), English Language Development Standards (language objectives) and ESLRS. Teachers will also be provided technology supplies, as well as instructional materials needed to support classroom instruction in all content areas to support the Common Core.
2. There will be a school-wide Full day Principal Common Summative focus on teachers’ use of the pullouts for Assessment scores Common Core Literacy 2015-16 Assistant Standards to increase rigor in school year Principals State Assessment the classroom and lesson Scores plans with elements of SIOP Dept. Area to increase student content Chairs literacy All Teachers use of differentiated instruction, application of interactive research- based strategies in everyday classroom instruction focus on reading, writing, listening, and speaking formative assessments including frequent checks for understanding use of language objectives to increase rigor in the classroom using
18 188 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015
Start & Process for Completion Personnel Funding Source Evaluation of Strategies/Action Plans Dates Responsible & Amount Implementation
Bloom’s Taxonomy there will be interdepartmental meetings to address Common Core school wide needs
3. Depending on the number of Fall 2015 Principal Pre and Post Reading students that qualify, continue Diagnostic Tests student placement in Reading Assistant indicating a growth in and English Intervention Principal lexile scores th Program by identifying 9 English Dept. grade students through Diagnostic Testing Chair Universal Screening process Grades 9-12 (STAR, and Diagnostic testing. The Renaissance Reading Accelerated Reader Learning, etc.) Intervention Programs will be purchased Teacher to support universal screening and monitoring of student progress. Students in 9th grade will be placed into a Reading Intervention class based on their diagnostic scores
4. Accelerated Reading 2015-16 Principal Title I - $9,379 Measure number of Requirements will be students participating incorporated into all school English Dept. in Accelerated wide and will be web-based Chair Reading Program Support from an Accelerated Reader English Coordinator to promote Teachers school wide reading and Librarian and writing Library Technician
5. Maintain a full inclusion 2015-16 Principal California Modified English program for special Assessment Scores of education students in grades Director of Ed Student with th th 9 -11 and continue Services Disabilities supporting instruction with co- teaching model, and/or Special instructional aides. Education Provide training and Counselor support Special Education Teachers
19 189 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015
Start & Process for Completion Personnel Funding Source Evaluation of Strategies/Action Plans Dates Responsible & Amount Implementation
6. Subject Matter Collaborative 3-4 Full day Principal LCAP Evaluation Surveys of Teams will receive pullouts for Professional 2015-16 professional development to Director of Development provide support with Educational development of professional Services learning communities, common formative & Dept. Area summative assessments Chairs development and research
based lessons that support standards-based instruction and content pedagogy
7. Professional Learning 2 Full day Principal LCAP Evaluation Surveys on Communities Leadership pullouts for effectiveness of 2015-16 Team members will receive Director of collaboration time and onsite professional Educational team effectiveness development to assist with Services successful building of PLC Leadership Assistant collaborative teams that build Team Feed as Principals effective instructional units Measured by that incorporate content Questionnaire PLC Leadership reading and writing into the Team curriculum and common formative & summative Dept. Area assessments. Chairs
8. All departments will develop 2015-16 Principal Rubrics on file sample writing rubrics to address Common Core Dept. Area Distribution of Writing to support student Chairs Cardinal Writing expository, narrative and Guide argumentative writing All Teachers
9. Professional Development 2015-16 Principal LCAP Publication of will be provided school wide Professional to support writing in the Dept. Area Development Common Core Chairs Calendar
All Teachers
10. Provide at risk students with 2015-16 School Principal LCAP D & F Quarter and appropriate interventions Year after Semester Reports semester Assistant through a Response to progress reports Intervention Approach (RtI2) Principals Pre and Post Tests for in the following manner Intervention Programs Dept. Area
Chairs Have an Intervention and Q/SIS Documentation
20 190 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015
Start & Process for Completion Personnel Funding Source Evaluation of Strategies/Action Plans Dates Responsible & Amount Implementation
Instructional Support All Teachers of Student Meetings Coordinator Schedule and Placement Intervention Records of Academic of students after selected Teachers Review Forms grading periods into appropriate academic or Intervention and behavior interventions - Instruction Study Hall, Intervention Coordinator (Excel Period) Counselors After School Academic Tutoring Behavior Interventions (PDAP, VCBH Counseling, Mentor Program etc.)
11. Students will receive Director of District Title I Evaluation of supplemental educational Educational Common Core Scores services (SES) and School Services in English and Math choice as a result of Program Improvement Year 2 status
12. Expand Library resources to Librarian Title I - $5,000 List of non-fiction support common core content resources and anchor standards for all Library content areas Technician Library Technician report at staff Principal meetings
Online database thru Renaissance Learning
13. Instructional Aides to support Principal Observations learning in the classroom Instructional Schedule of Aides placement throughout the day Director of Educational Services
14. Saturday School Intervention Principal Attendance Records to provide students with an alternative way to achieve Assistant proficiency on the standards Principal
Credit recovery Saturday School Make up opportunities (PE, Teachers
21 191 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015
Start & Process for Completion Personnel Funding Source Evaluation of Strategies/Action Plans Dates Responsible & Amount Implementation
Cyber High, Academies (HSA, Ag, CTE, etc.)
15. Instructional Principal VC Innovates Requisition History materials/equipment to support standards-based instruction Area Chair
Principal’s Secretary
22 192 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Goal #3: By the 2015-16 school year the number of 10th grade students at SPHS will improve their mathematics performance and increase proficiency in Secondary Math concepts (Secondary Math 1) with an increased proficiency rate (5%) on the Math State Assessment.
Describe how this goal aligns to the district’s LEA Plan goals: LEA Goal #1, 2 LCAP Goal #1 (Pupil Achievement) #4 (Common Core Implementation) What data was used to form this goal: CST Data
Individuals Involved in analyzing data and formulating goal: School Site Council, WASC Subcommittees (Certified, Classified Staff, Parents, Students), ELAC
What did the analysis of the data reveal that led to this goal: Secondary Math I students show a 3-year trend of no growth in students proficient.
Identify targeted student groups and expected growth: The focus students are students in Secondary Math I and 10th grade students.
What data will be collected to measure student achievement? Quarterly Common Summative Exams (Interim and Benchmarks) in Math 1 or Math 1A, Math State Assessment Scores and Common Formative Assessments
Identify the process for monitoring and evaluating collected data: Teachers will collaborate and analyze results in collaborative teams to inform their instructional practices and student placement. Curriculum experts will work together with Math department to assist with the monitoring and evaluation of data throughout the calendar year.
Describe the actions to improve achievement to exit program improvement (if applicable): Continued use of curriculum guides and pacing calendars, outside evaluation of Common Formative/Summative Assessments and correlation to Common Core, curriculum content experts to deliver high quality professional development, focus on SIOP in PLC/Collaborative Teams.
23 193 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Start & Completion Personnel Funding Source Process for Evaluation Strategies/Action Plans Dates Responsible & Amount of Implementation
To support a school-wide focus on Task ongoing Principal Title I $23,570 Evaluation of teachers’ use of SIOP, there will during Alignment to Content be professional development prior collaboration Math Dept. Standards by to the start of the school year and Wednesdays Chair departments and throughout the school year. throughout administration 1. There will be Professional Math Teachers Development at the start of 2015-16 school year. the school year and Teacher Evaluation of throughout the school year to Completion Professional help teachers incorporate and Development research based strategies, submission of including, but not limited to, curriculum Math Common Core elements of Sheltered guide and Scores Instruction Observation pacing Protocol, collaboratively calendar by developed curriculum guides May 2016. and guaranteed curriculum, pacing plans. Professional Development supports curriculum development to align instruction to the Common Core. Using, curriculum development time, all teachers will continue to work with subject matter teams to collaboratively develop and implement Common Summative Assessments and common formative and summative assessments (i.e. unit tests, Common summative exams, etc.) Lesson plans with elements of SIOP, and an Inquiry based approach to teaching mathematics
Curriculum aligned to Common Core Math Standards ELD and ESLRs
2. Professional Development Principal District LCAP Pre and Post Test Training will be provided for (Math Diagnostic) teachers, counselors of the Math Dept. UCSB Math Summer Chair Secondary Math I Academy for incoming 9th graders. Math Teachers
Counselor
24 194 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Start & Completion Personnel Funding Source Process for Evaluation Strategies/Action Plans Dates Responsible & Amount of Implementation
3. Math intervention courses Principal Site Title I - $3,000 may be offered during the school day, after school & Math Dept. Saturday workshops, Math Chair intervention will be held prior to the administration of assessments.
4. Secondary Math I Intervention Principal General Fund Common Core 2-year class is offered during Secondary Math I the school day for students Math Dept. Scores that have struggled in Chair Secondary Math I Grade Reports in Secondary Math Secondary Math I I Intervention
Teachers Track Success of Intervention
5. After School Homework Center Principal Site Title I - $12,832 Sign-in logs showing in the Library on selected students that used weekdays staffed by math Assistant Homework Center tutors with nutritional snack Principals provided. After School Homework Tutors
6. Maintain Math Intervention for Principal District LCAP Pre and Post Special Education struggling Assessment with Math Assistant Principals
Math/SPED Dept. Chair
SPED Math Teacher
7. All Math Teachers assess Principal Secondary Math I students’ foundational Readiness Secondary Math I skills and Math Dept. Assessment Results use Rtl Tier I Intervention Chair strategies to address needs in the classroom setting (i.e. Secondary Math Accelerated Math) I Teachers
8. Recruit Peer Tutors to assist Principal Student surveys students in Mathematics and/or provide community Assistant service hours to peer tutors.
25 195 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Start & Completion Personnel Funding Source Process for Evaluation Strategies/Action Plans Dates Responsible & Amount of Implementation
Principals
Library staff
Human Resources
9. Instructional Principal Site Title I - $7,800 Requisition History materials/equipment to support standards-based mathematics Math Teachers instruction Principal’s Secretary
10. Restorative Justice Principal District LCAP Documentation of Restorative Justice Professional development Assistant process Facilitator training Principals
RtI Coordinator
Counseling staff
Restorative Justice District Facilitator
11. Administer WASC surveys to Principal District General Fund Survey results students in both freshman and senior years WASC Coordinator
26 196 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Goal #4: During the 2015-16 school year, 9th grade students at SPHS will improve achievement by showing a reduction in the percentage of students with Ds or Fs, an increase in enrollment and the attendance rate, reduction in the number of suspensions and expulsions. Increase the GPA, attendance and graduation rate of all students while decreasing the number of referrals, suspensions, and expulsions of all students including the at-risk student at SPHS.
Describe how this goal aligns to the district’s LEA Plan goals: LEA Goal #1, 2, 5 LCAP Goal #1 (Pupil Achievement), #3 (Pupil Engagement), #4 (Common Core) and #6 (School Climate)
What data was used to form this goal: Discipline Data, Attendance Data, Report on the Number of Students with Ds and Fs, Excel (N) Period Data, LINK Data, Grading Period Progress Report, Common Summative/Benchmark? Report Card, WASC Demographic Report
Individuals Involved in analyzing data and formulating goal: School Site Council, WASC Subcommittees (Certified, Classified Staff, Parents, Students), ELAC
What did the analysis of the data reveal that led to this goal: There was an increase in the number of students suspended from SPHS in the 2012-13 school year. Over half of 9th grade students received 2 or more F’s over the course of the 2012-13 school year.
Identify targeted student groups and expected growth: 9th Grade Students will show achievement growth of 5 points on State Assessments, Common Summative data and reduction in Ds and Fs, attendance, decrease in expulsions and suspensions
What data will be collected to measure student achievement? Pass Rate Data for 9th Grade, Quarterly Grades, Attendance Reports, Discipline Data, Common Formative Assessments
Identify the process for monitoring and evaluating collected data: Quarterly D and F reports are generated, Departments receive achievement data at the beginning of each year and are analyzed by Collaborative Teams. Staff Members (teachers, administrators, counselors) will collaborate and analyze achievement data/results that will inform their instructional practices and student placement. Generate data: D & F report, Excel Period Placement, Review PLC progress and develop a process for Vertical teaming.
Describe the actions to improve achievement to exit program improvement (if applicable): Provide needed intervention through a systematic Response to Intervention Approach
27 197 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Start & Funding Process for Completion Personnel Source & Evaluation of Strategies/Action Plans Dates Responsible Amount Implementation
1. Develop an articulation plan with feeder January 2016 Principal April 2016 – th schools to identify needs of incoming 9 – May 2016 Documentation of grade students based on assessment & Assistant articulation diagnostic data for placement in instructional Principals meetings intervention or enrichment. th Prepare for incoming 9 grade Counselors students with individual and Development of an articulation grouping of departments Instruction & plan (Honors (Science, English, Social Intervention Reading, SPED, Studies, Math, Physical Coordinator Education, Special Education, Math) AVID). Dept. Area Chairs Student Placement determined by feeder school department members of feeder middle school and high school as documented in Master Schedule
Semester 1 – Math Collab with middle school
March 12 – Math Collab with middle school
2. Provide registration & outreach services to March-August Principal Site Title I - Spring 2016 – th incoming 9 grade students & parents at 2016 $2,100 Q/SIS Course feeder schools with an effective Assistant Request Report communication strategy Principals Meet with future freshmen & th Parent Workshop parents in the Spring of 8 Counselors Schedule grade year and at the beginning of the 9th grade year to inform Dept. Area students about high school Chairs academic and behavior expectations
Provide parent workshops to support 9th grade parents (i.e. healthy choices, decision- making, anti-bullying, drug prevention, time management, study-skills development, organization in high school etc.)
28 198 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Start & Funding Process for Completion Personnel Source & Evaluation of Strategies/Action Plans Dates Responsible Amount Implementation
Provide Student Planners
th th st nd 3. 9 Grade Introductory Courses (9 Grade 1 & 2 Principal VC Innovates 9th Grade Transitions, AVID 1, Intro to Human semesters in Transitions Services) will focus on educating students courses for Assistant Survey reviewed about college and career pathways, th th 2015-16 Principals by 9 Grade monitoring 9 grade progress, provide school year introductory ongoing feedback on progress toward Transitions, graduation requirements (Academic Review Course teachers AVID, and Form), build resumes and create a 10 year that focuses on plan. Ninth graders will be taken on college Human Services career and college field trips to improve college-going rates at Teachers goals – freshmen Santa Paula High School Coordinator participation in
th support programs All 9 grade introductory courses will
have College & Career presentations Verification of given college visitation Presentation that reviews each semester behavior/discipline expectations College going Counselors will give presentations on: rates of students graduation requirements, requirements 9th grade for admission to college and universities, transitions course and support services. Assessment of 9th grade progress toward graduation each semester shared with School site Council, District, and Area Chairs
4. Provide Freshman Parent Night and Link April 2015-16 Principal Site Title I - Documentation Crew Freshman Orientation and Registration, $13,983 th th that 9 grade provide a campus tour for all incoming 9 Assistant students received grade students, including those interested in Principals a campus tour CTE Academy Programs. LINK Crew and were continue to develop mechanisms to support Link Crew academic success of freshman. introduced to high Advisor school programs Implement a Campus Watch Program Freshmen & LINK Mentor survey th LINK Crew will support all 9 data grade students by providing mentoring and other support programs (i.e. Cookie Cram, Challenge Day Tail Gate Party, Anti-Bullying, Academic Support/Tutoring etc.)
29 199 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Start & Funding Process for Completion Personnel Source & Evaluation of Strategies/Action Plans Dates Responsible Amount Implementation
o LINK Crew Advisor
5. A school wide program to address and Principal ASB Quarterly reports recognize academic achievement will be documenting developed (Shows Outstanding Academic Assistant students in the Results). Identify students who are not Principals SOAR program recognized by SOAR, and build a program
designed to motivate students to improve ASB Advisor academics, students of the month and/or Data Dashboard honorable mentions. All Teachers GPA breakdown
6. Develop RtI Behavior System of 2015-16 School Principal Site Title I - Attendance at Interventions Year $2,217 Saturday School Assistant Implement Saturday Principals Pass Rates of Academic/Intervention Classes Students Counselors for specific subjects Grade Level Assemblies with Area Chairs Documentation of students getting Ds and Fs meetings Develop a Freshmen First Instruction & Mentoring program Intervention At Risk Freshman program Pilot Coordinator (3 or more F’s) After school tutoring as needed Teacher (credit recovery) with documented attendance Intervention Teachers
7. Instructional materials/equipment to Principal Site Title I - Requisition support standards-based instruction $7,000 History Area Chair
Principal’s Secretary
30 200 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Goal #5: During the 2015-16 school year, school climate and safety will improve as measured by student focus group surveys, school wide adoption of behavior interventions, and decreases in the number of student referrals for California Ed Code 48900 a-j and documentation of required safety drills.
Describe how this goal aligns to the district’s LEA Plan goals: LEA Goal #4, LCAP Goal #3 (Parent Involvement), #6 (School Climate)
What data was used to form this goal: 2011 WASC Self-Study findings (teacher, parent, and student surveys), discipline records.
Individuals Involved in analyzing data and formulating goal: School Site Council, WASC Subcommittees (Certified, Classified Staff, Parents, Students), ELAC
What did the analysis of the data reveal that led to this goal: WASC Student survey indicated that (check percentage) 78% of students felt safe on campus, while 22% of students indicated that they do not feel safe. Student discipline records show that 9th and 10th graders constitute the majority of referrals.
Identify targeted student groups and expected growth: The focus students are 9th and 10th graders. The expected growth is that student surveys would indicate that 90% of students feel safe on campus and there is a 5% decrease in the number of student referrals for California Ed Code 48900 a-j.
What data will be collected to measure student achievement? Teacher & Student WASC Survey on Safety, Healthy Kids Survey, and discipline records for number of referrals; documentation of school wide effort to adopt CHAMPS behavior intervention strategy, Common Formative Assessments.
Identify the process for monitoring and evaluating collected data: Teachers, administrators, counselors will collaborate, and analyze survey results that will inform them regarding school safety and climate.
Describe the actions to improve achievement to exit program improvement (if applicable):
31 201 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Start & Funding Process for Completion Personnel Source & Evaluation of Strategies/Action Plans Dates Responsible Amount Implementation
1. Administration will monitor school safety with Principal General Student safety the support of campus security and maintain Fund will be accurate discipline records and monitoring of Assistant monitored th campus and school related activities. 6 Principals monthly and a Street and Virginia Terrace Gate entrants will report will be also be closely monitored. Campus provided to both Security Team district and staff Administer and create a short safety survey Counselors annually to be given at the beginning and end of Records of th th the school year to 9 and 12 graders. students on behavior contracts
Records of students leaving campus
2. Safety drills and scenarios will be carried out Principal Documentation in conjunction with City of Santa Paula to of school wide ensure Santa Paula High School is prepared Assistant drills, safety for an emergency. Principals meetings will be Emergency kits for all classrooms maintained by and offices/departments (Granola Campus the school bars and water) Security Team Various announcements via the P.A. Safety system, as well as other various Committee forms of communication Purchase of supplies Faculty and Provide First Aid/CPR for all staff (at Staff least 2 workshops per year)
3. A school wide strategy for positive behavior Principal Incorporation of intervention support will be adopted and positive support teachers’ use of a positive classroom Assistant behavior system management system and use of standardized Principals and descriptions progressive discipline system in all classrooms in classroom that will be included in course description and All Teachers syllabi syllabi (i.e. CHAMPs, Restorative Justice). Counselors Professional development, including facilitator Documentation training will be provided to faculty and staff on RtI of training of an ongoing basis. administration Coordinator and teachers in positive behavior intervention program
Monthly and Annual reports
32 202 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Start & Funding Process for Completion Personnel Source & Evaluation of Strategies/Action Plans Dates Responsible Amount Implementation
of student referrals
Teachers use of CHAMPS
20 days of student instruction with CHAMPS
Documentation of faculty meeting agenda
4. A comprehensive behavior and counseling Principal Principal’s Documentation program will be developed to address safety Budget of school wide concerns (i.e. bullying, harassment, suicide, Assistant behavior etc.) that includes workshops, activities, Principals intervention assemblies, counseling services and referrals. workshops, Anti-bullying and cyber, bullying workshops, Counselors assemblies, assemblies, activities activities LINK Cred Anti-bullying booklet handed out at Advisor registration or Freshman Orientation, Comprehensive th or in 9 Grade Transitions classes Club Advisors database that is Enhance Library resources to provide & Teachers maintained for education materials on bullying and all counseling safety ELD services Resource library for teachers Coordinator provided to Set up a Peer Mediation Program students (self refer or referral system) Intervention o Group Counseling driving and Instruction Peer counseling intervention (Anger Coordinator Management, PDAP..) o VCOE or other training for School Peer Counseling Psychologist o LINK/ASB Challenge Day Program Specialist
5. Administration and Teachers will utilize a daily Principal Records of system of communication (Blackboard Callout Connect Callout System) to track attendance, Assistant Messages truancy, provide updates on academic Principals progress and communicate with parents about workshops and special events All Teachers
Attendance Technician
33 203 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Start & Funding Process for Completion Personnel Source & Evaluation of Strategies/Action Plans Dates Responsible Amount Implementation
6. Instructional materials/equipment to support Principal Principal’s Requisition standards-based instruction Budget History Area Chair
Principal’s Secretary
34 204 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Goal #6: Santa Paula High School will increase, by 20%, the number of students attending 2 year and 4 year colleges, as well as vocational schools that issue certifications, and ensure that 70% of 9th, 10th, 11th, and 12th graders meet a-g requirements by the end of each school year.
Describe how this goal aligns to the district’s LEA Plan goals: LEA Goal #5 LCAP Goal #1 (Pupil Achievement), #2 (Course Access), #3 (Pupil Engagement & Parent Involvement) and #4 (Common Core) What data was used to form this goal: College going rates of SPHS students
Individuals Involved in analyzing data and formulating goal: School Site Council, WASC Subcommittees (Certified, Classified Staff, Parents, Students), ELAC
What did the analysis of the data reveal that led to this goal: Approximately 20% of SPHS students applied and were accepted to University of California schools.
Identify targeted student groups and expected growth: Seventy percent of 9th-12th Grade students are expected to meet a-g requirements by the end of each year of high school.
What data will be collected to measure student achievement? The data to be collected is number of students meeting a-g requirements and 12th graders matriculating to 2 and 4 year colleges, Common Formative Assessments
Identify the process for monitoring and evaluating collected data: Administrators and counselors will collect the data and meet with students individually using Academic Review Forms that document students’ career and college goals and a-g courses taken.
Describe the actions to improve achievement to exit program improvement (if applicable):
35 205 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Start & Process for Completion Personnel Funding Source Evaluation of Strategies/Action Plans Dates Responsible & Amount Implementation
1. Counselors will meet with all Principal General Fund Q/SIS Data Report students at a minimum of twice a using Notes of year to ensure a course of study Assistant Student Meetings & Number of Visits per that fulfills graduation Principals student requirements and a-g. This is in Counselors order to increase graduation rate. Academic Review All students will have a minimum of 2 face to face meetings with a counselor to discuss career and college pathways and monitor progress toward high school graduation and college entrance requirements using the Academic Review Form.
Students failing to meet criteria will be closely monitored and have more frequent scheduled meetings with counselors to determine appropriate interventions Counselors to regularly visit 9th Grade Transitions classes, as well as all Common Core classes Create reality check plan for post graduation
2. Provide academic supports to Principal Site Title I - $2,200 Sign-in Sheets from all students by offering: After School Assistant Homework Center After school tutoring Principals in the homework Assessments to Counselors center in all subject determine growth in areas focusing on specified content/skill Teacher Tutors subject areas with domain greatest need AVID Tutors according to growth Data. For 2015-16 Get Focused, there needs to be a Stay Focused specific focus on Math growth, specifically in
36 206 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Start & Process for Completion Personnel Funding Source Evaluation of Strategies/Action Plans Dates Responsible & Amount Implementation
Secondary Math I Have identified students pulled out in the regular school day to provide small groups of students with intensive Tier 2 Interventions addressing content or skill weaknesses. Provide instructional and course materials to at-risk students and Homeless Students Additional purchase of computers for assistance in homework center Software and books to support expansion of the Accelerated Reader program AVID tutors
3. Provide academic Principal LCAP Using Q/SIS interventions for all students if Academic History as they are: Director of well as Cyber High Educational results to maintain Struggling to meet a-g Services records of students in and graduation interventions and why requirements through Assistant they do not meet a-g intervention programs Principals requirements available, and migrant Document Students Counselors education program attending Career and PASS and online Intervention Higher Education learning support options Teachers Week
Migrant Coordinator
4. Increase parent engagement Principal Site Title I $3,122 Document with parent outreach programs communications and (i.e. PIQE and improve school Assistant attendance records at to home communications Principals parent, student about PI status, and support college readiness mechanisms to parents and Parent Outreach workshops students about college Coordinator
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Santa Paula High School Single Plan for Student Achievement October 2015 Start & Process for Completion Personnel Funding Source Evaluation of Strategies/Action Plans Dates Responsible & Amount Implementation
entrance requirements and Academic Review ways to finance college, Form records will be through outreach, school kept on file in the advisory committee meetings, counseling office for print communication/mailers, all currently enrolled parent & community students workshops and PTA parent seminars, Migrant Parent Data about college Workshops, PTA programs going rates
5. Support college going culture Principal Principal’s Budget Record of students by providing students with receiving services test preparation services to Assistant become competitive through Principal Report number of the college entrance process students taking Counselors Host alumni and college entrance college/university exams and average representatives score assemblies Plaque for those students who score 2,000 or higher on SAT, publish in SP Times
6. Establish university and Principal Report of college college partnerships that will matriculation for support student acquisition of Assistant students participating skills necessary to succeed in Principals in partnership college. Create follow up programs survey to track those SPHS Counselors students attending MESA Advisors universities and colleges. AVID will be taken on college field trips to improve college-going rates at Santa Paula High School
7. Focus on academic Principal LCAP Enrollment reports of preparations to increase the students in Honors number of students enrolled in Assistant and Advanced Honors and Advanced Principals Placement Courses Placement Courses and Counselors increase the number of AP Report of students offerings. taking AP exams Career Technician
Dept. Area
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Santa Paula High School Single Plan for Student Achievement October 2015 Start & Process for Completion Personnel Funding Source Evaluation of Strategies/Action Plans Dates Responsible & Amount Implementation
Chairs
Honors and AP Teachers
8. Increase course offerings to High School Master Schedule increase student enrollment and Administration retention. Area Chairs
th 9. Alumni Survey to all 12 graders
10. Instructional Principal Requisition History materials/equipment to support standards-based instruction Area Chair
Principal’s Secretary
11. Continue increased enrollment to ROP
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Santa Paula High School Single Plan for Student Achievement October 2015 Goal #7: Santa Paula High School will develop a community of learners focused on building collaborative teams and sustained professional development. We will strive to build parental and community relations between the students, parents and community of Santa Paula (Parent Involvement Team, ASB Welcome Committee, etc.)
Describe how this goal aligns to the district’s LEA Plan goals: LEA Goal #3 LCAP Goal #1 (Pupil Achievement), #3 (Pupil Engagement &Parent Involvement), #4 (Common Core) and #6 (School Climate) What data was used to form this goal: AYP Data was used to form the goal. Santa Paula has an AYP of 739 and did not meet its AYP growth targets in all content areas.
Individuals Involved in analyzing data and formulating goal: School Site Council, WASC Subcommittees (Certified, Classified Staff, Parents, Students), ELAC
What did the analysis of the data reveal that led to this goal: In all core areas the AYP growth target was not met.
Identify targeted student groups and expected growth: All students, grades 9-12.
What data will be collected to measure student achievement? Common Core Data, AYP, Common Summative Assessments, Pass Rates, Common Formative Assessments
Identify the process for monitoring and evaluating collected data: Administrators and Teachers will collaborate, and analyze results that will inform their instructional practices and student placement.
Describe the actions to improve achievement to exit program improvement (if applicable): See strategies/actions below
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Santa Paula High School Single Plan for Student Achievement October 2015 Start & Process for Completion Personnel Funding Source Evaluation of Strategies/Action Plans Dates Responsible & Amount Implementation
1. Provide information to Area. Principal Have more cross department curriculum coordination. Collaboration Common Core content Teams literacy/articulation across departments
2. Faculty and staff will develop 2015-16 Principal Documentation of professional learning plans that professional complement school wide Department Area personalized learning professional development goals Chairs plans and that provide enrichment opportunities in research based Counselors instructional strategies and in All Teachers/Staff content pedagogical knowledge
3. Provide monthly 2015-16 Principal Documentation of communication entitled “State of “State of the School” the School” from the principal, Assistant centered on best teaching Principals practices, celebrating staff and student achievements and updating them on school events
4. Implement Collaborative 2015-16 Principal Guaranteed Teams in a Professional Learning Curriculum Guides Community focused on SIOP Assistant and Pacing Calendars (lesson plans), WASC Principals will be evaluated for recommendations, Curriculum modifications, Guides, Pacing Calendars, best Dept. Area including reteaching teaching practices, Common Chairs and differentiation Summative and Common Core Counselors Assessments, differentiation, data Common Summative analysis, and reteaching. Area All Teachers Data will be evaluated Chairs will complete progress for students scoring reports on accomplishments and proficient or above next steps with faculty and administration. Documentation of progress of SPHS will contract Collaborative Teams VCOE consultants (minutes) maintained to work with school by Dept. Area Chairs departments and their Professional Learning Communities to use data to drive instruction and to provide professional
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Santa Paula High School Single Plan for Student Achievement October 2015 Start & Process for Completion Personnel Funding Source Evaluation of Strategies/Action Plans Dates Responsible & Amount Implementation
development on research based instructional practices. Provide PLC training to all teams through onsite and off-site professional development
5. Develop two Professional 2015-16 Principal Principal’s Budget Faculty sign-in sheets Development Days prior to the for PD Days opening of school in order to Assistant provide training to staff and time Principals Teacher Evaluations to collaborate on the WASC Dept. Area recommendations Outside evaluation of Chairs quality of professional Provide monthly faculty development meetings focused on Response to Intervention, WASC Recommendations, Understanding Program Improvement, SIOP, Use of data to drive instruction, student and staff celebration and best teaching practices
6. A professional learning 2015-16 Principal LCAP Teacher evaluations community leadership team will and surveys be developed that includes Assistant department area chairs, and Principals Outside evaluation of content specialists teachers that quality of professional Counselors will provide input on the design of development professional development and Teachers development of a Response to Intervention approach. The team Professional will receive specialized training for Learning collaborative team-building Community Team
Content specialists
7. Provide for faculty to attend 2015-16 Principal Documentation of professional development faculty and staff conferences and workshops Director of attendance at aligned with programs and Educational conferences and courses that are taught including
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Santa Paula High School Single Plan for Student Achievement October 2015 Start & Process for Completion Personnel Funding Source Evaluation of Strategies/Action Plans Dates Responsible & Amount Implementation
AVID, Link Crew, Foreign Services workshops Language, Special Education, English, Language Development, Assistant Reading, Advanced Placement, Principals California Partnership Academies, Math, Science/STEM Education, Counselors English, Social Science, Physical Teachers Education, Art, Computer Technology, Career Technical Instructional Education, Technology, and Aides Counseling
Provide for faculty to attend professional development conferences and workshops aligned with improving instructional practice including Rtl, classroom management, technical training, training on instruction technology, student motivation, bullying and harassment, mental and behavioral health, a-g requirements, etc.
8.Revisit the WASC process and 2015-16 Principal Written narrative of Focus on Learning and re-write WASC Chapters Assistant Principals chapters in preparation for future WASC visits WASC Coordinator Data Dashboard
Focus Group Leaders
Classified and Certified Staff
Director of Educational Services
District Administration
9. Ensure all teachers have Principal Record of certification to be highly qualified. certifications in District The district will provide a teacher Assistant Office mentoring program & coordinator Principals to mentor new teachers All Teachers
Counselors
Induction Coordinator
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Santa Paula High School Single Plan for Student Achievement October 2015 References
CAASPP – Grade 11 English Language Arts/Literacy 2014-15
English Language Arts/Literacy 14-15 Number of of Number Enrolled Students of Number Tested Students of Percent Students Enrolled Tested of Number With Students Scores Score Scale Mean Standard Exceeded Met Standard Nearly Standard Met Met Not Standard Grade 11 All Students Tested 357 339 95.0% 339 2575.0 14% 35% 32% 19% Male 357 142 39.8% 142 2559.0 11% 33% 32% 24% Female 357 197 55.2% 197 2586.6 17% 36% 32% 15% African American American Indian or Alaskan Native Asian 357 1 0.3% 1 * **** Filipino Hispanic or Latino 357 316 88.5% 316 2573.6 14% 35% 33% 19% Hawaiian or Pacific Islander White (not Hispanic) 357 21 5.9% 21 2599.8 24% 29% 29% 19% Two or More Races 357 1 0.3% 1 * **** Socioeconomically Disadvantaged 357 269 75.4% 269 2569.2 13% 33% 33% 20% English Learners 357 56 15.7% 56 2484.1 0% 4% 46% 50% Students with Disabilities 357 37 10.4% 37 2456.5 0% 3% 32% 65% Migrant Education 357 12 3.4% 12 2537.7 0% 25% 58% 17% Foster Youth
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Santa Paula High School Single Plan for Student Achievement October 2015 CAASPP – Grade 11 Mathematics 2014-15
Mathematics 14-15 Number of of Number Enrolled Students of Number Tested Students of Percent Students Enrolled Tested of Number With Students Scores Score Scale Mean Standard Exceeded Met Standard Nearly Standard Met Met Not Standard Grade 11 All Students Tested 357 340 95.2% 340 2549.3 4% 20% 29% 46% Male 357 142 39.8% 142 2544.8 6% 17% 26% 51% Female 357 198 55.5% 198 2552.5 3% 22% 32% 43% African American American Indian or Alaskan Native Asian 357 1 0.3% 1 * **** Filipino Hispanic or Latino 357 317 88.8% 317 2547.8 3% 21% 29% 47% Hawaiian or Pacific Islander White (not Hispanic) 357 21 5.9% 21 2572.1 14% 14% 29% 43% Two or More Races 357 1 0.3% 1 * **** Socioeconomically Disadvantaged 357 270 75.6% 270 2544.8 3% 19% 31% 47% English Learners 357 57 16.0% 57 2460.0 0% 0% 12% 88% Students with Disabilities 357 36 10.1% 36 2432.2 0% 0% 3% 97% Migrant Education 357 12 3.4% 12 2542.2 0% 25% 33% 42% Foster Youth
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Santa Paula High School Single Plan for Student Achievement October 2015 CST Science – Grade 10 2014-15
38%
40% 27% 35% % Advanced 30% % Proficient 25% 15% % Basic 20% 13% % Below Basic 15% 6% 10% % Far Below Basic 5% 0% Grade 10 14-15
CST Science – Grade 10 – 3 Year Comparison
CST Science Grade 10 12-13 13-14 14-15 Students Tested 345 403 350
% of Enrollment 91.8% 87.6% 97.8%
Students with Scores 345 400 350
Mean Scale Score 353.1 348.8 341.9
% Advanced 23% 20% 13%
% Proficient 28% 29% 27%
% Basic 29% 31% 38%
% Below Basic 12% 12% 15%
% Far Below Basic 9% 9% 6%
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Santa Paula High School Single Plan for Student Achievement October 2015 CELDT 2014-15 2014-15 Results Shown as Percentage
Students Early Early Tested Beginning Intermediate Intermediate Advanced Advanced Grade 9 82 14% 13% 34% 24% 15% Grade 10 76 1% 7% 28% 50% 14% Grade 11 74 4% 9% 22% 43% 22% Grade 12 54 4% 9% 20% 35% 31%
CELDT 3 Year Comparison
2012-13 Beginning 2013-14 Beginning 2014-15 Beginning 14% 14% 12% 10% 7% 8% 5% 6% 4% 4% 4% 3% 4% 2% 1% 1% 2% 0% 0% 0% Grade 9 Grade 10 Grade 11 Grade 12
2012-13 Early 2013-14 Early 2014-15 Early Intermediate Intermediate Intermediate
20% 17%
13% 15% 11% 12% 9% 9% 9% 8% 8% 8% 10% 7% 4% 5%
0% Grade 9 Grade 10 Grade 11 Grade 12
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Santa Paula High School Single Plan for Student Achievement October 2015
2012-13 Intermediate 2013-14 Intermediate 2014-15 Intermediate
36% 34% 40% 32% 31% 28% 25% 30% 23% 22% 22% 21% 21% 20% 20%
10%
0% Grade 9 Grade 10 Grade 11 Grade 12
2012-13 Early 2013-14 Early 2014-15 Early Advanced Advanced Advanced
50% 60% 53% 52% 45% 45% 47% 44% 43% 36% 35% 40% 33% 24%
20%
0% Grade 9 Grade 10 Grade 11 Grade 12
2012-13 Advanced 2013-14 Advanced 2014-15 Advanced
40% 31%
30% 24% 24% 21% 22%
14% 15% 15% 20% 13% 13% 14% 13%
10%
0% Grade 9 Grade 10 Grade 11 Grade 12
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Santa Paula High School Single Plan for Student Achievement October 2015 School-Parent/Home Compact
SANTA PAULA HIGH SCHOOL School-Parent-Student Compact Santa Paula High School (SPHS), its students, and their parents agree on the responsibilities of each party listed below. A contract version of this compact will be distributed to parents and students separately from the Parent Involvement Policy, for each party to sign and for the school to keep on record.
School Responsibilities SPHS will provide high-quality curriculum and instruction in a supportive and effective learning environment that enables students to meet the state academic standards. SPHS will involve parents in planning, reviewing, and improving school policies and programs. SPHS will encourage students to work hard and assist them in developing their talents. SPHS will provide a safe, engaging, and challenging learning environment. SPHS will assist parents and students in understanding the academic requirements for graduation, college, and the work force. SPHS will assist parents in understanding their child’s academic assessments. SPHS will notify parents in advance if my child is at risk of failing a course or not meeting graduation requirements. SPHS will provide information to parents in a language they understand. SPHS will provide parent leadership training.
Parent Responsibilities Parents will assist their children with assignments or arrange for tutoring as needed. Parents will encourage their children to perform well in school and put forth maximum effort. Parents will make sure their children attend school every day. Parents will listen and read notices from school and respond appropriately. Parents will participate in school activities such as Back to School Night, parent-student-teacher conferences, and parent councils. Parents will review their children’s report cards and academic assessment reports with them. Parents will encourage their children to discuss their academic and professional goals with family and counselors. Parents will volunteer to contribute their time and talents as needed by SPHS.
Student Responsibilities Students will do their best work, be responsible, and cooperate with their parents, teachers, and peers. Students will come to school every day and attend all of their classes on time. Students will participate in parent-teacher-student conferences and inform their families about school activities and events. Students will complete their class work and homework assignments on time, and will ask for help when needed. Students will discuss their report card grades, academic assessment results, and academic goals with their family. Students will treat their parents, school staff and volunteers, and peers with courtesy and respect. Students will contribute their talents and time to their family, school, and community. Students will contribute to a safe and clean learning environment and follow all school policies.
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Santa Paula High School Single Plan for Student Achievement October 2015 Parent Involvement Policy – Santa Paula USD
Board Policy #6020 – Parent Involvement
The Board of Education recognizes that parents/guardians are their children's first and most influential teachers and that sustained parent involvement in the education of their children contributes greatly to student achievement and a positive school environment. The Superintendent or designee shall work with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities; advisory, decision-making, and advocacy roles; and activities to support learning at home.
(cf. 0420 - School Plans/Site Councils) (cf. 0420.1 - School-Based Program Coordination) (cf. 0520.1 - High Priority Schools Grant Program) (cf. 0520.2 - Title I Program Improvement Schools) (cf. 1220 - Citizen Advisory Committees) (cf. 1230 - School-Connected Organizations) (cf. 1240 - Volunteer Assistance) (cf. 1250 - Visitors/Outsiders)
Parents/guardians shall be notified of their rights to be informed about and to participate in their children's education and of the opportunities available to them to do so.
(cf. 5020 - Parent Rights and Responsibilities) (cf. 5145.6 - Parental Notifications)
The Superintendent or designee shall regularly evaluate and report to the Board on the effectiveness of the district's parent involvement efforts, including, but not limited to, input from parents/guardians and school staff on the adequacy of parent involvement opportunities and barriers that may inhibit parent/guardian participation.
(cf. 0500 - Accountability)
Each year the Superintendent or designee shall identify specific objectives of the district's parent involvement program for schools that receive Title I funding. He/she shall ensure that parents/guardians are consulted and participate in the planning, design, implementation, and evaluation of the parent involvement program. (Education Code 11503)
(cf. 6171 - Title I Programs)
The Superintendent or designee shall ensure that the district's parent involvement strategies are jointly developed with and agreed upon by parents/guardians of students participating in Title I programs. Those strategies shall establish expectations for parent involvement and describe how the district will carry out each activity listed in 20 USC 6318. (20 USC 6318)
The Superintendent or designee shall consult with parents/guardians of participating students in the planning and implementation of parent involvement programs, activities, and regulations. He/she also
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Santa Paula High School Single Plan for Student Achievement October 2015 shall involve parents/guardians of participating students in decisions regarding how the district's Title I funds will be allotted for parent involvement activities. (20 USC 6318)
(cf. 3100 - Budget)
The Superintendent or designee shall ensure that each school receiving Title I funds develops a school- level parent involvement policy in accordance with 20 USC 6318.
Policy SANTA PAULA UNIFIED SCHOOL DISTRICT adopted: August 15, 2013 Santa Paula, California
51 221 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Parent Involvement Calendar
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Santa Paula High School Single Plan for Student Achievement October 2015
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Santa Paula High School Single Plan for Student Achievement October 2015 Teacher Mentoring Programs The district offers two distinct programs to support professional growth and improve instruction in the classroom. The Beginning Teacher Support and Assessment (BTSA) program offers support and assistance to newly credentialed teachers. All participating new teachers are provided peer support over a two-year period. The Peer Assistance and Review (PAR) program is available to veteran teachers who need to improve instructional skills, classroom management strategies, subject knowledge, and/or related aspects of their teaching performance. Experienced and knowledgeable veteran teachers, referred to as “coaches”, are paired with teachers referred to the PAR program to provide individualized guidance, support, and training.
Site-based Mentoring Programs: Santa Paula High School supports teacher mentoring through classroom observation and modeling. Teachers are provided opportunities to visit other classrooms on and off campus to observe effective teaching strategies. Substitute services are provided during instructional time.
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Santa Paula High School Single Plan for Student Achievement October 2015 Professional Development Plan
Teachers have committed to collaborating on a weekly basis with their grade level partners for the purpose of planning. Included in these collaboration sessions are grade level agreements related to content and delivery of standards-based instruction and implementation of current curriculum alignment with district pacing. In addition to this, staff meetings, grade level meetings and staff development sessions frequently provide opportunities for grade level collaboration.
Analysis of state and local assessment data provides information for ongoing professional development to meet identified gaps in student achievement. Principal Elizabeth Garcia provides teachers with onsite support with data analysis, intervention planning and instructional strategies, and used frequent walk-throughs to monitor the instructional program and provide feedback on adherence to grade level implementation of paced standards and high impact instructional strategies.
During the 2015-16 school year, Santa Paula High’s teachers will focus on the following staff development topics:
Common Core State Standards Smarter Balanced Assessments
55 225 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Principal’s Training Aimed at Improving Student Achievement During the 2015-16 school year, Ms. Garcia plans to attend the following workshops:
Technology Training Common Core State Standards Smarter Balanced Assessments
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Santa Paula High School Single Plan for Student Achievement October 2015 School Accountability Report Card
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Santa Paula High School Single Plan for Student Achievement October 2015
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Santa Paula High School Single Plan for Student Achievement October 2015
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Santa Paula High School Single Plan for Student Achievement October 2015
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Santa Paula High School Single Plan for Student Achievement October 2015
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Santa Paula High School Single Plan for Student Achievement October 2015
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Santa Paula High School Single Plan for Student Achievement October 2015
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Santa Paula High School Single Plan for Student Achievement October 2015
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Santa Paula High School Single Plan for Student Achievement October 2015
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Santa Paula High School Single Plan for Student Achievement October 2015
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Santa Paula High School Single Plan for Student Achievement October 2015
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Santa Paula High School Single Plan for Student Achievement October 2015
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Santa Paula High School Single Plan for Student Achievement October 2015 School Site Council Bylaws
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Santa Paula High School Single Plan for Student Achievement October 2015
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Santa Paula High School Single Plan for Student Achievement October 2015
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Santa Paula High School Single Plan for Student Achievement October 2015
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Santa Paula High School Single Plan for Student Achievement October 2015
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Santa Paula High School Single Plan for Student Achievement October 2015
74 244 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 Title I – School Plan Reference of Required Components (SW schools only) The following components of this plan comply with ESEA Title I, Part A Section 1114 for Addressed in SPSA? Title I Schoolwide Schools Comprehensive Needs Assessment Described in the School Preparation of a comprehensive needs assessment of all children enrolled in the school, Information Section of this including migratory children, which includes the analysis of student performance data in plan. relation to the state academic content standards. Schoolwide Reform Strategies Provide opportunities for all students to meet the academic standards at the proficient and advanced levels: Use instructional strategies that are based on scientifically-based research that strengthen the core academic program that: o Increase the amount and quality of learning time such as through an extended school year, before- and after-school, and summer school Included in school goals and programs and help provide an enriched and accelerated curriculum action plans. o Include strategies for meeting the educational needs of historically underserved populations. Include strategies to address the needs of all children in the school, and in particular, the needs of low-achieving students and those at-risk of not meeting the state content standards: Description of a process of revaluating whether the needs of students have been met and are consistent with the LEA plan Student Support Strategies Included in school goals and Strategies for timely and effective assistance to students that need additional help. action plans. Teacher Involvement in Planning Academic Assessments Measures to include teachers in the decisions regarding the use of academic assessments Included in school goals and in order to provide information on and to improve student achievement and the overall action plans. instructional program. Transition from Preschool to Kindergarten Identified in the School Plans for assisting preschool children in the transition from early childhood programs, such Information Section of this as Head start, Even Start, Early Reading First, or a state-run preschool program to local plan. elementary school programs. Highly Qualified Teachers Identified in the School Instruction by highly qualified teachers. Strategies to attract high quality highly-qualified Information Section of this teachers to high-need schools. plan. Professional Development Included in school goals and Provisions for high quality and ongoing professional development for teachers, principals, action plans. Additional and paraprofessional and other staff to enable all children to meet the state’s academic information available in the achievement standards. Professional Development Plan located in the Reference Section of this plan. Coordination of Programs Included in school goals and Coordination and integration of federal, state, and local services and program. action plans. Additional details o Violence prevention programs available in the School o Nutrition Programs Information Section of this o Housing Programs plan. Vocational and Technical o Head Start Education programs and job o Adult Education training programs are o Vocation and Technical Education identified in the SARC located o Job Training in the Reference Section of this plan. Parent Involvement School-Parent/Home Compact Strategies to increase parental involvement in accordance with Section 1118, such as included in the Reference parents training parents, in-home conferences, parent centers, collaboration with Section of this plan. government-sponsored preschool programs, literacy services.
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Santa Paula High School Single Plan for Student Achievement October 2015 Chart of Requirements Education Assistance TitleTargetedI, Investment Act Quality Education TeacherQuality Title II, Improving Learners TitleIII,English Learners EIA, English Compensatory EIA, State TitleSchoolwideI, Improvement TitleProgramI, Block Grant School Block Grant RetentionPupil Improvement BG School& Library Safety
REQUIREMENTS LEGAL CITATION
I. Involvement Involve parents and EC 52055.750(b) X community in planning and implementing the school EC 35294.1(b)(2)(C) X plan 5CCR 3932 X X X X X X 20 USC 7115(a)(1)(E) X 20 USC 6315(c)(1)(G) X 20 USC 6314(b)(1), (2)(A) X Advisory committee review EC 64001(a) X X X X X X and recommendations EC 52055.755 X Written notice of program 20 USC 6316(b)(3) X improvement status II. Governance and Administration Single, comprehensive EC 64001(a), (d) X X X X X X X X X plan EC 52853 X X X X X EC 41572 X EC 41507 X EC 35294.1(a) X 20 USC 6315(c)(1)(B) X 20 USC 6314(b)(2)(A) X School Site Council (SSC) EC 64001(g) constituted per former EC X X X X X X X X X 52012 SSC developed SPSA and EC 64001(a) expenditures EC 41572 X X X X X X X X X EC 41507 EC 35294.1(b)(1) X X X SSC annually updates the EC 64001(g) X X X X X X X X X SPSA EC 35294.2(e) X Governing board approves EC 64001(h) X X X X X X X X X X X SPSA EC 52055.750(a)(5) X Policies to ensure all groups succeed (specify role of school, LEA, and 20 USC 6316(b)(3) X SEA; and coordination with other organizations) 20 USC 6316(b)(3) X
III. Funding Plan includes proposed expenditures to improve EC 64001(g) X X X X X X X academic performance EC 52853 X X X X X 76 246 Appendix: Santa Paula High School WASC 2017
Santa Paula High School Single Plan for Student Achievement October 2015 20 USC 6316(b)(3) X 20 USC 6315(c) X 20 USC 6314(b)(2)(A) X Describe centralized 5 CCR 3947(b) X X services expenditures
IV. Standards, Assessment, and Accountability Comprehensive assessment and analysis EC 64001(f) X X X X X X X of data EC 52055.740(a)(1)(D)(5) X 20 USC 6314(b)(1), (2)(A) X Evaluation of improvement EC 64001(f) X X X X X X X strategies EC 52853 X X X X X EC 35294.2(e) X EC 32228.5(b) X Assessment results available to EC 35294.2(e) X parents 20 USC 6314(b)(2)(A) X V. Staffing and Professional Development Provide staff development EC 52853 X X X X X EC 52055.750I X EC 32228(b)(2) X 20 USC 6316(b)(3) X 20 USC 6315I(1)(F) X 20 USC 6314(b)(1), (2)(A) X Budget 10 percent of Title I for staff 20 USC 6316(b)(3) X development Provide highly qualified EC 52055.740(a)(1)(D)(3) X staff 20 USC 6315I(1)(E) X 20 USC 6314(b)(1), (2)(A) X Distribute experienced EC 52055.750(a)(10) X teachers VI. Opportunity and
Learning Describe instruction for at- EC 52853 X X X X X risk students Describe the help for students to meet state EC 64001(f) X X X X X X X standards 20 USC 6314(b)(1), (2)(A) X 20 USC 6315(c) X Describe auxiliary services EC 52853 X X X X X for at-risk students 20 USC 6315(c) X 20 USC 6314(b)(1), (2)(A) X Avoid isolation or 5CCR 3934 X X X X X segregation VII. Teaching and Learning Goals based on EC 64001(f) X X X X X X X performance
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Santa Paula High School Single Plan for Student Achievement October 2015
Define objectives 20 USC 6316(b)(3) X
Steps to intended 5CCR 3930 X X X X X outcomes
Account for all services 5CCR 3930 X X X X X Provide strategies responsive to student needs 5CCR 3931 X X X X X X
20 USC 6315(c) X 20 USC 6314(b)(2)(A) X Describe reform strategies 20 USC 6314(b)(1), (2)(A) X that: -Allow all to 20 USC 6315(c) X X meet/exceed standards -Are effective, research- 20 USC 6316(b)(3) X X based 20 USC 6315(c)(1)(c) X 20 USC 6314(b)(1)(B) X -Strengthen core EC 52054 X academics -Address under-served EC 52054 X populations -Provide effective, 20 USC 6314(b)(1)(I), (2)(A) X timely assistance -Increase learning time 20 USC 6316(b)(3); X 20 USC 6314(b)(1)(B),(2) X -Meet needs of low- 20 USC 6315(c)(A); X performing students 20 USC 6314(b)(1)(B),(2) X -Involve teachers in academic 20 USC 6314(b)(1)(H), (2) X Assessments
-Coordinate state and 20 USC 6315(c)(1)(H) X federal programs -Transition from preschool 20 USC 6314(b)(1)(J), (2)(A) X
20 USC 6315(c)(1)(D) X 20 USC 6314(b)(1)(G), (2)(A) X Enable continuous progress 5CCR 3931 X X X X X X Acquire basic skills, literacy
5CCR 3937 X X X X X Align curriculum, strategies, and EC 52853 X X X X X materials with state standards or law
Provide high school career 5CCR 4403 X preparation
78 248 Appendix: Santa Paula High School WASC 2017
Title 1 Additional Monies:
School Amount Bedell $4,868 Blanchard $7,293 Glen City $10,862 McKevett $6,013 Thille $7,560 Barbara Webster $7,083 Isbell $20,408 RHS $1,890 SPHS $23,137
Talking Points:
Throughout the year Title 1 monies get re‐evaluated and allocations change. For the most part there would be an increase to the allocation. The increase gets distributed amongst the school sites per pupil allocation. Title 1 Additional Money for Intervention:
School Amount Bedell 113 hours = $5,920.07 Blanchard 113 hours = $5,920.07 Glen City 113 hours = $5,920.07 McKevett 113 hours = $5,920.07 Thille 113 hours = $5,920.07 Barbara Webster 113 hours = $5,920.07
Talking Points:
As part of allowable reservation we set aside money for intervention for the most at risk students. Since school sites used the allocated money for intervention, it was in the best interest of the students to reallocate the money to the schools that were in need of more intervention for their students. Goal 1: Increase academic achievement in all grade levels in ELA and Math and implement the California State Standards in all core subjects Action/Service 1j: Provide before/after school intervention in math Action/Service 1q: Provide intervention services to support struggling readers before, during, and after school Additional Information: 249 Appendix: Santa Paula High School WASC 2017
Educational Services will submit RFPs Principals will work with grade levels/departments to determine how to best serve students Teachers will use green time sheets to document tutorial hours Principals will submit green time sheets to Educational Services for budget coding and processing Sites will document by grade level/department: o Number of students served and duration of the tutorial . Example: Seven second grade students served in math intervention (2x per week for 4 weeks) o Evidence of impact (pre/post assessment data) . Example: Focus: Multiplying double digit fractions Pre‐assessment: 40% of students scored 70% or higher Post‐Assessment: 80% of students scored 70% or higher Site principals will submit data to Educational Services in April
250 Appendix: Santa Paula High School WASC 2017
Title 1 Centralized Services 2016‐2017
A centralized service is an activity funded by a school allocation but administered by the local educational agency central office. Even though the services may be directed by the LEA and possibly housed at the central office, the services are provided directly to students at the school site and thus would be charged to the 85 percent.
Centralized services must be itemized as proposed expenditures in the SPSA and approved by the School Site Council (SSC) and local school board.
(CDE Program Guidance)
The district will support students to reach higher achievement gains by the following activities:
Activity K‐5 6‐8 9‐12 Provide alternative support $12,626 per site $13,412 RHS: $4,611 for ELA/Math (Intervention) Amended on 1/19/17 SPHS: $13,412 for K‐12 students not meeting grade level standards
K‐12 Professional $132,723 $20,000 $20,000 Development for Certificated and Classified employees to enhance the educational program
Summer School to provide $40,000 students with support in (ELD Academy and Math Academy, Reading Intervention) ELA, ELD, and Math Provide counseling services $28,000 for “at‐risk” students at Santa Paula High Provide Computer Carts for $100,000 $51,000 Grades 6‐12 to provide increased access to supplemental materials
Santa Paula High School 2016-2017 Budget Worksheet Title I Remarks Resource 3010 All of the expenditures below are Title 1 expenditures. Carry Over Allocation: 16-17 11479.38 $137,638 Functi Obj. on DESCRIPTION 1100 1000 Teacher
1102 1000 Substitute teacher 5,000 Teacher release time for goals 1.2, 1.7, 2.1, 3.1, 3.3, 3.4, 3.6, 7.4 (31 Subs) Goal/Strategy: 1.2 ($6000), 1.7 ($2000), 2.1 ($5360), 3.1 ($3570), 3.3 ($2000), 3.4 ($1983), 4.4 ($1983), 4.6 ($2217), 7.4 ($3000) – ($5000 of this 1103 1000 Other Certificated Salaries 39,578 sum allocated to subs in Object 1102) Goal/Strategy 4.2 $47100 (for clinical counselor and counseling outreach for 1203 1000 Counselor Extra Duty 39,365 at-risk students) 2100 1000 Instructional Asst. 2015-16 Carryover for extra time for bilingual aides Goal/Strategy 1.12
($7920 – w/ 15% allotted to benefits - $1,188) @ $22.05 per hour/$150 251 2103 1000 IA Extra Duty 6732 150 additional = 6 extra hours 2200 2420 Library Asst. 2402 2700 Clerical sub. Goal/Strategy 6.4 (2015-16 Carryover $$2559.38) translators, childcare, Appendix: 2403 2700 Cler. Extra Duty 2559.38 Migrant/EL Conference Benefits for Goal/Strategies including teachers, substitutes, counselor extra duty, IAs @ approximately 15%; 2015-16 IA extra duty benefits are approx.. 3000-36021000 Certificated/Classified Benefits 1188 12,819 $1100 Santa 3101 1000 STRS, certificated positions 3102 1000 PERS, classified positions Paula 3301 1000 OASD/Medicare/Alternative, ce 3302 1000 OASD/Medicare/Alternative, cl High
3401 1000 Health & Welfare Benefits, cer School 3501 1000 SUI, certificated positions 3502 1000 SUI, classified positions WASC Work Comp Insurance certificated 3601 1000 position 2017 Santa Paula High School 2016-2017 Budget Worksheet Work Comp Insurance, classified 3602 1000 position 4100 1000 Supplemental textbooks Goal/Strategy 2.11 ($1,000) - Library support materials, supplemental 4200 1000 Books other than Textbooks $1,000 materials to support Common Core, professional support materials Goal/Strategy 1.11 ($7840) , 3.6 ($5800), 2.11 ($3000), 4.4 ($1679), 4.7 ($1097) Accelerated Reader, supplemental materials and supplies for intervention, enrichment, incentives for academic improvement for identified goals/strategies, Goal/Strategy 6.4 (2015-16 Carryover $$1000) 4300 1000 Materials and Supplies 1000 19,416 Materials/Supplies for Migrant/EL Conference 4425 1000 Technology Equipment 5200 1000 Travel and Conferences 5000 7.7 (5,000) Professional Consultant Services 5800 1000 and Operations $15,310 Goal/Strategy 2.4 ($15309.80) 5860 1000 Transportation 5610 1000 Equip. repair
5620 1000 Serv. Agrmt 252 5620 2700 Serv. Agrmt. 5800 1000 Prof. Serv. Inst TOTAL 11479.38 137,638 Actual Balance 0 $0 Appendix: Santa Paula High School WASC 2017 Fiscal13a Financial Statement
Fund 010 - General Fund Fiscal Year 2016/17 Through January 2017 Adopted Revised % Object Description Budget Budget Revenue Balance Rcvd Revenue Detail Other Local Revenue 8699 All Other Local Revenue 3,000.00 3,000.00- NO BDGT Total Other Local Revenue .00 .00 3,000.00 3,000.00- NO BDGT Total Year To Date Revenues .00 .00 3,000.00 3,000.00- NO BDGT
Adopted Revised % Object Description Budget Budget Encumbrance Actual Balance Used Expenditure Detail Certificated Salaries 1100 Teacher 25,106.00 NO BDGT 1102 Substitute Teacher 23,088.00 23,088.00 13,920.76 9,167.24 60.29 1103 Teacher Extra Duty 74,602.00 113,351.00 41,973.92 71,377.08 37.03 1203 Cert Pupil Support Extra Duty 5,568.00 44,933.00 4,005.00 40,928.00 8.91 1900 Other Certificated Salaries 22,036.00 11,459.00 5,174.52 6,284.48 45.16 Total Certificated Salaries 150,400.00 192,831.00 .00 65,074.20 127,756.80 33.75
Classified Salaries 253 2103 Instructional Aide Extra Duty 4,000.00 6,511.00 1,916.58 4,594.42 29.44 2203 Support Services Extra Duty 895.00 895.00 971.80 76.80- 108.58 2403 Clerical Extra Duty 1,420.00 3,602.00 5,885.18 2,283.18- 163.39 2903 Other Classified Extra Duty 390.00 390.00 62.91 327.09 16.13
Total Classified Salaries 6,705.00 11,398.00 .00 8,836.47 2,561.53 77.53 Appendix: Employee Benefits 3101 STRS, certificated positions 17,646.00 22,985.00 6,680.12 16,304.88 29.06 3102 STRS, classified positions 6.95 6.95- NO BDGT
3201 PERS, certificated positions 18.75 18.75- NO BDGT Santa 3202 PERS, classified positions 320.00 1,526.00 630.09 895.91 41.29 3301 OASDI/Medicare/Alternative, ce 2,100.00 2,761.00 1,378.06 1,382.94 49.91 Paula 3302 OASDI/Medicare/Alternative, cl 208.00 872.00 672.48 199.52 77.12 3401 Health & Welfare Benefits, cer 12,549.00 2,800.00 1,021.25 1,778.75 36.47 3402 Health & Welfare Benefits, cla 33.00 32.62 .38 98.85 High 3501 SUI, certificated positions 74.00 96.00 32.53 63.47 33.89 3502 SUI, classified positions 1.00 5.00 4.41 .59 88.20 School 3601 Work Comp Ins, certificated po 3,687.00 4,681.00 1,524.04 3,156.96 32.56 3602 Work Comp Ins, classified posi 74.00 277.00 206.95 70.05 74.71 WASC Total Employee Benefits 36,659.00 36,036.00 .00 12,208.25 23,827.75 33.88
Selection Grouped by Account Type - Sorted by Org, Fund, Object, Filtered by (Org = 625, Starting Period = 1, Ending Account Period = 0, Stmt Option? = , 2017 Zero Amounts? = N, SACS? = N, Restricted? = Y, Location = 500) Page 1 of 3 625 - Santa Paula Unified School District Generated for Elizabeth Garcia (625EGARCIA), Jan 27 2017 3:24PM Fiscal13a Financial Statement
Fund 010 - General Fund Fiscal Year 2016/17 Through January 2017 Adopted Revised % Object Description Budget Budget Encumbrance Actual Balance Used Expenditure Detail (continued) Books and Supplies 4100 Textbooks 10,000.00 8,608.28 8,608.28- NO BDGT 4200 Books Other Than Textbooks 5,000.00 2,000.00 893.94 727.17 378.89 36.36 4300 Materials and Supplies 191,576.00 207,381.00 21,496.45 132,848.41 53,036.14 64.06 4315 Food (Mtg, PD, Etc.) 314.70 314.70- NO BDGT 4321 Supplies Vehicle 6,000.00 6,000.00 3,843.65 2,156.35 35.94 4325 Technology Mat and Supplies 11,000.00 11,000.00 492.86 11,118.92 611.78- 101.08 4395 Site Reserve Account 43,950.00 43,950.00 4399 Materials/Supplies Budget Bala 12,204.00 31,657.00- 31,657.00- 4400 Equipment Uncapitalized 5,000.00 5,000.00 2,471.43 7,130.18 4,601.61- 142.60 4425 Technology Equip Uncap 38,547.00 33,547.00 33,547.00 Total Books and Supplies 279,327.00 277,221.00 29,198.33 162,904.01 85,118.66 58.76 Services and Other Operating Expenditures 5200 Travel and Conferences 41,200.00 40,163.00 10,247.03 32,406.05 2,490.08- 80.69 5210 Mileage Reimbursement 650.00 650.00 1,222.52 572.52- 188.08 5300 Dues and Memberships 385.00 385.00- NO BDGT 254 5550 Trash 500.00 500.00 500.00 5610 Repairs 7,000.00 7,000.00 107.87 3,697.65 3,194.48 52.82 5620 Rentals and Leases 55,000.00 55,000.00 15,566.27 24,576.43 14,857.30 44.68 5750 Direct Costs for Interfund Ser 1,000.00 1,000.00 4,941.00 3,941.00- 494.10 5800 Professnl/Consult Serv & Opera 35,750.00 51,060.00 7,818.67 41,464.17 1,777.16 81.21
5850 Study Trips Fees 5,805.00 5,805.00 255.00 6,652.00 1,102.00- 114.59 Appendix: 5860 Transportation 29,285.00 27,285.00 3,270.16 14,031.63 9,983.21 51.43 5900 Communications 500.00 500.00 500.00 Total Services and Other Operating Expenditures 176,690.00 188,963.00 37,265.00 129,376.45 22,321.55 68.47 Santa Transfers of Indirect/direct support costs 7310 Direct Support/Indirect Costs 9,286.00 12,993.00 12,993.00
Total Transfers of Indirect/direct support costs 9,286.00 12,993.00 .00 .00 12,993.00 Paula Total Year To Date Expenditures 659,067.00 719,442.00 66,463.33 378,399.38 274,579.29 52.60 High School WASC
Selection Grouped by Account Type - Sorted by Org, Fund, Object, Filtered by (Org = 625, Starting Period = 1, Ending Account Period = 0, Stmt Option? = , 2017 Zero Amounts? = N, SACS? = N, Restricted? = Y, Location = 500) Page 2 of 3 625 - Santa Paula Unified School District Generated for Elizabeth Garcia (625EGARCIA), Jan 27 2017 3:24PM Fiscal13a Financial Statement
Fund 010 - General Fund Fiscal Year 2016/17 Through January 2017 Adopted Revised Budget % of Description Budget Budget Encumbrance Actual Balance Budget Revenues, Expenditures, and Changes in Fund Balance A. Revenues 3,000.00 3,000.00- NO BDGT B. Expenditures 659,067.00 719,442.00 66,463.33 378,399.38 274,579.29 52.60
C. Subtotal (Revenue LESS Expense) 659,067.00- 719,442.00- 375,399.38- 277,579.29- D. Other Financing Sources and Uses Sources LESS Uses
E. Net Change in Fund Balance 659,067.00- 719,442.00- 375,399.38- 277,579.29-
F. Fund Balance: Beginning Balance (9791) Audit Adjustments (9793) Other Restatements (9795) Adjusted Beginning Balance
G. Calculated Ending Balance 659,067.00- 719,442.00- 375,399.38- *Components of Ending Fund Balance Legally Restricted (9740) 255 Other Designations (9780) Undesig/Unapprop (9790) Other Appendix: Santa Paula High School WASC
Selection Grouped by Account Type - Sorted by Org, Fund, Object, Filtered by (Org = 625, Starting Period = 1, Ending Account Period = 0, Stmt Option? = , 2017 Zero Amounts? = N, SACS? = N, Restricted? = Y, Location = 500) Page 3 of 3 625 - Santa Paula Unified School District Generated for Elizabeth Garcia (625EGARCIA), Jan 27 2017 3:24PM 256 Appendix: Santa Paula High School WASC 2017 LCFF Funding Snapshot LEA Name: Santa Paula Unified County: Ventura County Fiscal Year: ± (As of June 2016, P-2) CDS Code: 56-76828-0000000 Charter Number: N/A
Local Control Funding Formula (LCFF) Funding Snapshot summarizes the main LCFF funding components but does not contain all funding details. Complete funding data should be obtained from the certified funding exhibits on the Principal Apportionment Web page.
LOCAL EDUCATIONAL AGENCY (LEA) DATA Grade Span K± ± ± ± Total Funded Average Daily Attendance (ADA) 1,647.22 1,303.51 754.45 1,636.36 5,341.54 Unduplicated Pupil Percentage (UPP) 87.39 % LCFF TARGET ENTITLEMENT LCFF TRANSITION ENTITLEMENT Funding calculation based on the LCFF funding model at full Calculation of the LEA's funding entitlement during the transition implementation. During transition most LEAs will not receive this period until full implementation of LCFF. This table will either have an level of funding. amount shown under the Target or the Floor, whichever is lower.
Components Amount Components Amount Base Grant Funding $ 42,238,990 LCFF Target Entitlement $ 0 Supplemental Grant Funding 7,382,531 Floor Entitlement, Including Prior Year (PY) Gap 44,085,069 Concentration Grant Funding 6,840,605 Current Year (CY) Gap Funding 7,065,875 Necessary Small Schools (NSS) Allowance 0 Economic Recovery Target 0 Add-On Funding 1,066,999 Additional LCFF State Aid to Meet the Minimum 0 Total LCFF Target Entitlement $ 57,529,125 Guarantee (Additional SA for MSA) Total Transition Entitlement Adjusted for $ 51,150,944 Additional SA for MSA*
LCFF TARGET vs. LCFF FLOOR A comparison of the LEA's Target and Floor Entitlements to determine current year Remaining LCFF Need. Some LEAs are funded at the Target and do not have a Remaining LCFF Need.
Components Amount LCFF Target Entitlement $ 57,529,125 Less Floor Entitlement, Including PY Gap (44,085,069) Less CY Gap Funding (7,065,875) Remaining LCFF Need $ 6,378,181
LCFF FUNDING SOURCES (ACTUAL FUNDING) The actual amount of current year LCFF funding by source. Components Amount Local Revenue $ 6,751,806 Education Protection Account (EPA) State Aid 7,633,377 LCFF State Aid Before MSA 36,765,761 Additional SA for MSA 0 Total Funding** $ 51,150,944
* LCFF Transition Entitlement components may not sum to Total Transition Entitlement Adjusted for MSA due to miscellaneous adjustments. ** Total LCFF Funding sources (Actual Funding) may be greater than Total Transition Entitlement Adjusted for MSA due to an LEA's EPA State Aid and/or because local revenue exceeds the LEA's Transition Entitlement.
Note: Some amounts may not display on the pie charts due to their relative size compared to other components.
California Department of Education Tom Torlakson Report Generated: 1/10/2017 6:08 PM School Fiscal Services Division Superintendent of Public Instruction Page 1 of 2 257 Appendix: Santa Paula High School WASC 2017 LCFF Funding Snapshot LEA Name: Santa Paula Unified County: Ventura County Fiscal Year: ± (As of June 2016, P-2) CDS Code: 56-76828-0000000 Charter Number: N/A
LOCAL EDUCATIONAL AGENCY (LEA) DATA Funded Average Daily Attendance Funded ADA for school districts is the greater of prior year or current year ADA, and includes any ADA (ADA) funded through the Necessary Small School formula. Charter schools are funded on current year ADA. Unduplicated Pupil Percentage An LEA¶s unduplicated pupil count refers to its count of disadvantaged students, i.e., those classified as (UPP) English learners, those meeting income or categorical eligibility criteria for participation in the National School Lunch Program, foster youth, or any combination of these factors. The sum of unduplicated pupil counts for the current and two prior years is divided by the sum of enrollment for the current and two prior years to determine UPP for the current year. LCFF TARGET ENTITLEMENT Base Grant Funding An amount of funding provided for each unit of ADA by grade span. The K-3 grade span includes an additional adjustment of 10.4 percent and the 9-12 grade span includes an additional adjustment of 2.6 percent of the base grant. Base grant amounts for the applicable fiscal year are available on the CDE's Funding Rates and Information Web page. Supplemental Grant Funding Additional grant equal to 20 percent of the adjusted base grant, multiplied by an LEA¶s UPP and ADA. Concentration Grant Funding Additional grant equal to 50 percent of the adjusted base grant (for each LEA with UPP in excess of 55 percent) multiplied by the LEA's UPP points above 55 percent and ADA. For charter schools, the UPP for concentration grant funding is capped at the lesser of the charter school's own UPP or the determinative district's UPP. Necessary Small Schools (NSS) Funding for school districts with qualifying schools that serve a small population of students and are Allowance geographically isolated. NSS funding is provided in lieu of LCFF Base Grant funding. Add-On Funding Funding for school districts equal to the LEA¶s 2012-13 entitlements for the Targeted Instructional Improvement Block Grant, Home-to-School Transportation, and Small School District Bus Replacement Program. These programs were eliminated with the passage of LCFF.
LCFF TRANSITION ENTITLEMENT Floor Entitlement, Including Prior For LEAs not yet funded at the LCFF Target, a Floor Entitlement is calculated based on current year Year (PY) Gap funded ADA, 2012-13 deficited funding rates, 2012-13 categorical program funding, and PY Gap funding adjusted for changes in ADA. Current Year (CY) Gap Funding LCFF Need is the amount of funding required beyond the Floor to fully fund the Target , i.e., the difference between the Floor and the Target. Gap funding is the amount of LCFF Need that is funded in any given year based on the amount of funds included for LCFF Transition in the annual Budget Act. Each LEA¶s Gap Funding is based on the LEA¶s proportion of statewide need; the statewide percentage and funding amount for the applicable fiscal year are available on the CDE's Funding Reates and Information Web page. Economic Recovery Target Additional funding for those LEAs that would have received a higher level of funding under revenue limits and various categorical programs, based on certain assumptions. Additional LCFF State Aid to Meet The Minimum State Aid (MSA) Guarantee is the level of funding to ensure that LEAs receive at least the the Minimum Guarantee same amount in state aid as they received in 2012-13, adjusted for changes in ADA and property taxes. (Additional SA for MSA) The Additional SA for MSA, available for some LEAs, is the difference between the MSA guarantee and the LCFF State Aid Before MSA (see description below).
LCFF TARGET vs. LCFF FLOOR Remaining LCFF Need The difference between the LCFF Target Entitlement and the sum of Floor Entitlement and CY Gap funding for those LEAs not funded at the LCFF Target. This amount is unfunded. LCFF FUNDING SOURCE (ACTUAL FUNDING) Local Revenue The amount of local property taxes (in-lieu of property taxes for charter schools) that funds the LCFF Transition Entitlement prior to determining state aid. Education Protection Account Funding made available through 2018-19, in accordance with Proposition 30, the Schools and Local (EPA) State Aid Public Safety Protection Act of 2012, as enacted by Section 36 of Article XIII, of the Constitution of the State of California. Each LEA is guaranteed to receive at least $200 per ADA in EPA funding. The amount an LEA receives in EPA counts towards the LEA's LCFF funds. LCFF State Aid Before MSA Amount of State Aid calculated after subtracting property taxes and EPA State Aid from the Transition Entitlement before MSA. Additional SA for MSA See the LCFF Transition Entitlement section above for a description of this component.
California Department of Education Tom Torlakson Report Generated: 1/10/2017 6:08 PM School Fiscal Services Division Superintendent of Public Instruction Page 2 of 2 258 Appendix: Santa Paula High School WASC 2017
Santa Paula Unified School District LCAP Accomplishments for 2015-2016
Goal 1: All students read at grade level, focusing first on K- Goal 4: 5 and then any other students needing additional Implement Common Core, Next generation Science support. Standards, and ELD Standards
Provided professional development for all staff to 100% All K-5 teachers received training on Math Expressions of District staff. Purchased supplemental reading materials to support CCSS Libraries served 1,300 to 1,800 students monthly. ELA standards. Purchased new math adoption K-5, Math RtI Tiers II and III was provided at all K-5 sites. Expressions. Reading intervention teachers served approximately 212 Completed and published K-8 Instructional Units aligned to students in grades K-2 and 65% of them increased reading CCSS. by at least one level. Wireless access now available at all sites. 187 students in grades 3-5 received reading intervention Purchased 51 desktops, 332 laptops and 6 servers. in the First Trimester and 156 students in Trimester 2. 12 teachers received and implemented Technology Grants. Approximately 49% increased one or more reading levels. Technology work orders completed in 24 hours or less after additional personnel was hired. Goal 2: Provide enrichment opportunities and course Technology TOSA supported administrators and teachers. access. Retained preparatory period at Isbell Middle School. Hired additional Spanish teacher at SPHS and elective Two Common Core Coordinators were hired to support teachers at Isbell Middle School. teachers’ district wide. STAR Nova provided 4 enrichment sessions including: Lego Robotics, Digital Photography, and Art Studio. Implemented Achieve 3000 in grades 6-12. 38 students at SPHS enrolled in AP Psychology class CTE courses such as Medical Terminology and Emergency Management offered in High Schools. Goal 5: College and Career curriculum offered at Isbell MS Increase graduation rates and reduce suspensions Isbell Middle School students attended MESA and expulsions conference and Future Leaders of America Summer 220 students enrolled in Cyber-High courses. Camp. At SPHS/RHS 170 students participated in Spring Restorative Justice being utilized at SPHS. Suspensions
Leadership Conference. district wide reduced by 8%. AVID courses increased at IMS and SPHS All 9th grade students enrolled in college and career Continued implementation of CHAMPS. readiness course. 15 students attended school-based substance abuse All athletic competitions transportation trips were programs. funded by the District. Hired RtI Coordinator at SPHS (.4); 615 after school tutorial Athletic Director Position at SPHS funded at full time. sessions provided at SPHS. Summer Matters program implemented with supports offered at Boys and Girls Club and Blanchard Library. Over 550 students districtwide received counseling GATE Professional Development provided to K-5 services. teachers. Cal-Safe program served 10 teen-age parents and their babies.
Goal 3: Goal 6: Increase parent involvement/student engagement. Create a welcoming and efficient school climate for 400 parents participated in PIQE staff, students, parents and the public.
Published Fall and Spring newsletters in English/Spanish District retained 98% highly qualified teachers. Translators were available at Back to School nights Retained custodial staff and hired supervisor. Counselors were trained on family engagement strategies Hired Nutrition Specialist and implemented Harvest of the Month program at SPHS. Retained Assistant Principals at SPHS and Glen City. Retained maintenance staff. Parents received better services through increase in Office Assistant’s hours at all K-8 sites. Added cooling shades; hydration stations planned for all school sites for 2016-17. SROs continued to establish strong connections with students and staff at SPHS, RHS and Isbell MS. Increased Health Specialist to 1.0 FTE per site Maintained District Safety Coordinator position. Continue to work with City of Santa Paula to improve traffic conditions Literacy Center opened at Glen City School.
259 Appendix: Santa Paula High School WASC 2017
Santa Paula Unified School District LCAP Summary for 2016-2017
Vision Statement: Educating students for college and careers through expanded academic learning opportunities and enhanced experiences. Mission Statement: The Santa Paula Unified School District in collaboration with educators, parents and businesses will prepare students academically and socially for college, career, global citizenship and life-long learning by providing rich, diverse and differentiated experiences and learning opportunities, a highly skilled educational team and safe attractive schools.
Goal 1: Goal 2: Increase academic achievement at all grade levels in Increase parent involvement and enhance student ELA and Math and Implement the California State engagement through a variety of enrichment Standards in all core subjects opportunities a. Continue PIQE Program a. Provide professional development for all staff b. Retain Assistant Principal at Santa Paula High School b. Retain K-5 Reading Intervention Teachers c. Retain Assistant Principal at Glen City Elementary c. Purchase instructional materials d. Support Advanced Placement Program and exam fees d. Increase computer/student ratio, purchase technology e. Increase Career Technology Education opportunities in grades 6- e. Continue upgrades to technology infrastructure 12 f. Retain and increase Computer Technician staffing f. Support career exploration activities at Isbell Middle School g. Retain technology TOSA g. Maintain support for recreation/elective activities TK-5 h. Add Math TOSA for grades 4-12 h. Retain Band/Chorus instruction and materials K-5 i. Provide before/after school intervention in math i. Support youth leadership activities at IMS and SPHS and expand j. Extended library hours and increase access to technology to RHS k. Retain PE Teachers to implement RtI j. Support AVID program at IMS and SPHS l. Implement technology grants for innovative teaching k. Expand College and Career Pathways through VC Innovates at m. Develop and revise curriculum to align with CA Standards SPHS and RHS n. Retain preparatory period for Isbell Middle School l. Fund Transportation services for District approved athletic o. Retain two Common Core Coordinators events p. Retain TK and K Bilingual Instructional Assistants m. Retain SPHS Athletic Director position q. Provide intervention services and materials to support n. Implement “Summer Matters” program struggling readers before, during, and after school o. Plan and implement GATE program r. Upgrade classrooms at RHS and IMS to increase access to p. Explore Tutorial/Excel period at SPHS science labs and materials to implement NGSS q. Continue Dual Enrollment Program with VCCD r. Continue to fund additional elective classes at IMS and SPHS s. Continue to provide after school enrichment opportunities through ASPIRE t. Increase communications with family and community stakeholders u. Continue to offer interpretation and translation services at Goal 3: school events Increase graduation rates and reduce suspensions v. Continue counseling support and expulsions w. Retain clerical support at all sites and increase Office Assistant positions to 8hrs/day a. Provide opportunities for credit recovery for students in grades x. Offer Adult Education Program 9-12 y. Provide a Districtwide mentoring program b. Implement Restorative Justice practices and Positive Behavioral Support Goal 4: c. Implement CHAMPS framework Create a welcoming and efficient school climate for d. Provide school based substance abuse intervention program students, parents, and staff e. Retain intervention facilitator at SPHS f. Retain 10 counseling positions a. Continue to make progress towards competitive salaries g. Maintain Insight to Behavior Program b. Add Custodial Supervisor position h. Increase school psychologist to full-time c. Transfer 0.5% of expenditures to Deferred Maintenance i. Fund Cal-Safe Program at 100% d. Retain Nutrition Specialist e. Retain maintenance staff j. Continue School Resource Officer services 6-12 f. Continue strategies and facilities modifications to improve k. Retain District Safety Coordinator school conditions l. Fund Outreach Coordinator at RHS g. Retain increase to Health Services specialists h. Improve traffic conditions i. Provide Hydration Stations at all K-8 schools j. Create Literacy Center at Barbara Webster School 1 of 143 Introduction:
Santa Paula Unified School District is comprised of a culturally diverse population of students in grades kindergarten through 12th grade, with 94 percent of the total students being of Hispanic/Latino origin and 84.6 percent who are socioeconomically disadvantaged. The community of Santa Paula has a large number of economically disadvantaged families. According to the 2010 Census, the Median Household Income in Santa Paula is $41,650 compared to a Ventura median household income of approximate $62,000. Of the 8300 households within the Santa Paula Unified School District, over 15% of the population is below the federal poverty line, including 20% of those residents under the age of 18. The percentage of students that receive Free and reduced lunch ranges between 77% and 95%, depending on the school system and account for approximately 87% of students district wide. Our student enrollment includes 39% qualifying for English Language Learner support and 7% qualifying for Migrant Education Services. In November of 2012, the community of Santa Paula voted for the unification of the Santa Paula Union High School District (SPUHSD) and the Santa Paula Elementary School District (SPESD). This unification took place on July 1, 2013.
A total of 98% of our teachers are highly qualified as per the California Commission on Teacher Credentialing. All of our English, Math, English Language Development (ELD) and science teachers have participated in broad based professional development in the Common Core Standards during the 2014-15 and 2015-16 school years. The district started implementing Common Core Standards beginning in the fall of 2014-2015.
All of our Title I schools have an active School Site Council which meet on a regular basis to discuss progress towards the school¶s academic goals. Beginning in the fall of 2014, the Parent Institute for Quality Education (PIQE) started a parent leadership and engagement institute at our school district with the goal of increasing our parent empowerment and involvement at school sites and the district in general. 260
API is no longer used by the State of California and Chronic Absenteeism data not yet available. Appendix: LEA: Santa Paula Unified Contact: Alfonso Gamino, Superintendent, [email protected], (805)933-8802
LCAP Year: 2016-17 Santa
Local Control and Accountability plan and Annual Update Template Paula
The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational High agencies͛(LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5. The LCAP and Annual Update Template must be completed by all LEAs each year. School
For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the WASC district, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities and any locally identified priorities. 2017 2 of 143 For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of education- operated school and program, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, who are funded through the county office of education Local Control Funding Formula as identified in Education Code section 2574 (pupils attending juvenile court schools, on probation or parole, or mandatorily expelled) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services provided to pupils funded by a school district but attending county-operated schools and programs, including special education programs.
Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities as applicable and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the Education Code.
The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities.
LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, 261 actions, and expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code section 64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-110) that are incorporated or referenced as Appendix: relevant in this document.
For each section of the template, LEAs shall comply with instructions and should use the guiding questions as prompts (but not limits) for completing the information as required by statute. Guiding questions do not require separate narrative responses. However, the narrative Santa response and goals and actions should demonstrate each guiding question was considered during the development of the plan. Data referenced in the LCAP must be consistent with the school accountability report card where appropriate. LEAs may resize pages or attach Paula additional pages as necessary to facilitate completion of the LCAP. High
State Priorities School The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however, school districts and county offices of education must address each of the state priorities in their LCAP. Charter schools must address the WASC priorities in Education Code section 52060(d) that apply to the grade levels served, or the nature of the program operated, by the charter school. 2017 A. Conditions of Learning: 3 of 143
Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1)
Implementation of State Standards: implementation of academic content and performance standards and English language development standards adopted by the state board for all pupils, including English learners. (Priority 2)
Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7)
Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9)
Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10) 262 B. Pupil Outcomes:
Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career Appendix: ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4)
Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Santa Education Code section 51220, as applicable. (Priority 8) Paula C. Engagement: High Parental involvement: efforts to seek parent input in decision making at the district and each schoolsite, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3) School
Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school WASC graduations rates. (Priority 5)
School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the 2017 sense of safety and school connectedness. (Priority 6) 4 of 143
Section 1: Stakeholder Engagement
Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for school districts; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for translation of documents.
Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA͛s goals, actions, services and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures.
Guiding Questions:
1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils 263 identified in Education Code section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners; and others as appropriate) been engaged and involved in Appendix: developing, reviewing, and supporting implementation of the LCAP? 2) How have stakeholders been included in the LEA͛s process in a timely manner to allow for engagement in the development of the LCAP?
3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state Santa priorities and used by the LEA to inform the LCAP goal setting process? How was the information made available?
4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the Paula LEA through any of the LEA͛s engagement processes?
5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code High sections 52062, 52068, and 47606.5, including engagement with representatives of parents and guardians of pupils identified in
Education Code section 42238.01? School 6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)? 7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported WASC improved outcomes for pupils, including unduplicated pupils, related to the state priorities?
Involvement Process Impact on LCAP 2017 5 of 143 August 25, 2015: LCAP District Team Planning Meeting The initial input received from all stakeholders identified the following major focus areas for the LCAP: September 25, 2015: LCAP Training VCOE 1. Continue to address Student Achievement by focusing on November 9, 2015: LCAP District Advisory Meeting Professional Development, Professional Learning Communities for collaboration, and school sponsored December 14, 2015: LCAP District Advisory Meeting intervention programs based on the result of student achievement data and input from parents, students, staff, and January 11, 2015: LCAP District Advisory Meeting community members. Implement a school wide Tutorial Program at each site. February 2, 2016: LCAP Student Workshop SPHS/RHS 2. Expand course access through dual enrollment program with community college, increased electives, enrichment programs; February 3, 2016: LCAP Student Workshop Isbell Middle School increased A-G and A/P courses; expand P.E. offerings. Work February 17, 2016: Presentation to the Board of Trustees to Review towards smaller class sizes and a dual immersion program LCAP and Stakeholder Input based on the result of student achievement data and input from parents, students, staff, and community members.. Santa February 29, 2016: LCAP District Advisory Committee Meeting Paula High School is working with Regional Occupational Program (ROP) at Ventura County Office of Education (VCOE) April 18, 2016 : LCAP District Advisory Committee Meeting to add nine new elective classes to the Master Schedule. Study the idea of a Study Hall Period for SPHS, Increases the 264 October 1 ±February 11: School Site LCAP Meeting with Stakeholders athletic program at the middle School. Increase the Leadership for Input and Review LCAP Activities for the middle and high school. 3. Continue to Increase student engagement by providing credit
Barbara Webster Elementary ±January 13, 2016 and April 7, 2016 recovery programs; increased recreational offerings during the Appendix: school day and after school, expanded library hours/study Grace Thille Elementary ±January 15, 2016 areas for after school and community access (Results of students, staff, and community members). A summer school McKevett Elementary - October 4, 2015, and December 4, 2015 program will continue to be implemented at Santa Paula High School (SPHS) which will include Enrichment classes in Santa Glen City Elementary ±October 1, 2015 and March 4, 2016 Spanish 1 & 2 CP, Computer arts, Math Academy and Medical
Terminology. The Summer School enrollment at SPHS is Paula Blanchard Elementary - March 18, 2016 estimated at 600 students. A Summer Science Academy for grades 3-5, a Summer Math Academy for 8th and 9th grade
Bedell Elementary - November 5, 2015, February 2, 2016, February 11, High students, An ELD Program for 5th graders, A Migrant Ed and 2016 Special Education Program at Glen City Elementary School. School Isbell Middle School ±January 22, 2016 A Credit Recovery Program was increased to provide services to students at Santa Paula and Renaissance High School. All Santa Paula High School ±October 6, 2011 stakeholders agreed that credit recovery and Response to Intervention efforts should continue at both middle school and WASC Renaissance High School ±December 17, 2015 high school. A Mentorship program to be implemented for ³At- Risk´students in grades 6-12. DELAC Meetings regarding LCAP Updates and Input: September 4. Continue to improve parent involvement through parent 2017 15,2015 ±March 17, 2016, education programs, provide staff to bridge the connection 6 of 143
September 15, 2015 between home and school, and provide a welcoming environment at school sites (Result of student achievement October 15, 2015 data and input from parents, students, staff, and community members). Santa Paula implemented a Parent Institute for November 19, 2015 Quality Education (PIQE) Program, 668 parents successfully completed the program during the 2-14-15 school year. . Three January 14, 2016 English Language Development (ELD) Adult classes will continue to be offered to district parents and this school year February 11, 2016 the district had over 94 parents registered for the classes. The Adult Education program will be expanded to add two more March 17, 2016 Adult Education classes for parents. 5. Continue to align curriculum to the new Common Core State Migrant Education Parent Advisory Committee Meeting to provide Standards; provide professional development and technology update and receive input ±January 19, 2016 resources (Result of student achievement data and input from parents, students, staff, and community members). SPUSD The SPUSD District administration began the process on August 25, staff had opportunities to attend professional development 2015 with the District LCAP Team forming to discuss a timeline and sessions presented by VCOE. The District administrative team review of District Goals. On September 25, 2015, the District LCAP also attended a series of professional development sessions Team attended a LCAP Training Session at the Ventura County Office of focused on Common Core. The Stakeholders recommended Education. The LCAP District Advisory Committee of Stakeholders was that the hiring of a Math Coach to support teachers K-12, a 265 formed and held its first meeting on November 9, 2015. This committee tutorial program with a focus on Math tutoring for students at was made up of 32 members and included parents, teachers, students, all grade levels, and increase technology for Special Education administrators, and community organizations. At these meetings the Students. focus was to provide the committee with information and updates on the
6. Continue to maintain facilities in good condition, increase level Appendix: LCAP funds, review district data, review community input and establish of staffing to support custodial, maintenance and clerical priorities for the 2016-17 LCAP Plan. . Each member received an support at school sites (Result of student achievement data invitation by e-mail, letter and a follow up phone call to the meeting. and input from parents, students, staff, and community Translators were provided for Spanish-speaking parents at the LCAP members). meetings. The different meetings and opportunities allowed for parents, 7. Stakeholders recommended an increase of information Santa students, staff and community to share information, school data and regarding district wide Nutrition Program and to provide P.E. have discussions regarding the State and District LCAP priorities. The Equipment for all K-5 school sites. Paula LCAP District Advisory Committee meetings were continued on: April 18, 2016, and May 9, 2016. TO BE DETERMINED After developing the draft LCAP, public hearings were held (see #6) and stakeholder groups were consulted High Meetings were attended by 32 members including parents from District (see #5). The following input was received and considered prior to
English Learner Advisory Committee (DELAC), Migrant PAC, District the adoption of the final LCAP document: School Advisory Committee (DAC) and School Site Council; students were represented by two high school students, Santa Paula Federation of Revised Priorities ±Steps and Actions
Teachers (SPFT) was represented by three teachers representing WASC grades levels of K-5, 6-8, and 9-12, California State Employees After additional discussions and feedback from stakeholders, parent Association (CSEA) classified employees, administrators, community groups, and student input, some changes were made to the LCAP. 1. members, technology personnel, maintenance and operations Input received from parents, students, community organizations and 2017 personnel, finance. LCAP committee members identified the need for additional tutoring 7 of 143 #2 Outreach to School Communities: and intervention services in English Language Arts and Mathematics at all levels. (Goal #1i) 2. All stakeholders recommended an As of October 1, 2015 a series of meetings were scheduled with various increase in the funding for Leadership Activities as well as the community and school organizations. Parent meetings (conducted in addition in the participation of Renaissance High School students in English and Spanish) were advertised with flyers sent home with all these activities. (Goal # 2i) 3. As a strategy to increase student students, by US Mail and via our telephone notification software, Ed. engagement, the stakeholder groups recommended the addition of a Connect. Parents were encouraged to attend meetings, learn about the Mentorship Program. The District is considering a contract with the new funding, and were given the opportunity for input Big Brothers, Big Sisters of Ventura County community organization to develop a Mentorship Program for middle and high school As per request of the Governing Board the Superintendent contacted the students. ( Goal # 2y) 4. With the implementation of the new site administration at Isbell Middle School, Santa Paula High School and Common Core State Standards, the stakeholders have Renaissance High School to schedule Special LCAP student meetings. recommended the addition of a Math Coach for teachers in grade The dates were scheduled for February 2, at the High School and levels 4th through 12th. Results of test scores from the previous February 3, 2016 at the Middle School. Renaissance High School school year showed a significant decrease in math achievement students attended the high school LCAP Workshop Session with the levels districtwide. Teachers are having some difficulties with math District LCAP Team. Site Administration sent out flyers and made instruction under Common Core. (Goal # 1h) 5. Although the District announcements via the school site's intercom system inviting students to has seen a significant decrease in the number of Out of School attend; over 100 students attended each of the student meetings. Suspensions, stakeholders and District Committees have recommended the addition of training in behavioral strategies for Students were provided with an engagement protocol that elicited input classified personnel such as noon duty supervisors and instructional 266 on three major questions: assistants. (Goal # 3c) The District will also increase a school psychologist position from 0.5 FTE to 1.0 FTE (Goal #3h) and provide 1. Ideas to improve student attendance full funding for the Cal-Safe program in the 2016-17 school year (Goal 2. Ideas and strategies to assist students to do better in school and
# 3i). 6. Finally, in the area of Basic Services, the District will add a Appendix: graduate from High School custodial/maintenance position, (Goal # 4b) and provide Hydration 3. Programs and services students would like to see implemented to Station to all K-8th schools (Goal # 4i). As a result of the extensive improve student learning. needs assessment process, data review and goal development with input from PAC, DELAC, community stakeholders and employee Students were divided in small groups, encouraged and supported to Santa groups, the goals and actions delineated in the Santa Paula Unified discuss the themes and write down their thoughts. Each small group School District¶s LCAP are intended to expand programs and services selected a ³spokesperson´who summarized the group thoughts. All
to improve educational outcomes for our English Language Learners, Paula ideas were written down and shared first with the student body the Board and our socially and economically disadvantaged students. The of Education and then with the LCAP committee. district is placing human and financial resources to assure a high High Stakeholder input meetings were held with the schools and community quality educational program geared to producing students that are on following dates and times: ready for college and careers. School
Santa Paula High School/Renaissance High School ±February 2, 2016 The superintendent did not need to provide responses to the LCAP committee. Isbell Middle School - February 3, 2016 WASC
DELAC ±February 11, 2016 2017 Migrant Parent Advisory Committee ±January 19, 2016 8 of 143
District Advisory Committee (DPAC) ±March 10, 2016
LCAP Meetings were conducted at each school site ±October 1 ± February 11, 2016
#3. Resources Used in the Process to Help Educate Stakeholder and Develop Plan:
The following materials, resources, and data collections were used to help educate and determine the focus priorities:
SPUSD developed PowerPoint presentations regarding LCAP and Local Control Funding Formula (LCFF) Handouts on the State Priority Areas, how LCFF works, as well as various articles and templates on LCFF and District LCAP Presentations on: ƕ District CAASPP Data in Math and English Language Arts, disaggregated by English Learners and low social economic status results
ƕ Advanced Placement exams and results 267 ƕ Physical fitness test results ƕ Early Assessment Program (EAP) Results ƕ School Suspension, Expulsion, and Truancy Rates
ƕ Middle and High School Dropout Rates Appendix: ƕ Budget estimates of District LCFF funding ƕ District Board Policies
Other Documents including: Santa
List of Priorities from stakeholders LCAP 3 Year Plan by Goals Paula LCAP Data Report Prepared by California Department of
Education High LCAP Services and Action Summary School #4. Meetings with specific stakeholders:
The district met with the following stakeholders to ensure their WASC participation and input was included in the LCAP planning process: Title 1 Parents/Guardians, Migrant Education Parents/Guardians, Foster
Youth/Social Service Workers, District English Language Advisory 2017 Committee, CSEA Union members, and Santa Paula Federation of 9 of 143 Teachers (SPFT) Union Members were also invited. Upon completion of the draft, we reviewed the plan with the above stated stakeholders and members of the District LCAP Advisory.
# 5. Public Hearings:
Upon completion of the LCAP and prior to the adoption of the plan, all groups were given an opportunity to comment during Public Hearings and other public meetings (District English Learner Advisory Committee (DELAC), School Site Council, parent involvement meetings.). The LCAP Public Hearing meeting took place on June 15, 2016 and the final board approval on June 29, 2016.
268 Appendix: Santa Paula High School WASC 2017 10 of 143 Annual Update: Annual Update:
LCAP Advisory Committee Meetings were scheduled with the Stakeholders represented on the LCAP Advisory Committee Stakeholder committee beginning in November 2015 (see Involvement represent a wide array of Employees, Management, Community process above for all dates). At the first meeting the committee Members, Students and Parents. Feedback on actions and services reviewed a summary of the Goals, services and actions being provided to date in the 2014/15 LCAP have been well received, and implemented for 2015-16, as well as the District wide results of the appreciated as benefiting the students of Santa Paula Unified School CAASPP assessments from 2014-15. The LCAP committee also District. reviewed the LCAP metrics as well as the timelines for the development of LCAP for the 2016-17 school year. After review of the data presented in January significant support for the following was noted: At the December 2015 meeting, the LCAP Committee was divided into three groups and each group was assigned two Goals with their Reading Specialist for K-5 are making a difference, but we corresponding actions and services. The goal of each group was to need to provide before/after school intervention support in review actions/services and prioritize which actions/services should be reading and math for students who are struggling continued for 2016-17. academically. ( Goal # 1i) Data shows a need for a math coach who will work with At the January 11, 2016 LCAP Committee Meeting, the committee teachers in grades 4-12 to provide instructional support, returned to the three group format they had used the previous meeting. coaching and professional development in Common Core The groups were tasked to assess if any actions/services could be math instruction. (Goal # 1h) considered for elimination for 2016-17 as well as to establish priorities Due to our increased technology needs a network technician 269 for 2016-17. will be added to the technology department.(Goal # 1f) Given the number of at-risk students at both middle and high At the February 2016 meeting, the LCAP committee had an opportunity
school levels, stakeholders have recommended the Appendix: to review the input provided by the Principals, the Board of Education, implementation of a mentoring program. (Goal # 2y) students and other District committees. The results of the prioritization of Professional development in behavioral interventions for actions/services were also discussed and are reflected on the updated classified personnel is recommended to continue to decrease annual Services and Actions of the 2016-17 LCAP document. Finally, out of school suspension. ( Goal # 3c) the LCAP Committee was given the opportunity to select either existing Santa Hydration stations will be purchased for the K-8 school sites as actions/services or add new actions/services to each LCAP Goal. The committee voted and prioritized new actions and services they would a heat mitigation strategy. (Goal # 4i) recommend be included in the 2016-17 LCAP. Increase a school psychologist position from 0.5 FTE to 1.0 Paula FTE ( Goal # 3h) Fund the Santa Paula High School Cal Safe program at 100% High of its cost ( Goal # 3i) Support youth leadership activities and expand them to School Renaissance High School (Goal # 2i)
WASC
Section 2: Goals, Actions, Expenditures, and Progress Indicators 2017 11 of 143 Instructions:
All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-year plan for the upcoming school year and the two years that follow. In this way, the program and goals contained in the LCAP align with the term of a school district and county office of education budget and multiyear budget projections. The Annual Update section of the template reviews progress made for each stated goal in the school year that is coming to a close, assesses the effectiveness of actions and services provided, and describes the changes made in the LCAP for the next three years that are based on this review and assessment.
Charter schools may adjust the table below to align with the term of the charter school͛s budget that is submitted to the school͛s authorizer pursuant to Education Code section 47604.33.
For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update to include a review of progress towards the goals and describe any changes to the goals. 270 To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, schoolsite-level advisory groups, as applicable (e.g., schoolsite councils, English Learner Advisory Councils, pupil Appendix: advisory groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet the goal.
Using the following instructions and guiding questions, complete a goal table (see below) for each of the LEA͛s goals. Duplicate and expand Santa the fields as necessary. Paula Goal: Describe the goal: High When completing the goal tables, include goals for all pupils and specific goals for schoolsites and specific subgroups, including pupils
with disabilities, both at the LEA level and, where applicable, at the schoolsite level. The LEA may identify which schoolsites and School subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not applicable to a specific subgroup or schoolsite. WASC
Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any 2017 additional local priorities; however, one goal may address multiple priorities. 12 of 143
Identified Need: Describe the need(s) identified by the LEA that this goal addresses, including a description of the supporting data used to identify the need(s).
Schools: Identify the schoolsites to which the goal applies. LEAs may indicate ͞all͟for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5).
Applicable Pupil Subgroups: Identify the pupil subgroups as defined in Education Code section 52052 to which the goal applies, or indicate ͞all͟for all pupils.
Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using, at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected measurable outcomes for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and at the schoolsite level.
The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must
address all required metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives 271 for each state priority as set forth in Education Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs must calculate the rates specified in Education Code sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control Accountability Plan and Annual Update Template Appendix, sections (a) through (d). Appendix:
Actions/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may describe a group of services that are implemented to achieve the identified goal. Santa Scope of Service: Describe the scope of each action/service by identifying the schoolsites covered. LEAs may indicate ͞all͟for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). If supplemental and Paula concentration funds are used to support the action/service, the LEA must identify if the scope of service is districtwide, schoolwide,
countywide, or charterwide. High
Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of School service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to ͞ALL.͟ WASC For each action and/or service to be provided above what is being provided for all pupils, place a check mark next to the applicable unduplicated pupil subgroup(s) and/or other pupil subgroup(s) that will benefit from the additional action, and/or will receive the additional service. Identify, as applicable, additional actions and services for unduplicated pupil subgroup(s) as defined in Education 2017 Code section 42238.01, pupils redesignated fluent English proficient, and/or pupils subgroup(s) as defined in Education Code section 13 of 143 52052.
Budgeted Expenditures: For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA͛s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by Education Code sections 52061, 52067, and 47606.5.
Guiding Questions: 1) What are the LEA͛s goal(s) to address state priorities related to ͞Conditions of Learning͍͟ 2) What are the LEA͛s goal(s) to address state priorities related to ͞Pupil Outcomes͍͟ 3) What are the LEA͛s goal(s) to address state priorities related to parent and pupil ͞Engagement͟(e.g., parent involvement, pupil engagement, and school climate)? 4) What are the LEA͛s goal(s) to address any locally-identified priorities? 5) How have the unique needs of individual schoolsites been evaluated to inform the development of meaningful district and/or individual schoolsite goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school level data analysis, etc.)?
6) What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and subgroups as defined in 272 section 52052 that are different from the LEA͛s goals for all pupils? 7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP? 8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state Appendix: or local priority? 9) What information was considered/reviewed for individual schoolsites? 10) What information was considered/reviewed for subgroups identified in Education Code section 52052?
11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to Santa specific schoolsites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP?
12) How do these actions/services link to identified goals and expected measurable outcomes? Paula 13) What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found
in the LEA's budget? High School GOAL: Related State and/or Local Priorities: X 1) Increase academic achievement at all grade levels in ELA and Math and Implement State 1 X 2 _3 X 4 _5 _6 _7 X 8 Local:
Standards in all core subjects. WASC none
2017 14 of 143 Identified Need: The results of local and CAASPP data indicate that students in K-12 need more academic support to master reading, math and state standards in all core subjects; teachers in K-12 require continuing professional development, access to support staff, materials and technology to successfully implement state standards.
Goal Applies to: Schools: All Schools
Grades: All Applicable Pupil Subgroups: All LCAP Year 1 273 Appendix: Santa Paula High School WASC 2017 15 of 143 Expected Annual Measurable All teachers TK-5, and those teaching Mathematics, Science, ELA/ELD, and Reading 6-12 will participate in professional Outcomes: development two times during the school year to support the implementation of the California State Standards (CCSS for ELA/ELD and Math and NGSS).
All teachers in grade levels TK-8 reading and ELD teachers will be provided coaching support by SPUSD ELD Specialists.
All K-5 reading intervention teachers will provide small group reading instruction to students reading below grade level to accelerate reading acquisition.
AMAO 2 will improve 2% from 61% in 2015-16 (CDE data release date 2/17) to 63% in 2016-17 (CDE target for 2016-17 is 54.7%).
Reclassification of English Learners will increase by 2% from 14.1% in 2015-16 (CDE data release in summer 2016) to 16.1% in 2016-17
EAP College Readiness Results will increase by 2% in ELA from 11% college ready (baseline data CDE 2015) to 13% in 2015-16 to 15% in 2016-17 and from 3% college ready in mathematics (baseline data CDE 2015) to 5% in 2015-16 to 7% in 2016-17
API (N/A for 2016-17 school year) 274
CAASPP Assessment results Districtwide will increase by 5% in ELA from 30% met/exceeded standard in 2015-16 to 35% in 2016-17 and from 19% in mathematics from to 24% met/exceeded standard in 2016-17 Appendix: CAASPP Assessment results for English Learners will increase by 5% in ELA from 8% met/exceeded standard in 2015-16 to 13% in 2016-17 and from 7% met/exceeded standard in mathematics in 2015-16 to 12% in 2016-17.
Quantitative Reading Inventory (QRI) reading levels for students reading below grade level and served by Reading Intervention Specialists will increase by one or more levels by the end of the 2016-17 school year (baseline percentage will Santa be established at the beginning of the 2016-17 school year). Paula Actions/Services Scope of Pupils to be served within identified scope of Budgeted Service service Expenditures High School WASC 2017 16 of 143 X All 1a.1) Professional Development for K-12 staff who K-12 ------Unrestricted provide instructional support to struggling learners _ Foster Youth _ American Indian or Alaska including, but not limited to, Reading Specialists, Grades: All Native _ Hispanic or Latino _ Two or More $350,000 Instructional/Library Assistants and any other staff who Races _ Low Income Pupils _ Redesignated fluent provide reading intervention services. English proficient _ Asian _ Native Hawaiian or Certificated & Pacific Islander _ English Learners _ Black or Classifed 1a.2) Provide professional development for all staff, African American _ Filipino _ White _ Students Salaries & through Professional Learning Communities in with Disabilities _ Homeless Benefits technology, _ Other ELD/ELA, Next Generation Science Standards (NGSS), Books & math, summative and formative assessment Supplies Restricted $200,000 Certificated Salaries & Benefits Services & Other Operating
Expenses 275
$100,000 One Time
Funds Appendix: Services & Other Operating Expenses Santa X All 1b) Retain 7 FTE Reading Intervention Specialists K-5 ------Unrestricted focusing on K-2. Retain 3 FTE Reading Specialists _ Foster Youth _ American Indian or Alaska $1,040,500 Paula divided among the K-5 schools for grade levels 3-5. (a Native _ Hispanic or Latino _ Two or More Certificated total of 10 specialists) Grades: K, Races _ Low Income Pupils _ Redesignated fluent Salaries & High 1st, 2nd, 3rd, English proficient _ Asian _ Native Hawaiian or Benefits 4th, 5th Pacific Islander _ English Learners _ Black or School African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other WASC 2017 17 of 143 X All 1c) Purchase instructional materials and equipment to K-12 ------Unrestricted support State Standards. _ Foster Youth _ American Indian or Alaska $200,000 Native _ Hispanic or Latino _ Two or More Books & Grades: All Races _ Low Income Pupils _ Redesignated fluent Supplies English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 1d) Continue efforts to increase computer / student ratio, K-12 ------Unrestricted purchase mobile carts, tablets and other 21st Century _ Foster Youth _ American Indian or Alaska $1,000,000 technology. Implement district-funded 5-year replacement Grades: All Native _ Hispanic or Latino _ Two or More Books & plan. Races _ Low Income Pupils _ Redesignated fluent Supplies English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or Services and African American _ Filipino _ White _ Students Other Operating with Disabilities _ Homeless Expenses
_ Other 276 X All 1e) Continue upgrades to infrastructure to support K-12 ------Unrestricted increased technology needs. _ Foster Youth _ American Indian or Alaska $150,000 Grades: All Native _ Hispanic or Latino _ Two or More Capital Outlay Appendix: Races _ Low Income Pupils _ Redesignated fluent Services & English proficient _ Asian _ Native Hawaiian or Other Operating Pacific Islander _ English Learners _ Black or Expenditures
African American _ Filipino _ White _ Students Santa with Disabilities _ Homeless _ Other Paula X All 1f) Retain 2 FTE Computer Technicians and increase K-12 ------Unrestricted Technology Department staffing by 1 FTE Computer _ Foster Youth _ American Indian or Alaska $236,000 High Technician to support the District increasing demands in Grades: All Native _ Hispanic or Latino _ Two or More Classified the area of technology. Races _ Low Income Pupils _ Redesignated fluent Salaries & School English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students WASC with Disabilities _ Homeless _ Other 2017 18 of 143 X All 1g) Retain Technology Teacher on Special Assignment K-12 ------Unrestricted (TOSA) to support and provide ongoing professional _ Foster Youth _ American Indian or Alaska $115,000 development to staff in the area of technology integration. Grades: All Native _ Hispanic or Latino _ Two or More Certificated (190 days per school year). Races _ Low Income Pupils _ Redesignated fluent Salaries & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 1h) Add 1 FTE teacher with a Single Subject Credential in 4-12 ------$115,000 Math (TOSA) to provide instructional support in math 4- _ Foster Youth _ American Indian or Alaska Certificated 12. (190 days per school year) Grades: 4th, Native _ Hispanic or Latino _ Two or More Salaries & 5th, 6th, 7th, Races _ Low Income Pupils _ Redesignated fluent Benefits 8th, 9th, 10th, English proficient _ Asian _ Native Hawaiian or $2,500 11th, 12th Pacific Islander _ English Learners _ Black or Books & African American _ Filipino _ White _ Students Supplies with Disabilities _ Homeless
_ Other 277 X All 1i) Allocate funds to school sites to provide before, during K-12 ------$45,000 and/or after-school math intervention services for K-12. _ Foster Youth _ American Indian or Alaska Certificated Grades: All Native _ Hispanic or Latino _ Two or More Salaries & Appendix: Races _ Low Income Pupils _ Redesignated fluent Benefits English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or
African American _ Filipino _ White _ Students Santa with Disabilities _ Homeless _ Other Paula X All 1j) Continue extended library hours for homework and K-12 ------Unrestricted access to technology resources: 2 additional hours, 1 _ Foster Youth _ American Indian or Alaska $80,000 High extra hour during the school day and 1 hour after school. Grades: All Native _ Hispanic or Latino _ Two or More Classified Provide materials and supplies. Races _ Low Income Pupils _ Redesignated fluent Salaries & School English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or $50,000 African American _ Filipino _ White _ Students Books & WASC with Disabilities _ Homeless Supplies _ Other 2017 19 of 143 X All 1k) Maintain academic intervention during school day; K-5 ------Unrestricted continue implementation of RtI Tiers II and III for _ Foster Youth _ American Indian or Alaska $264,000 struggling students by retaining 3.4 FTE PE Teachers K- Grades: K, Native _ Hispanic or Latino _ Two or More Certificated 5. Provide program supplies for PE teachers. 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent Salaries & 4th, 5th English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students $12,000 with Disabilities _ Homeless _ Other Books & Supplies
X All 1l) Fund mini-grants to support use of innovative K-12 ------Unrestricted technology for teaching and learning. Projects that _ Foster Youth _ American Indian or Alaska $400,000 support English learners and/or special education Grades: All Native _ Hispanic or Latino _ Two or More One Time students will receive additional consideration. Races _ Low Income Pupils _ Redesignated fluent Funds English proficient _ Asian _ Native Hawaiian or Certificated Pacific Islander _ English Learners _ Black or Salary & African American _ Filipino _ White _ Students Benefits 278 with Disabilities _ Homeless Books & _ Other Supplies Services & Other Operating Expenditures Appendix:
X All 1m) Develop and revise Curriculum Maps K-12 for ELA, K-12 ------Unrestricted Math, ELD and NGSS. _ Foster Youth _ American Indian or Alaska $16,000 Santa Grades: All Native _ Hispanic or Latino _ Two or More Certificated
Races _ Low Income Pupils _ Redesignated fluent Salaries & Paula English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students High with Disabilities _ Homeless _ Other School WASC 2017 20 of 143 X All 1n) Retain preparatory period at Middle School to allow 6-8 ------Unrestricted staff to prepare standards-based lessons. _ Foster Youth _ American Indian or Alaska $590,000 Grades: 6th, Native _ Hispanic or Latino _ Two or More Certificated 7th, 8th Races _ Low Income Pupils _ Redesignated fluent Salaries & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 1o) Retain 2 FTE Common Core Coordinators (1 @ K-5; K-12 ------Unrestricted 1 @ 6-12) to support implementation of Common Core _ Foster Youth _ American Indian or Alaska $266,000 Standards in ELA, ELD, Math, Science and Social Grades: All Native _ Hispanic or Latino _ Two or More Certificated Studies. Races _ Low Income Pupils _ Redesignated fluent Salaries & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 279 X All 1p) Retain TK and K Bilingual Instructional Assistants TK, K ------Unrestricted FTE 3.0 TK, *3.4 aproximate K FTE (for 65 days, limited _ Foster Youth _ American Indian or Alaska $154,000 (TK) Term, 3 hours per day) Grades: TK, Native _ Hispanic or Latino _ Two or More $34,000 (K) Appendix: K Races _ Low Income Pupils _ Redesignated fluent Classified English proficient _ Asian _ Native Hawaiian or Salaries & Pacific Islander _ English Learners _ Black or Benefits
African American _ Filipino _ White _ Students Santa with Disabilities _ Homeless _ Other Paula High School WASC 2017 21 of 143 X All 1q) Provide Reading Intervention to students in K-12 who K-12 ------Budget for are reading below grade level. Such services will _ Foster Youth _ American Indian or Alaska Achieve 3000 include, but not be limited to, personnel, before and after Grades: All Native _ Hispanic or Latino _ Two or More $30,000 school tutoring, reading intervention software & materials Races _ Low Income Pupils _ Redesignated fluent Services and English proficient _ Asian _ Native Hawaiian or Operating Pacific Islander _ English Learners _ Black or Expenditures African American _ Filipino _ White _ Students with Disabilities _ Homeless $30,000 _ Other Certificated and/or Classified Salaries for extra duty
X All 1r) Upgrade classrooms at RHS and Isbell to increase Renaissance ------Unrestricted access to labs, materials for the science for use in High School _ Foster Youth _ American Indian or Alaska teaching NGSS Native _ Hispanic or Latino _ Two or More $250,000 280 Isbell Middle Races _ Low Income Pupils _ Redesignated fluent School English proficient _ Asian _ Native Hawaiian or Materials & Pacific Islander _ English Learners _ Black or Supplies Grades: All African American _ Filipino _ White _ Students Appendix: with Disabilities _ Homeless Services and _ Other Operating Supplies
Capital Projects Santa
LCAP Year 2 Paula High School WASC 2017 22 of 143 Expected Annual Measurable All teachers TK-5, and those teaching Mathematics, Science, ELA/ELD, and Reading 6-12 will participate in professional Outcomes: development two times during the school year to support the implementation of the California State Standards (CCSS for ELA/ELD and Math and NGSS).
All teachers in grade levels TK-8 reading and ELD teachers will be provided coaching support by SPUSD ELD Specialists.
All K-5 reading intervention teachers will provide small group reading instruction to students reading below grade level to accelerate reading acquisition.
AMAO 2 will improve 2% from 63% in 2016-17 (CDE target for 2016-17 is 54.7%) to 65% in 2017-18.
Reclassification of English Learners will increase by 2% from 16.1% in 2016-17 to 18.1% in 2017-18
EAP College Readiness Results will increase by 2% in ELA from 15% college ready in 2016-17 to 17% in 2017-18 and from 7% in mathematics in 2016-17 to 9% college ready in 2017-18.
API (NA for 2016-17 school year) 281 CAASPP Assessment results Districtwide will increase by 2% in ELA from 35% in 2016-17 met/exceeded standard to 37% in 2015-16 and from 24% met/exceeded standard in mathematics in 2016-17 to 26% in 2017-18
CAASPP Assessment results for English Learners will increase by 2% in ELA from 13% met/exceeded standard in 2016-17 Appendix: to 15% in 2017-18 and from 12% in mathematics to 14%
Quantitative Reading Inventory (QRI) reading levels for students reading below grade level and served by Reading Intervention Specialist will increase by one or more levels by the end of the 2017-18 school year(baseline percentage will be established at the beginning of the 2017-18 school year). Santa
Actions/Services Scope of Pupils to be served within identified scope of Budgeted Paula Service service Expenditures High School WASC 2017 23 of 143 X All 1a.1) Professional Development for K-12 staff who K-12 ------Unrestricted provide instructional support to struggling learners _ Foster Youth _ American Indian or Alaska including, but not limited to, Reading Specialists, Grades: All Native _ Hispanic or Latino _ Two or More $350,000 Instructional/Library Assistants and any other staff who Races _ Low Income Pupils _ Redesignated fluent provide reading intervention services. English proficient _ Asian _ Native Hawaiian or Certificated & Pacific Islander _ English Learners _ Black or Classifed 1a.2) Provice professional development for all staff, African American _ Filipino _ White _ Students Salaries & through Professional Learning Communities in with Disabilities _ Homeless Benefits technology, _ Other ELD/ELA, Next Generation Science Standards (NGSS), Books & math, summative and formative assessment Supplies Restricted $200,000 Certificated Salaries & Benefits Services & Other Operating
Expenses 282
$100,000 One Time
Funds Appendix: Services & Other Operating Expenses Santa X All 1b) Retain 7 FTE Reading Intervention Specialists K-5 ------Unrestricted focusing on K-2. Retain 3 FTE Reading Specialists _ Foster Youth _ American Indian or Alaska $1,072,000 Paula divided among the K-5 schools for grade levels 3-5. (a Grades: K, Native _ Hispanic or Latino _ Two or More Certificated total of 10 specialists) 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent Salaries & High 4th, 5th English proficient _ Asian _ Native Hawaiian or Benefits
Pacific Islander _ English Learners _ Black or School African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other WASC 2017 24 of 143 X All 1c) Purchase instructional materials and equipment to K-12 ------Unrestricted support State Standards. _ Foster Youth _ American Indian or Alaska $200,000 Grades: All Native _ Hispanic or Latino _ Two or More Books & Races _ Low Income Pupils _ Redesignated fluent Supplies English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 1d) Continue efforts to increase computer / student ratio, K-12 ------Unrestricted purchase mobile carts, tablets and other 21st Century _ Foster Youth _ American Indian or Alaska $1,000,000 technology. Implement district-funded 5-year replacement Grades: All Native _ Hispanic or Latino _ Two or More Books & plan. Races _ Low Income Pupils _ Redesignated fluent Supplies English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 283 X All 1e) Continue upgrades to infrastructure to support K-12 ------Unrestricted increased technology needs - combination of unrestricted, _ Foster Youth _ American Indian or Alaska $150,000 Grades: All Native _ Hispanic or Latino _ Two or More Capital Outlay Appendix: and restricted, one-time funding and potential funding Races _ Low Income Pupils _ Redesignated fluent from E-RATE English proficient _ Asian _ Native Hawaiian or Services & Pacific Islander _ English Learners _ Black or Other Operating
African American _ Filipino _ White _ Students Expenditures Santa with Disabilities _ Homeless _ Other Paula X All 1f) Retain 3 FTE Computer Technicians to support the K-12 ------Unrestricted District increasing demands in the area of technology. _ Foster Youth _ American Indian or Alaska $243,000 High Grades: All Native _ Hispanic or Latino _ Two or More Classified Races _ Low Income Pupils _ Redesignated fluent Salaries & School English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students WASC with Disabilities _ Homeless _ Other 2017 25 of 143 X All 1g) Retain Technology Teacher on Special Assignment K-12 ------Unrestricted (TOSA) to support and provide ongoing professional _ Foster Youth _ American Indian or Alaska $118,500 development to staff in the area of technology integration. Grades: All Native _ Hispanic or Latino _ Two or More Certificated (190 days per school year). Races _ Low Income Pupils _ Redesignated fluent Salaries & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 1h) Retain 1 FTE teacher with a Single Subject 4-12 ------$118,000 Credential in Math (TOSA) to provide instructional _ Foster Youth _ American Indian or Alaska Certificated support in math 4- Grades: 4th, Native _ Hispanic or Latino _ Two or More Salaries & 12. (190 days per school year) 5th, 6th, 7th, Races _ Low Income Pupils _ Redesignated fluent Benefits 8th, 9th, 10th, English proficient _ Asian _ Native Hawaiian or $2,500 11th, 12th Pacific Islander _ English Learners _ Black or Books & African American _ Filipino _ White _ Students Supplies with Disabilities _ Homeless
_ Other 284 X All 1i) Allocate funds to school sites to provide before, during K-12 ------$45,000 and/or after-school math intervention services for K-12. _ Foster Youth _ American Indian or Alaska Certificated Grades: All Native _ Hispanic or Latino _ Two or More Salaries & Appendix: Races _ Low Income Pupils _ Redesignated fluent Benefits English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or
African American _ Filipino _ White _ Students Santa with Disabilities _ Homeless _ Other Paula X All 1j) Maintain academic intervention during school day; K-5 ------Unrestricted continue implementation of RtI Tiers II and III for _ Foster Youth _ American Indian or Alaska $272,000 High struggling students by retaining 3.4 FTE PE Teachers Grades: K, Native _ Hispanic or Latino _ Two or More Certificated K-5. 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent Salaries & School 4th, 5th English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students WASC with Disabilities _ Homeless _ Other 2017 26 of 143 X All 1k) Fund mini-grants to support use of innovative K-12 ------Unrestricted technology for teaching and learning. Projects that _ Foster Youth _ American Indian or Alaska $400,000 support English learners and/or special education Grades: All Native _ Hispanic or Latino _ Two or More Certificated students will receive additional consideration. Races _ Low Income Pupils _ Redesignated fluent Salary English proficient _ Asian _ Native Hawaiian or &Benefits Pacific Islander _ English Learners _ Black or Books & African American _ Filipino _ White _ Students Supplies with Disabilities _ Homeless Services & _ Other Other Operating Expenditures
X All 1l) Develop and revise Curriculum Maps K-12 for ELA, K-12 ------Unrestricted Math and ELD _ Foster Youth _ American Indian or Alaska $16,000 Grades: All Native _ Hispanic or Latino _ Two or More Certificated Races _ Low Income Pupils _ Redesignated fluent Salaries & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or
African American _ Filipino _ White _ Students 285 with Disabilities _ Homeless _ Other X All 1m) Retain preparatory period at Middle School to allow 6-8 ------Unrestricted Appendix: staff to prepare standards-based lessons. _ Foster Youth _ American Indian or Alaska $608,000 Grades: 6th, Native _ Hispanic or Latino _ Two or More Certificated 7th, 8th Races _ Low Income Pupils _ Redesignated fluent Salaries &
English proficient _ Asian _ Native Hawaiian or Benefits Santa Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless Paula _ Other
X All High 1n) Retain 2 FTE Common Core Coordinators (1 @ K-5; K-12 ------Unrestricted
1 @ 6-12) to support implementation of Common Core _ Foster Youth _ American Indian or Alaska $274,000 School Standards in ELA, ELD, Math, Science and Social Grades: All Native _ Hispanic or Latino _ Two or More Certificated Studies. Races _ Low Income Pupils _ Redesignated fluent Salaries &
English proficient _ Asian _ Native Hawaiian or Benefits WASC Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students
with Disabilities _ Homeless 2017 _ Other 27 of 143 X All 1o) Retain TK and K Bilingual Instructional Assistants TK, K ------Unrestricted FTE 3.0 TK, *3.4 aproximate K FTE (for 65 days, limited _ Foster Youth _ American Indian or Alaska $159,000 (TK) Term, 3 hours per day) Grades: TK, Native _ Hispanic or Latino _ Two or More $35,000 (K) K Races _ Low Income Pupils _ Redesignated fluent Classified English proficient _ Asian _ Native Hawaiian or Salaries & Pacific Islander _ English Learners _ Black or Benefits African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 1p) Provide Reading Intervention to students in K-12 who K-12 ------Budget for are reading below grade level. Such services will _ Foster Youth _ American Indian or Alaska Achieve 3000 include, but not be limited to, personnel, before and after Grades: All Native _ Hispanic or Latino _ Two or More $30,000 school tutoring, reading intervention software & materials Races _ Low Income Pupils _ Redesignated fluent Services and English proficient _ Asian _ Native Hawaiian or Operating Pacific Islander _ English Learners _ Black or Expenditures African American _ Filipino _ White _ Students with Disabilities _ Homeless $30,000
_ Other 286 Certificated and/or Classified
Salaries for Appendix: extra duty
X All 1q) Continue extended library hours for homework and K-12 Unrestricted ------Santa access to technology resources: 2 additional hours, 1 _ Foster Youth _ American Indian or Alaska $82,400 extra hour during the school day and 1 hour after school. Grades: All Native _ Hispanic or Latino _ Two or More Classified
Provide materials and supplies. Races _ Low Income Pupils _ Redesignated fluent Salaries & Paula English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or $25,000 High African American _ Filipino _ White _ Students Books & with Disabilities _ Homeless Supplies _ Other School WASC 2017 28 of 143 X All 1r) Provide materials, equipment, consumables for All Schools ------Unrestricted science labs, activities for all grades to meet Next _ Foster Youth _ American Indian or Alaska Generation Science curriculum needs. Grades: All Native _ Hispanic or Latino _ Two or More $250,000 Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Materials & Pacific Islander _ English Learners _ Black or Supplies African American _ Filipino _ White _ Students with Disabilities _ Homeless Services and _ Other Operating Supplies
LCAP Year 3 287 Appendix: Santa Paula High School WASC 2017 29 of 143 Expected Annual Measurable All teachers TK-5, and those teaching Mathematics, Science, ELA/ELD, and Reading 6-12 will participate in professional Outcomes: development two times during the school year to support the implementation of the California State Standards (CCSS for ELA/ELD and Math, NGSS and History/SS).
All teachers in grade levels TK-8 reading and ELD teachers will be provided coaching support by SPUSD ELD Specialists.
All K-5 reading intervention teachers will provide small group reading instruction to students reading below grade level to accelerate reading acquisition.
AMAO 2 will improve 1% from 65% in 2017-18 to 66% in 2018-19.
Reclassification of English Learners will increase by 2% from 18.1% in 2017-18 to 20.1 in 2018-19.
EAP College Readiness Results will increase by 2% in ELA from 17% college ready in 2017-18 to 19% in 2018-19 and from 9% in mathematics in 2017-18 to 11% college ready in 2018-19.
API (to be determined) 288 CAASPP Assessment results Districtwide will increase by 2% in ELA from 37% in 2017-18 met/exceeded standard to 39% in 2018-19 and from 26% met/exceeded standard in mathematics in 2017-18 to 28% in 2018-19.
CAASPP Assessment results for English Learners will increase by 2% in ELA from 15% met/exceeded standard in 2017-18 Appendix: to 17% in 2018-19 and from 14% in mathematics to 16% in 2018-19.
Quantitative Reading Inventory (QRI) reading levels for students reading below grade level and served by Reading Intervention Specialist will increase by one or more levels by the end of the 2018-19 school year(baseline percentage will be established at the beginning of the 2018-19 school year). Santa
Actions/Services Scope of Pupils to be served within identified scope of Budgeted Paula Service service Expenditures High School WASC 2017 30 of 143 X All 1a.1) Professional Development for K-12 staff who K-12 ------Unrestricted provide instructional support to struggling learners _ Foster Youth _ American Indian or Alaska including, but not limited to, Reading Specialists, Grades: All Native _ Hispanic or Latino _ Two or More $350,000 Instructional/Library Assistants and any other staff who Races _ Low Income Pupils _ Redesignated fluent provide reading intervention services. English proficient _ Asian _ Native Hawaiian or Certificated & Pacific Islander _ English Learners _ Black or Classifed 1a.2) Provice professional development for all staff, African American _ Filipino _ White _ Students Salaries & through Professional Learning Communities in with Disabilities _ Homeless Benefits technology, _ Other ELD/ELA, Next Generation Science Standards (NGSS), Books & math, summative and formative assessment Supplies Restricted $200,000 Certificated Salaries & Benefits Services & Other Operating
Expenses 289
$100,000 One Time
Funds Appendix: Services & Other Operating Expenses Santa X All 1b) Retain 7 FTE Reading Intervention Specialists K-5 ------Unrestricted focusing on K-2. Retain 3 FTE Reading Specialists _ Foster Youth _ American Indian or Alaska $1,104,000 Paula divided among the K-5 schools for grade levels 3-5. (a Grades: K, Native _ Hispanic or Latino _ Two or More Certificated total of 10 specialists) 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent Salaries & High 4th, 5th English proficient _ Asian _ Native Hawaiian or Benefits
Pacific Islander _ English Learners _ Black or School African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other WASC 2017 31 of 143 X All 1c) Purchase instructional materials and equipment to K-12 ------Unrestricted support State Standards. _ Foster Youth _ American Indian or Alaska $200,000 Native _ Hispanic or Latino _ Two or More Books & Grades: All Races _ Low Income Pupils _ Redesignated fluent Supplies English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 1d) Continue efforts to increase computer / student ratio, K-12 ------Unrestricted purchase mobile carts, tablets and other 21st Century _ Foster Youth _ American Indian or Alaska $1,000,000 technology. Implement district-funded 5-year replacement Grades: All Native _ Hispanic or Latino _ Two or More Books & plan. Races _ Low Income Pupils _ Redesignated fluent Supplies English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 290 X All 1e) Continue upgrades to infrastructure to support K-12 ------Unrestricted increased technology needs - combination of unrestricted, _ Foster Youth _ American Indian or Alaska $150,000 Grades: All Native _ Hispanic or Latino _ Two or More Capital Outlay Appendix: and restricted, one-time funding and potential funding Races _ Low Income Pupils _ Redesignated fluent from E-RATE English proficient _ Asian _ Native Hawaiian or Services & Pacific Islander _ English Learners _ Black or Other Operating
African American _ Filipino _ White _ Students Expenditures Santa with Disabilities _ Homeless _ Other Paula X All 1f) Retain 3 FTE Computer Technicians to support the K-12 ------Unrestricted District increasing demands in the area of technology. _ Foster Youth _ American Indian or Alaska $250,000 High Grades: All Native _ Hispanic or Latino _ Two or More Classified Races _ Low Income Pupils _ Redesignated fluent Salaries & School English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students WASC with Disabilities _ Homeless _ Other 2017 32 of 143 X All 1g) Retain Technology Teacher on Special Assignment K-12 ------Unrestricted (TOSA) to support and provide ongoing professional _ Foster Youth _ American Indian or Alaska $122,000 development to staff in the area of technology integration. Grades: All Native _ Hispanic or Latino _ Two or More Certificated (190 days per school year). Races _ Low Income Pupils _ Redesignated fluent Salaries & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 1h) Retain 1 FTE teacher with a Single Subject 4-12 ------$122,000 Credential in Math (TOSA) to provide instructional _ Foster Youth _ American Indian or Alaska Certificated support in math 4- Grades: 4th, Native _ Hispanic or Latino _ Two or More Salaries & 12. (190 days per school year) 5th, 6th, 7th, Races _ Low Income Pupils _ Redesignated fluent Benefits 8th, 9th, 10th, English proficient _ Asian _ Native Hawaiian or $2,500 11th, 12th Pacific Islander _ English Learners _ Black or Books & African American _ Filipino _ White _ Students Supplies with Disabilities _ Homeless
_ Other 291 X All 1i) Allocate funds to school sites to provide before, during K-12 ------$50,000 and/or after-school math intervention services for K-12. _ Foster Youth _ American Indian or Alaska Certificated Grades: All Native _ Hispanic or Latino _ Two or More Salaries & Appendix: Races _ Low Income Pupils _ Redesignated fluent Benefits English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or
African American _ Filipino _ White _ Students Santa with Disabilities _ Homeless _ Other Paula X All 1j) Continue extended library hours for homework and K-12 ------Unrestricted access to technology resources: 2 additional hours, 1 _ Foster Youth _ American Indian or Alaska $85,000 High extra hour during the school day and 1 hour after school. Grades: All Native _ Hispanic or Latino _ Two or More Classified Provide materials and supplies. Races _ Low Income Pupils _ Redesignated fluent Salaries School English proficient _ Asian _ Native Hawaiian or &Benefits Pacific Islander _ English Learners _ Black or $25,000 African American _ Filipino _ White _ Students Books & WASC with Disabilities _ Homeless Supplies _ Other 2017 33 of 143 X All 1k) Maintain academic intervention during school day; K-5 ------Unrestricted continue implementation of RtI Tiers II and III for _ Foster Youth _ American Indian or Alaska $280,000 struggling students by retaining 3.4 FTE PE Teachers Grades: K, Native _ Hispanic or Latino _ Two or More Certificated K-5. 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent Salaries & 4th, 5th English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 1l) Fund mini-grants to support use of innovative K-12 ------Unrestricted technology for teaching and learning. Projects that _ Foster Youth _ American Indian or Alaska $400,000 support English learners and/or special education Grades: All Native _ Hispanic or Latino _ Two or More Certificated students will receive additional consideration. Races _ Low Income Pupils _ Redesignated fluent Salary & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or Books & African American _ Filipino _ White _ Students Supplies with Disabilities _ Homeless Services &
_ Other Other Operating 292 Expenditures
X All 1m) Develop and revise Curriculum Maps K-12 for ELA, K-12 ------Unrestricted Appendix: Math and ELD _ Foster Youth _ American Indian or Alaska $16,000 Grades: All Native _ Hispanic or Latino _ Two or More Certificated Races _ Low Income Pupils _ Redesignated fluent Salaries &
English proficient _ Asian _ Native Hawaiian or Benefits Santa Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless Paula _ Other
X All High 1n) Retain preparatory period at Middle School to allow K-12 ------Unrestricted staff to prepare standards-based lessons. _ Foster Youth _ American Indian or Alaska $626,000 School Grades: All Native _ Hispanic or Latino _ Two or More Certificated & Races _ Low Income Pupils _ Redesignated fluent Classifed
English proficient _ Asian _ Native Hawaiian or Salaries & WASC Pacific Islander _ English Learners _ Black or Benefits African American _ Filipino _ White _ Students
with Disabilities _ Homeless 2017 _ Other 34 of 143 X All 1o) Retain 2 FTE Common Core Coordinators (1 @ K-5; K-12 ------Unrestricted 1 @ 6-12) to support implementation of Common Core _ Foster Youth _ American Indian or Alaska $282,000 Standards in ELA, ELD, Math, Science and Social Grades: All Native _ Hispanic or Latino _ Two or More Certificated Studies. Races _ Low Income Pupils _ Redesignated fluent Salaries & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 1p) Retain TK and K Bilingual Instructional Assistants TK, K ------Unrestricted FTE 3.0 TK, *3.4 aproximate K FTE (for 65 days, limited _ Foster Youth _ American Indian or Alaska $164,000 (TK) Term, 3 hours per day) Grades: TK, Native _ Hispanic or Latino _ Two or More $36,000 (K) K Races _ Low Income Pupils _ Redesignated fluent Classified English proficient _ Asian _ Native Hawaiian or Salaries & Pacific Islander _ English Learners _ Black or Benefits African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 293 X All 1q) Provide Reading Intervention to students in K-12 who K-12 ------Budget for are reading below grade level. Such services will _ Foster Youth _ American Indian or Alaska Achieve 3000 include, but not be limited to, personnel, before and after Grades: All Native _ Hispanic or Latino _ Two or More $30,000 Appendix: school tutoring, reading intervention software & materials Races _ Low Income Pupils _ Redesignated fluent Services and English proficient _ Asian _ Native Hawaiian or Operating Pacific Islander _ English Learners _ Black or Expenditures
African American _ Filipino _ White _ Students Santa with Disabilities _ Homeless $30,000 _ Other Certificated Paula and/or
Classified High Salaries for extra duty School WASC 2017 35 of 143 X All 1r) Provide materials, equipment, consumables for All Schools ------Unrestricted science labs, activities for all grades to meet Next _ Foster Youth _ American Indian or Alaska Generation Science curriculum needs. Grades: All Native _ Hispanic or Latino _ Two or More $250,000 Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Materials & Pacific Islander _ English Learners _ Black or Supplies African American _ Filipino _ White _ Students with Disabilities _ Homeless Services and _ Other Operating Supplies
294 Appendix: Santa Paula High School WASC 2017 36 of 143
GOAL: Related State and/or Local Priorities: 2) Increase parent involvement and enhance student engagement through a variety of _1 X 2 X 3 X 4 X 5 X 6 X 7 X 8 enrichment opportunities. Local: none
Identified Need: Student and parent feedback indicate the need to increase opportunities for students to participate in the areas of electives, advanced placement classes, extra curricular and leadership activities; parents indicated a need to continue to their involvement in opportunities to assist and support their child's learning.
Goal Applies to: Schools: All Schools
Grades: All Applicable Pupil Subgroups: All LCAP Year 1 Expected Annual 295 Measurable AP Pass Rate will increase by 1% from 32% 2014-15 (baseline 2015 CDE data) to 33% in 2015-16 (data not yet released) Outcomes: to 34% in 2016-17.
The percentage of student who took at least one AP Exam will increase from 20.6% in 2014-2015 (baseline 2015 CDE Appendix: data) to 21.6% in 2015-2016 and 22.6% in 2016-2017.
Maintained PIQE Parent Education and Leadership Program at level 1 and 2 to parents at all school sites in 2016-2017.
Parent attendance goal to PIQE levels 1 & 2 will be 200 parents for the 2016-2017 school year. Santa
As a result of the expanded enrichment programs aligned to college, career, and leadership, the number of students entering four-year colleges/universities (Local data collection, 30 out of 300 students) will increase from 10% to 12% of the Paula graduating class in 2016-17. High Through the addition of new College and Career Pathways and a Broad Course of Study, student participation will increase by 50% in 2016-2017 to enroll 160 students. Recruitment will focus on unduplicated and special education students. School
The District will offer five adult education classes and establish a baseline of 125 adult student participation in 2016-2017. WASC Actions/Services Scope of Pupils to be served within identified scope of Budgeted Service service Expenditures 2017 37 of 143 X All 2a) Continue Parent Investment Quality Education K-12 ------Unrestricted Program (PIQE) at all schools in order to enhance _ Foster Youth _ American Indian or Alaska $100,000 parent's knowledge of the educational system. Grades: All Native _ Hispanic or Latino _ Two or More Classified Races _ Low Income Pupils _ Redesignated fluent Salaries & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or Services & African American _ Filipino _ White _ Students Other Operating with Disabilities _ Homeless Expenditures _ Other X All 2b) Retain Assistant Principal at Santa Paula High 9-12 ------Unrestricted School to provide support in reducing the number of _ Foster Youth _ American Indian or Alaska $142,000 suspensions/expulsion, increase school safety and Grades: 9th, Native _ Hispanic or Latino _ Two or More Certificated increase parent-home-family connections. 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent Salaries & 12th English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 296 X All 2c) Retain Assistant Principal at Glen City Elementary K-5 ------Unrestricted School to provide support for larger enrollment, and _ Foster Youth _ American Indian or Alaska $125,000 increase parent-home-family connections Grades: K, Native _ Hispanic or Latino _ Two or More Certificated Appendix: 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent Salaries & 4th, 5th English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or
African American _ Filipino _ White _ Students Santa with Disabilities _ Homeless _ Other Paula High School WASC 2017 38 of 143 X All 2d) Support AP Programs by providing materials and 9-12 ------Unrestricted supplies, study trips, professional development, tutorial _ Foster Youth _ American Indian or Alaska services and AP exams. Grades: 9th, Native _ Hispanic or Latino _ Two or More $40,000 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent 12th English proficient _ Asian _ Native Hawaiian or Salaries & Pacific Islander _ English Learners _ Black or Benefits African American _ Filipino _ White _ Students with Disabilities _ Homeless Books & _ Other Supplies Services & Other Operating Expenditures
X All 2e) Increase the CTE opportunities in grades 6-12 6-12 ------Unrestricted (provide training, curriculum development, certifications, _ Foster Youth _ American Indian or Alaska study trips, books & materials). Grades: 6th, Native _ Hispanic or Latino _ Two or More $27,000 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent 10th, 11th, English proficient _ Asian _ Native Hawaiian or Books & 297 12th Pacific Islander _ English Learners _ Black or Supplies African American _ Filipino _ White _ Students with Disabilities _ Homeless Services & _ Other Other Operating Appendix: Expenditures
X All
2f) District will provide training, materials, study trips to 6-8 ------Unrestricted Santa support career exploration activities at Isbell Middle _ Foster Youth _ American Indian or Alaska School. Grades: 6th, Native _ Hispanic or Latino _ Two or More $7,000 7th, 8th Races _ Low Income Pupils _ Redesignated fluent Paula English proficient _ Asian _ Native Hawaiian or Books & Supplies Pacific Islander _ English Learners _ Black or High African American _ Filipino _ White _ Students Services &
with Disabilities _ Homeless School _ Other Other Operating Expenditures WASC 2017 39 of 143 X All 2g) Maintain support for recreational/elective activities K-8 ------Unrestricted during school/lunch time; maintain personnel and _ Foster Youth _ American Indian or Alaska continue recruitement efforts of additional Resource Grades: K, Native _ Hispanic or Latino _ Two or More $76,000 Services Specialist-PE or Instructional Assistant to 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent organize/supervise sports and recreational activities. 4th, 5th, 6th, English proficient _ Asian _ Native Hawaiian or Classified Provide materials and supplies. (total 1.75 FTE) 7th, 8th Pacific Islander _ English Learners _ Black or Salary & African American _ Filipino _ White _ Students Benefits with Disabilities _ Homeless _ Other $7,000 Books & Supplies
X All 2h) Retain Band Instruction K-5; support the K-12 ------Unrestricted purchase/repair of Band Instruments/Uniforms; materials _ Foster Youth _ American Indian or Alaska & supplies and transportation to District approved Grades: K, Native _ Hispanic or Latino _ Two or More $30,000 events/competitions. 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent 4th, 5th, 6th, English proficient _ Asian _ Native Hawaiian or Certificated 7th, 8th, 9th, Pacific Islander _ English Learners _ Black or Salary & 298 10th, 11th, African American _ Filipino _ White _ Students Benefits 12th with Disabilities _ Homeless _ Other $25,000 Appendix: Services and Other Operating Expenditures
$50,000 - 6-12 Santa
$15,000 - K-5 Paula
Books & Supplies (for High uniforms,
equipment) School WASC 2017 40 of 143 X All 2i) Continue to promote Youth Leadership Activities at 6-12 ------Unrestricted Santa Paula High School, Renaissance High and Isbell _ Foster Youth _ American Indian or Alaska Middle School in partnership with with community Grades: 6th, Native _ Hispanic or Latino _ Two or More $27,000 organizations. 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent 10th, 11th, English proficient _ Asian _ Native Hawaiian or Books & 12th Pacific Islander _ English Learners _ Black or Supplies African American _ Filipino _ White _ Students with Disabilities _ Homeless Services & _ Other Other Operating Expenditures
X All 2j) Continue to support AVID program: fees, materials & 6-12 ------Unrestricted supplies, professional development, AVID tutors and _ Foster Youth _ American Indian or Alaska prepatory period for District AVID Lead Teacher. Grades: 6th, Native _ Hispanic or Latino _ Two or More $80,000 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent 10th, 11th, English proficient _ Asian _ Native Hawaiian or Certificated 12th Pacific Islander _ English Learners _ Black or Salary & African American _ Filipino _ White _ Students Benefits with Disabilities _ Homeless 299 _ Other Books & Supplies
Services & Appendix: Other Operating Expenditures
X All Santa 2k) Continue expansion of College & Career Pathways at 6-12 ------VC Innovates 6-12. _ Foster Youth _ American Indian or Alaska Grant/ Grades: 6th, Native _ Hispanic or Latino _ Two or More Paula 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent $200,000
10th, 11th, English proficient _ Asian _ Native Hawaiian or High 12th Pacific Islander _ English Learners _ Black or Books & Supplies
African American _ Filipino _ White _ Students School with Disabilities _ Homeless _ Other Services & Other Operating Expenditures WASC 2017 41 of 143 X All 2l) The District will fund transportation services for district 6-12 ------Unrestricted approved athletic events _ Foster Youth _ American Indian or Alaska Grades: 6th, Native _ Hispanic or Latino _ Two or More $120,000 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent 10th, 11th, English proficient _ Asian _ Native Hawaiian or Services & 12th Pacific Islander _ English Learners _ Black or Other Operating African American _ Filipino _ White _ Students Expenditures with Disabilities _ Homeless _ Other X All 2m) Retain 1 FTE Athletic Director at High School. 9-12 ------Unrestricted _ Foster Youth _ American Indian or Alaska Grades: 9th, Native _ Hispanic or Latino _ Two or More $44,000 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent 12th English proficient _ Asian _ Native Hawaiian or Certificated Pacific Islander _ English Learners _ Black or Salaries & African American _ Filipino _ White _ Students Benefits with Disabilities _ Homeless
_ Other 300 X All 2n) Continue summer enrichment and intervention K-12 ------Unrestricted/ programs which includes collaboration with community _ Foster Youth _ American Indian or Alaska Special based agencies including but not limited to the Boys & Grades: All Native _ Hispanic or Latino _ Two or More Education / Appendix: Girls Club, City Recreation, Blanchard Library and Races _ Low Income Pupils _ Redesignated fluent Migrant Ventura Community College District. English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or $375,000
African American _ Filipino _ White _ Students Santa with Disabilities _ Homeless Certificated _ Other Salaries & Benefits Paula
Classified High Salaries & Benefits School Books & Supplies WASC Services & Other Operating Expenditures 2017 42 of 143 X All 2o) The District will begin the implementation of a GATE 3-5 ------Unrestricted Program for 2016-2017 in grades 3-5, through contracted _ Foster Youth _ American Indian or Alaska services and study trips. Grades: 3rd, Native _ Hispanic or Latino _ Two or More $20,000 4th, 5th Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Services and Pacific Islander _ English Learners _ Black or Other Operating African American _ Filipino _ White _ Students Expenditures with Disabilities _ Homeless _ Other X All 2p) Ongoing negotiations with bargaining unit to add a 9-12 ------TBD Study Hall/Excel Period during the school day, pending _ Foster Youth _ American Indian or Alaska contract negotiations. Grades: 9th, Native _ Hispanic or Latino _ Two or More 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent 12th English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 301 X All 2q) Continue Dual Enrollment Program through Ventura 9-12 ------No cost Community College District. _ Foster Youth _ American Indian or Alaska Grades: 9th, Native _ Hispanic or Latino _ Two or More Appendix: 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent 12th English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or
African American _ Filipino _ White _ Students Santa with Disabilities _ Homeless _ Other Paula X All 2r) Continue to fund 2 FTE teachers to provide electives 6-12 ------Unrestricted at Middle School and High Schools (1 FTE HS, 1 FTE _ Foster Youth _ American Indian or Alaska $174,000 High MS) Grades: 6th, Native _ Hispanic or Latino _ Two or More Certificated 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Salaries & School 10th, 11th, English proficient _ Asian _ Native Hawaiian or Benefits 12th Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students WASC with Disabilities _ Homeless _ Other 2017 43 of 143 X All 2s) Continue to provide opportunities for enrichment K-12 ------Unrestricted including after school and summer programs through _ Foster Youth _ American Indian or Alaska contracted services and district support for after school Grades: All Native _ Hispanic or Latino _ Two or More $300,000 program (ASPIRE) Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Certificated & Pacific Islander _ English Learners _ Black or Classified African American _ Filipino _ White _ Students Salaries with Disabilities _ Homeless _ Other Books & Supplies Services & Other Operating Expenditures
X All 2.t.1) Continue efforts to increase communications with K-12 ------Unrestricted parents/guardians and community stakeholders using _ Foster Youth _ American Indian or Alaska electronic platforms, social-media, local-media, brochures Grades: All Native _ Hispanic or Latino _ Two or More $120,000 and other avenues of public relations. Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Classified 302 2.t.2) Retain a Public Information Officer to monitor Pacific Islander _ English Learners _ Black or Salary and communications and website/social media platforms, African American _ Filipino _ White _ Students Benefits work with local media to increase positive images and with Disabilities _ Homeless stories about the District. PIO will assist staff and _ Other $10,000 Appendix: administration with communications to staff, parents, Services & students and media. Other Operating Expenditures Santa X All 2u) Continue to provide increased opportunities for K-12 ------Unrestricted parent/guardian participation in school and District _ Foster Youth _ American Indian or Alaska $10,000 Paula programs. Provide funding for translators at Grades: All Native _ Hispanic or Latino _ Two or More Classified parent/teacher conferences & childcare at parent evening Races _ Low Income Pupils _ Redesignated fluent Salaries & High events. English proficient _ Asian _ Native Hawaiian or Benefits
Pacific Islander _ English Learners _ Black or School African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other WASC 2017 44 of 143 X All 2v) Continue counseling support and connections to K-12 ------Unrestricted community-based agencies. Assess and serve the needs _ Foster Youth _ American Indian or Alaska $5,000 of Foster Youth, EL and low-income students. Grades: All Native _ Hispanic or Latino _ Two or More Books & Races _ Low Income Pupils _ Redesignated fluent Supplies English proficient _ Asian _ Native Hawaiian or Services & Pacific Islander _ English Learners _ Black or Other Operating African American _ Filipino _ White _ Students Expenditures with Disabilities _ Homeless _ Other X All 2w) Retain clerical support at all school site offices to K-8 ------Unrestricted meet clerical needs, provide coverage, and respond to _ Foster Youth _ American Indian or Alaska $175,000 parent's needs at K-5 schools. (Funds an increase of 2 Grades: K, Native _ Hispanic or Latino _ Two or More Classified hours to bring office assistant positions to 1.0 FTE 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent Salaries & (8hrs/day) at all K-8 sites in 2016/17.) 4th, 5th, 7th, English proficient _ Asian _ Native Hawaiian or Benefits 8th Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 303 X All 2x) The District will offer Adult Education Programs K-12 ------Restricted including literacy classes for adults to support student _ Foster Youth _ American Indian or Alaska $320,000 achievement. Grades: All Native _ Hispanic or Latino _ Two or More Certificated Appendix: Races _ Low Income Pupils _ Redesignated fluent Salary & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or Materials &
African American _ Filipino _ White _ Students Supplies Santa with Disabilities _ Homeless _ Other Paula X All 2y) Provide a district-wide mentorship program in K-12 ------Unrestricted partnership with community organizations such as, Big _ Foster Youth _ American Indian or Alaska $40,000 High Brothers and Big Sisters. Grades: All Native _ Hispanic or Latino _ Two or More Certificated & Races _ Low Income Pupils _ Redesignated fluent Classified School English proficient _ Asian _ Native Hawaiian or Salaries & Pacific Islander _ English Learners _ Black or Benefits African American _ Filipino _ White _ Students Services and WASC with Disabilities _ Homeless Operating _ Other Expenditures 2017 45 of 143 LCAP Year 2 Expected Annual Measurable AP Pass Rate will increase by 1% from 33% 2015-16 (baseline 2016 CDE data) to 34% in 2016-17 (data not yet released) Outcomes: to 35% in 2017-18.
The percentage of student who took at least one AP Exam will increase from 21.6% in 2015-2016 (baseline 2016 CDE data) to 22.6% in 2016-2017 and 23.6% in 2017-2018.
Maintained PIQE Parent Education and Leadership Program at level 1 and 2 to parents at all school sites in 2017-18. Parent attendance goal to PIQE levels 1 & 2 will be 300 parents for the 2017-2018 school year. PIQE parent attendance will increase by 100 parents for level 1 and 2 in 2018.
As a result of the expanded enrichment programs aligned to college, career, and leadership, the number of students entering four-year colleges/universities (local data collection, 30 out of 300 students) will increase from 12% to 14% of the graduating class in 2017-18.
Through the addition of new College and Career Pathways and a Broad Course of Study, student participation will increase by 80 students in 2017-18 to enroll 240 students. Recruitment will focus on unduplicated and special education students.
The District will offer five adult education classes and establish a baseline of 125 adult student participation in 2016-2017. 304 The adult education program will increase one adult education class in 2017-18 to enroll 150 adult students.
Actions/Services Scope of Pupils to be served within identified scope of Budgeted
Service service Expenditures Appendix: X All 2a) Continue PIQE Program at all schools. K-12 ------Unrestricted _ Foster Youth _ American Indian or Alaska $100,000 Grades: All Native _ Hispanic or Latino _ Two or More Classified Santa Races _ Low Income Pupils _ Redesignated fluent Salaries &
English proficient _ Asian _ Native Hawaiian or Benefits Paula Pacific Islander _ English Learners _ Black or Services & African American _ Filipino _ White _ Students Other Operating with Disabilities _ Homeless Expenditures High _ Other School WASC 2017 46 of 143 X All 2b) Retain Assistant Principal at Santa Paula High 9-12 ------Unrestricted School to provide support in reducing the number of _ Foster Youth _ American Indian or Alaska $146,000 suspensions/expulsion, increase school safety and Grades: 9th, Native _ Hispanic or Latino _ Two or More Certificated increase parent-home-family connections 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent Salaries & 12th English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 2c) Retain Assistant Principal at Glen City Elementary K-5 ------Unrestricted School to provide support for larger enrollment, and _ Foster Youth _ American Indian or Alaska $129,000 increase parent-home-family connections Grades: K, Native _ Hispanic or Latino _ Two or More Certificated 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent Salaries & 4th, 5th English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 305 X All 2d) Support AP Programs by providing materials and 9-12 ------Unrestricted supplies, study trips, professional development, tutorial _ Foster Youth _ American Indian or Alaska $40,000 services and AP exams. Grades: 9th, Native _ Hispanic or Latino _ Two or More Salaries & Appendix: 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent Benefits 12th English proficient _ Asian _ Native Hawaiian or Books & Pacific Islander _ English Learners _ Black or Supplies
African American _ Filipino _ White _ Students Services & Santa with Disabilities _ Homeless Other Operating _ Other Expenditures Paula
X All 2e) Increase the CTE opportunities in grades 6-12 6-12 ------Unrestricted High (provide training, curriculum development, certifications, _ Foster Youth _ American Indian or Alaska $27,000 study trips, books & materials). Grades: 6th, Native _ Hispanic or Latino _ Two or More Books & School 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Supplies 10th, 11th, English proficient _ Asian _ Native Hawaiian or Services &
12th Pacific Islander _ English Learners _ Black or Other Operating WASC African American _ Filipino _ White _ Students Expenditures with Disabilities _ Homeless
_ Other 2017 47 of 143 X All 2f) District will continue to provide training and materials 6-12 ------Unrestricted to support beginning career exploration activities. _ Foster Youth _ American Indian or Alaska $7,000 Grades: 6th, Native _ Hispanic or Latino _ Two or More Books & 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Supplies 10th, 11th, English proficient _ Asian _ Native Hawaiian or Services & 12th Pacific Islander _ English Learners _ Black or Other Operating African American _ Filipino _ White _ Students Expenditures with Disabilities _ Homeless _ Other X All 2g) Maintain support for recreational/elective activities K-8 ------Unrestricted during school/lunch time; maintain personnel and _ Foster Youth _ American Indian or Alaska $78,000 continue recruitement efforts of additional Resource Grades: K, Native _ Hispanic or Latino _ Two or More Classified Services Specialist-PE to organize/supervise sports and 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent Salary & recreational activities. Provide materials and supplies. 4th, 5th, 6th, English proficient _ Asian _ Native Hawaiian or Benefits (total 1.75 FTE) 7th, 8th Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students $14,000 with Disabilities _ Homeless Books &
_ Other Supplies 306
X All 2h) Retain Band Instruction K-5; support the K-12 ------Unrestricted purchase/repair of Band Instruments/Uniforms; materials _ Foster Youth _ American Indian or Alaska $30,000 Appendix: & supplies and transportation to District approved Grades: All Native _ Hispanic or Latino _ Two or More Certificated events/competitions. Races _ Low Income Pupils _ Redesignated fluent Salary & English proficient _ Asian _ Native Hawaiian or Benefits
Pacific Islander _ English Learners _ Black or $25,000 Santa African American _ Filipino _ White _ Students Services and with Disabilities _ Homeless Other Operating _ Other Expenditures Paula $50,000 Books & High Supplies (for uniforms,equip ment) School WASC 2017 48 of 143 X All 2i) Continue to promote Youth Leadership Activities at 6-12 ------Unrestricted Santa Paula High, Renaissance High and Isbell Middle _ Foster Youth _ American Indian or Alaska $27,000 School in partnership with with community organizations. Grades: 6th, Native _ Hispanic or Latino _ Two or More Books & 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Supplies 10th, 11th, English proficient _ Asian _ Native Hawaiian or 12th Pacific Islander _ English Learners _ Black or Services & African American _ Filipino _ White _ Students Other Operating with Disabilities _ Homeless Expenditures _ Other X All 2j) Continue to support AVID program: fees, materials & 6-12 ------Unrestricted supplies, professional development, AVID tutors and _ Foster Youth _ American Indian or Alaska $80,000 prepatory period for District Lead AVID Teacher. Grades: 6th, Native _ Hispanic or Latino _ Two or More Certificated 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Salary & 10th, 11th, English proficient _ Asian _ Native Hawaiian or Benefits 12th Pacific Islander _ English Learners _ Black or Books & African American _ Filipino _ White _ Students Supplies with Disabilities _ Homeless Services &
_ Other Other Operating 307 Expenditures
X All 2k) Continue expansion of College & Career Pathways at 6-12 ------VC Innovates Appendix: 6-12. _ Foster Youth _ American Indian or Alaska Grant Grades: 6th, Native _ Hispanic or Latino _ Two or More $200,000 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Books &
10th, 11th, English proficient _ Asian _ Native Hawaiian or Supplies Santa 12th Pacific Islander _ English Learners _ Black or Services & African American _ Filipino _ White _ Students Other Operating with Disabilities _ Homeless Expenditures Paula _ Other
X All High 2l) The District will continue to fund transportation 6-12 ------Unrestricted services for district approved athletic events _ Foster Youth _ American Indian or Alaska $120,000 School Grades: 6th, Native _ Hispanic or Latino _ Two or More Services & 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Other Operating
10th, 11th, English proficient _ Asian _ Native Hawaiian or Expenditures WASC 12th Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students
with Disabilities _ Homeless 2017 _ Other 49 of 143 X All 2m) Retain 1 FTE Athletic Director at High School. 9-12 ------Unrestricted _ Foster Youth _ American Indian or Alaska $45,000 Grades: 9th, Native _ Hispanic or Latino _ Two or More Certificated 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent Salaries & 12th English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 2n) Continue summer enrichment and intervention K-12 ------Unrestricted/Sp programs which includes collaboration with community _ Foster Youth _ American Indian or Alaska ecial Education based agencies including but not limited to the Boys & Grades: All Native _ Hispanic or Latino _ Two or More /Migrant Girls Club, City Recreation, Blanchard Library and Races _ Low Income Pupils _ Redesignated fluent $400,000 Ventura Community College District. English proficient _ Asian _ Native Hawaiian or Certificated Pacific Islander _ English Learners _ Black or Salaries & African American _ Filipino _ White _ Students Benefits with Disabilities _ Homeless Classified
_ Other Salaries & 308 Benefits Books & Supplies
Services & Appendix: Other Operating Expenditures
X All Santa 2o) The District will continue to provide a GATE Program 3-5 ------Unrestricted for 2017-2018 in grades 3-5. _ Foster Youth _ American Indian or Alaska $15,000 Grades: 3rd, Native _ Hispanic or Latino _ Two or More Certificated Paula 4th, 5th Races _ Low Income Pupils _ Redesignated fluent Salaries &
English proficient _ Asian _ Native Hawaiian or Benefits High Pacific Islander _ English Learners _ Black or Materials & Supplies African American _ Filipino _ White _ Students School with Disabilities _ Homeless _ Other WASC 2017 50 of 143 X All 2p) Ongoing negotiations with bargaining unit to add a 9-12 ------Ongoing Study Hall/Excel Period during the school day. _ Foster Youth _ American Indian or Alaska negotiations Grades: 9th, Native _ Hispanic or Latino _ Two or More 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent 12th English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 2q) Continue Dual Enrollment Program through Ventura 9-12 ------No cost Community College District. _ Foster Youth _ American Indian or Alaska Grades: 9th, Native _ Hispanic or Latino _ Two or More 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent 12th English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 309 X All 2r) Continue to fund 2 FTE teachers to provide electives 6-12 ------Unrestricted at Middle School and High Schools (1 FTE HS, 1 FTE _ Foster Youth _ American Indian or Alaska $179,000 MS) Grades: 6th, Native _ Hispanic or Latino _ Two or More Certificated Appendix: 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Salaries & 10th, 11th, English proficient _ Asian _ Native Hawaiian or Benefits 12th Pacific Islander _ English Learners _ Black or
African American _ Filipino _ White _ Students Santa with Disabilities _ Homeless _ Other Paula X All 2s) Continue to provide opportunities for enrichment K-12 ------Unrestricted including after school and summer programs through _ Foster Youth _ American Indian or Alaska $200,000 High contracted services. Grades: All Native _ Hispanic or Latino _ Two or More Services & Races _ Low Income Pupils _ Redesignated fluent Other Operating School English proficient _ Asian _ Native Hawaiian or Expenditures Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students WASC with Disabilities _ Homeless _ Other 2017 51 of 143 X All 2.t.1) Continue efforts to increase communications with K-12 ------Unrestricted parents/guardians and community stakeholders using _ Foster Youth _ American Indian or Alaska electronic platforms, social-media, local-media, brochures Grades: All Native _ Hispanic or Latino _ Two or More $124,000 and other avenues of public relations. Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Classified 2.t.2) Retain a Public Information Officer to monitor Pacific Islander _ English Learners _ Black or Salary and communications and website/social media platforms, African American _ Filipino _ White _ Students Benefits work with local media to increase positive images and with Disabilities _ Homeless stories about the District. PIO will assist staff and _ Other $10,000 administration with communications to staff, parents, Services & students and media. Other Operating Expenditures
X All 2u) Continue to provide increased opportunities for K-12 ------Unrestricted parent/guardian participation in school and District _ Foster Youth _ American Indian or Alaska $10,000 programs. Provide funding for translators at Grades: All Native _ Hispanic or Latino _ Two or More Classified parent/teacher conferences & childcare at parent evening Races _ Low Income Pupils _ Redesignated fluent Salaries & events. English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or 310 African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other Appendix: X All 2v) Continue counseling support and connections to K-12 ------Unrestricted community-based agencies. Assess and serve the needs _ Foster Youth _ American Indian or Alaska $5,000 of Foster Youth, EL and low-income students. Grades: All Native _ Hispanic or Latino _ Two or More Books & Santa Races _ Low Income Pupils _ Redesignated fluent Supplies English proficient _ Asian _ Native Hawaiian or
Pacific Islander _ English Learners _ Black or Services & Paula African American _ Filipino _ White _ Students Other Operating with Disabilities _ Homeless Expenditures _ Other High School WASC 2017 52 of 143 X All 2w) Retain clerical support at all school site offices to K-8 ------Unrestricted meet clerical needs, provide coverage, and respond to _ Foster Youth _ American Indian or Alaska $180,000 parent's needs at K-5 schools. Grades: K, Native _ Hispanic or Latino _ Two or More Classified 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent Salaries & 4th, 5th, 6th, English proficient _ Asian _ Native Hawaiian or Benefits 7th, 8th Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 2x) The District will continue to offer Adult Education K-12 ------Restricted Programs including literacy classes for adults to support _ Foster Youth _ American Indian or Alaska $320,000 student Grades: All Native _ Hispanic or Latino _ Two or More Certificated achievement. Races _ Low Income Pupils _ Redesignated fluent Salary & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or Materials & African American _ Filipino _ White _ Students Supplies with Disabilities _ Homeless
_ Other 311 X All 2y) Continue to provide a district-wide mentorship K-12 ------Unrestricted program in partnership with community organizations _ Foster Youth _ American Indian or Alaska $40,000 such as, Big Brothers and Big Sisters. Grades: All Native _ Hispanic or Latino _ Two or More Certificated & Appendix: Races _ Low Income Pupils _ Redesignated fluent Classified English proficient _ Asian _ Native Hawaiian or Salaries & Pacific Islander _ English Learners _ Black or Benefits
African American _ Filipino _ White _ Students Services and Santa with Disabilities _ Homeless Operating _ Other Expenditures Paula
LCAP Year 3 High School WASC 2017 53 of 143 Expected Annual Measurable AP Pass Rate will increase by 1% from 34% 2016-17 (baseline 2015 CDE data) to 35% in 2017-18 (data not yet released) Outcomes: to 36% in 2018-19.
The percentage of student who took at least one AP Exam will increase from 22.6% in 2017-18 (baseline 2015 CDE data) to 23.6% in 2017-18 and 24.6% in 2018-19.
Maintained PIQE Parent Education and Leadership Program at level 1 and 2 to parents at all school sites in 2016-2017. Parent attendance goal to PIQE levels 1 & 2 will be 400 parents for the 2018-19 school year. PIQE participation will increase by 100 parents in 2018-19.
As a result of the expanded enrichment programs aligned to college, career, and leadership, the number of students entering four-year colleges/universities (local data collection, 30 out of 300 students) will increase from 14% to 16% of the graduating class in 2018-19.
Through the addition of new College and Career Pathways and a Broad Course of Study, student participation will increase by 80 students in 2018-19 to enroll 320 students. Recruitment will focus on unduplicated and special education students.
The District will offer five adult education classes and establish a baseline of 125 adult student participation in 2016-2017, 150 participating in 2017-18, and 175 adult students participating in 2018-19. 312 Actions/Services Scope of Pupils to be served within identified scope of Budgeted Service service Expenditures
X All Appendix: 2a) Continue PIQE Program at all schools. K-12 ------Unrestricted _ Foster Youth _ American Indian or Alaska $100,000 Grades: All Native _ Hispanic or Latino _ Two or More Classified Salaries & Races _ Low Income Pupils _ Redesignated fluent Santa English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or Services & African American _ Filipino _ White _ Students Other Operating Paula with Disabilities _ Homeless Expenditures _ Other Unrestricted $100,000 High Classified Salaries & School Benefits Services & Other Operating WASC Expenditures 2017 54 of 143 X All 2b) Retain Assistant Principal at Santa Paula High School 9-12 ------Unrestricted to provide support in reducing the number of _ Foster Youth _ American Indian or Alaska $150,000 suspensions/expulsion, increase school safety and Grades: 9th, Native _ Hispanic or Latino _ Two or More Certificated increase parent-home-family connections. 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent Salaries & 12th English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 2c) Retain Assistant Principal at Glen City Elementary K-5 ------Unrestricted School to provide support for larger enrollment, and _ Foster Youth _ American Indian or Alaska $133,000 increase parent-home-family connections Grades: K, Native _ Hispanic or Latino _ Two or More Certificated 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent Salaries & 4th, 5th English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 313 X All 2d) Support AP Programs by providing materials and 9-12 ------Unrestricted supplies, study trips, professional development, tutorial _ Foster Youth _ American Indian or Alaska $40,000 services and AP exams. Grades: 9th, Native _ Hispanic or Latino _ Two or More Salaries & Appendix: 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent benefits 12th English proficient _ Asian _ Native Hawaiian or Books & Pacific Islander _ English Learners _ Black or Supplies
African American _ Filipino _ White _ Students Services & Santa with Disabilities _ Homeless Other Operating _ Other Expenditures Paula
X All 2e) Increase the CTE opportunities in grades 6-12 6-12 ------Unrestricted High (provide training, curriculum development, certifications, _ Foster Youth _ American Indian or Alaska $27,000 study trips, books & materials). Grades: 6th, Native _ Hispanic or Latino _ Two or More Books & School 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Supplies 10th, 11th, English proficient _ Asian _ Native Hawaiian or Services &
12th Pacific Islander _ English Learners _ Black or Other Operating WASC African American _ Filipino _ White _ Students Expenditures with Disabilities _ Homeless
_ Other 2017 55 of 143 X All 2f) District will continue to provide training and materials 6-12 ------Unrestricted to support beginning career exploration activities. _ Foster Youth _ American Indian or Alaska $7,000 Grades: 6th, Native _ Hispanic or Latino _ Two or More Books & 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Supplies 10th, 11th, English proficient _ Asian _ Native Hawaiian or Services & 12th Pacific Islander _ English Learners _ Black or Other Operating African American _ Filipino _ White _ Students Expenditures with Disabilities _ Homeless _ Other X All 2g) Maintain support for recreational/elective activities K-8 ------Unrestricted during school/lunch time; maintain personnel and _ Foster Youth _ American Indian or Alaska $81,000 continue recruitement efforts of additional Resource Grades: K, Native _ Hispanic or Latino _ Two or More Classified Services Specialist-PE to organize/supervise sports and 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent Salary recreational activities. Provide materials and supplies. 4th, 5th, 6th, English proficient _ Asian _ Native Hawaiian or &Benefits (total 1.75 FTE) 7th, 8th Pacific Islander _ English Learners _ Black or $14,000 African American _ Filipino _ White _ Students Books & with Disabilities _ Homeless Supplies
_ Other 314 X All 2h) Retain Band Instruction K-5; support the K-12 ------Unrestricted purchase/repair of Band Instruments/Uniforms; materials _ Foster Youth _ American Indian or Alaska $30,000 & supplies and transportation to District approved Grades: All Native _ Hispanic or Latino _ Two or More Certificated Appendix: events/competitions Races _ Low Income Pupils _ Redesignated fluent Salary & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or $25,000
African American _ Filipino _ White _ Students Services and Santa with Disabilities _ Homeless Other Operating _ Other Expenditures $50,000 Paula Books &
Supplies (for High uniforms,
equipment) School WASC 2017 56 of 143 X All 2i) Continue to promote Youth Leadership Activities at 6-12 ------Unrestricted High Schools and Isbell Middle School in partnership with _ Foster Youth _ American Indian or Alaska $27,000 with community organizations Grades: 6th, Native _ Hispanic or Latino _ Two or More Books & 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Supplies 10th, 11th, English proficient _ Asian _ Native Hawaiian or Services & 12th Pacific Islander _ English Learners _ Black or Other Operating African American _ Filipino _ White _ Students Expenditures with Disabilities _ Homeless _ Other X All 2j) Continue to support AVID program: fees, materials & 6-12 ------Unrestricted supplies, professional development, AVID tutors and _ Foster Youth _ American Indian or Alaska $80,000 prepatory period for District Director. Grades: 6th, Native _ Hispanic or Latino _ Two or More Certificated 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Salary & 10th, 11th, English proficient _ Asian _ Native Hawaiian or Benefits 12th Pacific Islander _ English Learners _ Black or Books & African American _ Filipino _ White _ Students Supplies with Disabilities _ Homeless Services &
_ Other Other Operating 315 Expenditures
X All 2k) Continue expansion of College & Career Pathways at 6-12 ------VC Innovates Appendix: 6-12. _ Foster Youth _ American Indian or Alaska Grant Grades: 6th, Native _ Hispanic or Latino _ Two or More $200,000 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Books &
10th, 11th, English proficient _ Asian _ Native Hawaiian or Supplies Santa 12th Pacific Islander _ English Learners _ Black or Services & African American _ Filipino _ White _ Students Other with Disabilities _ Homeless OperatingExpen Paula _ Other ditures High School WASC 2017 57 of 143 X All 2l) The District will continue to fund transportation 6-12 ------Unrestricted services for district approved athletic events _ Foster Youth _ American Indian or Alaska $120,000 Grades: 6th, Native _ Hispanic or Latino _ Two or More Services & 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Other Operating 10th, 11th, English proficient _ Asian _ Native Hawaiian or Expenditures 12th Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 2m) Retain 1 FTE Athletic Director at High School. 9-12 ------Unrestricted _ Foster Youth _ American Indian or Alaska $47,000 Grades: 9th, Native _ Hispanic or Latino _ Two or More Certificated 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent Salaries & 12th English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 316 X All 2n) Continue summer enrichment and intervention K-12 ------Unrestricted/Sp programs which includes collaboration with community _ Foster Youth _ American Indian or Alaska ecialEducation/ based agencies including but not limited to the Boys & Grades: 9th, Native _ Hispanic or Latino _ Two or More Migrant Appendix: Girls Club, City Recreation, Blanchard Library and 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent $400,000 Ventura Community College District. 12th English proficient _ Asian _ Native Hawaiian or Certificated Pacific Islander _ English Learners _ Black or Salaries &
African American _ Filipino _ White _ Students Benefits Santa with Disabilities _ Homeless Classified _ Other Salaries & Benefits Paula Books &
Supplies High
Services School &Other Operating
Expenditures WASC 2017 58 of 143 X All 2o) The District will continue to provide a GATE Program 3-5 ------Unrestricted for 2018-19 in grades 3-5. _ Foster Youth _ American Indian or Alaska $15,000 Grades: 3rd, Native _ Hispanic or Latino _ Two or More Certificated 4th, 5th Races _ Low Income Pupils _ Redesignated fluent Salaries & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or Materials and African American _ Filipino _ White _ Students Supplies with Disabilities _ Homeless _ Other X All 2p) Ongoing negotiations with bargaining unit to add a 9-12 ------Ongoing Study Hall/Excel Period during the school day. _ Foster Youth _ American Indian or Alaska negotiations Grades: 9th, Native _ Hispanic or Latino _ Two or More 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent 12th English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 317 X All 2q) Continue Dual Enrollment Program through Ventura 9-12 ------No cost Community College District. _ Foster Youth _ American Indian or Alaska Grades: 9th, Native _ Hispanic or Latino _ Two or More Appendix: 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent 12th English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or
African American _ Filipino _ White _ Students Santa with Disabilities _ Homeless _ Other Paula X All 2r) Continue to fund 2 FTE teachers to provide electives 9-12 ------Unrestricted at Middle School and High Schools (1 FTE HS, 1 FTE _ Foster Youth _ American Indian or Alaska $185,000 High MS) Grades: 9th, Native _ Hispanic or Latino _ Two or More Certificated 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent Salaries & School 12th English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students WASC with Disabilities _ Homeless _ Other 2017 59 of 143 X All 2s) Continue to provide opportunities for enrichment K-12 ------Unrestricted including after school and summer programs through _ Foster Youth _ American Indian or Alaska $200,000 contracted services. Grades: All Native _ Hispanic or Latino _ Two or More Services & Races _ Low Income Pupils _ Redesignated fluent Other Operating English proficient _ Asian _ Native Hawaiian or Expenditures Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 2.t.1) Continue efforts to increase communications with K-12 ------Unrestricted parents/guardians and community stakeholders using _ Foster Youth _ American Indian or Alaska electronic platforms, social-media, local-media, brochures Grades: All Native _ Hispanic or Latino _ Two or More $127,500 and other avenues of public relations. Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Classified 2.t.2) Retain a Public Information Officer to monitor Pacific Islander _ English Learners _ Black or Salary and communications and website/social media platforms, African American _ Filipino _ White _ Students Benefits work with local media to increase positive images and with Disabilities _ Homeless $10,000 stories about the District. PIO will assist staff and _ Other 318 administration with communications to staff, parents, Services & students and media. Other Operating Expenditures Appendix: X All 2u) Continue to provide increased opportunities for K-12 ------Unrestricted parent/guardian participation in school and District _ Foster Youth _ American Indian or Alaska $10,000 programs. Provide funding for translators at Grades: All Native _ Hispanic or Latino _ Two or More Classified Santa parent/teacher conferences & childcare at parent evening Races _ Low Income Pupils _ Redesignated fluent Salaries & events. English proficient _ Asian _ Native Hawaiian or Benefits
Pacific Islander _ English Learners _ Black or Paula African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other High School WASC 2017 60 of 143 X All 2v) Continue counseling support and connections to K-12 ------Unrestricted community-based agencies. Assess and serve the needs _ Foster Youth _ American Indian or Alaska $5,000 of Foster Youth, EL and low-income students. Grades: All Native _ Hispanic or Latino _ Two or More Books & Races _ Low Income Pupils _ Redesignated fluent Supplies English proficient _ Asian _ Native Hawaiian or Services & Pacific Islander _ English Learners _ Black or Other Operating African American _ Filipino _ White _ Students Expenditures with Disabilities _ Homeless _ Other X All 2w) Retain clerical support at all school site offices to K-8 ------Unrestricted meet clerical needs, provide coverage, and respond to _ Foster Youth _ American Indian or Alaska $185,000 parent's needs at K-5 schools. (Funds an increase in Grades: K, Native _ Hispanic or Latino _ Two or More Classified hours) 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent Salaries & 4th, 5th, 6th, English proficient _ Asian _ Native Hawaiian or Benefits 7th, 8th Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 319 X All 2x) The District will continue to offer Adult Education K-12 ------Restricted Programs including literacy classes for adults to support _ Foster Youth _ American Indian or Alaska $320,000 student achievement. Grades: All Native _ Hispanic or Latino _ Two or More Certificated Appendix: Races _ Low Income Pupils _ Redesignated fluent Salary & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or Materials &
African American _ Filipino _ White _ Students Supplies Santa with Disabilities _ Homeless _ Other Paula X All 2y) Continue to provide a district-wide mentorship K-12 ------Unrestricted program in partnership with community organizations _ Foster Youth _ American Indian or Alaska $40,000 High such as, Big Brothers and Big Sisters. Grades: All Native _ Hispanic or Latino _ Two or More Certificated & Races _ Low Income Pupils _ Redesignated fluent Classified School English proficient _ Asian _ Native Hawaiian or Salaries & Pacific Islander _ English Learners _ Black or Benefits African American _ Filipino _ White _ Students Services and WASC with Disabilities _ Homeless Operating _ Other Expenditures 2017 61 of 143
GOAL: Related State and/or Local Priorities: 3) Increase graduation rates, reduce suspensions/expulsions and improve social-emotional skills. _1 _2 _3 _4 X 5 X 6 _7 X 8 Local:
none
Identified Need: Continue to increase A-G completion rates at Santa Paula High School; continue to increase graduation rates by 1% per year; reduce suspension rates by at least 5% per year at both High Schools and Middle School.
Goal Applies to: Schools: Isbell Middle School, Renaissance High School & Santa Paula High School
Grades: All Applicable Pupil Subgroups: All LCAP Year 1 Expected Annual High School graduation rates will continue to increase at 1% per year from 87.9% in 2015-16 to 88.9% in 2016-17. ( Measurable
Source: DataQuest) 320 Outcomes: A-G completion rates will continue to increase by 3% per year from 34.9% in 2014-2015, 37.9% in 2015-2016 and up to 40.9% in 2016-17. District will maintain district attendance rates at 95% or higher.
Middle School will maintain a 0.0% dropout rate on a yearly basis (Source: DataQuest) Appendix: Santa Paula High School dropout rate will decrease by 0.5% per year from 4.0% in 2014-15 to 3.5% in 2015-16 to 3.0% in 2016-2017 (Source DataQuest) Renaissance High School dropout rate will decrease by 0.5% per year from 4.7% in 2014-15 to 4.2% in 2015-16, to
3.7% in 2016-2017 (Source DataQuest) Santa District will reduce Out of School Suspension by 5% from 229 suspensions in 2015-16 to 213 suspensions in 2016- 17 (Source DataQuest) District will maintain expulsion rate at 0.09% from 2015-16 to 2016-17 (Source DataQuest) Paula District Truancy rate will decrease by 2% per year from 35.3% in 2014-15 to 31.3% in 2016-17 (Source DataQuest) Actions/Services Scope of Pupils to be served within identified scope of Budgeted High Service service Expenditures School WASC 2017 62 of 143 X All 3a) Continue services for credit recovery; implement 9-12 ------Unrestricted afterschool intervention program for academically at-risk _ Foster Youth _ American Indian or Alaska students. Grades: 9th, Native _ Hispanic or Latino _ Two or More $15,000 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent 12th English proficient _ Asian _ Native Hawaiian or Services & Pacific Islander _ English Learners _ Black or Other Operating African American _ Filipino _ White _ Students Expenditures with Disabilities _ Homeless _ Other X All 3b) Continue to use and implement alternatives for 6-12 ------Unrestricted Suspensions and Expulsions; ongoing staff training in _ Foster Youth _ American Indian or Alaska Positive Behavior Support and Restorative Justice Grades: 6th, Native _ Hispanic or Latino _ Two or More $18,000 practices and implement Restorative Conferences and 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Healing Circles. 10th, 11th, English proficient _ Asian _ Native Hawaiian or Certificated 12th Pacific Islander _ English Learners _ Black or Salaries & African American _ Filipino _ White _ Students Benefits with Disabilities _ Homeless Services & _ Other 321 Other Operating Expenditures
X All Appendix: 3c) Continue implementation of CHAMPS (school-wide K-12 ------Unrestricted positive support program); provide professional _ Foster Youth _ American Indian or Alaska development on CHAMPS and Positive Behavior Grades: 6th, Native _ Hispanic or Latino _ Two or More $7,000 Intervention and Support at all schools. 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Santa 10th, 11th, English proficient _ Asian _ Native Hawaiian or Certificated 12th Pacific Islander _ English Learners _ Black or Salaries &
African American _ Filipino _ White _ Students Benefits Paula with Disabilities _ Homeless _ Other Services & Other Operating High Expenditures School WASC 2017 63 of 143 X All 3d) Continue to provide school based substance abuse 6-12 ------Unrestricted intervention at 6-12. _ Foster Youth _ American Indian or Alaska Grades: 6th, Native _ Hispanic or Latino _ Two or More $25,000 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent 10th, 11th, English proficient _ Asian _ Native Hawaiian or Services & 12th Pacific Islander _ English Learners _ Black or Other Operating African American _ Filipino _ White _ Students Expenditures with Disabilities _ Homeless _ Other X All 3e) Retain .4 FTE Response to Intervention (RtI) 9-12 ------Unrestricted Coordinator at SPHS to support Positive Behavior _ Foster Youth _ American Indian or Alaska Intervention Strategies for behavioral and academic Grades: 9th, Native _ Hispanic or Latino _ Two or More $36,000 concerns. 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent 12th English proficient _ Asian _ Native Hawaiian or Certificated Pacific Islander _ English Learners _ Black or Salaries & African American _ Filipino _ White _ Students Benefits with Disabilities _ Homeless
_ Other 322 X All 3f) Retain 10 FTE counseling positions; 2.0 FTE High 6-12 ------Unrestricted School, 2.0 FTE Middle School, 6.0 FTE K-5 site. _ Foster Youth _ American Indian or Alaska Grades: 6th, Native _ Hispanic or Latino _ Two or More $855,000 Appendix: 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent 10th, 11th, English proficient _ Asian _ Native Hawaiian or Certificated 12th Pacific Islander _ English Learners _ Black or Salaries &
African American _ Filipino _ White _ Students Benefits Santa with Disabilities _ Homeless _ Other Paula X All 3g) Maintain Insight to Behavior Program/Planning for at- 6-12 ------Unrestricted risk students _ Foster Youth _ American Indian or Alaska High Grades: 6th, Native _ Hispanic or Latino _ Two or More $20,000 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent School 10th, 11th, English proficient _ Asian _ Native Hawaiian or Services & 12th Pacific Islander _ English Learners _ Black or Other Operating African American _ Filipino _ White _ Students Expenditures WASC with Disabilities _ Homeless _ Other 2017 64 of 143 X All 3h) Increase .5 FTE to a 1.0 FTE School Psychologist K- K-5 ------Unrestricted 5 to address the needs for behavior support services and _ Foster Youth _ American Indian or Alaska LCAP assessments K-5. (1.0 position 50% LCAP, 50% Medi- Grades: 6th, Native _ Hispanic or Latino _ Two or More Cal Administrative Activities (MAA) funding. 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent $68,000 10th, 11th, English proficient _ Asian _ Native Hawaiian or 12th Pacific Islander _ English Learners _ Black or Certificated African American _ Filipino _ White _ Students Salaries & with Disabilities _ Homeless Benefits _ Other Unrestricted MAA
$68,000
Certificated Salaries & Benefits
X All 3i) Fund 100% of the Cal-Safe Program which supports 9-12 ------Unrestricted 323 teen-age parents and their infants. _ Foster Youth _ American Indian or Alaska Grades: 9th, Native _ Hispanic or Latino _ Two or More $150,000 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent 12th English proficient _ Asian _ Native Hawaiian or Services & Appendix: Pacific Islander _ English Learners _ Black or Other Operating African American _ Filipino _ White _ Students Expenditures with Disabilities _ Homeless
_ Other Santa X All
3j) Retain School Resource Officers for 6-12 in 6-12 ------Unrestricted Paula partnership with the Santa Paula Police Department _ Foster Youth _ American Indian or Alaska $60,000 Grades: 6th, Native _ Hispanic or Latino _ Two or More Services & 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Other Operating High 10th, 11th, English proficient _ Asian _ Native Hawaiian or Expenditures 12th Pacific Islander _ English Learners _ Black or School African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other WASC 2017 65 of 143 X All 3k) Retain District Safety Coordinator to enhance K-12 ------Unrestricted schoolwide safety programs and preparedness. Provide _ Foster Youth _ American Indian or Alaska $109,000 budget Grades: All Native _ Hispanic or Latino _ Two or More Classified for necessary training and supplies. Races _ Low Income Pupils _ Redesignated fluent Salaries & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or Unrestricted African American _ Filipino _ White _ Students (Safety Credit with Disabilities _ Homeless funding) _ Other $50,000
Books & Supplies Services & Other Operating Expenditures
X All 3l) Fund the Outreach Coordinator position at RHS to 9-12 ------$91,000 proved outreach services to parents, connect students
_ Foster Youth _ American Indian or Alaska 324 and families with additional resources and promote Grades: 9th, Native _ Hispanic or Latino _ Two or More Classifed school attendance and academic successes. 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent Salaries & 12th English proficient _ Asian _ Native Hawaiian or Benefits
Pacific Islander _ English Learners _ Black or Appendix: African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other
LCAP Year 2 Santa Expected Annual High School graduation rates will continue to increase at 1% per year from 88.9% in 2016-17 to 89.9% in 2017-18. (
Measurable Source: DataQuest) Paula Outcomes: A-G completion rates will continue to increase at 3% per year SPUSD will maintain attendance rates at 95% or better High Middle School dropout rate will decrease 0.5% on a yearly basis (Source: DataQuest) High School dropout rate will decrease by 0.5% per year from 3.5%in 2016-17 to 3.0% in 2017-18 (Source School DataQuest) District will reduce Out of School Suspension by 5% from 213 suspensions in 2016-17 to 202 suspensions in 2017-
18(Source DataQuest) WASC District Truancy rate will decrease by 2% per year from 31.3% in 2016-17 to 29.3% in 2017-18 (Source DataQuest) Actions/Services Scope of Pupils to be served within identified scope of Budgeted Service service Expenditures 2017 66 of 143 X All Continue services for credit recovery; implement 9-12 ------Unrestricted afterschool intervention program for academically at-risk _ Foster Youth _ American Indian or Alaska $15,000 students. Grades: 9th, Native _ Hispanic or Latino _ Two or More Services & 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent Other Operating 12th English proficient _ Asian _ Native Hawaiian or Expenditures Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 3b) Continue to use and implement alternatives for 6-12 ------Unrestricted Suspensions and Expulsions; ongoing staff training in _ Foster Youth _ American Indian or Alaska $18,000 Positive Behavior Support and Restorative Justice Grades: 6th, Native _ Hispanic or Latino _ Two or More Certificated practices and implement Restorative Conferences and 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Salaries & Healing Circles. 10th, 11th, English proficient _ Asian _ Native Hawaiian or Benefits 12th Pacific Islander _ English Learners _ Black or Services & African American _ Filipino _ White _ Students Other Operating with Disabilities _ Homeless Expenditures
_ Other 325 X All 3c) Continue implementation of CHAMPS (school-wide K-12 ------Unrestricted positive support program); provide professional _ Foster Youth _ American Indian or Alaska $7,000 development on CHAMPS and Positive Behavior Grades: All Native _ Hispanic or Latino _ Two or More Certificated Appendix: Intervention and Support at all schools. Races _ Low Income Pupils _ Redesignated fluent Salaries & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or Services &
African American _ Filipino _ White _ Students Other Operating Santa with Disabilities _ Homeless Expenditures _ Other Paula X All 3d) Continue to provide school based substance abuse 6-12 ------Unrestricted intervention at 6-12. _ Foster Youth _ American Indian or Alaska $25,000 High Grades: 6th, Native _ Hispanic or Latino _ Two or More Services & 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Other Operating School 10th, 11th, English proficient _ Asian _ Native Hawaiian or Expenditures 12th Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students WASC with Disabilities _ Homeless _ Other 2017 67 of 143 X All 3e) Retain .4 FTE Response to Intervention (RtI) 9-12 ------Unrestricted Coordinator at SPHS to support Positive Behavior _ Foster Youth _ American Indian or Alaska $37,000 Intervention Strategies for behavioral and academic Grades: 9th, Native _ Hispanic or Latino _ Two or More Certificated concerns. 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent Salaries & 12th English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 3f) Retain 10 FTE counseling positions; 2.0 FTE High 6-12 ------Unrestricted School, 2.0 FTE Middle School, 6.0 FTE K-5 site. _ Foster Youth _ American Indian or Alaska $881,000 Grades: 6th, Native _ Hispanic or Latino _ Two or More Certificated 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Salaries & 10th, 11th, English proficient _ Asian _ Native Hawaiian or Benefits 12th Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 326 X All 3h) Maintain Insight to Behavior Program/Planning for 6-12 ------Unrestricted atrisk students _ Foster Youth _ American Indian or Alaska $20,000 Grades: 6th, Native _ Hispanic or Latino _ Two or More Services & Appendix: 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Other Operating 10th, 11th, English proficient _ Asian _ Native Hawaiian or Expenditures 12th Pacific Islander _ English Learners _ Black or
African American _ Filipino _ White _ Students Santa with Disabilities _ Homeless _ Other Paula High School WASC 2017 68 of 143 X All 3h) Maintain a 1.0 FTE School Psychologist K-5 to K-5 ------Unrestricted address the needs for behavior support services and _ Foster Youth _ American Indian or Alaska LCAP assessments K-5. (1.0 position 50% LCAP, 50% Medi- Grades: K, Native _ Hispanic or Latino _ Two or More $70,000 Cal Administrative Activities (MAA) funding. 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent Certificated 4th, 5th English proficient _ Asian _ Native Hawaiian or Salaries & Pacific Islander _ English Learners _ Black or Benefits African American _ Filipino _ White _ Students Unrestricted with Disabilities _ Homeless MAA _ Other $70,000 Certificated Salaries & Benefits
X All 3i) Fund 100% of the Cal-Safe Program which supports 9-12 ------Unrestricted teen-age parents and their infants. _ Foster Youth _ American Indian or Alaska $150,000 Grades: 9th, Native _ Hispanic or Latino _ Two or More Services & 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent Other Operating 12th English proficient _ Asian _ Native Hawaiian or Expenditures 327 Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other Appendix: X All 3j) Retain School Resource Officers for 6-12 in 6-12 ------Unrestricted partnership with the Santa Paula Police Department _ Foster Youth _ American Indian or Alaska $250,000
Grades: 6th, Native _ Hispanic or Latino _ Two or More Services & Santa 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Other Operating 10th, 11th, English proficient _ Asian _ Native Hawaiian or Expenditures 12th Pacific Islander _ English Learners _ Black or Paula African American _ Filipino _ White _ Students
with Disabilities _ Homeless High _ Other School WASC 2017 69 of 143 X All 3k) Retain District Safety Coordinator to enhance K-12 ------Unrestricted schoolwide safety programs and preparedness. Provide _ Foster Youth _ American Indian or Alaska $112,000 budget for necessary training and supplies Grades: All Native _ Hispanic or Latino _ Two or More Classified Races _ Low Income Pupils _ Redesignated fluent Salaries & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or Unrestricted African American _ Filipino _ White _ Students (Safety Credit with Disabilities _ Homeless funding) _ Other $50,000 Books & Supplies Services & Other Operating Expenditures
X All 3l) Continue to fund the Outreach Coordinator position at 9-12 ------$94,000 RHS to proved outreach services to parents, connect _ Foster Youth _ American Indian or Alaska Grades: 9th, Classifed students and families with additional resources and Native _ Hispanic or Latino _ Two or More 328 promote school attendance and academic successes. 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent Salaries & 12th English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or
African American _ Filipino _ White _ Students Appendix: with Disabilities _ Homeless _ Other LCAP Year 3 Expected Annual High School graduation rates will continue to increase at 1% per year from 89.9% in 2017-178to 90.9% in 2018-19. ( Santa Measurable Source: DataQuest)
Outcomes: A-G completion rates will continue to increase at 3% per year Paula SPUSD will maintain attendance rates at 95% or better Middle School dropout rate will decrease 0.5% on a yearly basis (Source: DataQuest) High High School dropout rate will decrease by 0.5% per year from 3.0% in 2017-18 to 2.5 % in 2018-19 (Source
DataQuest) School District will reduce Out of School Suspension by 5% from 202 suspensions in 2017-18 to 192 in 2018-19 (Source DataQuest)
District Truancy rate will decrease by 2% per year from 29.3% in 2017-18 to 27.3 % in 2018-19 (Source DataQuest) WASC Actions/Services Scope of Pupils to be served within identified scope of Budgeted Service service Expenditures 2017 70 of 143 X All 3a) Continue services for credit recovery; implement 9-12 ------Unrestricted afterschool intervention program for academically at-risk _ Foster Youth _ American Indian or Alaska $15,000 students. Grades: 9th, Native _ Hispanic or Latino _ Two or More Services & 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent Other Operating 12th English proficient _ Asian _ Native Hawaiian or Expenditures Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 3b) Continue to use and implement alternatives for 6-12 ------Unrestricted Suspensions and Expulsions; ongoing staff training in _ Foster Youth _ American Indian or Alaska $18,000 Positive Behavior Support and Restorative Justice Grades: 6th, Native _ Hispanic or Latino _ Two or More Certificated practices and implement Restorative Conferences and 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Salaries & Healing Circles. 10th, 11th, English proficient _ Asian _ Native Hawaiian or Benefits 12th Pacific Islander _ English Learners _ Black or Services & African American _ Filipino _ White _ Students Other Operating with Disabilities _ Homeless Expenditures
_ Other 329 X All 3c) Continue implementation of CHAMPS (school-wide K-12 ------Unrestricted positive support program); provide professional _ Foster Youth _ American Indian or Alaska $7,000 development on CHAMPS and Positive Behavior Grades: 6th, Native _ Hispanic or Latino _ Two or More Certificated Appendix: Intervention and Support at all schools. 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Salaries & 10th, 11th, English proficient _ Asian _ Native Hawaiian or Benefits 12th Pacific Islander _ English Learners _ Black or Services &
African American _ Filipino _ White _ Students Other Operating Santa with Disabilities _ Homeless Expenditures _ Other Paula X All 3d) Continue to provide school based substance abuse 6-12 ------Unrestricted intervention at 6-12. _ Foster Youth _ American Indian or Alaska $25,000 High Grades: 6th, Native _ Hispanic or Latino _ Two or More Services & 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Other Operating School 10th, 11th, English proficient _ Asian _ Native Hawaiian or Expenditures 12th Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students WASC with Disabilities _ Homeless _ Other 2017 71 of 143 X All 3e) Retain .4 FTE Response to Intervention (RtI) 9-12 ------Unrestricted Coordinator at SPHS to support Positive Behavior _ Foster Youth _ American Indian or Alaska $38,000 Intervention Strategies for behavioral and academic Grades: 9th, Native _ Hispanic or Latino _ Two or More Certificated concerns. 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent Salaries & 12th English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 3f) Retain 10 FTE counseling positions; 2.0 FTE High 6-12 ------Unrestricted School, 2.0 FTE Middle School, 6.0 FTE K-5 site. _ Foster Youth _ American Indian or Alaska $907,000 Grades: 6th, Native _ Hispanic or Latino _ Two or More Certificated 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Salaries & 10th, 11th, English proficient _ Asian _ Native Hawaiian or Benefits 12th Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 330 X All 3g) Maintain Insight to Behavior Program/Planning for at 6-12 ------Unrestricted risk students _ Foster Youth _ American Indian or Alaska $20,000 Grades: 6th, Native _ Hispanic or Latino _ Two or More Services & Appendix: 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Other Operating 10th, 11th, English proficient _ Asian _ Native Hawaiian or Expenditures 12th Pacific Islander _ English Learners _ Black or
African American _ Filipino _ White _ Students Santa with Disabilities _ Homeless _ Other Paula High School WASC 2017 72 of 143 X All 3h) Retain 1.0 FTE School Psychologist K-5 to address K-5 ------Unrestricted the needs for behavior support services and _ Foster Youth _ American Indian or Alaska LCAP assessments K-5. (1.0 position 50% LCAP, 50% Medi-Cal Grades: K, Native _ Hispanic or Latino _ Two or More $72,000 Administrative Activities (MAA) funding. 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent Certificated 4th, 5th English proficient _ Asian _ Native Hawaiian or Salaries & Pacific Islander _ English Learners _ Black or Benefits African American _ Filipino _ White _ Students Unrestricted with Disabilities _ Homeless MAA _ Other $72,000 Certificated Salaries & Benefits
X All 3i) Fund 100% of the Cal-Safe Program which supports 9-12 ------Unrestricted teen-age parents and their infants. _ Foster Youth _ American Indian or Alaska $150,000 Grades: 9th, Native _ Hispanic or Latino _ Two or More Services & 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent Other Operating 12th English proficient _ Asian _ Native Hawaiian or Expenditures 331 Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other Appendix: X All 3j) Retain School Resource Officers for 6-12 in 6-12 ------Unrestricted partnership with the Santa Paula Police Department _ Foster Youth _ American Indian or Alaska $250,000
Grades: 6th, Native _ Hispanic or Latino _ Two or More Services & Santa 7th, 8th, 9th, Races _ Low Income Pupils _ Redesignated fluent Other Operating 10th, 11th, English proficient _ Asian _ Native Hawaiian or Expenditures 12th Pacific Islander _ English Learners _ Black or Paula African American _ Filipino _ White _ Students
with Disabilities _ Homeless High _ Other School WASC 2017 73 of 143 X All 3k) Retain District Safety Coordinator to enhance K-12 ------Unrestricted schoolwide safety programs and preparedness. Provide _ Foster Youth _ American Indian or Alaska $115,000 budget for necessary training and supplies. Grades: All Native _ Hispanic or Latino _ Two or More Classified Races _ Low Income Pupils _ Redesignated fluent Salaries & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or Unrestricted African American _ Filipino _ White _ Students (Safety Credit with Disabilities _ Homeless funding) _ Other $50,000 Books & Supplies Services & Other Operating Expenditures
X All 3l) Continue to fund the Outreach Coordinator position at 9-12 ------$96,000 RHS to proved outreach services to parents, connect _ Foster Youth _ American Indian or Alaska Grades: 9th, Classifed students and families with additional resources and Native _ Hispanic or Latino _ Two or More 332 promote school attendance and academic success. 10th, 11th, Races _ Low Income Pupils _ Redesignated fluent Salaries & 12th English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or
African American _ Filipino _ White _ Students Appendix: with Disabilities _ Homeless _ Other Santa Paula High School WASC 2017 74 of 143
GOAL: Related State and/or Local Priorities: 4) Create a welcoming and efficient school climate for staff, students, parents and public. _1 _2 X 3 _4 _5 X 6 _7 _8 Local:
none
Identified Need: Increase services to staff, parents and students by increased staffing in school offices and service functions. Improve school facilities and maintain in good condition. Improve the nutrition program with nutritous and delicious food choices for students, provide nutrition education. Improve learning conditions for students during periods of extreme outdoor temperatures.
Goal Applies to: Schools: All
Grades: All Applicable Pupil Subgroups: All LCAP Year 1 333 Expected Annual Measurable 1) The district will maintain appropriately assigned and fully credentialed teachers for the pupils they are teaching at 98% or Outcomes: higher.
2) All schools will continue to receive a rating of "good" or better on the annual FIT Inspections Appendix:
3) Identified corrections on Fire Department, Health & Safety, or Risk Management Inspection Reports will be handled and corrected within 45 days of receipt of report. Santa 4) Nutrition Program will introduce the Harvest of the Month Program at the Middle School
5) Nutrition Specialist will introduce Nutrition Education Opportunities for K-5 Schools and participate in planning a Family Paula Health Fair event in September. High 6) Maintenance Work Orders will be assigned to a maintenance staff within 48 hours. 2016/17 the response time to close and complete a work order will be tracked for a baseline to improve in future years. School
7) At least one water hydration station will be added to each of the K-8 school sites.
8) A plan will be established for a priority list and location of future Literacy Centers. WASC
Actions/Services Scope of Pupils to be served within identified scope of Budgeted 2017 Service service Expenditures 75 of 143 X All 4a) Continue to make progress towards paying K-12 ------TBD competitive salaries (County Average) to attract and _ Foster Youth _ American Indian or Alaska retain highly qualified staff to District and make efforts to Grades: All Native _ Hispanic or Latino _ Two or More Certificated maintain low student to teacher class ratios, considering Races _ Low Income Pupils _ Redesignated fluent Salaries & District Facilities. English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students Classified with Disabilities _ Homeless Salaries & _ Other Benefits
X All 4b) Add 1 FTE Custodial Supervisor, 1 FTE Floating K-12 ------Unrestricted Custodian and retain previously added 1.25 FTE _ Foster Youth _ American Indian or Alaska custodial support at sites, as needed. Grades: All Native _ Hispanic or Latino _ Two or More $202,000 Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Classified Pacific Islander _ English Learners _ Black or Salaries & African American _ Filipino _ White _ Students Benefits with Disabilities _ Homeless 334 _ Other X All 4c) Transfer .05% of Expenditures into Fund 140, K-12 ------Unrestricted
Deferred Maintenance, annually for long term _ Foster Youth _ American Indian or Alaska Appendix: maintenance needs. Grades: All Native _ Hispanic or Latino _ Two or More $275,000 Races _ Low Income Pupils _ Redesignated fluent Other Outgo English proficient _ Asian _ Native Hawaiian or
Pacific Islander _ English Learners _ Black or Santa African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other Paula High School WASC 2017 76 of 143 X All 4d) Retain Nutrition Specialist to enhance nutrition K-12 ------Unrestricted services and provide nutrition education. Support _ Foster Youth _ American Indian or Alaska nutrition program with materials and supplies. Grades: All Native _ Hispanic or Latino _ Two or More $76,600 Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Classified Pacific Islander _ English Learners _ Black or Salaries & African American _ Filipino _ White _ Students Benefits with Disabilities _ Homeless _ Other Unrestricted $5,000
Books & Supplies
X All 4e) Retain maintenance staff to support ongoing K-12 ------Restricted maintenance needs. _ Foster Youth _ American Indian or Alaska Grades: All Native _ Hispanic or Latino _ Two or More $81,500 Races _ Low Income Pupils _ Redesignated fluent 335 English proficient _ Asian _ Native Hawaiian or Classified Pacific Islander _ English Learners _ Black or Salaries & African American _ Filipino _ White _ Students Benefits with Disabilities _ Homeless Appendix: _ Other Routine Restricted Maintenance Santa X All 4f) Continue implementation strategies and facilities K-12 ------Unrestricted modifications to improve conditions in school settings _ Foster Youth _ American Indian or Alaska Paula during periods when outdoor temperatures exceed 90°, Grades: All Native _ Hispanic or Latino _ Two or More $150,000
since most classrooms do not have air-conditioning. Races _ Low Income Pupils _ Redesignated fluent High English proficient _ Asian _ Native Hawaiian or Services & Other Operating
Pacific Islander _ English Learners _ Black or School African American _ Filipino _ White _ Students Expenditures with Disabilities _ Homeless Capital Outlay
_ Other WASC 2017 77 of 143 X All 4g) Retain Health Specialist Services (6 hrs/day) at all K- K-5 ------Unrestricted 5 sites to provide health coverage throughout the regular _ Foster Youth _ American Indian or Alaska school day. Grades: K, Native _ Hispanic or Latino _ Two or More $175,000 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent 4th, 5th English proficient _ Asian _ Native Hawaiian or Classified Pacific Islander _ English Learners _ Black or Salary & African American _ Filipino _ White _ Students Benefits with Disabilities _ Homeless _ Other X All 4h) Continue to work with the City of Santa Paula to K-12 ------Unrestricted improve traffic conditions surrounding school sites; _ Foster Youth _ American Indian or Alaska implement a Traffic Safety Education awareness Grades: All Native _ Hispanic or Latino _ Two or More $3,000 program. Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Books & Pacific Islander _ English Learners _ Black or Supplies African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 336 X All 4i) Provide hydrations stations at all K-8 school sites. K-8 ------Unrestricted _ Foster Youth _ American Indian or Alaska Grades: K, Native _ Hispanic or Latino _ Two or More $15,000 Appendix: 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent 4th, 5th, 6th, English proficient _ Asian _ Native Hawaiian or Books & 7th, 8th Pacific Islander _ English Learners _ Black or Supplies
African American _ Filipino _ White _ Students Santa with Disabilities _ Homeless _ Other Paula X All 4j) Modify existing facilities to create a Literacy Center at K-5 ------Unrestricted Barbara Webster School and begin planning for the next _ Foster Youth _ American Indian or Alaska $1,000,000 High site. Grades: K, Native _ Hispanic or Latino _ Two or More Capital Outlay 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent School 4th, 5th English proficient _ Asian _ Native Hawaiian or Materials & Pacific Islander _ English Learners _ Black or Supplies African American _ Filipino _ White _ Students Services & WASC with Disabilities _ Homeless Other Operating _ Other Expenditures 2017 78 of 143 LCAP Year 2 Expected Annual Measurable 1) The district will maintain appropriately assigned and fully credentialed teachers for the pupils they are teaching at 98% or Outcomes: higher.
2) Schools will receive a rating of "good" or better on the annual FIT Inspections
3) Identified corrections on Fire Department, Health & Safety, or Risk Management Inspection Reports will be handled and corrected within 30 days of receipt of report.
4) Nutrition Program will introduce the Harvest of the Month Program at the Elementary Schools.
5) Maintenance Work Orders will be assigned to a maintenance staff within 48 hours.
6) Response and closure time for M&O work orders will be improved by 5%.
Actions/Services Scope of Pupils to be served within identified scope of Budgeted Service service Expenditures X All 4a) Continue to make progress towards paying K-12 ------TBD 337 competitive salaries (County Average) to attract and _ Foster Youth _ American Indian or Alaska Certificated retain highly qualified staff to District and make efforts to Grades: All Native _ Hispanic or Latino _ Two or More Salaries & maintain low student to teacher class ratios, considering Races _ Low Income Pupils _ Redesignated fluent Benefits Appendix: District Facilities English proficient _ Asian _ Native Hawaiian or Classified Pacific Islander _ English Learners _ Black or Salaries & African American _ Filipino _ White _ Students Benefits with Disabilities _ Homeless _ Other Santa X All
4b) Retain 1 FTE Custodial Supervisor, Retain 1.0 FTE K-12 ------Unrestricted Paula Floating Custodian and retain previously added 1.25 FTE _ Foster Youth _ American Indian or Alaska $208,000 custodial support at sites, as needed. Grades: All Native _ Hispanic or Latino _ Two or More Classified High Races _ Low Income Pupils _ Redesignated fluent Salaries & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or School African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other WASC 2017 79 of 143 X All 4c) Transfer .05% of Expenditures into Fund 140, K-12 ------Unrestricted Deferred Maintenance, annually for long term _ Foster Youth _ American Indian or Alaska $275,000 maintenance needs Grades: All Native _ Hispanic or Latino _ Two or More Other Outgo Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 4d) Retain Nutrition Specialist to enhance nutrition K-12 ------Unrestricted services and provide nutrition education. Support _ Foster Youth _ American Indian or Alaska $79,000 nutrition program with materials and supplies Grades: All Native _ Hispanic or Latino _ Two or More Classified Races _ Low Income Pupils _ Redesignated fluent Salaries & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or Unrestricted African American _ Filipino _ White _ Students $5,000 with Disabilities _ Homeless Books &
_ Other Supplies 338
X All 4e) Retain maintenance staff to support ongoing K-12 ------Restricted maintenance needs. _ Foster Youth _ American Indian or Alaska $84,000 Appendix: Grades: All Native _ Hispanic or Latino _ Two or More Classified Races _ Low Income Pupils _ Redesignated fluent Salaries & English proficient _ Asian _ Native Hawaiian or Benefits
Pacific Islander _ English Learners _ Black or Routine Santa African American _ Filipino _ White _ Students Restricted with Disabilities _ Homeless Maintenance _ Other Paula X All 4f) Continue implementation strategies and facilities K-12 ------Unrestricted High modifications to improve conditions in school settings _ Foster Youth _ American Indian or Alaska $150,000 during periods when outdoor temperatures exceed 90°, Grades: All Native _ Hispanic or Latino _ Two or More Services & School since most classrooms do not have air-conditioning Races _ Low Income Pupils _ Redesignated fluent Other Operating English proficient _ Asian _ Native Hawaiian or Expenditures
Pacific Islander _ English Learners _ Black or Capital Outlay WASC African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 2017 80 of 143 X All 4g) Retain Health Specialist Services (6 hrs/day) at all K-5 ------Unrestricted K-5 sites to provide health coverage throughout the _ Foster Youth _ American Indian or Alaska $180,000 regular Grades: K, Native _ Hispanic or Latino _ Two or More Classified school day. 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent Salary & 4th, 5th English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 4h) Continue to work with the City of Santa Paula to K-12 ------Unrestricted improve traffic conditions surrounding school sites; _ Foster Youth _ American Indian or Alaska $3,000 implement a Traffic Safety Education awareness Grades: All Native _ Hispanic or Latino _ Two or More Books & program. Races _ Low Income Pupils _ Redesignated fluent Supplies English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 339 X All 4i) Provide additional hydrations stations at all K-8 school K-8 ------Unrestricted sites. _ Foster Youth _ American Indian or Alaska $15,000 Grades: K, Native _ Hispanic or Latino _ Two or More Books & Appendix: 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent Supplies 4th, 5th, 6th, English proficient _ Asian _ Native Hawaiian or 7th, 8th Pacific Islander _ English Learners _ Black or
African American _ Filipino _ White _ Students Santa with Disabilities _ Homeless _ Other Paula X All 4j) Modify existing facilities to create a Literacy Center at K-12 (site ------Unrestricted TBD School location and begin planning for the next TBD) _ Foster Youth _ American Indian or Alaska $650,000 High site. Native _ Hispanic or Latino _ Two or More Capital Outlay Grades: All Races _ Low Income Pupils _ Redesignated fluent Materials & School English proficient _ Asian _ Native Hawaiian or Supplies Pacific Islander _ English Learners _ Black or Services & African American _ Filipino _ White _ Students Other Operating WASC with Disabilities _ Homeless Expenditures _ Other 2017 LCAP Year 3 81 of 143 Expected Annual Measurable 1) The district will maintain appropriately assigned and fully credentialed teachers for the pupils they are teaching at 98% or Outcomes: higher.
2) Schools will receive a rating of "good" or better on the annual FIT Inspections
3) Identified corrections on Fire Department, Health & Safety, or Risk Management Inspection Reports will be handled and corrected within 30 days of receipt of report.
4) Maintenance Work Orders will be assigned to a maintenance staff within 48 hours.
5) Response and closure time for M&O work orders will be improved by 5%.
6) Nutrition Education for students and Parents will be offered at all school sites
Actions/Services Scope of Pupils to be served within identified scope of Budgeted Service service Expenditures X All 4a) Continue to make progress towards paying K-12 ------TBD competitive salaries (County Average) to attract and _ Foster Youth _ American Indian or Alaska Certificated 340 retain highly qualified staff to District and make efforts to Grades: All Native _ Hispanic or Latino _ Two or More Salaries & maintain low student to teacher class ratios, considering Races _ Low Income Pupils _ Redesignated fluent Benefits District Facilities. English proficient _ Asian _ Native Hawaiian or Classified
Pacific Islander _ English Learners _ Black or Salaries & Appendix: African American _ Filipino _ White _ Students Benefits with Disabilities _ Homeless _ Other
X All Santa 4b) Retain 1 FTE Custodial Supervisor, Retain FTE K-12 ------Unrestricted Floating Custodian and retain previously added 1.25 FTE _ Foster Youth _ American Indian or Alaska $214,000 custodial support at sites, as needed. Grades: All Native _ Hispanic or Latino _ Two or More Classified Paula Races _ Low Income Pupils _ Redesignated fluent Salaries &
English proficient _ Asian _ Native Hawaiian or Benefits High Pacific Islander _ English Learners _ Black or
African American _ Filipino _ White _ Students School with Disabilities _ Homeless _ Other WASC 2017 82 of 143 X All 4c) Transfer .05% of Expenditures into Fund 140, K-12 ------Unrestricted Deferred Maintenance, annually for long term _ Foster Youth _ American Indian or Alaska $275,000 maintenance needs. Grades: All Native _ Hispanic or Latino _ Two or More Other Outgo Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 4d) Retain Nutrition Specialist to enhance nutrition K-12 ------Unrestricted services and provide nutrition education. Support _ Foster Youth _ American Indian or Alaska $81,000 nutrition program with materials and supplies. Grades: All Native _ Hispanic or Latino _ Two or More Classified Races _ Low Income Pupils _ Redesignated fluent Salaries & English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or Unrestricted African American _ Filipino _ White _ Students $5,000 with Disabilities _ Homeless Books &
_ Other Supplies 341
X All 4e) Retain maintenance staff to support ongoing K-12 ------Restricted maintenance needs. _ Foster Youth _ American Indian or Alaska $86,500 Appendix: Grades: All Native _ Hispanic or Latino _ Two or More Classified Races _ Low Income Pupils _ Redesignated fluent Salaries & English proficient _ Asian _ Native Hawaiian or Benefits
Pacific Islander _ English Learners _ Black or Routine Santa African American _ Filipino _ White _ Students Restricted with Disabilities _ Homeless Maintenance _ Other Paula X All 4f) Continue implementation strategies and facilities K-12 ------Unrestricted High modifications to improve conditions in school settings _ Foster Youth _ American Indian or Alaska $150,000 during periods when outdoor temperatures exceed 90°, Grades: All Native _ Hispanic or Latino _ Two or More Services & School since most classrooms do not have air-conditioning. Races _ Low Income Pupils _ Redesignated fluent Other Operating English proficient _ Asian _ Native Hawaiian or Expenditures
Pacific Islander _ English Learners _ Black or Capital Outlay WASC African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 2017 83 of 143 X All 4g) Retain Health Specialist Services (6 hrs/day) at all K-5 ------Unrestricted K-5 sites to provide health coverage throughout the _ Foster Youth _ American Indian or Alaska $186,000 regular Grades: K, Native _ Hispanic or Latino _ Two or More Classified school day. 1st, 2nd, 3rd, Races _ Low Income Pupils _ Redesignated fluent Salary & 4th, 5th English proficient _ Asian _ Native Hawaiian or Benefits Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other X All 4h) Continue to work with the City of Santa Paula to K-12 ------Unrestricted improve traffic conditions surrounding school sites; _ Foster Youth _ American Indian or Alaska $3,000 implement a Traffic Safety Education awareness Grades: All Native _ Hispanic or Latino _ Two or More Books & program. Races _ Low Income Pupils _ Redesignated fluent Supplies English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless
_ Other 342 X All 4j) Modify existing facilities to create a Literacy Center at K-12 ------Unrestricted site TBD and begin planning for the next _ Foster Youth _ American Indian or Alaska $650,000 site. Grades: All Native _ Hispanic or Latino _ Two or More Capital Outlay Appendix: Races _ Low Income Pupils _ Redesignated fluent Materials & English proficient _ Asian _ Native Hawaiian or Supplies Pacific Islander _ English Learners _ Black or Services &
African American _ Filipino _ White _ Students Other Operating Santa with Disabilities _ Homeless Expenditures _ Other Paula High School WASC 2017 84 of 143
Annual Update
Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a minimum, the required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the effectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In addition, review the applicability of each goal in the LCAP.
Guiding Questions:
1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes? 2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes? 3) How have the actions/services addressed the identified needs and goals of specific schoolsites and were these actions/services effective in achieving the desired outcomes? 4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update? 5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making
progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of 343 progress and assessment of the effectiveness of the actions and services? 6) What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences? Appendix:
Original Goal Related State and/or Local Priorities: X from prior year All students read at grade level, focusing first on K-5 and then any other students 1 X 2 X 3 X 4 _5 _6 _7 X 8 Local: Santa LCAP: needing additional support. Paula Goal Applies to: Schools: All High Grades: All
Applicable Pupil Subgroups: All School Expected Annual Actual Annual
Measurable All teachers TK-5, and those teaching ELA and Measurable 100% of regular education and selected special WASC Outcomes: Reading 6-12 will participate in professional Outcomes: education teachers in grades K-5 attended at least development in ELA/ELD. Teachers TK-5 and 6-12 two professional development workshops in English
reading and ELD teachers will receive coaching Language Arts and mathematics to support the 2017 support. Reading intervention specialist K-5 will transition to the CCSS. 85 of 143 support students to increase the number of students 100% of 6-12 grade core subject area teachers in reading at grade level by 5%. English, mathematics, social science, and science attended at least three professional development AMAO 2 will improve 3% from 58% in 2014-15 to workshops to support CCSS and the NGSS. 61% in 2015-16 100% of K-5 teachers and ELA teachers in grades 6- Reclassification of English Learners will increase by 12 received an overview of the 2012 ELD Standards. 2% from 12.1% in 2014-15 to 14.1% in 2015-16 K-8 ELD Coaches provided grade level and AP Pass Rate will increase by 1% from 36% in 2013- individual coaching lesson planning support to over 14 to 37% 2014-15 (current data not yet available) 30% of teachers. and to 38% in 2015-16 AMAO 2 will improve 3% from 58% in 2014-15 to EAP and API are not available 61% in 2015-16 (data not yet available form CDE)
Reclassification of English Learners will increase by 2% from 12.1% in 2014-15 to 14.1% in 2015-16
(data not yet available form CDE) 344 AP Pass Rate decreased from 36% in 2013- 14 to 32% districtwide in 2014-15 (2015-16 not yet available) Appendix: In 2013-14, 86.6% of grade 11 students took the EAP in English Language Arts (ELA) with 7% of students scoring ³College Ready´and 11% scoring ³Conditionally Ready.´In 2014-15, 98.6% of students Santa took the EAP in ELA, with 11% scoring ³College Ready´and 29% scoring ³Conditionally Ready.´ Paula In 2013-14, 30% of grade 11 students took the EAP in mathematics with 2% of students scoring ³College Ready´and 28% scoring ³Conditionally Ready.´In High 2014-15, 97.4% of students took the EAP mathematics, with 3% scoring ³College Ready´and School 16% scoring ³Conditionally Ready.´
API-not applicable WASC
LCAP Year: 2015-16 2017 86 of 143 Planned Actions/Services Actual Actions/Services Budgeted Estimated Expenditures Actual Annual Expenditures
Professional Development for all staff, through Unrestricted All K-5 mathematics teachers received professional Unrestricted Professional Learning communities in technology, development in Math Expressions (new adoption) $50,000 ELD/ELA, Next Generation Science Standards (NGSS), $50,000 and identified and administered common summative Certificated Math, summative and formative assessment. New math chapter assessments. Results of assessments were Salaries & adoption will include professional development. Certificated discussed in data teams facilitated by VCOE. Benefits Salaries & Restricted Benefits 6-8 grade mathematics teachers piloted three math $100,000 programs aligned to the CCSS. All teachers One Time Restricted received professional development facilitated by Funds VCOE to support pilot implementation. $100,000 $100,000 All K-12 science teachers received at least three One Time professional development collaborations to develop Funds lessons and assessments based on the 5-E Model. 345 $100,000
Scope of Scope of service: K-12 service: K-12 Appendix:
Grades: All Grades: All X All X All ------Santa _ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or
Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Paula Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with High American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other School _ Other WASC 2017 87 of 143
Continue extended library hours for homework and Unrestricted All libraries were open an additional two hours from Unrestricted access to technology resources: 2 additional hours, 1 August-May. Each month the number of students $ 79,500 Total: hour open after school $100,000 and parents utilizing library services were Estimated monitored. Each month approximately 1,300 to Classified Classified 1,800 students and 40 to 90 adults visited libraries Salaries & Salaries & districtwide. During the month of April, 2,336 Benefits Benefits students and 58 adults visited the libraries. LED : $72,000 monitors were added to Santa Paula High School & Books & Books & Isbell Middle School libraries to support innovative Supplies: Supplies instruction. Expenditures were less due to delayed $7,500 installation of technology (will be scheduled Summer 2016).
Scope of Scope of service: K-12 service: K-12
Grades: All Grades: All X All X All
------346 _ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Appendix: Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other
_ Other Santa
Retain intervention during School day; implementation of Unrestricted All six elementary schools provided Tiers II and III Unrestricted RtI Tiers II and III for struggling students by retaining 1.4 RtI small group instruction during PE instruction. A $137,000 Paula PE Teachers, K-5 and adding 1 FTE to Glen City School. $175,000 schedule was developed at each school to ensure Certificated
that all students received the required number of PE Salaries & High Certificated minutes. Benefits: One Salaries & position was not School Benefits hired until 1/1/2016 WASC Scope of Scope of service: K-5 service: K-5 2017 Grades: K, 1st, 2nd, 3rd, 4th, 5th Grades: K, 1st, 2nd, 3rd, 4th, 5th 88 of 143 X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
Retain Reading Intervention Specialists focusing on K-2. Unrestricted Six K-2 reading teachers provided small group Unrestricted reading instruction to students reading below grade $660,000 $627,000 level. At the end of the 1st Trimester, Certificated approximately 212 students received services and Salaries & Certificated 65% of the students served increased one or more Benefits: Salaries & reading levels. At the end of the 2nd Trimester, Salaries Benefits approximately 194 students received services and increased due 70% of the students increased one or more reading to salary
levels as measured by QRI. schedule 347 increase in 2015-16.
Scope of Scope of Appendix: service: K-2 service: K-2
Grades: K, 1st, 2nd Grades: K, 1st, 2nd
X All X All Santa ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Paula Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African High Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with
American _ Filipino _ White _ Students with Disabilities _ Homeless School Disabilities _ Homeless _Other _ Other WASC 2017 89 of 143
Retain additional TK and K Bilingual Instructional Unrestricted Due to staffing, TK and K Instructional Assistants Unrestricted Assistants FTE 3.0 TK, *7.125 FTE (for 65 days, limited began to work in classrooms at the end of $200,000 Total Term) $133,000 September. K IAs supported students through the Estimated (TK) end of 1st Trimester and TK IAs continued to work in Salaries: classrooms throughout the remainder of the school Classified $66,000 (K) year. For the 2016-17 school year staff recruitment Salaries & will begin May 2016. Benefits: Classified $152,000 for Salaries & TK; $48,000 for Benefits K
Scope of Scope of service: TK, K service: TK-K
Grades: TK Grades: TK, K X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or 348 Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Appendix: Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other Santa Paula High School WASC 2017 90 of 143
Addition of 4 FTE Reading Specialists 1 at Glen City (K- Unrestricted An additional K-2 reading teacher was hired to Unrestricted 2); provide small group reading instruction at Glen City $337,000 $400,000 School. An addtional 3 FTE were hired to support Certificated 3 FTE divided among the other K-5 schools (3-5). A total the 3-5 grade level students who were struggling in Salaries & of 10 specialists. Certificated the reading process. In grades 3-5, three Benefits: Based Salaries & reading teachers provided small group reading on actual hiring Benefits instruction to students reading below grade level. At costs the end of the 1st Trimester, approximately 187 students received services and 39% of the students served increased one or more reading levels. At the end of the 2nd Trimester, approximately 156 students received services and 49% of the students increased one or more reading levels as measured by QRI.
Scope of Scope of service: K-5 service: K-5
Grades: K, 1st, 2nd, 3rd, 4th, 5th Grades: K, 1st, 2nd, 3rd, 4th, 5th 349 X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or
Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Appendix: Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with
American _ Filipino _ White _ Students with Disabilities _ Homeless Santa Disabilities _ Homeless _Other _ Other What changes in actions, Paula servivces, and expenditures All services and actions will be retained for the 2016-17 school year. Staff recruitment for TK and K instructional
assistants will begin May 2016. High School WASC 2017 91 of 143
Original Goal Related State and/or Local Priorities: X from prior year Provide Enrichment Opportunities and Course Access 1 X 2 _3 X 4 X 5 X 6 X 7 X 8 LCAP: Local: Goal Applies to: Schools: All
Grades: All Applicable Pupil Subgroups: All Expected Annual Actual Annual Measurable By June 2016, the district will have implemented at Measurable Four enrichment sessions provided by StarNova Outcomes: least four enrichment sessions at each elementary Outcomes: were offered at each elementary school for students site, one enrichment session at Isbell Middle School, in grades K-5. Session topics included: Lego and expanded opportunities at SPHS/RHS to allow Robotics, Art Studio, Soccer Camp, Zumba, Digital students to participate in college and careers, Photography, and Media Arts were offered at each leadership and extracurricular activities to enrich their elementary school site. An eight week Rock Band education. session was offered at IMS. Approximately 1,184 students participated districtwide. 350
120 SPHS/RHS students participated in a Spring Youth Leadership Conference. Appendix: LCAP Year: 2015-16 Planned Actions/Services Actual Actions/Services
Budgeted Estimated Santa Expenditures Actual Annual Expenditures Paula
Continue Dual Enrollment Program, Ventura College No cost The following Ventura College courses were offered No cost. MOU at SPHS: Fall: Criminal Justice, Child Growth and with Ventura High Development, and American Sign Language Spring: College to use
Introduction to Business, Child Growth and Santa Paula School Development, American Sign Language Summer: High School Criminal Justice, American Sign Language, Child classrooms for Development program. WASC 2017 92 of 143 Scope of Scope of service: 9-12 service: 9-12
Grades: All Grades: 9th, 10th, 11th, 12th X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
Continue electives offered at Middle School and High Unrestricted An additional Spanish teacher at SPHS and an $172,000 Schools, by retaining 1 FTE HS, 1 FTE MS (YR 2) additional teacher at IMS was retained during the Certificated $140,000 2015-16 school year to support elective offerings. An Salaries & elective wheel class was added to the master Benefits : actual
Certificated schedule. cost of 2 FTEs 351 Salaries & Benefits
Scope of Scope of Appendix: service: 6-12 service: 6-12
Grades: 6th, 7th, 8th, 9th, 10th, 11th, Grades: 6th, 7th, 8th, 9th, 10th,
12th 11th, 12th Santa X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Paula Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated
Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific High proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African
Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with School American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other
_ Other WASC 2017 93 of 143
Continue opportunities for Enrichment through contracted Unrestricted Four enrichment sessions provided by StarNova As of May 2016 services including After School and Summer Enrichment were offered at each elementary school for students expenditures STAR Nova. $200,000 in grades K-5. Session topics included: Lego total $152,000. Robotics, Art Studio, Soccer Camp, Zumba, Digital Summer Services & Photography, and Media Arts were offered at each enrichment for Other elementary school site. An eight week Rock Band June 2016 will session was offered at IMS. Approximately 1,184 provide Operating students participated districtwide. additional Expenditures expenditures.
Scope of Scope of service: 9-12 service: K-8
Grades: 9th, 10th, 11th, 12th Grades: K, 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or
Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated 352 Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with
American _ Filipino _ White _ Students with Disabilities _ Homeless Appendix: Disabilities _ Homeless _Other _ Other
Add an AP Psychology Class for 2015-2016. Support Unrestricted 38 students enrolled in AP Psychology class. Estimated total Santa costs of AP Exams expenditures $32,000 Supplemental instructional materials, student study $31,406: trips, conference fees, and exam fees were Certificated Paula Books & purchased to support all AP offerings. Approximately Salaries and Supplies 375 AP exams were taken by SPHS students. All Benefits, Books High exams were paid for by LCAP funds. & Supplies, and Services &
Services and School Other Other Operating Expenditures. Operating Expenditures WASC 2017 94 of 143 Scope of Scope of service: 9-12 service: 9-12
Grades: 9th, 10th, 11th, 12th Grades: 9th, 10th, 11th, 12th X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
Increase the CTE offerings and courses at High School Unrestricted Medical Terminology was offered to SPHS students Courses were (provide training, curriculum development, materials). during summer and fall. offered as ROP $20,000 courses, at no Introduction to Emergency Management was offered cost to District
Books & at RHS. A Future Business Leaders of America 353 Supplies CTSO was added at RHS.
Services &
Other Appendix:
Operating Expenditures Santa Scope of Scope of service: 9-12 service: 9-12 Paula Grades: 9th, 10th, 11th, 12th Grades: 9th, 10th, 11th, 12th
X All X All High ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or School Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African WASC Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless
Disabilities _ Homeless _Other 2017 _ Other 95 of 143
Responsibilities for Career Exploration activities will be Unrestricted College and Career Club curriculum was offered at $6,300 shared by academic counselors. District will provide Isbell Middle School for 6-8 grade students. At expended as of training and materials to support career exploration. $7,000 Santa Paula High School career exploration services May 2016. were provided through the College and Career Books & Center as well as the school counselors. Supplies
Services & Other
Operating Expenditures
Scope of Scope of service: 6-12 service: 6-12
Grades: 6th, 7th, 8th, 9th, 10th, 11th, Grades: 6th, 7th, 8th, 9th, 10th, 12th 11th, 12th X All X All ------354 _ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific Appendix: proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other Santa Paula High School WASC 2017 96 of 143
Increase support for recreational/elective activities during Unrestricted Two of the six elementary sites funded a Resource $25,335 school/lunch time; add Resource Services Specialist-PE Services Specialist to organize and supervise sports Classified to organize/supervise sports and recreational activities $51,000 and recreational activities during lunch recess. Four Salaries/Benefit of the elementary schools were able to access s K-5. Classified substitute IAs to provide support. Vacancies Salary & existed Benefits throughout the year.
$33,576 Total cost of Classified Salaries/Benefit s includes middle school staff.
Scope of Scope of K-5 K-5
service: service: 355
Grades: K, 1st, 2nd, 3rd, 4th, 5th Grades: K, 1st, 2nd, 3rd, 4th, 5th X All X All
------Appendix: _ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Santa Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless
Disabilities _ Homeless _Other Paula _ Other High Retain increase Band Instruction; vocal music year 2 will Unrestricted Increase in band instruction was retained. The $26,000
require the use of a stipend at the middle school. stipend position for vocal music at IMS was not Certificated School $30,000 filled. Salaries & Benefits Certificated Salary & WASC Benefits 2017 97 of 143 Scope of Scope of service: 6-8 service: 6-8
Grades: 6th, 7th, 8th Grades: 6th, 7th, 8th X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
Continue to promote Youth Leadership Activities with Unrestricted At IMS, six video cameras were purchased to plan $21,740 Books community support at High Schools and Isbell Middle and film student activities; students participated in & Supplies and School. $20,000 MESA conference; 15 students attended the Future Services & Leaders of America Summer Camp Other Operating
Books & Expenditures 356 Supplies At SPHS/RHS, 170 students attended a Spring Leadership Conference, 15 students attended a Services & Summer Leadership Conference sponsored by the
Other Ronald Reagan Library Foundation; 20 students and Appendix: parents participated in the College Access Operating Information Continuum (CAIC) at UCLA; 150 Expenditures students attended the Channel Islands National
Parks ³Bioblitz´to explore careers in national park Santa service
Scope of Scope of Paula service: 6-12 service: 6-12 High Grades: 6th, 7th, 8th, 9th, 10th, 11th, Grades: 6th, 7th, 8th, 9th, 10th, 12th 11th, 12th School WASC 2017 98 of 143 X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
Continue to Support AVID program: program fee, training, Unrestricted Funds supported the SPHS and IMS AVID program $65,000 prep period for District Director. by providing salary (one period) for District AVID Certificated $65,000 Teacher lead, college tutors for all high school and Salary & middle school AVID elective classes, program fees, Benefits and Certificated and summer institute conference fees. A two-day Services & Salary & AVID conference is being offered to 6-12 grade Other Operating Benefits teachers to support language and literacy instruction Expenditures for English learners Books & 357 Supplies
Services & Other Appendix: Operating Expenditures
Scope of Scope of Santa service: 6-12 service: 6-12 Paula Grades: 6th, 7th, 8th, 9th, 10th, 11th, Grades: 6th, 7th, 8th, 9th, 10th, 12th 11th, 12th X All X All High ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or School Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African WASC Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other 2017 _ Other 99 of 143
Expand career pathways through VC Innovates at Santa VC Innovates All 9th grade students were enrolled in a College $28,000 Paula High School Grant and Career Readiness course utilizing the Get Estimated Focused, Stay Focused curriculum. Teachers Actual $75,000 participated in regional planning collaboratives to Expenditures: prepare for five pathways to be implemented in the Certificated Books & 2016-17 school year. A College and Career Day was Salaries & Supplies implemented at SPHS and guest speakers provided Benefits, Books information on each industry sector to market and & Supplies, Services & promote pathways. Twenty-two students Services and Other participated in the VC Innovates Entrée to Other Operating Employment dinners in Public Service, Agriculture, Expenditures. Operating Healthcare, and Engineering. SPHS students also Planned Expenditures participated in fieldtrips related to the five SPHS expenditures for pathways . equipment for new pathways has been delayed until 2016/17, resulting in lower 358 expenditures this year. Appendix: Scope of Scope of service: 9-12 service: 9-12
Grades: 9th, 10th, 11th, 12th Grades: 9th, 10th, 11th, 12th Santa X All X All ------
_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Paula Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific High proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless School Disabilities _ Homeless _Other _ Other WASC 2017 100 of 143
The District will fund all transportation services for Unrestricted All athletic league and championship travel and $122,000 athletics, music, and chorus. Provide funds to support expenditures were funded in 2015-16 Services & new band uniforms for middle and high school. $120,000 Other Operating Funds were provided to SPHS and IMS to purchase Expenditures Services & new band uniforms. Due to ordering and time Other constraints, the actual purchase will occur in July $ 1,534 2016. Actual Expendit Operating ures. Expenditures Uniform orders Restricted will post in July 2016. $50,000
Books & Supplies
Scope of Scope of service: 6-12 service: 6-12 359 Grades: 6th, 7th, 8th, 9th, 10th, 11th, Grades: 6th, 7th, 8th, 9th, 10th, 12th 11th, 12th X All X All ------Appendix: _ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Santa Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other Paula _ Other High Increase Athletic Director by .33 FTE to 1 FTE Position. Unrestricted Athletic Director position was funded full-time at $43,427
Add to 16-17 SPHS Certificated School $41,000 Salaries & Benefits
Certificated WASC Salaries & Benefits 2017 101 of 143 Scope of Scope of service: 9-12 service: 9-12
Grades: 9th, 10th, 11th, 12th Grades: 9th, 10th, 11th, 12th X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
Implement ³Summer Matters´Enrichment Program which Unrestricted Will provide K-12 summer enrichment and Expenditures includes collaboration with community based agencies intervention program from June 12-July 13, 2016. through June such as Boys & Girls Club, City Recreation and Blanchard $350,000 The following classes will be offered: 30, 2016 Library. Enrichment courses and activities will be expected to be expanded K-12 to include college readiness courses. Certificated Reading Intervention classes at the $412,100. 360 Salaries & Blanchard Library and the Boys and Girls Includes Benefits Club Special Ed, 9th-12th Grade EL Newcomer class Migrant and
Classified 5th Grade Long-Term English learner class Title I funding. Appendix: Salaries & K-5th Grade Makerspace class at Boys and Benefits Girls Club Books & 2nd -5th Grade Summer Science Camp Supplies 8th Grade Math Academy Santa 9th Grade Math Academy
Services & K-12th Grade Special Education Paula Other K-12th Grade Migrant Education 9-12th Grade Credit recovery classes in core Operating subject areas at SPHS High Expenditures 9-12th Grade Spanish I, Spanish II, Computer Art, and Medical Terminology will be offered School in order for students to fulfill college A-G graduation requirements to create flexibility in student schedules for the upcoming school WASC year. 2017 102 of 143 Scope of Scope of service: K-12 service: K-12
Grades: All Grades: All X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
The Assistant Superintendent of Educational Services will Unrestricted A cohort of six teachers in grades 3-5 attended the $6,581 actual develop a committee to plan and implement a GATE California Association for the Gifted Conference. expenditures. Program for 2016-2017. Update assessment instrument $7,500 Certificated for GATE eligibility; fund teacher extra-hour duties as An after-school enrichment program for GATE Salaries & needed to support the implementation. Certificated students in grades 3-5 is being planned and will be Benefits and 361 Salaries & offered in the 2016-17 school year. Supplies & Benefits Materials and Services and
Other Operating Appendix: Expenditures
Scope of Scope of service: 3-5 service: 3-5 Santa
Grades: 3rd, 4th, 5th Grades: 3rd, 4th, 5th Paula X All X All ------
_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or High Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated
Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific School proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with
American _ Filipino _ White _ Students with Disabilities _ Homeless WASC Disabilities _ Homeless _Other _ Other 2017 103 of 143
Upgrade existing facilities to add Science Labs for use in Unrestricted The District explored capital improvements at RHS $10,000 teaching NGSS. and IMS. At RHS, it was determined that enlarging Mitigation $250,000 the existing site is not feasible. Options for adding Study, Capital mobile lab equipment and virtual lab instructional Projects Capital materials are being explored. Funding will be rolled Projects over to 2016-17 school year.
At IMS, a current assessment is underway to ascertain potential state funding for renovations to currently existing, but unusable classroom facilities. The assessment will continue tin 2016-17 for a long- term solution. However, funding will be provided for additional equipment and supplies for science labs.
Scope of Scope of service: Isbell Middle School service: 6-12
RHS Renaissance High School
Grades: 9th, 10th, 11th, 12th Isbell Middle School 362
Grades: 6th, 7th, 8th, 9th, 10th, 11th, 12th Appendix: X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific Santa proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African
Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Paula American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other High School WASC 2017 104 of 143 What changes in actions, servivces, and expenditures Increased funding will be allocated to the AVID program in order to add an AVID Excel class for struggling long- term English learners. Additional funding for student leadership opportunities will be provided at SPHS and Renaissance High School to support college and career opportunities. Additional funding will continue to support the GATE program by providing after school enrichment opportunities.
Reevaluation of facilities at RHS and IMS will provide viable opportunities to house science labs and/or virtual labs. Two additional AP courses (Government and European History) will be added. Funding will be provided to enhance enrichment opportunities in the after-school ASPIRE program. 363 Appendix: Santa Paula High School WASC 2017 105 of 143 Original Goal Related State and/or Local Priorities: from prior year Increase Parent Involvement/Student Engagement _1 _2 X 3 _4 X 5 X 6 _7 X 8 LCAP: Local: Goal Applies to: Schools: All
Grades: All Applicable Pupil Subgroups: All Expected Annual Actual Annual Measurable By June of 2016, there will be 450 new parents Measurable An estimated 400 parents participated and Outcomes: district-wide who will complete the PIQE certification; Outcomes: completed the Parent Institute for Quality Education District will implement Level 2 PIQE to create a cadre and received their certification of completion. of Parent Leaders at each site. Family engagement specialists/school counselors will outreach to families Triple ³P´Parenting classes were offered at and provide evidence based ³Triple P´parenting elementary, middle, and high school sites with an programs at all school sites. There will be 2 series of average attendance of 15 parents per evening. Triple P seminars for K-5 parents, as well as Teen Triple P seminars at Middle and High School. 364 LCAP Year: 2015-16 Planned Actions/Services Actual Actions/Services Budgeted Estimated Appendix: Expenditures Actual Annual Expenditures Santa Continue PIQE Program: add another session of PIQE Unrestricted PIQE levels 1 and 2 were offered at every site. $64,000 Actual level two, Parent Leadership, at all schools. Expenditures were less than budgeted due to a expenditures,Cl $100,000 lower number of parents signing up for PIQE in year assified Paula 2. Salaries & Classified
Benefits, High Salaries & Services & Benefits Other Operating School Expenditures Services & Other WASC Operating Expenditures 2017 106 of 143 Scope of Scope of service: K-12 service: K-12
Grades: All Grades: All X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
Continue efforts to increase communications with Unrestricted District printed fall and spring newsletters in English $10,775 Actual parents/guardians using a variety of methods. and Spanish highlighting District programs and expenditures, $10,000 accomplishments. Copies were mailed to all parents Cost of printing as well as community-based organizations and mailing two
Services & newsletters 365 Other
Operating
Expenditures Appendix:
Scope of Scope of service: K-12 service: K-12 Santa Grades: All Grades: All X All X All ------Paula _ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or
Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated High Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific
proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African School Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless
Disabilities _ Homeless _Other WASC _ Other 2017 107 of 143
Continue to provide increased opportunities for Unrestricted District translators were provided for Back to School $2,607 parent/guardian participation in school and District Nights, parent-teacher conferences in fall and Unrestricted programs. Provide funding for translators at $10,000 spring. Parent/Teacher conferences, childcare at parent evening (cost of extra events. Classified duty translators) Salaries & Benefits
Scope of Scope of service: K-12 service: K-12
Grades: All Grades: All X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African
Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with 366 American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other Appendix: Continue counseling support and connections to Unrestricted All K-5 counselors attended a 2-day Family $4,209 Actual community -based agencies. Assess and serve the needs Engagement Conference in the fall. Counselors are expenditures. of Foster Youth, ELL and low-income students. Train 2 $5,000 utilizing engagement strategies to bring more Services &
FTE School Counselor/Family Engagement Specialists K- parents to educational activities at the k-5 schools. Other Operating Santa 12 on parent outreach strategies. Books & Expenditures Supplies All K-12 counselors attended a districtwide
McKinney Vento workshop with county agencies Paula Services & where they received information on services Other available in Ventura County. High Operating
Expenditures School
Scope of Scope of service: K-12 service: K-12 WASC
Grades: All Grades: All 2017 108 of 143 X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
Retain Assistant Principal at Santa Paula High School to Unrestricted Assistant Principal at Santa Paula High School $135,557 provide support in reducing the number of retained. Out of school suspensions were reduced Estimated suspensions/expulsion, increase school safety and $131,000 by 8%. A restorative justice process was Actual increase parent-home-family connections. implemented to address disciplinary concerns. Expenditures. Certificated Certificated Salaries & Salaries & Benefits Benefits
Scope of Scope of 367 service: 9-12 service: 9-12
Grades: 9th, 10th, 11th, 12th Grades: 9th, 10th, 11th, 12th
X All X All Appendix: ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated
Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific Santa proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Paula Disabilities _ Homeless _Other
_ Other High
Retain Assistant Principal at Glen City Elementary School Unrestricted Assistant Principal at Glen City Elementary School $128,703 School to provide support for larger enrollment, and increase retained. Assistant Principal attended all school Estimated parent-home -family connections. $121,000 events and met with parents on a regular basis to Actual
support student discipline and attendance. Expenditure. WASC Certificated Certificated Salaries & Salaries & Benefits Benefits 2017 109 of 143 Scope of Scope of service: Glen City service: K-5
Grades: K, 1st, 2nd, 3rd, 4th, 5th Glen City School
Grades: K, 1st, 2nd, 3rd, 5th X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
Retain increased clerical support in school offices to meet Unrestricted All office assistant positions were funded by LCAP $97,275 368 clerical needs, provide for coverage, and respond to for a minimum of six hours per site. This resulted in Estimated parent's needs. $96,000 an increase in services to parents, office coverage, Actual and decrease in response time Classified
Classified Salaries & Appendix: Salaries & Benefits Benefits
Scope of Scope of Santa service: K-8 service: K-8
Grades: K, 1st, 2nd, 3rd, 4th, 5th, 6th, Grades: K, 1st, 2nd, 3rd, 4th, 5th, Paula 7th, 8th 6th, 7th, 8th
X All X All High ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or School Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African WASC Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless
Disabilities _ Homeless _Other 2017 _ Other 110 of 143
Continue services of School Resource Officers at SPHS Unrestricted SROs continue to offer services at SPHS/RHS and $60,000 and Isbell Middle School. IMS. The officers have established strong Estimated $60,000 relationships with students and staff and have Actual assisted administration in resolving student conflicts Expenditures: Services & at school. SROs assisted elementary principals Services & Other when needed. Other Operating Expenditures Operating Expenditures
Scope of Scope of service: 6-12 service: 6-12
Grades: 6th, 7th, 8th, 9th, 10th, 11th, Grades: 6th, 7th, 8th, 9th, 10th, 12th 11th, 12th X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated 369 Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with
American _ Filipino _ White _ Students with Disabilities _ Homeless Appendix: Disabilities _ Homeless _Other _ Other Santa Paula High School WASC 2017 111 of 143
Retain District Safety Coordinator, provide supply budget Unrestricted The District Safety and Risk Manager position $103,663 for training continued to by funded. Activities supported include: Estimated $100,000 actual Safety Site Plans Classified Classified Emergency Preparedness and Supplies Salaries & Salaries & Safety Drills Benefits Benefits CPR, AED, First-Aid and Epi-Pen Trainings Emergency Response $21,000 Books Restricted Coordination with Public Agencies & Supplies and Services & District Safety Committee $50,000 Other Operating Injury Investigations and Follow-up Expenditures. Books & Unspent funds Supplies Risk and Safety Inspections and Follow-up from 2015-16 will carryover to Services & Safety bins will be updated and new supplies next year. Other purchased in Summer 2016
Operating
Expenditures 370
Scope of Scope of service: K-12 service: K-12 Appendix: Grades: All Grades: All X All X All ------
_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Santa Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Paula Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with
American _ Filipino _ White _ Students with Disabilities _ Homeless High Disabilities _ Homeless _Other
_ Other School WASC 2017 112 of 143
Partnership with Ventura County Adult Education Unrestricted District received 280,000 in March of 2016 to $30,925 Consortium to provide ESL classes and adult education implement the following Adult Education classes in Estimated offerings on or before January 1, 2016. ELD Literacy $20,000 the fall of 2016: Actual Adult Classes will be funded for the school year. Expenditures: Certificated/ ESL, Levels 1-3 Certificated Classified Citizenship Classes Salaries & Salaries & Financial Math Benefits, Books Benefits Computer Literacy & Supplies High-School Equivalency courses Books & Supplies Hired Adult Education Lead Teacher in April, 2016 and purchased laptops for computer instruction
Scope of Scope of service: K-12 service: Adults
Grades: All Grades: Adult X All X All
------371 _ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Appendix: Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other
_ Other Santa
Modifications/modernizations to accommodate library Unrestricted District completed its first new Literacy Center on the $580,464 Actual Paula changes that support innovative library spaces/literacy Glen City campus. The center officially opened in YTD centers. $650,000 January 2016 providing a 21st century learning expenditures,
environment. Contract for construction was lower Capital Outlay High Capital Outlay than budgeted. and Books &
Supplies School
Scope of Scope of service: K-12 service: K-5 WASC
Grades: All Grades: 5th, 6th, 7th, 8th, 9th, 10th,
11th, 12th 2017 113 of 143 X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other What changes in actions, servivces, and expenditures Add funding for new literacy center with parking at Barbara Webster Elementary School. Increase office assistant positons from six hours to eight hours. Continue to implement and expand the Adult Education program. The Governing Board expressed a Board Priority to increase the positive communications and improve website and other social media platforms. A Public Information Officer was hired midyear and will be supported by LCAP funding beginning in the 2016/17 fiscal year.
Related State and/or Local Priorities: X Original Goal 372 from prior year Implement Common Core, Next Generation Science Standards (NGSS), ELD 1 X 2 _3 X 4 X 5 _6 X 7 X 8 Local: LCAP: Goal Applies to: Schools: All Appendix:
Grades: All Applicable Pupil Subgroups: All Santa Expected Annual Actual Annual Measurable All teachers will participate in professional Measurable All regular education and selected special education Outcomes: development. Instructional materials will be Outcomes: teachers in grades K-5 attended at least two Paula purchased. Technology resources will be professional development workshops in English
provided/purchased. Language Arts and mathematics to support the High transition to the CCSS. School 6-12 grade core subject area teachers in English, mathematics, social science, and science attended at least three professional development workshops WASC to support CCSS and the NGSS.
All K-5 teachers and ELA teachers in grades 6-12 received an overview of the 2012 ELD Standards. 2017 114 of 143 LCAP Year: 2015-16 Planned Actions/Services Actual Actions/Services Budgeted Estimated Expenditures Actual Annual Expenditures
Professional Development for all staff, through Unrestricted All K-5 mathematics teachers received professional $50,000 Professional Learning communities in technology, development in Math Expressions (new adoption) Projected ELD/ELA, Next Generation Science Standards (NGSS), $50,000 and identified and administered common summative Actual Math, summative and formative assessment. chapter assessments. Results of assessments were Expenditures: Books & discussed in data teams facilitated by VCOE. Certificated Supplies Salaries & 6-8 grade mathematics teachers piloted three math Benefits Restricted programs aligned to the CCSS. All teachers (Unrestricted) received professional development facilitated by $100,000 VCOE to support pilot implementation. $100,000 Projected Books & All K-8 science teachers received at least three Actual Supplies professional development collaborations to Expenditures: 373 developed lessons and assessments based on the 5 Certificated $100,000 -E Model. Salaries & Benefits,
One Time Appendix: Funds Services and Other Operating Services and Expenditures (R Other estricted) Operating Santa Expenses $100,000 Projected Actual Paula Expenditures:
Certificated High Salaries &
Benefits, School Services and Other Operating
Expenditures WASC (One-Time Funds) 2017 115 of 143 Scope of Scope of service: K-12 service: K-12
Grades: All Grades: All X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
Purchase instructional materials and equipment to Unrestricted Supplemental assessment materials were $645,923 support State Standards purchased to support CCSS Reading standards for Estimated $200,000 K-5 reading teachers. Actual Expenditures:
Books & Supplemental reading books and instructional Books & 374 Supplies materials were purchased to support text sets for Supplies, CCSS ELA instructional units. Services & Restricted Other Operating
Replaced damaged and lost textbooks at SPHS Expenditures Appendix: $400,000 Purchased core math curriculum for K-5. One Time Funds Santa Books & Supplies Paula
Scope of Scope of service: K-12 service: K-12 High
Grades: All Grades: All School WASC 2017 116 of 143 X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
Develop and revise Curriculum Maps for ELA, Math and Unrestricted Extra duty hours were provided to K-8 teachers to $16,042 Actual ELD revise and refine ELA/ELD instructional units. K-8 expenditures: $16,000 teachers created and completed instructional units Certificated aligned to CCSS. Salaries & Certificated Benefits Salaries & Benefits
Scope of Scope of 375 service: K-12 service: K-8
Grades: All Grades: K, 1st, 2nd, 3rd, 4th, 5th,
6th, 7th, 8th Appendix: X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or
Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Santa Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Paula American _ Filipino _ White _ Students with Disabilities _ Homeless
Disabilities _ Homeless _Other High _ Other School WASC 2017 117 of 143
Continue upgrades to infrastructure to support increased Unrestricted An E-RATE project was completed that increased $83,710 technology needs - combination of unrestricted, and wireless access points to all Elementary and Middle Estimated restricted, one-time funding and potential funding from E- $50,000 School Campuses. Project costs came in lower than actual RATE budgeted. expenditures: Restricted Capital Outlay
$700,000 $133,071 Estimated E-Rate actual Funding expenditures: C apital Outlay Services & Other $433,429 USAC (E-RATE Operating Program) Expenditures funds: Capital Outlay
Scope of Scope of 376 service: K-12 service: K-8
Grades: All Grades: K, 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th Appendix: X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific Santa proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African
Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Paula American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other High School WASC 2017 118 of 143
Continue efforts to increase computer / student ratio and Unrestricted Continue efforts to increase computer / student ratio, $604,087 implement district-funded 5-year replacement plan. purchase mobile carts, tablets and other 21st Estimated $600,000 Century technology. Implement district-funded 5- Actual year replacement plan. Replacements included 51 Expenditures: Books & desktops, 6 servers, 332 laptops and 6 mobil carts Books & Supplies were purchased and installed. Supplies and Services and Other Operating Expenditures
Scope of Scope of service: K-12 service: K-12
Grades: All Grades: All X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated
Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific 377 proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless
Disabilities _ Homeless _Other Appendix: _ Other Santa Paula High School WASC 2017 119 of 143
Fund mini-grants to support use of innovative technology Unrestricted Twelve teachers received funded grants through this $384,229 for teaching and learning. Projects that support ELL's to innovative program. Technology requested to Estimated receive additional consideration. $400,000 support classroom was funded, along with a Actual yearlong support program including professional Expenditures: One Time development sessions and attendance at the CUE Certificated Funds conference. Salary & Benefits, Books Certificated & Supplies and Salary & Services & Benefits Other Operating Expenditures Books & Supplies
Services & Other Operating Expenditures
Scope of Scope of 378 service: K-12 service: K-12
Grades: All Grades: K, 1st, 2nd, 3rd, 4th, 5th,
6th, 7th, 8th, 9th, 10th, 11th, 12th Appendix: X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Santa Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Paula Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless
Disabilities _ Homeless _Other High _ Other School WASC 2017 120 of 143
Retain increased Technology Department staffing to Unrestricted Two additional FTEs, Computer Technicians were $149,756 support District. retained. Response to technology work orders had Estimated $139,000 improved to a response time of 24 hours or less. Actual Classified Classified Salaries & Salaries & Benefits Benefits
Scope of Scope of service: K-12 service: K-12
Grades: All Grades: All X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African
Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with 379 American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other Appendix: Retain Technology/Professional Development Teacher to Unrestricted Technology/Professional Development TOSA was $109,032 support teaching staff in how to use technology resources retained and supported approximately 60 Estimated $105,000 administrators, teachers, and classified staff with Actual
technology integration. Trainings included: Expenditures: Santa Certificated Certificated Salaries & Utlilizing SmartBoards Salaries & Benefits Supporting desktops and Ipads in the Benefits Paula clasroom
Technolgy in Literacy Centers High SBAC
Makerspace School Website Development EADMS Scope of Scope of WASC service: K-12 service: K-12
Grades: All Grades: All 2017 121 of 143 X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
Retain Preparatory Period at Middle School for Unrestricted Preparatory periods were maintained at IMS. $593,442 preparation and implementation of common core. Estimated $540,000 Actual Expenditures: Certificated Certificated Salaries & Salaries & Benefits Benefits. Reflects impact
of negotiated 380 salary schedule increase for 2015-16. Appendix: Scope of Scope of service: 6-8 service: 6-8
Grades: 6th, 7th, 8th Grades: 6th, 7th, 8th Santa X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Paula Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated
Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific High proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African
Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with School American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other
_ Other WASC 2017 122 of 143
Hire 2 FTE Common Core Coordinators to support Unrestricted Hired two CC Coordinators to support the $257,449 implementation of Common Core standards in ELA, ELD, implementation of the California State Standards. Estimated Math, Science and Social Studies $200,000 Services included; plan, coordinate and attend Actual professional development trainings, facilitate the Expenditures: Certificated pilot process for curriculum adoptions, coordinate Certificated Salaries & and support the development of a comprehensive Salaries & Benefits assessment system to monitor student progress Benefits. towards mastery of the state standards. Reflects salary schedule increase negotiated for 2015-16 and salary placement of 2.0 FTEs.
Scope of Scope of service: K-12 service: K-12 381 Grades: All Grades: All X All X All ------
_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Appendix: Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African
Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Santa American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other
_ Other Paula High School WASC 2017 123 of 143
Purchase Achieve3000 Reading Software for 6-12 Unrestricted Purchased and implemented Achieve 3000 $30,000 students needing reading support. curriculum in 6-12 grade reading intervention and unrestricted $24,000 ELD classes. services and other operating Restricted expenditures. $6,000
Special Ed.
Services & Other Operating Expenditures
Scope of Scope of service: 6-12 service: 6-12
Grades: 6th, 7th, 8th, 9th, 10th, 11th, Grades: 6th, 7th, 8th, 9th, 10th,
12th 11th, 12th 382 X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Appendix: Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Santa Disabilities _ Homeless _Other _ Other Paula High School WASC 2017 124 of 143 What changes in actions, servivces, and expenditures Impact of 2015/16 Actions: Teachers improved instructional practices aligned with California State Standards after participating in professional development. The technology mini-grants and increased wireless access have contributed to a better integration of technology in the classroom and has provided staff that serve as ambassadors to their fellow colleagues. The addition of a Technology TOSA has also supported over 60 teachers and administrators.
Changes for next year: Increase technology funding to include a replacement and first-time purchase of visual display monitors. Increased number of devices had led to a need for an additional computer technician position. Hire a math TOSA to support CCSS math implementation. Provide additional duty hours to classroom teachers to provide before/after school math intervention. Provide funds for PE teachers to purchase equipment and nutrition materials. Due to the success of the Mini-Grant Program the program will continue in 2016/17 with a new cohort of teachers. ³Cohort ´will continue to receive support as needed.
Original Goal Related State and/or Local Priorities: from prior year Increase Graduation Rates and Reduce Suspensions & Expulsions _1 _2 _3 _4 X 5 X 6 _7 _8 Local: LCAP:
Goal Applies to: Schools: 383 Isbell Middle School, Renaissance High School & Santa Paula High School
Grades: 6th, 7th, 8th, 9th, 10th, 11th, 12th Appendix: Grades: 6th, 7th, 8th, 9th, 10th, 11th, 12th Santa Paula High School WASC 2017 125 of 143 Applicable Pupil Subgroups: All Expected Annual Actual Annual High School graduation rates have increased Measurable The district will continue to increase graduation rates Measurable to 85.8% in 2014/15. Current data not yet Outcomes: by 1% per year from 84.8% in 2013-14 to 85.8% in Outcomes: available for 2015-16 ( Source: DataQuest) 2014-15 (current data not available) and 86.8% in A-G completion rates increased by 3% from 2015-16 31.9% to 34.9% in 2014-2015. Current data not yet available for 2015-16 (Source: Santa Paula High School will continue to increase A- DataQuest) G completion rates by 3% per year from 31.9% in District maintained attendance rates at 95%. 2013-14 to 34.9% in 2014-15 (current data not Data for Chronic Absenteeism is not yet available) to 37.9% in 2015-16 available. Maintain attendance rate at 95% or better Middle School maintained a 0.0% dropout rate. (Source: DataQuest) Chronic absenteeism will be reduced by .5% from Santa Paula High School dropout rate .08% in 2014-15 to 0.75% in 2015-16 decreased by .5% from 4.5% in 2013-14 to 4.0% in 2014-15 Current data not yet Middle school drop-out rate will reduce by .5% from available for 2015-16 ( Source: DataQuest) 0.9 % in 2014-15 to 0.85% in 2015-16 384 High school drop-out rate will reduce from 5.1% in 2014-15 to 4.9% in 2015-16
LCAP Year: 2015-16 Appendix: Planned Actions/Services Actual Actions/Services Budgeted Estimated
Expenditures Actual Annual Santa Expenditures Paula Continue services through Cyber-High for credit recovery; Unrestricted Cyber-High curriculum was offered to students who Unrestricted implement afterschool remedial program for academically were credit deficient. 220 students enrolled in $14,435 at-risk students. $15,000 Cyber-High courses and received 545 credits. Services & High Other Operating Services & Expenditures School Other Operating
Expenditures WASC 2017 126 of 143 Scope of Scope of service: 9-12 service: 9-12
Grades: 9th, 10th, 11th, 12th Grades: 9th, 10th, 11th, 12th X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
Continue to use and implement alternatives for Unrestricted Teachers and Administrators have continued to Unrestricted Suspensions and Expulsions; train staff in Positive receive training in Restorative Justice. Restorative $16,543 Behavior Support and Restorative Justice practices and $10,000 Justice conferences have been continued to be used Certificated implement Restorative Conferences and Healing Circles. at SPHS/RHS/IMS. There were 15 Restorative Salaries &
Certificated Circles done which prevented Out of School Benefits 385 Salaries & Suspensions. Fifteen (15) staff from SPHS attended Services & Benefits a Restorative Justice training at VCOE. Other Operating Expenditures
Services & Appendix: Other Operating Expenditures Santa Scope of Scope of service: 6-12 service: 6-12 Paula Grades: 6th, 7th, 8th, 9th, 10th, 11th, Grades: 9th, 10th, 11th, 12th 12th High School WASC 2017 127 of 143 X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
Continue implementation of "CHAMPS" (school-wide Unrestricted Training was provided to all new teachers in the Training was positive support program); provide professional CHAMPS program. CHAMPS program continues to provided via a development on CHAMPS and Positive Behavior $10,000 be implemented at both Isbell and Santa Paula High Trainer of Intervention and Support at Santa Paula High School and School. Trainers who is Isbell Middle school. Certificated a staff person Salaries & during a Benefits professional development Services & day resulting in 386 Other zero Operating expenditures. Expenditures Appendix:
Scope of Scope of service: 6-12 service: 6-12 Santa Grades: 6th, 7th, 8th, 9th, 10th, 11th, Grades: 6th, 7th, 8th, 9th, 10th, 12th 11th, 12th X All X All Paula ------
_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or High Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated
Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific School proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with
American _ Filipino _ White _ Students with Disabilities _ Homeless WASC Disabilities _ Homeless _Other _ Other 2017 128 of 143
Continue to provide school based substance abuse Unrestricted SPHS has continued to use the Palmer Drug and Unrestricted intervention utilizing a mentoring program and/or ³Brief Alcohol Program (PDAP) as a substance abuse $5,000 Intervention´at Santa Paula High School. Expand the $15,000 intervention program for first time offenders. 21 Certificated based substance abuse program to include Isbell Middle students participated in PDAP this year. Salaries & School. Services & Expenditures were lower than expected. Benefits Other Services & Other Operating Operating Expenditures Expenditures Contracted services were less than expected.
Scope of Scope of service: 6-12 service: 9-12
Grades: 6th, 7th, 8th, 9th, 10th, 11th, Grades: 6th, 7th, 8th, 9th, 10th, 12th 11th, 12th 387 X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or
Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Appendix: Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Santa Disabilities _ Homeless _Other _ Other Paula Retain .4 FTE Response to Intervention (RtI) Coordinator Unrestricted 2 periods of a SPHS Teacher were funded for Unrestricted
at SPHS to support Positive Behavior Intervention Intervention activities, strategies, and $27,003 High Strategies for behavioral and academic concerns $30,000 implementation of Positive Behavior Intervention Certificated
Strategies for behavioral and academic concerns. Salaries & School Certificated Over 70 students participated in a Mentoring Benefits Salaries & Program. 180 9th grade students participated in Benefits
After School tutoring and academic support WASC services. A total of 615 after school tutorial sessions were provided during the school year. 2017 129 of 143 Scope of Scope of service: 9-12 service: 9-12
Grades: 9th, 10th, 11th, 12th Grades: 9th, 10th, 11th, 12th X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
Retain 5 FTE counseling positions and add 5 FTE school Unrestricted 10 Counseling positions have been funded in Unrestricted counselors: 1.0 High School, 1.0 Middle School, .5 each 2015/16 to support students and families. Over 550 $818,767 K-5 site. $750,000 students received counseling services during the Certificated 2015-16 school year in grades K-12. Salaries &
Certificated Benefits 388 Salaries & Benefits
Scope of Scope of Appendix: service: 6-12 service: 6-12
Grades: 6th, 7th, 8th, 9th, 10th, 11th, Grades: 6th, 7th, 8th, 9th, 10th,
12th 11th, 12th Santa X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Paula Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated
Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific High proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African
Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with School American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other
_ Other WASC 2017 130 of 143
Increase college and career exploration including CTE VC Innovates SPHS provided College and Career Fair which VC Innovates Pathway Development, field-trips and speakers. included guest speakers from five industry sectors. has provided $5,000 The site provided field trips to various industries to opportunities for Selected services to be provided by VC Innovates Grant. create awareness of job opportunities. students to Services & participate in Other Isbell Middle School provided University and study trips and Operating Industry field trips. MIT provided guest speakers to guest speakers Expenditures promote careers in Engineering. at no cost to the district.
Scope of Scope of service: 6-12 service: 6-12
Grades: 6th, 7th, 8th, 9th, 10th, 11th, Grades: 6th, 7th, 8th, 9th, 10th, 12th 11th, 12th X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or 389 Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African
Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Appendix: American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other Santa Purchase Insight to Behavior Program/Behavior Planning Unrestricted Insight to Behavior Program was purchased and Unrestricted for at-risk students. staff received training. School Psychologist use the $25,000
$20,000 program plan response strategies for at-risk student Services & Paula behaviors. Other Operating Services & Expenditures Other High Operating Expenditures School
Scope of Scope of service: K-12 service: K-12 WASC
Grades: 6th, 7th, 8th, 9th, 10th, 11th, Grades: K, 1st, 2nd, 3rd, 4th, 5th, 12th 6th, 7th, 8th, 9th, 10th, 11th, 12th 2017 131 of 143 X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
.5 FTE School Psychologist K-5 to address the need for Unrestricted A 0.5 FTE School Psychologist was hired to provide Unrestricted behavior support services and assessments K-5. services at McKevett School and to Special $39,948 $57,000 Education pre-schoolers. Certificated Salaries & Certificated Benefits Salaries & Benefits Lower estimate due to vacancy 390 Scope of Scope of service: K-5 service: K-5
Grades: All Grades: K, 1st, 2nd, 3rd, 4th, 5th Appendix: X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or
Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Santa Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Paula American _ Filipino _ White _ Students with Disabilities _ Homeless
Disabilities _ Homeless _Other High _ Other School WASC 2017 132 of 143
Supplement funding with Ventura County Office of The Cal-Safe Program was funded and provided Unrestricted Education to maintain current Cal-Safe Program which services to ten students with babies. The services $75,000 supports teen-age parents and their babies. Unrestricted support teenage parents and allow them to continue Services & education and stay on track for graduation. (Six out Other Operating $75,000 of six twelfth grade students are on track to Expenditures graduate). Services & Other All students in the program have a 2.0 GPA or better. Operating Expenditures
Scope of Scope of service: 9-12 service: 9-12
Grades: 9th, 10th, 11th, 12th Grades: 9th, 10th, 11th, 12th X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated 391 Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with
American _ Filipino _ White _ Students with Disabilities _ Homeless Appendix: Disabilities _ Homeless _Other _ Other What changes in actions,
servivces, and expenditures The .5 School Psychologist position will be increased to a 1.0 FTE to serve K-5 students. The District will Santa engage in ongoing negotiations with the bargaining unit to add an Excel/Study period during the High School instructional day. An identified need for a student/family outreach coordinator for our continuation/alternative
education students will be included in the funding for 2016/17. The Cal-Safe program will also be funded at Paula 100%. High School WASC 2017 133 of 143
Original Goal Related State and/or Local Priorities: from prior year Create a welcoming and efficient school climate for staff, students, parents and public. _1 _2 X 3 _4 _5 X 6 _7 _8 Local: LCAP: Goal Applies to: Schools: All
Grades: All Applicable Pupil Subgroups: All Expected Annual Actual Annual Measurable A client satisfaction survey will be available to staff, Measurable The School Climate survey has been administered to Outcomes: parents, students and public. At the end of the 2015 Outcomes: staff, results not known yet. -2016 school year, the ratings will show a higher degree of satisfaction with services and facilities. California Healthy kid¶s survey has been administered. Both Surveys will provide base line data for future LCAP. A Parent Survey in selected grade levels will be administered in 2016/17 392 LCAP Year: 2015-16 Planned Actions/Services Actual Actions/Services
Budgeted Estimated Appendix: Expenditures Actual Annual Expenditures
Continue to make progress towards paying competitive TBD The District attracted and retained highly qualified 2015-16 Total Santa salaries (County Average) to attract and retain highly staff (98%) and offered a competitive salary Compensation
qualified staff to District and make efforts to maintain low Certificated schedule. Increase for Paula student to teacher class ratios, considering District Salaries & Certificated: Facilities. Benefits $1,544,131 High Classified 2015-16 Total
Salaries & Compensation School Benefits Increase for Classified:
$621,122 WASC 2017 134 of 143 Scope of Scope of service: K-12 service: K-12
Grades: All Grades: All X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
Retain custodial support at sites, as needed. Unrestricted Increased custodial staffing was maintained at sites $45,229 as needed. Estimated $53,000 Actual Expenditures:
Classified Classified 393 Salaries & Salaries & Benefits Benefits
Appendix:
Scope of Scope of service: K-12 service: K-12 Santa Grades: All Grades: All X All X All ------Paula _ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or
Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated High Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific
proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African School Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless
Disabilities _ Homeless _Other WASC _ Other 2017 135 of 143
Transfer .05% of Expenditures into Fund 140, Deferred Unrestricted The District transferred .05% of Expenditures into $275,000 Actual Maintenance, annually for long term maintenance needs. Fund 140 for long term maintenance needs Expenditure: $275,000 Other Outgo
Other Outgo
Scope of Scope of service: K-12 service: K-12
Grades: All Grades: All X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless
Disabilities _ Homeless _Other 394 _ Other
Retain Nutrition Specialist to enhance nutrition services Unrestricted The Nutrition Specialist was hired in July 2015. $71,548 and provide nutrition education. Programs and menus have been improved with new Estimated Appendix: $75,000 menu items. The Harvest of the Month Program Actual was fully implemented at SPHS. Nutrition Expenditure: Classified newsletters were produced 3 times. Nutrition Classified Salaries & education classes have been introduced for parents Salaries & Santa Benefits and students. Services have been provided in Benefits English and Spanish, including workshops to EL and Migrant Parents. Paula
Scope of Scope of High service: K-12 service: K-12 School Grades: All Grades: All WASC 2017 136 of 143 X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
Retain maintenance staff to support ongoing maintenance Restricted Maintenance staff (an additional 1.0 FTE) was $81,391 needs. retained to support the ongoing maintenance and Estimated $79,000 operations program. Work-orders have been Actual addressed on a timely basis. Expenditures: Classified Classified Salaries & Salaries & Benefits Benefits Routine 395 Restricted Maintenance
Scope of Scope of Appendix: service: K-12 service: K-12
Grades: All Grades: All
X All X All Santa ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Paula Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African High Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless School Disabilities _ Homeless _Other _ Other WASC 2017 137 of 143
Continue implementation strategies and facilities Unrestricted The District has implemented several strategies to $155,736 modifications to improve conditions in school settings improve classroom conditions including: Estimated during periods when outdoor temperatures exceed 90°, $150,000 Actual since most classrooms do not have air-conditioning. Hired a consultant to analyze options for Expenditures: Services & creating ³cooling centers´at all sites, using Capital Outlay Other multi-purpose rooms and library spaces Operating Added shade structures at Isbell Middle Expenditures School, Bedell Elementary School, and Barbara Webster Elementary School Capital Outlay Window Replacement at Barbara Webster
New heat reducing Window shades at various school sites
Scope of Scope of service: K-12 service: K-12
Grades: All Grades: All
X All X All 396 ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated
Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific Appendix: proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless
Disabilities _ Homeless _Other Santa _ Other
Increase 2.5 FTE for Health Specialist services K-5 to Unrestricted Health Specialist positions were increased to $125,646 Paula provide health coverage throughout the regular school provide coverage at all K-5 sites. The higher staffing Estimated
day. $165,000 levels provided all sites with staff to assist students Actual High with health needs during the school day. Expenditures: Classified Classified School Salary & Salary & Benefits Benefits. Lower
estimate due to WASC vacancies. 2017 138 of 143 Scope of Scope of service: K-5 service: K-5
Grades: K, 1st, 2nd, 3rd, 4th, 5th Grades: K, 1st, 2nd, 3rd, 4th, 5th X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other
Continue to work with the City of Santa Paula to improve Unrestricted Bike Safety Rodeos were conducted at various $41,000 traffic conditions surrounding school sites; implement a sites. The District funded the Fire Department Estimated Traffic Safety Education awareness program. $3,000 ³Smoke House/Earthquake´program. Staff has Actual coordinated site traffic studies and reviews with the Expenditures:
Books & City of Santa Paula and funded a Traffic Study of Services and 397 Supplies the streets around Santa Paula High School. This Other Operating funding of the study increased expenditures over the Expenditures. budget. Funding of a
traffic study Appendix: resulted in higher expenditures
than budgeted. Santa
Scope of Scope of service: K-12 service: K-12 Paula
Grades: All Grades: All High School WASC 2017 139 of 143 X All X All ------_ Foster Youth _ American Indian or Alaska _ Foster Youth _ American Indian or Alaska Native _ Hispanic or Native _ Hispanic or Latino _ Two or More Races _ Low Latino _ Two or More Races _ Low Income Pupils _ Redesignated Income Pupils _ Redesignated fluent English fluent English proficient _ Asian _ Native Hawaiian or Pacific proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with American _ Filipino _ White _ Students with Disabilities _ Homeless Disabilities _ Homeless _Other _ Other What changes in actions, servivces, and expenditures Staffing in the Custodial area needs to be increased to provide a night supervisor and a floating custodian for coverage for vacations and sick time. Nutrition Specialist needs funding for materials to maintain an education program. Sites / parents identified the need for ³hydration stations´to be installed on the Middle School and K-5 campuses. Continue to support strategies for inclement weather depending on the analysis of the ³cooling center´study. Health Specialist at Isbell Middle School will be increased from 7 to 8 hours x day to provide full day coverage at that site.
Section 3: Use of Supplemental and Concentration Grant funds and Proportionality 398 A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5). Appendix: Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496.
For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of Santa unduplicated pupils at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the Paula district͛s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.) High
Total amount of Supplemental and Concentration grant funds calculated: 12174855 School
For the 2016-17 school year, The Santa Paula Unified School District will receive approximately Twelve Million in Local Control Funding Formula funds based on the unduplicated number and concentration of socio-economically disadvantaged students, English Language Learners, and WASC foster youth attending the district in grades TK-12th. (per May Revision).
The Districts unduplicated pupil percentage is 87.73%. A great majority of the students attending the Santa Paula Unified School District belong 2017 to the subgroups of English Language Learners (46.6%) and socio-economically disadvantaged (83.4%). Although the school district serves 140 of 143 foster youth, homeless students (9.3%) and migrant education students (7%), they represent a small percentage of our total student population. Based on our student demographic composition, the SPUSD has chosen to allocate the LCAP funding on a District-Wide basis. Our actions, services and funds targeted our English Language Learners, low income, foster youth and students with disabilities.
In achieving both State priorities and District goals, we will use a significant amount of funds principally directed towards professional development in the California State Standards, technology equipment and infrastructure enhancements, instructional materials, and student support services for our at risk student population. The district recognizes that maintaining high expectations for all students requires an ongoing effort towards improvements in curriculum and instruction, technology, ongoing assessment and leadership support systems. To maintain the progress we have achieved academically, we must engage in a continued cycle of effective and high quality professional development to expand our teacher¶s knowledge of the California State Standards and the instructional practices to support its implementation. The District will also use LCAP funds to extend library hours, provide access to technology in the libraries and classrooms, as well as a multi-tiered system of academic and behavioral interventions for all struggling learners. LCAP funds will also support "Innovative Applications of Technology in the Classroom" which will consist of educational grants to our teachers to implement promising technology-based instructional practices.
In the Districts ongoing efforts towards full implementation of the California State Standards as well as in preparation for the Next Generation Science Standards (NGSS), the district will use the increased funding through LCFF/LCAP toward supporting high levels of student achievement at every school site. The District is one of the partners in the Ventura County Innovates grant and it is leveraging these funds to increase our Career Pathways course offerings at the high school level. Support for the CCSS will include the addition of two Common Core Coordinators, one at the K-5 level and the second one for grades 6-12. We will be hiring additional coaching and reading interventions specialists to assure that all of our students achieve higher literacy levels and our English Language Learners continue to progress towards reclassification. District will purchase a K-5 Math adoption, and will support the purchase ELD, ELA and Science materials. Our technology infrastructure will continue to 399 be upgraded to meet the instructional and assessment requirements of the California State Standards.
To address the barriers for enrichment opportunities associated with our demographics, the SPUSD has placed significant efforts in increasing opportunities for students to participate in extra-curricular enrichment activities, recreational events, sports and music. Given the fact that Appendix: unequal summer learning opportunities during the elementary school years may account for about two-thirds of the 9th grade achievement gap between lower and higher income youth, SPUSD will be implementing the Summer Matters Initiative by collaborating with the Boys and Girls Club of Santa Clara Valley, the City of Santa Paula Recreation Department, the Blanchard Library and the Santa Paula Police Department to blend academic, recreation, sports and community safety activities in accelerating student learning and engagement for youth in our community. Santa The District will also facilitate access to a variety of higher education opportunities, support Youth Development and Leadership activities and expand Career Pathways and Career and Technical Education classes. Paula As a district in which 94% of our families are of Hispanic origin, we are committed to provide a culturally sensitive and competent learning
environment for all of our students and families. Parent engagement and a welcoming school climate have become key components in creating High and maintaining a culturally competent and engaging educational program. To that extent, the SPUSD will continue to implement the PIQE
program at all school sites and will incorporate the Leadership Institute associated with PIQE for parents who already received their Certificate of School Completion last year. To expand our family support services, and to support students in their efforts toward career exploration and high school graduation, we are committing LCAP funds to maintain school counselors at the middle school, high school and continuation school. We will also
expand our counseling program by adding two more bilingual counselors for the middle school and high school, and increase all of our K-5 WASC counselors from part-time to full time positions. It is the District's expectation that these mental health professionals will assist in connecting families and students with needed community services and will provide the academic and social-emotional support services that students need
to succeed at school. 2017
Finally, the District will commit funding to improve our facilities to be able to offer modern 21st century classrooms and libraries to better address 141 of 143 the academic, social, career and technical, and emotional needs of all students. To that effect, the District will continue to invest funds for the modernization all library facilities and establish "Learning Resource/Literacy Centers" which will provide access to Wi-Fi and advanced technology access to students, parents and staff.
District leaders and stakeholders believe these actions and services are the most effective use of the funds.
B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a).
Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils.
29.51 % 400 The services to English learners, low income pupils and foster youth provided for in this LCAP, meet or exceed the MPP of 29.51%. Specifically, reading intervention specialists, increased counseling services and access to community based agencies for students and their families, AVID, staff development on English Language Development standards, family engagement activities including Parent Institute for Quality Education (PIQE), youth leadership activities designed for unduplicated students, implementation of CHAMPS and Restorative Justice to Appendix: increase inclusiveness and positive behaviors, translators for parent teacher conferences, instructional assistants for Transitional Kindergarten and Kindergarten classes, extended library hours for increased access of unduplicated students and their families to reading materials and technology, create partnership with Adult Education Consortium to provide English as a Second Language classes to students and their families, all contribute to a wide-reaching program that is principally directed to the needs of our unduplicated students. Santa Paula LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX High For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the
following shall apply: School
(a) ³Chronic absenteeism rate´shall be calculated as follows: WASC (1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 ±June 30) who are chronically absent where ³chronic absentee´means a pupil who is absent 10 percent or more of the schooldays in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was 2017 actually taught in the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the 142 of 143 district, exclusive of Saturdays and Sundays.
(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 ±June 30).
(3) Divide (1) by (2).
(b) ³Middle School dropout rate´shall be calculated as set forth in California Code of Regulations, title 5, section 1039.1.
(c) ³High school dropout rate´shall be calculated as follows:
(1) The number of cohort members who dropout by the end of year 4 in the cohort where ³cohort´is defined as the number of first- time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.
(2) The total number of cohort members.
(3) Divide (1) by (2). 401 (d) ³High school graduation rate´shall be calculated as follows:
(1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school diploma or Appendix: passed the California High School Proficiency Exam] by the end of year 4 in the cohort where ³cohort´is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4. Santa (2) The total number of cohort members.
(3) Divide (1) by (2). Paula
(e) ³Suspension rate´shall be calculated as follows: High
(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the academic year School (July 1 ±June 30).
(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 ±June WASC 30). 2017 (3) Divide (1) by (2). 143 of 143
(f) ³Expulsion rate´shall be calculated as follows:
(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic year (July 1 ±June 30).
(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 ±June 30).
(3) Divide (1) by (2). 402 Appendix: Santa Paula High School WASC 2017 403 Appendix: Santa Paula High School WASC 2017
Appendix N
Glossary of Terms
ACT: American College Test ADA: Average Daily Attendance Ag: Agriculture Academy AMAO: Annual Measurable Achievement Objectives AP: Advanced Placement API: Academic Performance Index ASB: Associated Student Body AVID: Advancement via Individual Determination AYP: Average Yearly Progress BCLAD: Bilingual, Cross-cultural, Language, and Academic Development CAASPP: California Assessment of Student Performance and Progress CPA: California Partnership Academy CSF: California Scholarship Federation CBEDS: California Basic Educational System Data CDE: California Department of Education CELDT: California English Language Development Test CP: College Preparatory CST: California Standards Test EL: English Learner ELA: English Language Arts ERWC: Expository Reading and Writing Course FEP: Fluent English Proficient FFA: Future Farmers of America GATE: Gifted and Talented Education GFSF: Get Focused Stay Focused GOTAGS: Getting off to a Good Start HSA: Human Services Academy 404 Appendix: Santa Paula High School WASC 2017
IEP: Individualized Educational Plan LCAP: Local Control and Accountability Plan LCFF: Local Control Funding Formula LEP: Limited English Proficient Induction: beginning teacher support program Link Crew: peer mentoring program PLC: Professional Learning Community PSAT: Preliminary Scholastic Aptitude Test PTA: Parent Teacher Association R-FEP: Re-designated Fluent English Proficient RtI: Response to Intervention ROP: Regional Occupation Program SARB: School Attendance Review Board SAT: Scholastic Aptitude Test SBAC: Smarter Balanced Assessment Consortium SDAIE: Specially Designed Academic Instruction in English SED: Socioeconomically Disadvantaged SESPEA: Student Encouraging Social, Political, and Environmental Action SIOP: Sheltered Instruction Observation Protocol STAR: Standardized Testing and Reporting Program UCOP: University of California Office of the President