James Rutter Middle School Local Control Accountability Plan (LCAP) 2022-2023
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James Rutter Middle School
Local Control Accountability Plan (LCAP)
2022-2023
Principal: Sonia Rambo
County-District-School (CDS) Code: 34673146059174
Elk Grove Unified School District
Elk Grove, California
*Meets E.C. 64001 Requirements for a Single Plan for Student AchievementIV. Goals, Actions and Services
James Rutter Middle School | Focused Work: 2022-2023
Goal Setting
State Priorities
Conditions of Learning:
• Priority 1 - Compliance with Williams criteria - instructional materials, teacher assignments and credentials,
facilities
• Priority 2 - Implementation of SBE adopted academic content standards, including programs and services
for ELs to access the Common Core and ELD standards
• Priority 7 - Access, including for subgroups, to a broad course of study
Pupil Outcomes:
• Priority 4 - Pupil Achievement - statewide assessments, API, completion of A-G requirements, CTE
sequences and AP courses, EL progress toward proficiency, college preparation (EAP)
• Priority 8 - Pupil outcomes in specified subject areas
Engagement:
• Priority 3 - Parental involvement
• Priority 5 - Pupil engagement - attendance, dropout and graduation rates
• Priority 6 - School climate - suspension and expulsion rates, etc.
Strategic Goals
Goal 1: High-Quality Classroom Instruction and Curriculum
• All students will have access to standards aligned curriculum and receive high quality instruction to promote
college, career, and life readiness and eliminate the achievement gap.
Goal 2: Assessment, Data Analysis, & Action
• All students will benefit from instruction guided by assessment results (formative, interim and summative)
and continuous programmatic evaluation.
Goal 3: Wellness
• All students will have an equitable opportunity to learn in a culturally responsive, physically/ and emotionally
healthy and safe environment.
Goal 4: Family and Community Engagement
• All students will benefit from programs and services designed to inform and involve family and community
partners.
Stakeholder Engagement
Involvement Process for LCAP and Annual Update
How, when, and with whom did the school consult as part of the planning process for this
LCAP/Annual Review and Analysis?
The Principal involved staff, students, and parents in the LCAP process by inviting all stakeholders to attend
SSC meetings, providing feedback opportunities in staff meetings and Leadership meetings, and seeking input
through parent and staff surveys.
Opportunities were included during the following meetings:
Parent Engagement Meeting: 8/11/21
SSC: 10/13/21, 11/10/21, 1/19/22, 2/16/22, 3/23/22Leadership: 11/16/21, 3/22/22 ELAC: 10/13/21, 2/2/22 Staff Meetings: 9/1/21, 10/6/21, 11/3/21, 2/2/22 Data were shared with parents on 8/11/21 Data were shared with school leadership and staff on 10/6/21, and 11/16/21 Data were shared with School Site Council on 10/13/21 and 3/23/22 The Spring ELAC meeting was held on April 13, 2022. The first Spring SSC meeting March 23, 2022 when the Annual Review and Evaluation were conducted. Input was also given for the 2022-2023 LCAP. The second Spring SSC meeting was held on April 13, 2022 and a draft was presented based on feedback. Impact of LCAP and Annual Update How did these consultations affect the LCAP for the upcoming year? Stakeholders shared their interests, suggestions, and feedback during a number of opportunities over the course of the year. Recommendations were made to hire additional staff to support students and build relationships, community, and positive behavior. This resulted in adding a counselor position for the 2022-2023 school year that would focus on restorative practices. We will also add support for Math and ELA by adding 1.0 FTE in each of those subjects for intervention classes. Additionally, the SSC and staff would like to see a Wellness Center where students can go to reset and calm down before returning to class. Professional development will continue with all staff to gain understanding of student needs and how to support them through culturally responsive pedagogy and trauma-informed practices. PD is also needed in restorative practices to build capacity with staff to be able to interact more positively with students. Resource Inequities Briefly identify and describe any resource inequities identified as a result of the required needs assessment, as applicable. James Rutter Middle School was identified as a CSI school for the 2022-2023 school year. The following subgroups are in Red in the CA Dashboard for English Language Arts: African Americans, Hispanics, English Learners, and Students with Disabilities. The following subgroups are in Orange in the CA Dashboard for English Language Arts: Asian, Two or More Races, Socioeconomically disadvantaged, and White. The following subgroups are in Red in the CA Dashboard for Math: African American, English Learners, Two or More Races, and White. The following subgroups are in Orange in the CA Dashboard for Math: Asian, Hispanic, Socioeconomically disadvantaged, and Students with Disabilities. The following subgroups are in Red in the CA Dashboard for Climate and Culture: African American, English Learners, Hispanics, Two or More Races, Socioeconomically Disadvantaged, Students with Disabilities and White. The following subgroups are in Orange in the CA Dashboard for Math: Asian and Pacific Islander. This data comes from the 2019 CA Dashboard. Goals, Actions, and Progress Indicators District Strategic Goal 1: District Needs and Metrics 1: All students will have access to standards Students need high quality classroom aligned curriculum and receive high quality instruction and curriculum as measured
instruction to promote college, career, and by:
life readiness and eliminate the
• A-G Completion
achievement gap.
• Access to Courses (Honors, AP/IB, CTE)
• AP/IB Exams
• CAASPP
• Content Standards Implementation
• CTE Sequence Completion
• EAP
• Other (Site-based/local assessment)
• Progress toward English Proficiency
• Redesignation
• Teacher Assignment
Site Goal 1.1
Provide professional learning opportunities for teachers in order to support standards aligned curriculum and
high quality instruction.
Increase ELA meets or exceeds from 27% to 29% and from 61.1 points below standard to 56.1 points below
standard. Increase Math meets/exceeds from 19% to 21% and from 92.4 points below standard to 87.4 points
below standard.
Increase African American students who meet/exceed from 99.8 points below standard in ELA to 94.8 points
below standard and from 145 points below standard in Math to 140 points below standard.
Increase English Learner students who meet/exceed standards from 21% in ELA to 23% and from 88.8 points
below standard to 83.8 points below standard and from 113.9 points below standard in Math to 108.9 points
below standard.
Metric: CAASPP
Actions/Services 1.1.1
Principally Targeted Student Group
• All
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. Teachers will be given release From Leading to Succeeding: The 1. Teachers will be more organized
days to work collaboratively with Seven Elements of Effective and cohesive as a grade level team
their grade level and department Leadership in Education - D. or department. This will allow
teams. This will benefit all students Reeves (2016) classes to run smoother. Teachers
as teachers create common units will be on similar pacing, so
and lessons. schedule changes are easier when
needed.
• Associated costs are
substitutes for release days • A survey taken at the
and time sheet costs for beginning of the year for
teacher work "They come with nothing:" How teachers will determine the
professional development in a areas of desired collaboration
culturally responsive pedagogy and grade level or department
shapes teacher attitudes towards work.
Latino/a English language learners. • A survey taken at the end of
by P. J. Mellom, R. Straubhaar, C. the year will show growth in
2. Teachers will discuss teachingstrategies and the progress of all Balderas, M. Ariail, P. R. Portes self-assessment areas and in
students with a focus on reducing (2018) satisfaction with collaboration
the achievement gap with African
American students and English 2. Teachers will keep track of their
Learner students. meeting notes on a Google Doc that
will be shared with Administrators.
Feedback will be given to tease out
ideas and increase productivity.
• The document will be
3. Teachers will work on lesson monitored monthly, feedback
planning and unit planning that will will be given to departments,
focus on strengthening reading, and growth must be shown in
writing, and math skills that will each area.
help close the achievement gap for
all student groups.
3. Pre-, mid- and post-tests will be
given to determine student
improvement over time.
4. New teachers will participate in a Adjustments will be made after the
New Teacher Cohort to learn about mid-test if no improvement in
Synergy, Google Classroom, and student achievement has been
other teaching tools and programs. made.
New Teachers also receive support
from mentors and administration
through the New Teacher Cohort.
4. New teachers will become more
connected. A survey will be taken at
the start, middle, and end of year to
determine how new teachers are
adjusting and what additional
supports are needed.
Funding Source Amount Description of Use
Title I – Basic (4900/3010) $300 Materials/Supplies/Equipment
Title I – Basic (4900/3010) $4786 Certificated- Salaries
Actions/Services 1.1.2
Principally Targeted Student Group
• All
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. Teachers will attend Creating the Opportunity to 1. After attending workshops and
conferences, workshops, training, Learn by Boykin and Noguera conferences, teachers will report
and professional development for back on the strategies they learned
the purpose of learning new Excellence Through Equity by and what methods would be most
teaching practices and strategies Blankenstein and Noguera effective for our student population.
to improve student academic Presentations will be shared in staff
outcomes. meetings so all teachers can
benefit. A Google folder will becreated for teachers to share their
• Associated costs include resources and learned strategies.
registration, travel expenses, Specific strategies will be shared
substitute teachers, and any that are relevant to all student
other costs associated with groups and are evidence-based
the professional resources for school improvement.
development.
• Conferences including but not • Student performance and
limited to CAPHERD, AVID, behavior will be assessed for
SCOE, CLMS, AREA 3 improvement after
Writing Project, CIRC, and the implementation of
Google training. Teachers will strategies. These outcomes will
attend training for Honors be noted through formative and
classes. summative assessment data,
• Priority for conferences and increase in standards met,
training will be those that reduction in number of
focus on African American behavior incidents in the
students and English classroom as a result of
Learners. students being more engaged.
• This will be visible through
administrative walkthroughs,
which will show observed
implementation of one school-
wide tool or initiative by the end
of the first quarter, and a
growth by one initiative each
quarter thereafter.
• Increased student achievement
on standardized tests. ELA will
improve from 27% to 29% on
CAASPP. Math will improve
from 19% to 21% on CAASPP.
2. Teachers will participate in book 2. Teachers will present strategies
studies for professional learned from book studies that were
development. helpful with all subgroups.
• Associated costs materials, • This will be visible through
books, and any other costs teacher presentations in staff
associated with the meetings and increased
professional learning. student performance on tests
• Book studies will focus on all and classwork.
subgroups • Improved behavior will also
decrease office referrals and
home suspensions, improve
student connectedness and
improve attendance and
chronic absenteeism.
• This will be measured by
higher student achievement on
benchmark assessments,
formative and summative
assessments, and CAASPP
scores.Funding Source Amount Description of Use
Title I – Basic (4900/3010) $1500 Materials/Supplies/Equipment
Contracts/Services
PreAP Training (7218/0000) $5000
/Subscriptions
Contracts/Services
Title I – Basic (4900/3010) $6000
/Subscriptions
Contracts/Services
Supplemental/Concentration (7201/0000) $6000
/Subscriptions
Site Goal 1.2
The school will promote college, career, and life readiness by exposing students to career fields, higher
education, and life skills that will better prepare them for the future. ELA will increase from 27% to 29% in
CAASPP. Math will increase from 19% to 21% in CAASPP.
Metric: CAASPP
Actions/Services 1.2.1
Principally Targeted Student Group
• All • School-wide
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. Provide opportunities for Hattie Effect Size: 1. Students are seen participating
students to attend field trips to Career Interventions .32 more in these field trips. This results
promote a college and career Out-of-School Curricula in follow-up conversations with
mindset, and to encourage STEM Experiences .26 students about what they learned
exploration. http://educationnext.org/the- and their college and career goals.
educational-value-of-field-
• All students have an trips/ "The Educational Value of • Student participation will grow
opportunity to attend at least Field Trips" by 10% over last year. These
one college/career or STEM field trips averaged 30 students
field trip. each trip. The goal is 33
• Associated costs include students per trip this year.
guest speakers and field trip • Data includes LCAP Metric -
costs School Climate, CHKS data,
PBIS data
2. The 3CRC (College, Career,
Community Resource Center) is 2. The 3CRC Parent Volunteer will
located off the Library and is keep a sign-in sheet for the room
available at lunch for students to and set goals for growth over
obtain information on future time. This helps determine what it is
colleges and careers needed to improve the center.Funding Source Amount Description of Use
Title I – Basic (4900/3010) $1000 Certificated- Timesheets
Contracts/Services
Title I – Basic (4900/3010) $3000
/Subscriptions
Title I – Basic (4900/3010) $500 Classified- Salaries
Actions/Services 1.2.2
Principally Targeted Student Group
• All
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. Provide opportunities for Creating the Opportunity to 1. More students will participate
students to engage in academic Learn by A. Wade Boykin, and when the registration fee is covered.
competitions through Mathletes Pedro Noguera We will track numbers by comparing
and Scrips Spelling Bee, and in this year's participation rate to last
performance competitions with year's rate.
Band and Choir.
• Students will show greater
• Associated costs are involvement and interest in
registration fees. This only school through these
covers fees. Field trip costs competitions. Data includes
are in another goal. PBIS data, CHKS, LCAP
Metric - School Climate
2. Teachers will recruit specific
student subgroups if the numbers
are low. The percentages should 2. Mathletes, Band, and Choir will
match that of our school be assessed for demographic
demographics. breakdown. Synergy reports can
show demographic information for
students participating.
• Data and reports from Synergy
include demographics,
attendance data, PBIS data,
CHKS data
Funding Source Amount Description of Use
Contracts/Services
Academic Competitions (7206/0000) $500
/Subscriptions
Actions/Services 1.2.3
Principally Targeted Student Group• All
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. Project Lead The Way and Research affirms the positive effect 1. CTE teacher will track student
Computer Technology I will use of authentic learning experiences progress in the following ways:
funds for materials and curriculum on student academic proficiency.
that allow exposure to CTE CTE pathways incorporate • Students will complete a
pathways at Florin High School. authentic learning and assessment survey of interest in CTE
into the learning experiences. pathways
• Associated costs are stipend • Teacher will track progress with
for CTE teacher, and Authentic Learning for the 21st common CTE Essential Skills
materials. Century: An Overview By Marilyn & Assessments
• CTE Augmentation also pays M. Lombard (2007) • Student CTE Course
for the license/ use fees participation rates
These actions and services
support Element 2 -- High Quality
2. The ArcGIS mini course allows Instruction -- of the 11 Elements 2. Integrated Computer Science
students an exposure to skills that of High Quality CTE Pathways: Teacher will monitor student
can be used in CTE pathways at https://1.cdn.edl.io progress by the following:
FHS and core courses - science, /gRgSqhMzHiB07h2onbsi
geography, history, and English. VCdL96Fd0p1vbW93ALDNCOj52J • Reviewing scores from
a1.pdf CAASPP Data to determine
• Associated costs include improvement in reading and
the ArcGIS subscription and math skills
entrance fees for competitions • Regional CTE Articulation &
Course outcome calibration
3. Career Studies is a semester-
long course that exposes students 3. The Career Studies teacher will
to CTE pathways at Florin High monitor student progress by the
School following:
• Associated costs may include • Students will complete a
materials not provided by CTE survey at the start and end of
the course to determine if their
THIS ACTION/SERVICE WILL career interests and knowledge
NOT BE USED THIS YEAR, AS have changed
THE ELECTIVES ARE NOT • Teacher will assess student
BEING OFFERED DUE TO progress through modules
DOWNSIZING
Funding Source Amount Description of Use
Actions/Services 1.2.4
Principally Targeted Student Group
• All
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?1. All students will receive a Seven Habits of Highly Effective 1. Teachers will monitor student use
calendar agenda/planner in order Teens S. Covey 2013 of planners by:
to:
• Making agenda/planner checks
• improve organization and part of class participation
academic achievement. • Checking for communication
• improve home/school from parents, such as notes or
communication initials
• Assessing the correlation of
writing down assignments and
student completion of
assignments.
• Data will include LCAP Metric -
School Climate, CHKS data,
PBIS data, CAASPP data,
benchmark assessments,
formative and summative
assessments
Funding Source Amount Description of Use
Contracts/Services
Supplemental/Concentration (7201/0000) $5000
/Subscriptions
Actions/Services 1.2.5
Principally Targeted Student Group
• All
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. AVID is an elective that can Authentic Learning for the 21st 1. The AVID coordinators will
provide organizational and tutorial Century: An Overview By Marilyn determine which staff members
support for students. M. Lombard (2007) have received training in AVID.
• Associated costs are supplies • Coordinators meet regularly
and materials, including with the SCOE AVID
postage ($150) Coordinator to assess AVID
• Provide college and career implementation, staff trained,
field trip opportunities for and student progress
AVID students including • AVID Coordinators do an
transportation, registration, annual assessment of
mileage and substitute costs demographics and determine
($2200) how to correct inequalities.
• Coordinator stipend ($4000) • Data will include CAASPP
data, CHKS, PBIS, attendance
data, LCAP Metric - School
ClimateFunding Source Amount Description of Use
Contracts/Services
AVID (7233/0000) $150
/Subscriptions
AVID (7233/0000) $7150 Certificated- Salaries
Actions/Services 1.2.6
Principally Targeted Student Group
• All
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. This goal is for GATE students, What Works in Schools: 1. The GATE Coordinator will
but all students have the ability to Translating Research Into monitor Data and Program
apply for GATE. Purchase Action Marzano (2003) Evaluation for GATE
necessary supplies and materials
to test students and assist students • Students will show their
in the GATE application process. creativity and talent through
multiple measures of
• Associated costs are qualification for GATE
materials and supplies • Increased percentage of
students in GATE
• Data includes attendance
reports, chronic absenteeism,
PBIS, CAASPP, benchmarks,
2. The GATE Coordinator will take formative and summative
special care to ensure all students assessments
have equal access and extra
support in the application process
2. The GATE Coordinator will
3. GATE Coordinator Stipend monitor the proportionality in ethnic
representation in GATE
Funding Source Amount Description of Use
GATE (7205/0000) $1400 Certificated- Salaries
GATE (7205/0000) $100 Materials/Supplies/Equipment
Site Goal 1.3
Students identified as needing additional support in Math and English classes will have intervention to support
their learning needs and close the achievement gap. CAASPP scores will increase as a result of the actions
and services in this goal. ELA will increase from 27% to 29% in CAASPP. Math will increase from 19% to 21%
in CAASPP.Metric: Other (Site-based/local assessment)
Actions/Services 1.3.1
Principally Targeted Student Group
• All
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. The ASES after school program Engaging Students with Poverty in 1. The ASES program uses
provides high level enrichment Mind by Eric Jensen attendance data to track students in
programs, including robotics, the program
engineering, and math enrichment. Creating the Opportunity to
Learn by A. Wade Boykin, and • Attendance records would
• Associated costs include Pedro Noguera indicate fidelity to the program.
teaching staff timesheets and • Increased attendance should
stipends show a positive correlation with
• Supplies and materials improved academic
performance. ELA will move
from 27% to 29% in CAASPP.
Math will move from 19% to
21% in CAASPP.
• The ASES program will assess
their demographics monthly
and determine any
adjustments that need to occur
in order to keep enrollment
proportionate to the school
population.
• Data will show greater school
connectedness, less chronic
absenteeism, greater
connection to school - CHKS,
PBIS, LCAP Metric - School
Climate
Funding Source Amount Description of Use
Title I – Basic (4900/3010) $5480 Classified- Salaries
Title I – Basic (4900/3010) $2000 Certificated- Timesheets
Title I – Basic (4900/3010) $7500 Certificated- Salaries
Actions/Services 1.3.2
Principally Targeted Student Group
• All • School-wideWhat Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. The Library and classroom 7 Reasons Libraries are Essential, 1. The Librarian and English
teachers will purchase new books Now More Than Ever, by Sadie Teachers will survey students at the
for enrichment and dictionaries for Trombetta, 2017. www.bustle.com start of the school year to determine
EL students. Books will be interest in genres and authors
purchased to represent various
cultures and languages present on • The Librarian and English
campus and cover a variety of Teachers will monitor books
reading levels. checked out to look for
increased numbers
• Associated costs are books • Data will include CAASPP
data, Illuminate reports,
benchmark assessments,
formative and summative
2. Students will benefit from books assessments
and dictionaries in at various
reading levels and in Home
Languages 2. English Teachers will determine
the various reading levels needed.
• 23 different languages are
spoken on campus. Books • The Data Processor can
should be ordered that provide the list of languages
represent the majority of spoken
these different languages • English Teachers will assess
• By providing books at various academic achievement through
levels, more students will formative and summative
have access to reading books assessments and CAASPP
and this will improve their scores
academic reading
3. Books purchased will correlate 3. Increased interest in reading and
with the demographics of the book selection will be recorded by
school ELA teachers to determine if the
books correlated to demographics is
helpful.
Funding Source Amount Description of Use
Supplemental/Concentration (7201/0000) $10710 Materials/Supplies/Equipment
Site Goal 1.4
Additional administrative support and staff will be provided to help with high quality instruction, promoting a
college and career culture, and eliminating the achievement gap. The site goal is to increase CAASPP in ELA
from 27% to 29% and in Math from 19% to 21%.
Metric: CAASPP
Actions/Services 1.4.1Principally Targeted Student Group
• All • Black or African American • EL
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. Additional staff will be funded in A Framework for Understanding 1. The additional administrative staff
order to assist with the areas of Poverty by Ruby K. Payne will work on parent engagement,
need indicated in the Needs Guiding Teams to Excellence and SEL programs, and Afterschool
Assessment. Equity, Culturally Proficient enrichment program, to help with
Facilitation by John Krownapple climate and culture and reduce
• Supplemental administration Teaching with Poverty in Mind by suspensions.
(.5 FTE Program Eric Jensen
Administrator, Nai Saechao, • Additional Program
.5 FTE Program Administrators will support
Administrator, Nicole Swift), .3 teachers through coaching and
FTE Academic Program mentoring, work with students
Coordinator, Jorge Leiva for conflict mediation and
• Social Worker/ Restorative connecting to the school, and
Practices Coordinator/ SEL work with parents through
Counselor Parent University, the Family
• 1.0 FTE ELA Intervention Resource Center, and
Teacher connecting parents to the
• 1.0 FTE Math Intervention school. Data includes EGUSD
Teacher Parent Engagement Survey,
• .9 FTE Wellness Center PBIS data, attendance reports,
suspension rates, GPA
reports, and CAASPP scores.
• The APC will support students
to stay more connected to
school, have improved
attendance, and will support
teachers of intervention
classes. Data includes
attendance reports, CAASPP
scores, benchmark
assessments, quarter grade
reports, chronic absenteeism
reports.
• The Restorative Counselor will
support students through
mediation, restorative
practices, and SEL. Data
includes PBIS reports, LCAP
Metrics - School Climate,
CHKS
• ELA and Math Intervention
teachers can provide additional
sections of intervention to
support students with greater
needs in those areas and
assist in closing the
achievement gap. Data
includes benchmark
assessments, Illuminate
reports, quarter grade reports,
CAASPP data
• The Wellness Center willprovide a space for students to
2. Additional staff will support all reset, work through restorative
students but focus additional practices, and use SEL so they
support to African American can return to the classroom
students and English Learners. and be more successful. Data
includes PBIS data, CHKS,
• Improve Your Tomorrow (IYT) LCAP Metrics - School
sends a team of mentors to Climate, chronic absenteeism,
work with African American suspension reports, expulsion
and Hispanic boys throughout data
the week at lunch and after
school. They work on
homework help and tutoring,
along with social skills and 2. Grade checks in IYT will
mentoring. determine if academic achievement
• The contracts/services for IYT is improving.
is funded at the district level.
• IYT will track attendance
records and grades
Funding Source Amount Description of Use
Title I – Basic (4900/3010) $353212 Certificated- Salaries
Supplemental/Concentration (7201/0000) $175290 Certificated- Salaries
Site Goal 1.5
Support English Language Learners in order to provide high quality instruction, prepare them for college and
career, and close the achievement gap. The site goal is to increase CAASPP in ELA from 27% to 29% and in
Math from 19% to 21%.
Metric: Progress toward English Proficiency
Actions/Services 1.5.1
Principally Targeted Student Group
• EL
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. This goal is specifically for Excellence Through Equity: Five 1. EL Coordinator will monitor
English learners. Students who Principles of Courageous student academic progress as well
are identified as Newcomers (less Leadership to Guide Achievement as English acquisition
than 3 years in the US) need for Every Student by Alan improvements
additional English support through Blankstein and Pedro Noguera
their ELD course. • Improved redesignation rates
of English Learners
• Purchase of additional • Higher grade point average for
curriculum; associated costs English Learnersinclude materials and/or • Improved performance on the
online subscriptions CAASPP and the ELPAC test
• Data includes Illuminate
reports, formative and
summative assessments,
benchmarks
2. A new elective called EL Lab is 2. Student will show improvements
designed for English Learners who in the following areas:
have been in country 3-5 years and
are current EL students. • Higher grades for EL learners
• Improved performance on
CAASPP testing for EL
learners
• EL students will increase from
88.8 points below standards to
83.8 points below standards in
ELA
• EL students will increase from
113.9 points below standards
to 108.9 points below
3. AVID Excel 7 and 8 are new standards in Math
electives for long term English
Learners and struggling RFEP 3. Long Term English Learners and
students. RFEP students will show
improvements in the following
• Training for teachers and areas:
administrators
• Fee to participate • Growth towards reclassification
• Improvement in academics
TITLE I FUNDS WILL NOT BE • Improved performance on
USED UNTIL ALL EL CAASPP testing
SUPPLEMENTAL FUNDS ARE
EXHAUSTED
Funding Source Amount Description of Use
Contracts/Services
EL Supplemental (7250/0000) $1000
/Subscriptions
EL Supplemental (7250/0000) $500 Materials/Supplies/Equipment
Contracts/Services
EL Supplemental (7250/0000) $8195
/Subscriptions
Actions/Services 1.5.2
Principally Targeted Student Group
• EL
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?1. This action/service is only for Visible Learning for Teachers by 1. EL Coordinator will monitor
English Learners. Hattie (2014) student progress as a result of
Support EL professional learning teacher professional learning
teacher teams
"They come with nothing:" How • Improved re-designation rates
• Walk through opportunities professional development in a for EL learners
• Materials and supplies culturally responsive pedagogy • Greater implementation of EL
• Timesheets to compensate shapes teacher attitudes towards instructional strategies school
teachers working on their prep Latino/a English language learners. wide
period by P. J. Mellom, R. Straubhaar, C. • Improved performance by EL
Balderas, M. Ariail, P. R. Portes subgroup on CAASPP testing
(2018) • EL students will increase from
88.8 points below standards to
83.8 points below standards in
ELA
• EL students will increase from
113.9 points below standards
to 108.9 points below
2. Workshop and training for standards in Math
professional learning, training, and
conferences related to English 2. Workshops and training will
Learners. increase teacher knowledge of EL
strategies
• Registration fees, travel,
lodging associated with • EL Coordinator will monitor
workshop, training, and greater implementation of EL
conferences instructional strategies school
• Substitute teachers to release wide
teachers for professional • Improved performance by EL
learning opportunities, subgroup on CAASPP testing
training, and conferences.
3. Support ELAC meetings, held at 3. ELAC meeting participation will
least four times a year. be monitored by the EL
Coordinator.
• Cost of BTA for translation
services. • Sign in sheets will indicate
• Light refreshments, materials, increased attendance
and resources necessary to • Feedback and input on LCAP
host ELAC meetings will be gathered by the
Principal during the meetings
4. EL Professional learning will
take place twice a year 4. EL Professional learning will help
all staff learn new strategies for EL
• Associated costs are support
materials
• Timesheet for teacher release • Improved re-designation rates
time for EL learners
• Greater implementation of EL
instructional strategies school
wide
• Improved performance by EL
subgroup on CAASPP testingFunding Source Amount Description of Use
EL Supplemental (7250/0000) $1000 Materials/Supplies/Equipment
EL Supplemental (7250/0000) $1000 Certificated- Timesheets
EL Supplemental (7250/0000) $600 Classified- Salaries
Site Goal 1.6
Provide technology and resources to improve access to standards aligned curriculum, help students access
high quality instruction, prepare for college and career, and close the achievement gap. ELA will increase from
27% to 29% in CAASPP. Math will increase from 19% to 21% in CAASPP.
Metric: A-G Completion
Actions/Services 1.6.1
Principally Targeted Student Group
• All
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. Purchase technology for Creating Opportunities to Learn by 1. Students will have improved
enhanced student learning. Boykin and Noguera access to technology
• Purchase enhanced A Framework for Understanding • Teachers, Counselors, and
technology, including, but not Poverty by Ruby K. Payne Administrators will report any
limited to laptops for teachers technology access concerns
and stylus's for teachers • A survey at the start of the year
• Purchase associated will ask students and parents
supplies, including, but not what technology access they
limited to headphones, and have at home in order to
computer mice for students complete assignments
• Provide maintenance on • Improvement on CAASPP
existing technology testing by 2% in Math and 2%
• Purchase software in ELA
subscriptions, including, but • Increased access to
not limited to Nearpod technology for teachers and
(Premium), Peardeck students allows for increased
(Premium), Collaborative academic achievement. Data
Classroom SIIPs, Read and includes benchmark
Write, and Edpuzzle assessments, Illuminate
(Premium), Quizzis reports, CAASPP data, quarter
(Premium), Blooket, and No grade reports
Red Ink
• Provide training to teachers
for use of software programs
to assist in student learning
• Projector for MP Room
(Purchased with
Supplemental Concentration
funds)
2. Vice Principals and Counselorswill access technology needs of
2. All student subgroups will have students and assist families with
the same access to technology. connectivity and computer access
options
• Vice Principals and
Counselors will check in with • Increased parent and family
students periodically engagement
throughout the year to make • Support for all students with
sure they continue to have technology through survey
access and support with results
technology • Increase in student academic
performance on state testing
Funding Source Amount Description of Use
Contracts/Services
Supplemental/Concentration (7201/0000) $2000
/Subscriptions
Supplemental/Concentration (7201/0000) $4800 Materials/Supplies/Equipment
Title I – Basic (4900/3010) $15000 Materials/Supplies/Equipment
Contracts/Services
Title I – Basic (4900/3010) $7000
/Subscriptions
Actions/Services 1.6.2
Principally Targeted Student Group
• All
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. Provide resources for Visual and 1. Creating Opportunities to 1. Increased participation rates of
Performing Arts to purchase sheet Learn by Boykin and Noguera students in VAPA electives
music, purchase band instruments,
repair band instruments, and • The data processor will confirm
purchase art classroom supplies. the total number of students in
VAPA electives and compare to
2. Provide materials and supplies previous years
for science gardening class and for • Additional access to visual and
science labs. performing arts allows students
to be more well-rounded, feel
3. Provide resources for student & more connected to school, and
teacher licences for graphic design have an outlet for creativity and
class and for music classes. expression. Data includes
PBIS data, CHKS, LCAP
4. Provide field trip transportation Metrics - School Climate, and
for art museum tour, and band field chronic absenteeism reports
trip transportation to competitions
and performances, when safe to
resume after distance learning. 2. VAPA classes will be monitored to
ensure ethnic proportionality.
Student Fees$10,000
• Science Lab $1000
• Equipment purchase & repair
$4000
• Art supplies $2000
• Music supplies $2000
• Gardening class $1000
Funding Source Amount Description of Use
Student Fees (2312/0000) $10000 Materials/Supplies/Equipment
Visual & Performing Arts (VAPA)
$7000 Materials/Supplies/Equipment
(7450/0000)
Actions/Services 1.6.3
Principally Targeted Student Group
• All
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. Purchase STEM enrichment The Importance of STEM 1. Increased interest in science and
equipment and supplies for Education for Middle School math, evidenced by more active
expanded learning and distance Students, by Tracy Morgan, 2015. participation and longer attention
learning, particularly in Science spans.
and Math.
• Teachers will monitor
• Associated costs are attendance rate improvements,
materials and supplies for especially on lab days. Data
expanded labs, equipment includes absence reports,
and lab materials for Science PBIS data, CHKS, LCAP
• Math materials including, but Metrics - School Climate,
not limited to, class sets of suspension data
calculators and manipulatives • Teachers will monitor
for in person and distance improvements in grades and
learning state testing in Science and
• Additional materials for Math Math. Data includes
intervention classes benchmark assessments,
Illuminate reports, CAASPP
scores, quarter grades
Funding Source Amount Description of Use
Title I – Basic (4900/3010) $10000 Materials/Supplies/EquipmentActions/Services 1.6.4
Principally Targeted Student Group
• All
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. Provide materials for students in A Framework for Understanding 1. Teachers and administrators will
Physical Education class to Poverty by Ruby K. Payne monitor student use of equipment
participate in physical activities through distance learning platforms.
from home. Teaching with Poverty in Mind by
Eric Jensen • Physical Activity Logs will be
• Associated costs include jump graded and checked for
ropes, exercise bands improvements after distributing
equipment to students
This goal is not funded with Title I
funds or Supplemental/
Concentration. It will be funded
through General Funds, if
available.
Funding Source Amount Description of Use
District Strategic Goal 2: District Needs and Metrics 2:
All students will benefit from instruction Students need high quality programs and
guided by assessment results (formative, services driven by assessment, data
interim and summative) and continuous analysis, and action as measured by:
programmatic evaluation.
• Assessment System
• Data and Program Evaluation
• Other (Site-based/local assessment)
Site Goal 2.1
Increase opportunities for teachers to collaborate and analyze assessment data to plan instruction. JRMS will
provide technology, supplies and necessary support to all students based on needs determined from CAASPP
data and the California Dashboard.
Baseline ELA rates of meets/ or exceeds standards is 27%. Our goal is to increase by 2% bringing our ELA
meets or excceds to 29%.
Baseline Math rates of meets or exceeds standards is 19%. Our goal is to increase by 2% bringing our Math
meets or exceeds to 21%.
Metric: Data and Program Evaluation
Actions/Services 2.1.1Principally Targeted Student Group
• EL
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. This action/service is only for EGUSD mission and vision to 1. The EL Coordinator will assess
English Learners. reach all learners. re-designation rates
Initial and Summative ELPAC
Testing for EL learners • Increased EL re-designation
• Currently 53.1% of English
• Associated costs Learners are making progress
are materials, timesheets for towards English language
proctors and staff providing proficiency. The goal is to
testing. increase to 56%.
2. Fund EL elective course to 2. Increase EL student achievement
provide additional support for EL on CAASPP testing
students.
• EL students will increase from
• .2 FTE for EL elective course 88.8 points below standards to
83.8 points below standards in
ELA
• EL students will increase from
113.9 points below standards
to 108.9 points below
standards in Math
3. Continue to track EL status and
progress toward reclassification. 3. The EL Coordinator will keep
Track ongoing RFEP students to track of all EL students and verify
ensure they are still progressing. progress made.
• Support EL Coordinator in • Increased EL re-designation
attending training, workshops, • Increased academic
and collaborative meetings to improvement
learn more about supporting
EL students.
• Associated costs include
timesheets
Funding Source Amount Description of Use
EL Supplemental (7250/0000) $5000 Certificated- Salaries
EL Supplemental (7250/0000) $34377 Certificated- Salaries
Actions/Services 2.1.2
Principally Targeted Student Group
• AllWhat Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. Provide release time to continue Pathways to the Common Core by 1. Teacher work during release
implementing school-wide Calkins, Ehrenworth & Lehman times will be shared with
strategies, increase appropriate (2010) administration
academic language
implementation across all Professional Development • Improvement in Instructional
curriculum, align lessons and Schools: Schools for Developing a Materials
curriculum maps, and provide Profession by Darling-Hammond • Teacher Preparation rates
collaboration time with elementary (2005) • Department and Grade Level
schools, high schools, grade level, meeting agendas
and course alike teams, including • Unit plans
common writing and vertical • Common Assessments
articulation.
"They come with nothing:" How
• Teacher time sheet and sub professional development in a
costs to support academic culturally responsive pedagogy 2. Teachers will align with
work in the school. shapes teacher attitudes towards elementary teachers and high
Latino/a English language learners. school teachers to create standards
by P. J. Mellom, R. Straubhaar, C. and expectations for learning for
2. Vertical articulation will also Balderas, M. Ariail, P. R. Portes incoming and outgoing students
focus on honors and advanced (2018)
placement outreach.
• Associated funds are
timesheets for teachers and
substitute costs
Funding Source Amount Description of Use
AP Recruitment (7225/0000) $1000 Certificated- Salaries
Title I – Basic (4900/3010) $3000 Certificated- Salaries
Actions/Services 2.1.3
Principally Targeted Student Group
• All • School-wide
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. Provide opportunities for 1. Department Chairs and
teachers to train for and use administrators will monitor use
the Illuminate assessment program of Illuminate, progress of creating,
to make assessments, track giving, and analyzing tests, and
assessment data, and identify progress made towards standards
student need. mastery
• Timesheet teachers after
hours to work withthe Illuminate TOT and/or
collaborate with their grade
level teams on assessments
and strategies to reach
students
• The Illuminate TOT will be
funded through CPL for
ongoing training and support
for staff
Funding Source Amount Description of Use
Title I – Basic (4900/3010) $500 Certificated- Timesheets
District Strategic Goal 3: District Needs and Metrics 3:
All students will have an equitable opportunity to Students need a safe and engaging
learn in a culturally responsive, physically/ and academic, social-emotional, and physical
emotionally healthy and safe environment.
school environment as measured by:
• Cohort Graduation
• Expulsion
• HS Dropout
• MS Dropout
• Other (Site-based/local assessment)
• School Climate
• Social Emotional Learning
• Suspension
Site Goal 3.1
Provide culturally responsive strategies, intervention, and incentives to increase trauma-informed awareness
and reduce suspension incidents.
Reduced Suspensions, decreasing rate by 2% from 16.8% (in Fall 2019) to 14.8% (in Fall 2020).
Metric: School Climate
Actions/Services 3.1.1
Principally Targeted Student Group
• All
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?1. Support PBIS Tier I and Tier II The Little Book of Restorative 1.Student visitations to Restorative
and restorative practices by Justice - H.Zehr, A.Gohar 2003 Practices Center or Wellness Center
training staff, staff collaboration, will be tracked and monitored for
and tracking the effectiveness of multiple visits, purposes for visits,
the programs and the teacher sending them.
• Associated costs include "Behavioral Emotional and School • Data tracked will come from
registration for training, Adjustment in Adolescents with PBIS data, suspension data,
supplies, timesheets for and without Developmental CHKS data, and LCAP Metric-
teacher work and Language Disorder (DLD) is school climate
collaboration, substitutes, and Related to Family Involvement", by • Students with multiple visits will
classified work for data M. Valera-Pozo, D. Adrover-Roig, be referred to the MTSS
tracking J. A. Perez-Castello, V. A. process. Further data will be
Sacnchez-Azanza, and E. Aguilar- gathered through Synergy -
Mediavilla. (2020). Published in SDMR data and attendance
International Journal of data
Environmental Research and • Increased academic
Public Health achievement through grade
monitoring - data includes
benchmark assessments,
Illuminate data for formative
and summative assessments
• Improved attendance due to
2. Staff will develop these incentives/ interest - data
approaches through training on includes attendance reports,
restorative practices and culturally chronic absenteeism data
relevant training.
2. Decrease in student behavior
• Community Matters will referrals.
provide free restorative
practices training for all staff • Reduce average daily referral
over the summer rate of 30 a day to 25 a day.
• Timesheets for teachers being • A staff survey at the start and
trained outside of contract end of training will determine
time confidence levels from staff on
restorative practices and
commitments for
implementation.
Funding Source Amount Description of Use
Title I – Basic (4900/3010) $1000 Materials/Supplies/Equipment
Contracts/Services
Title I – Basic (4900/3010) $1000
/Subscriptions
Title I – Basic (4900/3010) $2000 Classified- Salaries
Title I – Basic (4900/3010) $2000 Certificated- Salaries
Actions/Services 3.1.2
Principally Targeted Student Group• All
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. Staff will participate in wellness- Fostering Resilient Learners: 1. Teachers will report back the
related workshops, training, and Strategies for Creating a Trauma- strategies they learned at a staff
conferences. Sensitive Classroom - Kristin meeting
Souers with Pete Hall
• Wellness-related topics • Teachers will share best
include Social Emotional "They come with nothing:" How practices and strategies
Learning, Trauma-Informed professional development in a learned
Practices, Mindset culturally responsive pedagogy • We will monitor feedback and
• Associated costs are shapes teacher attitudes towards survey data from staff on the
registration fees, travel costs, Latino/a English language learners. effectiveness of conferences
substitute costs by P. J. Mellom, R. Straubhaar, C. and training
Balderas, M. Ariail, P. R. Portes
(2018)
Funding Source Amount Description of Use
Contracts/Services
Title I – Basic (4900/3010) $5000
/Subscriptions
Title I – Basic (4900/3010) $1000 Classified- Salaries
Title I – Basic (4900/3010) $3000 Certificated- Salaries
Actions/Services 3.1.3
Principally Targeted Student Group
• Black or African American
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. Reduce disproportionality The Little Book of Restorative 1. Analyze suspension data monthly
among Black students and the Discipline for Schools: Teaching and create charts to see data by
suspension rate. Responsibility; Creating Caring ethnicity, Ed Code violation, new
Climates by Lorraine Stutzman students vs. repeating students, and
• Train Vice Principals in Amstutz and Judy H. Mullet (2005) tracking the suspension rate
restorative practices and
culturally responsive teaching • Look for improvements over
• Consider alternatives to previous years
suspension whenever • Look for improvements with
possible disproportionality as the year
• Regularly assess suspensions progresses
and disproportionality
• Make adjustments throughout
the year to address
suspension rates and
disproportionality
• Associated costs includesending the Vice Principals to
workshops and training on
reducing suspensions and
improving disproportionality
Funding Source Amount Description of Use
Contracts/Services
Title I – Basic (4900/3010) $1000
/Subscriptions
Site Goal 3.2
Provide programs and instruction that create a physically and emotionally healthy environment. ELA will
increase from 27% to 29% in CAASPP. Math will increase from 19% to 21% in CAASPP.
Metric: Cohort Graduation
Actions/Services 3.2.1
Principally Targeted Student Group
• AllWhat Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. The District will purchase Social Organizing School for 1. Surveys will be conducted to
Emotional Learning curriculum for Improvements Bryk (2010) determine the effectiveness of the
Advisory sessions Advisory lessons
What works in Schools: Translating
• Supplement the curriculum Research Into Action Marzano • Student, parent, and staff
with any needed materials to (2003) surveys
support teachers with • California Healthy Kids Survey
Advisory. (CHKS)
• Social Emotional Learning
Culture and Climate Survey
• Student responses to Advisory
2. Staff will support all students by lessons
providing culturally relevant
lessons through Advisory. 2. Teachers will report interest or
lack of interest by students
• Student surveys will also
indicate effectiveness and
interest
• Student responses to
questions in Advisory lessons
Funding Source Amount Description of Use
Title I – Basic (4900/3010) $500 Materials/Supplies/Equipment
Actions/Services 3.2.2
Principally Targeted Student Group
• All
What Specific Actions/Services What is the Research How will you Measure the
will you Provide to this Student Confirming this is an Effective Effectiveness of each
Group? Practice? Action/Service?
1. This action/service is only for What Works in Schools: 1. The GATE Coordinator will
GATE students. Provide Translating Research Into monitor the GATE criteria using the
enrichment opportunities to GATE Action Marzano (2003) data and program evaluation
students through expanded
learning opportunities • Data will identify number of
students, demographics, and
• Field trips to museums, maintaining eligibility
theaters, and colleges. • CAASPP scores will increase
• Provide extended learning by 2% overall in Math and ELA
programs to enhance student
learning.
• Associated costs are
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