MOJAVE UNIFIED SCHOOL DISTRICT
CALIFORNIA CITY HIGH
SCHOOL
Template for the Single Plan for Student Achievement
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SINGLE SCHOOLWIDE PLAN
2008 – 2010
The Single Plan for Student Achievement
CALIFORNIA CITY HIGH SCHOOL
1563677-0114512
CDS Code
Date of this revision:
The Single Plan for Student Achievement (SPSA) 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 sections 41507, 41572, and 64001
and the federal No Child Left Behind Act (NCLB) require each school to consolidate all school
plans for programs funded through the School and Library Improvement Block Grant, the Pupil
Retention Block Grant, the Consolidated Application, and NCLB Program Improvement into the
Single Plan for Student Achievement.
For additional information on school programs and how you may become involved locally,
please contact the following person:
Contact Person: Harold Roney
Position: Principal
Telephone Number: 760-373-5263
Address: 8567 Bolden Drive California City, CA 93505
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E-mail Address: haroldroney@mojave.k12.ca.us
MOJAVE UNIFIED SCHOOL DISTRICT
The District Governing Board approved this revision of the School Plan on ____________.
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Optional Inserts: School Vision, Mission Statements and School Profile
Analysis of Current Instructional Practice Planning Guide
The following statements are adapted from No Child Left Behind (NCLB), Title I, Part A and the
California Essential Program Components (EPCs). These statements may be used to discuss
and develop findings that characterize the instructional program at this school for students:
 Not meeting performance goals / Far Below Basic
 Meeting performance goals
 Exceeding performance goals
Schools should analyze current district and school policies, procedures and practices regarding
instructional practice for each of the questions below.
Standards, Assessment, and Accountability


Use of state and local assessments to modify instruction and improve student
achievement
Use of data to monitor student progress on curriculum-embedded assessments
and modify instruction
CCHS is in the beginning stages of implementing new assessment strategies to evaluate student
learning, including implementing quarterly teacher created benchmarks. The initial process is
directed towards adopting standards-based textbooks. During the next few years, English, ELD,
science, and related electives are scheduled for upgrades to standards-based textbooks.
The adoption of new textbooks is resulting in the implementation of standards-based assessment
strategies of CCHS students. The district and site textbook adoption schedule serve as the
foundation for the implementation of standards based instruction. Each of the newly adopted
textbooks are current in content, as well as being aligned with California State Standards.
teachers will start to evaluate students using standard-based curriculum resource materials
chapter reviews, chapter tests, and semester examinations
CCHS English teachers and the CCHS Library Technician are instituting the use of computer
software and technology to evaluate student learning. CCHS has installed the Renaissance
Learning computer web-based Accelerated Reader (AR) and STAR Math program on the
school’s computer system. The AR program allows students to select reading materials within
their zone of proximal development which allows for optimal reading growth.
The assessment component of the AR program is the STAR Reading package. CCHS English
teachers use the STAR results to assess and evaluate student reading levels. Each student
assessment is disaggregated into grade equivalent, percentile rank, and instructional reading level
scores. Students are tested 2-3 times in a school year to monitor and track reading level
development.
The CCHS math department incorporates the Algebra Readiness Test to determine student
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proficiency levels. The Readiness Test is given to all incoming 9th grade students. This
assessment provides math teachers with an overall evaluation of student math skill levels as they
enter the high school. Other readiness tests are used at the beginning of the school year to drive
instruction. Algebra I is provided at a minimum for all students with tutoring for those not
making sufficient progress toward CAHSEE success.
The CCHS ELL teacher and support personnel assess the second language learners on our
campus. Each student is tested with the California English Language Development Test
(CELDT). The ELL department utilizes the results of the CELDT to determine instructional
readiness and language acquisition levels.
The teachers at CCHS use assessment results to enhance the educational environment for every
student in many different ways. The findings of academic evaluations are used to reinforce and
re-teach subject area concepts. Assessment results are used to restructure lesson plans and to
change instructional methodologies. They are used to determine if students are learning
educational objectives and meeting California content standards. Additionally, teachers use
assessment results to make recommendations to the counseling staff for student program changes
that more appropriately meet their educational needs. An example of this system is the IDMS
program offered for math, and English of which CCHS has purchased in addition to cover
science.
CCHS has assessment monitoring systems that extend from the school site, to the district, and
into the community. The school principal reports to the district and school board assessment
results. These communicated assessment findings consist of CCHS STAR Reading, CAHSEE,
and ELL score summaries. Reports will be given to the school board by the site administrator on
the number of CCHS students who are accepted to colleges and universities when the school will
be offering 12th grade. The college acceptance letters will be posted in the career center, located
near the CCHS counseling office.
CCHS will start to collect, communicate, disseminate, and disaggregate assessment results in
more statistical based format. This will be achieved through our establishment of a school site
Data Collection Team, the IDMS system, and the Accelerated Reader program. CST’s and
CAHSEE result, when made available, will be reviewed and analyzed. The results of this data
analysis are then shared with school staff, administrators, district office personnel, school board
members, and other members of the community.
Assessment results are reported to community through sources that are produced on the CCHS
campus. The counseling office has form letters that are mailed to parents explaining and
informing them about the academic standing of their student. These form letters include
graduation checks, academic progress reviews, deficiency notices, SB813 information, and
CAHSEE status. In addition to this, CCHS also employs monthly grade checks for additional
parent support / updates. Information is also reviewed with the School Site Committee.
The implementation of the time-banking schedule has created an on-site monitoring system for
the review of assessment findings. The time-banking, a result of collaboration between the
school site and district, has created staff-development days. During staff-development days, time
is scheduled to discuss assessment finds among the CCHS staff. It also allows for time to discuss
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ways to improve instruction in group settings or department meetings. In addition to this
collaboration CCHS has made several actions to collaborate with its senior high school in the
Mojave School district.
Staffing and Professional Development






Status of meeting requirements for highly qualified staff
Principals’ AB 75/430 training on State Board of Education adopted instructional
materials
Sufficiency of credentialed teachers and teacher professional development in AB
466
Alignment of staff development to content standards, assessed student
performance and professional needs
Ongoing instructional assistance and support for teachers (e.g., use of content
experts and instructional coaches)
Monthly teacher collaboration by grade level (*K-8) and department (9-12)
NCLB requirements are difficult in a small departmentalized school and yet, California City
High School has met compliance. Teachers are currently enrolled in classes for further
promotion and are well aware of the requirements placed upon them to always meet compliance.
School administration works closely with personnel and the district administration to monitor
specific needs in regards to credentialed personnel. Currently at California City High School
there are no specific ELA math or language arts classes however, SADIE techniques are used
across curricular areas. Processes are being transitioned toward a homeroom for ELL.
The principal has completed the clear credential. The principal completed this accreditation.
Which had a primary focus of standards, curriculum, and accountability.
Staff development within the district is determined based on needs presented by staff,
administration, and information gathered through data. While some of our staff development is
research based determined through inquiry some is strictly based on current needs.
Assistance for ELA and mathematics teachers is limited to inservices and conferences available
through the district, the county, and other providers. At this time, district and school “experts” or
coaches are not widely available but we have the greatest assistance for teachers in these areas
based on collaboration with colleagues.
Since CCHS started time banking, one minimum day each month is provided for collaboration
across grade levels and curricular areas. Staff uses this opportunity to look at data, assessments,
and instructional techniques.
Teaching and Learning

Alignment of curriculum, instruction, and materials to content and performance
standards
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


Adherence to recommended instructional minutes for ELA and mathematics (K-8)
Lesson pacing schedule (K-8) and master schedule flexibility (9-12) for sufficient
numbers of intervention courses
Availability of standards-based instructional materials appropriate to all student
groups
Use of SBE-adopted and standards-aligned materials, including intervention
materials, and for high school students, access to standards-aligned core courses
Both California City High School and the Mojave Unified School District strive to
align curriculum textbooks, instructional materials, to state curriculum standards.
Following the district adoption schedule, new textbooks aligned to content standards
are adopted. Teachers strive to supplement textbooks with appropriate materials and
teaching strategies to insure the standards are addressed in their lessons. Weekly and
long range planning include individual content standards. While pacing schedules and
plans for each curricular area have been discussed California City High School has not
implemented them at this time. Classroom visits and weekly lesson plan checks are
used by administration to insure content standards are addressed. Continued staff
development and collaboration in the area content standards is imperative to student
success.
California City High School meets state mandated instructional minute requirements.
The total number of instructional minutes is 65,726. Limited disruptions to the
instructional program are attempted at each level. Schools in the Mojave Unified
School District participate in time banking providing one minimum day a month
allowing additional time for staff development, collaboration, and articulation.
Opportunity and Equal Educational Access


Services provided by the regular program that enable underperforming students
to meet standards
Research-based educational practices to raise student achievement at this school
The “regular” program at California City High School, that is that which provides students basic
graduation requirements and skills to pass the California High School Exit Exam. Research
based programs include: implicit instruction, SDAIE instruction, and benchmark testing.
Instruction in the regular program includes: Language Arts, Mathematics, Science, History,
Physical Education, and Vocational Education. We have determined Underperforming Students
as those that are performing Below and Far Below Basic on the California Standards Test in the
area of Language Arts and Math. Students not reading within two years of grade level, not
having passed the CAHSEE, or behind thirty five or more credits may also be considered
Underperforming.
These students may be included in a variety of services offered in the regular education
program including: Accelerated Reader: a research based program designed to increase
Independent reading levels, Chariot Software ; a web based CAHSEE preparation program,
Algebra A/B: a two year algebra program, Study Skills: a class teaching AVID like strategies
including note taking, organization, and time management. The addition of a counselor shared
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in the district provides students another opportunity for additional academic guidance. In
addition, California City High School some teachers voluntarily provide extra assistance for
students outside the regular class period.
INVOLVEMENT


Resources available from family, school, district, and community to assist underperforming students
Involvement of parents, community representatives, classroom teachers, other
school personnel, and students in secondary schools, in the planning,
implementation, and evaluation of consolidated application programs (5 EC CCR
3932)
College Community Health is available to families in both communities to provide counseling
services. California City Collaborative and East Kern Resource Center can assist students and
families in need each meets monthly. Parents are encouraged to participate in school activities
ranging from PACIM (Parent and Community Involvement Meetings,) ELAC (English
Language Advisory Council) to Parent Conferences, from Sporting Events to School Site
Council.
Community assistance comes from a variety of groups and organizations. These include but are
not limited to: Civic clubs and organizations, Organized Youth Sports, Boys and Girl Scout
programs, churches, local events including Tortoise Days, and strong involvement with the Miss
California City scholarship programs.
School support is widespread from the growing opportunity for an R.O.P. program providing
vocational training to students on and off campus, both during and after school hours; Summer
School opportunities; local business support; College Community Services: providing on site
counseling; and highly trained teachers and staff including a full time librarian and part time
technical assistance and a multi dimensional counseling program.
District support services include support personnel, special education staff, bilingual coordinator,
and funding assistance.
FUNDING
 Services provided by categorical funds that enable underperforming
students to meet standards

Fiscal Support
California City High school is fortunate to receive funding from a variety of sources.
Underperforming students are supported through every funding area possible including
Innovative Strategies and allowing the school to be creative in ways to encourage this group of
students. Safe and Drug Free Schools and Carl Washington funding aids in the assistance in
keeping a safe school campus and encouraging positive character, allowing students to focus on
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learning. School Improvement Program allows the school site council to determine specific
needs of students and designate funds accordingly each year. The counseling office provides
assistance with personnel including a shared counselor. Funds to assist students to pass the
CAHSEE have been used to purchase a computer program. English Language Learners are
assisted by a part time paraprofessional is funded by EIA/LEP funds. Students with specific
learning disabilities are provided assistance according to their IEP’s by two certificated staff,
and one classified employee.. Students considered under-performing are monitored by school,
by both personnel formally and informally throughout the year to ensure their needs are being
met. This is done via mentoring groups of counseling, administration, classified, and certificated
employees acting as mentors.
Funding sources for the above services include:
Counseling
Arts and Music
CAHSEE
Title V Innovative Strategies
Title IV Drug Free Schools
EIA/LEP Fund
SIP Fund
Special Education
AB 825
The following state and federal funds were allotted to this school based on the 2007-08 projected
budget:
State Programs:
Counseling
CAHSEE
State Lottery Instructional Materials
Economic Impact Aid
School Improvement Program
Professional Development
Innovative Educational Strategies
$ 99,116
$ 26,400
$ 8,991
$ 11,790
$ 5,918
$
$
Federal Programs:
School Safety
Drug Free
$ 10,966
$ 355
Other Funds
Vocational Program
General Fund
$50,704
$59,585
Template for the Single Plan for Student Achievement
** Refer to the “Ten Components of a Title I Schoolwide Program Plan” Document for a complete
description of requirements.
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Summary of Findings
Summary of Findings from Analysis of Current Educational Practice Data:
Strengths of academic program:
The academic program at California City High School is diverse providing multiple
opportunities for students. California City High School offers a minimum of college
prepatory classes such as Biology for all students, and Algebra I as a minimum level of
math. Academic decathlon, Student body leadership, and higher level classes are
focused for the later end of this plan which will be available to all students.
The staff at California City High School is committed to excellence and maintaining
appropriate professional development in order to best meet the needs of their students.
The opportunity for collaboration on monthly early release days provides a dedicated
and highly qualified staff the opportunity to plan and find ways to assist students.
Barriers and challenges to student achievement:
One of the greatest barriers for student achievement is that of student apathy and lack
of buy in. Some students at California City High School indicate they do not see the
benefit of state required testing and therefore do not put forth much or any effort.
Additionally, those who are severely credit deficient feel helpless and see no use in
trying. They use school time as an opportunity to increase social activity and do not
perform in the classroom.
Other barriers include students entering California City High School without appropriate
skills, transient students, students with limited English Language skills, increased
special education and socially economically disadvantaged populations, and our wide
school boundaries making parent involvement and before and after school activities
difficult.
Summary of Findings from Parent and Student Input:
While both groups indicate their have been improvements made since last school year
they also indicate there are areas of need. Students state they feel safer at school are
are appreciated by both the community and the school personnel. While they feel that
the teachers and staff are concerned about them and their grades but there is a
percentage that feels that some of their questions are thought to be not for real
purposes. Students also believe there should be incentives for those who do the right
thing, earn good grades, and attend school regularly.
Parents are concerned about communication between school and home. They state
some teachers return phone calls and keep in contact but there are others who may
only rely on progress reports to connect with parents. The parents also want to be kept
advised of student progress toward graduation and after high school activity, most
indicate their students know but do not freely share the information with them. Parents
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have indicated a need to help students that are credit deficient in addition to summer
school, for example after school programs. Other parents have stated concern
regarding refresh classes during the summer in order to raise low grades during the
year. They continue be concerned about the safety of their students, what happens to
students that break rules and how the campus is kept secure.
Overall Conclusions:
California City High School will continue to strive toward offering appropriate education
to its students. While the district is followed the textbook adoption schedule to purchase
standards aligned books and teachers are making steps toward aligning lessons,
supplemental work, and tests. While most academic classes have established quarterly
and semester benchmarks, other assessment tools and course pacing will be valuable.
Data points out academic growth have declined in the community and for the new
school of CCHS a strong push is necessary to ensure students are excelling. Teacher
observation and test scores indicate students are struggling in both reading and
mathematics. Additionally, students transitioning from middle school tend to struggle
academically. This may necessitate a review process of increased connection from
middle school to high school in the future. Motivating students and attendance are of
high importance to guarantee students reach their highest potential. Communication
between school and home regarding all aspects of the school is a concern of parents
and will be addressed as the issue of extra services.
Template for the Single Plan for Student Achievement
PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE
The school site council has analyzed the planned program improvements and has adopted the following program support goals,
related actions, and expenditures to raise the academic performance of student groups not meeting state standards:
Goal # 1 : A minimum of 75% of students will have an Independent Reading Level within two years of grade level
by December 2008.
Student groups participating in this goal: All students will participate in this goal.
Performance gains expected for students: 75% students reading within two years of grade level.
Means of evaluating progress toward this goal: STAR reading tests, three times a year.
Group data need: STAR reading results and summary
Description of Specific Actions to Improve Educational
Practice
Implementers/Timelines
Accelerated Reading in Language Arts classes and
throughout the academic classes
Teachers,
Librarian/Ongoing
Reading via cross curriculum
All teachers/ongoing
early dismissal
After school tutoring for CORE and CAHSEE necessities not
showing significant progress
Select teachers
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Related Expenditures
Estimated
Cost
Computer Lab and
technical assistance
Library
Librarian
New Updated tests
and tests
Teacher Training
Substitutes
Incentives
$1,000
Tutoring location,
program, textbooks,
staffing
$1,000
monthly
Funding
Source
Staff
Development
CORE /
CAHSEE
funding
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PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE (continued)
Goal # 1 cont. A minimum of 75% of students will have an Independent Reading Level within two years of grade level
by December 2008.
Description of Specific Actions to Improve Educational
Practice
Implementers/Timelines
Related Expenditures
Extended learning opportunities: Summer School, tutoring
Teachers,
Administration
Differentiated and extended learning activities for students
reading at above grade level.
Teachers, librarian,
clerical staff
Materials
Rewards and Incentives for reading achievement
Teachers,
administration,
community groups and
businesses/ongoing
Certificates, prizes
Grade department/ grade level meetings to analyze data and
determine best practices to determine best practices to meet
student academic achievement in reading
Teachers,
administrators/ on
going
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Estimated
Cost
Funding
Source
$25.00/hr
Hourly
Programs
Summer
School
$500.00
GATE
General Fund
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PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE
The school site council has analyzed the planned program improvements and has adopted the following program support goals, related actions, and
expenditures to raise the academic performance of student groups not meeting state standards:
Goal # 2 : California City High School continue to align curriculum to state standards in curricular areas.
Student groups participating in this goal: All students will participate in this goal.
Performance gains expected for students: A minimum growth of 10% overall school wide achievement as indicated on the
CAT 6
Means of evaluating progress toward this goal: Norm Referenced Tests given annually.
Group data need: CAT 6 date, AYP and API
Description of Specific Actions to Improve Educational
Practice
Implementers/Timelines
Curriculum will be aligned to State and Federal standards
 Department meetings – monthly
 Lesson Planning
 Calibration of instructional materials/ activities to
ensure grade level appropriateness
Teachers,
administration/
ongoing
Provide appropriate supplemental materials
Librarian, Teachers
On going
Provide appropriate activities to enhance learning, extended
learning activities
Teachers,
administration
Provide extended learning time: tutoring/summer school
Teachers,
administration, clerical
staff
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Related Expenditures
Estimated
Cost
Funding
Source
DVDs, E books,
movies, supplemental
texts
$2000
EIA
Lottery
Transportation, Entry
Fees, Substitutes,
Guest Speakers,
Assemblies
$2000
EIA
Donations
General Fund
Salaries
Hourly
programs
Summer
School
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PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE (continued)
Goal # 2 cont. California City High School continue to align curriculum to state standards in curricular areas.
Description of Specific Actions to Improve Educational
Practice
Implementers/Timelines
Related Expenditures
Estimated
Cost
Funding
Source
Parents will receive data information and instructions to
interpret data
Teachers,
administrators/ Ongoing
at conferences and
parent meetings
Ongoing assessment of achievement throughout the year:
benchmarks, teacher created and textbook provided exams
Teachers/Ongoing
Ongoing opportunities for teacher collaboration and inservice
Teachers,
administration
Registration fees,
substitutes
Staff
development
English Language Learners will participate English Language
Development classes and receive support from ELD
paraprofessional
Teachers, bilingual
paraprofessional,
administration
Materials, books
EIA
Students will have the opportunity to participate in extended
learning activities during the school day.
Teachers,
administration
Materials
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$1,000.00
Lottery,
General fund
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PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE
The school site council has analyzed the planned program improvements and has adopted the following program support goals,
related actions, and expenditures to raise the academic performance of student groups not meeting state standards:
Goal # 3 : California City High School will establish and maintain programs that motivate, promote academic
excellence, personal/social growth, and encourage post secondary and career exploration.
Student groups participating in this goal: All students will participate in this goal.
Performance gains expected for students: A minimum growth of 10% overall schoolwide achievement as indicated on the
CAT 6
Means of evaluating progress toward this goal: Norm Referenced Tests given annually.
Group data need: CAT 6 date, AYP and API,
Description of Specific Actions to Improve Educational
Practice
Implementers/Timelines
Related Expenditures
Estimated
Cost
Funding
Source
Students will receive instruction in Social Skills, conflict
resolution and mediation
Teachers,
Counselors,
administration
/ongoing
Character Counts
discussion/planners
Assemblies
Good citizenship
rewards
$2,000
SIP
Lottery
Drug Free
Donations
Reward students for improvement or excellence in
academics and attendance
Staff members
Teachers, Parent
volunteers,
administration,
clerical staff,
/ongoing
Awards/Prizes
Tutoring,
Academic Awards
Special Education/
recognition
Assemblies
$2,000
SIP, donations
Students will receive services to provide them with
remediation and study skills
Teachers, counselors,
administration/ongoing
Study skill materials
(listed in goal #2)
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Goal # 3 cont. : California City High School will establish and maintain programs that motivate, promote
academic excellence, personal/social growth, and encourage post secondary and career exploration.
Description of Specific Actions to Improve Educational
Practice
Students will be exposed to a variety of careers and
career skills
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Implementers/Timelines
Related Expenditures
Teachers,
attendance clerk,
librarian, community
members/ongoing
Career and
Character materials
Career Days
Special Speakers
Estimated
Cost
Funding
Source
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Form C: Programs Included in this Plan
Check the box for each state and federal categorical program in which the school participates
and, if applicable, enter amounts allocated. (The plan must describe the activities to be
conducted at the school for each of the state and federal categorical program in which the
school participates. If the school receives funding, then the plan must include the proposed
expenditures.)
State Programs
California School Age Families Education
Purpose: Assist expectant and parenting students succeed in school.
x
x
x
Economic Impact Aid/ State Compensatory Education
Purpose: Help educationally disadvantaged students succeed in the
regular program.
Economic Impact Aid/ English Learner Program
Purpose: Develop fluency in English and academic proficiency of
English learners
Allocation
$
$
$ 11,790
High Priority Schools Grant Program
Purpose: Assist schools in meeting academic growth targets.
$
Instructional Time and Staff Development Reform
Purpose: Train classroom personnel to improve student performance
in core curriculum areas.
$
Peer Assistance and Review
Purpose: Assist teachers through coaching and mentoring.
$
Pupil Retention Block Grant
Purpose: Prevent students from dropping out of school.
$
School and Library Improvement Program Block Grant
Purpose: Improve library and other school programs.
$ 9,459
School Safety and Violence Prevention Act
Purpose: Increase school safety.
$
Tobacco-Use Prevention Education
Purpose: Eliminate tobacco use among students.
$
List and Describe Other State or Local funds (e.g., Gifted and
Talented Education)Counseling $ 99,116; CAHSEE $ 26,400; Lottery
$ 8,991
$134,507
Total amount of state categorical funds allocated to this school $155,756
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Federal Programs under No Child Left Behind (NCLB)
Title I, Neglected
Purpose: Supplement instruction for children abandoned, abused, or
neglected who have been placed in an institution
$
Title I, Part D: Delinquent
Purpose: Supplement instruction for delinquent youth
$
Title I, Part A: Schoolwide Program
Purpose: Upgrade the entire educational program of eligible schools in
high poverty areas
Title I, Part A: Targeted Assistance Program
Purpose: Help educationally disadvantaged students in eligible schools
achieve grade level proficiency
Title I, Part A: Program Improvement
Purpose: Assist Title I schools that have failed to meet NCLB adequate
yearly progress (AYP) targets for one or more identified student groups
Title II, Part A: Teacher and Principal Training and Recruiting
Purpose: Improve and increase the number of highly qualified teachers
and principals
Title II, Part D: Enhancing Education Through Technology
Purpose: Support professional development and the use of technology
x
Allocation
Title III, Part A: Language Instruction for Limited-English-Proficient
(LEP) Students
Purpose: Supplement language instruction to help limited-Englishproficient (LEP) students attain English proficiency and meet academic
performance standards
Title IV, Part A: Safe and Drug-Free Schools and Communities
Purpose: Support learning environments that promote academic
achievement
Title V: Innovative Programs
Purpose: Support educational improvement, library, media, and at-risk
students
$
$
$
$
$
$
$ 11,321
$
Title VI, Part B: Rural Education Achievement
Purpose: Provide flexibility in the use of NCLB funds to eligible LEAs
$
Other Federal Funds (list and describe1)
$
Total amount of federal categorical funds allocated to this school $11,321
Total amount of state and federal categorical funds allocated to this school $
1
For example, special education funds used in a School-Based Coordinated Program to serve students
not identified as individuals with exceptional needs.
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Form D: School Site Council Membership
Harold Roney
X
Kathy Page
X
Missy Losey
X
Gina Wheeler
X
Richard Walpole
X
Irene Trujillo
X
Carol Whittey
X
Aaron Alexander
Numbers of members of each category
2
Secondary
Student
Parent or
Community
Member
Other School
Staff
Classroom
Teacher
Names of Members
Principal
Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least
annually, including proposed expenditures of funds allocated to the through the Consolidated
Application, by the school site council. The current make-up of the school site council is as
follows:2
X
1
2
2
2
1
At elementary schools, the school site council must be constituted to ensure parity between (a) the
principal, classroom teachers, and other school personnel, and (b) parents of students attending the
school or other community members. Classroom teachers must comprise a majority of persons
represented under section (a). At secondary schools there must be, in addition, equal numbers of
parents or other community members selected by parents, and students. Members must be selected
by their peer group.
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Form E: Recommendations and Assurances
The school site council recommends this school plan and proposed expenditures to the district
governing board for approval and assures the board of the following:
1. The school site council is correctly constituted and was formed in accordance with district
governing board policy and state law.
2. The school site council reviewed its responsibilities under state law and district governing
board policies, including those board policies relating to material changes in the school
plan requiring board approval.
3. The school site council sought and considered all recommendations from the following
groups or committees before adopting this plan (Check those that apply):
___ School Advisory Committee for State Compensatory Education Programs
___ English Learner Advisory Committee
___ Community Advisory Committee for Special Education Programs
___ Gifted and Talented Education Program Advisory Committee
___ Other (list)
4. The school site council reviewed the content requirements for school plans of programs
included in this Single Plan for Student Achievement and believes all such content
requirements have been met, including those found in district governing board policies
and in the LEA Plan.
5. This school plan 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 school plan was adopted by the school site council at a public meeting on: _______.
Attested:
Harold Roney
Typed name of school principal
_______________________
Signature of school principal
Date
Typed name of SSC chairperson
_______________________
Signature of SSC chairperson
Date
Template for the Single Plan for Student Achievement
Appendix F: Outline of Sample Bylaws
The following outline is provided as a sample to assist the school site council in
developing its own bylaws. No claim of completeness is made, nor is the sample a
recommendation by the California Department of Education.
Article I
Duties of the School Site Council
The school site council of California City High School, hereinafter referred to as the
school site council, shall carry out the following duties:
 Obtain recommendations for, and review of the proposed Single Plan for Student
Achievement from all school advisory committees.
 Develop and approve the plan and related expenditures in accordance with all
state and federal laws and regulations.
 Recommend the plan and expenditures to the governing board for approval.
 Provide ongoing review of the implementation of the plan with the principal,
teachers and other school staff members.
 Make modifications to the plan whenever the need arises.
 Submit the modified plan for governing board approval whenever a material
change (as defined in district governing board policy) is made in planned activities
or related expenditures.
 Annually, (and at each semester, trimester, etc), evaluate the progress made
toward school goals to raise the academic achievement of all students.
 Carry out all other duties assigned to the school site council by the district
governing board and by state law.
Article II
Members
Section A: Composition
The school site council shall be composed of _6_ members, selected by their peers,
as follows:
 _2_ Classroom teachers
 _2_ Other school staff members
 _2_ Parents or community members
 The school principal shall be an ex officio member of the school site council.
School site council members chosen to represent parents may be employees of the
school district so long as they are not employed at this school.
Template for the Single Plan for Student Achievement
Section B: Term of Office
School site council members shall be elected for _1_ year terms. Half, or the nearest
approximation thereof, of each representative group shall be elected during odd years,
and the remaining number elected during even years. At the first regular meeting of
the school site council, each member's current term of office shall be recorded in the
minutes of the meeting.
Section C: Voting Rights
Each member is entitled to one vote and may cast that vote on any matter submitted
to a vote of the school site council. Absentee ballots shall not be permitted.
Section D: Termination of Membership
The school site council may, by an affirmative vote of two-thirds of all its members,
suspend or expel a member. Any elected member may terminate his or her
membership by submitting a written letter of resignation to the school site council
chairperson.
Section E: Transfer of Membership
Membership on the school site council may not be assigned or transferred.
Section F: Vacancy
Any vacancy on the school site council occurring during the term of a duly elected
member shall be filled by ___________________________________________.
(Examples: regular elections; appointment of the school site council for the period of
time until the next regular election; or the seating of a previously elected alternate
member to fill the remainder of the term of the vacant seat)
Article III
Officers
Section A: Officers
The officers of the school site council shall be a chairperson, vice-chairperson,
secretary, and other officers the school site council may deem desirable.
The chairperson shall:
 Preside at all meetings of the school site council.
 Sign all letters, reports and other communications of the school site council.
 Perform all duties incident to the office of the chairperson.
 Have other such duties as are prescribed by the school site council.
The vice-chairperson shall:
 Represent the chairperson in assigned duties.
 Substitute for the chairperson in his or her absence.
Template for the Single Plan for Student Achievement
The secretary shall:
 Keep minutes of all regular and special meetings of the school site council.
 Transmit true and correct copies of the minutes of such meetings to members of
the school site council and to the following other persons: __webmaster for on-line
distribution.
 Provide all notices in accordance with these bylaws.
 Be custodian of the records of the school site council.
 Keep a register of the names, addresses and telephone numbers of each member
of the school site council, the chairpersons of school advisory committees, and
others with whom the school site council has regular dealings, as furnished by
those persons.
 Perform other such duties as are assigned by the chairperson or the school site
council.
Section B: Election and Terms of Office
The officers shall be elected annually, at the __first__ meeting of the school site
council and shall serve for one year, or until each successor has been elected.
Section C: Removal of Officers
Officers may be removed from office by a two-thirds vote of all the members.
Section D: Vacancy
A vacancy in any office shall be filled at the earliest opportunity by a special election of
the school site council, for the remaining portion of the term of office.
Article IV
Committees
Section A: Subcommittees
The school site council may establish and abolish subcommittees of its own
membership to perform duties as shall be prescribed by the school site council. At
least one member representing teachers and one member representing parents shall
make up the subcommittee. No subcommittee may exercise the authority of the
school site council.
Section B: Other Standing and Special Committees
The school site council may establish and abolish standing or special committees with
such composition and to perform such duties as shall be prescribed by the school site
council. No such committee may exercise the authority of the school site council.
Section B: Membership
Unless otherwise determined by the school site council, the school site council
chairperson shall appoint members of standing or special committees. A vacancy on a
committee shall be filled by appointment made by the chairperson.
Template for the Single Plan for Student Achievement
Section C: Terms of Office
The school site council shall determine the terms of office for members of a
committee.
Section D: Rules
Each committee may adopt rules for its own government not inconsistent with these
bylaws or rules adopted by the school site council, or policies of the district governing
board.
Section E: Quorum
A majority of the members of the committee shall constitute a quorum, unless
otherwise determined by the school site council. The act of a majority of the members
present shall be the act of the committee, provided a quorum is in attendance.
Article V
Meetings of the School site council
Section A: Meetings
The school site council shall meet regularly on the __ school day of each month.
Special meetings of the school site council may be called by the chairperson or by a
majority vote of the school site council.
Section B: Place of Meetings
The school site council shall hold its regular meetings at a facility provided by the
school, unless such a facility accessible to the public, including handicapped persons,
is unavailable. Alternate meeting places may be determined by the chairperson or by
majority vote of the school site council.
Section C: Notice of Meetings
Written public notice shall be given of all meetings at least 72 hours in advance of the
meeting. Changes in the established date, time or location shall be given special
notice. All meetings shall be publicized in the following venues: __front office postings,
and school website.
All required notices shall be delivered to school site council and committee members
no less than 72 hours, and no more than 10 days in advance of the meeting,
personally or by mail (or by e-mail).
Section D: Quorum
The act of a majority of the members present shall be the act of the school site
council, provided a quorum is in attendance, and no decision may otherwise be
attributed to the school site council. A majority of the members of the school site
council shall constitute a quorum.
Template for the Single Plan for Student Achievement
Section E: Conduct of Meetings
Meetings of the school site council shall be conducted in accordance with the rules of
order established by Education Code Section 3147(c), and with Robert's Rules of
Order or an adaptation thereof approved by the school site council.
Section F: Meetings Open to the Public
All meetings of the school site council, and of committees established by the school
site council, shall be open to the public. Notice of such meetings shall be provided in
accordance with Section C of this article.
Article VII
Amendments
An amendment of these bylaws may be made at any regular meeting of the school
site council by a vote of two-thirds of the members present. Written notice of the
proposed amendment must be submitted to school site council members at least __
days prior to the meeting at which the amendment is to be considered for adoption.
Template for the Single Plan for Student Achievement
Template for the Single Plan for Student Achievement
Form C: Programs Included in this Plan
Check the box for each state and federal categorical program in which the school
participates and, if applicable, enter amounts allocated. (The plan must describe the
activities to be conducted at the school for each of the state and federal categorical
program in which the school participates. If the school receives funding, then the plan
must include the proposed expenditures.)
State Programs
California School Age Families Education
Purpose: Assist expectant and parenting students succeed in
school.
Economic Impact Aid/ State Compensatory Education
Purpose: Help educationally disadvantaged students succeed in
the regular program.
Economic Impact Aid/ English Learner Program
Purpose: Develop fluency in English and academic proficiency
of English learners
Allocation
$
$
$
High Priority Schools Grant Program
Purpose: Assist schools in meeting academic growth targets.
$
Instructional Time and Staff Development Reform
Purpose: Train classroom personnel to improve student
performance in core curriculum areas.
$
Peer Assistance and Review
Purpose: Assist teachers through coaching and mentoring.
$
Pupil Retention Block Grant
Purpose: Prevent students from dropping out of school.
$
School and Library Improvement Program Block Grant
Purpose: Improve library and other school programs.
$
School Safety and Violence Prevention Act
Purpose: Increase school safety.
$
Tobacco-Use Prevention Education
Purpose: Eliminate tobacco use among students.
$
List and Describe Other State or Local funds (e.g., Gifted and
Talented Education)
$
Total amount of state categorical funds allocated to this school $
Template for the Single Plan for Student Achievement
Federal Programs under No Child Left Behind (NCLB)
Allocation
Title I, Neglected
Purpose: Supplement instruction for children abandoned, abused,
or neglected who have been placed in an institution
$
Title I, Part D: Delinquent
Purpose: Supplement instruction for delinquent youth
$
Title I, Part A: Schoolwide Program
Purpose: Upgrade the entire educational program of eligible
schools in high poverty areas
Title I, Part A: Targeted Assistance Program
Purpose: Help educationally disadvantaged students in eligible
schools achieve grade level proficiency
Title I, Part A: Program Improvement
Purpose: Assist Title I schools that have failed to meet NCLB
adequate yearly progress (AYP) targets for one or more identified
student groups
Title II, Part A: Teacher and Principal Training and Recruiting
Purpose: Improve and increase the number of highly qualified
teachers and principals
Title II, Part D: Enhancing Education Through Technology
Purpose: Support professional development and the use of
technology
Title III, Part A: Language Instruction for Limited-EnglishProficient (LEP) Students
Purpose: Supplement language instruction to help limited-Englishproficient (LEP) students attain English proficiency and meet
academic performance standards
Title IV, Part A: Safe and Drug-Free Schools and Communities
Purpose: Support learning environments that promote academic
achievement
Title V: Innovative Programs
Purpose: Support educational improvement, library, media, and
at-risk students
Title VI, Part B: Rural Education Achievement
Purpose: Provide flexibility in the use of NCLB funds to eligible
LEAs
Other Federal Funds (list and describe3)
$
$
$
$
$
$
$
$
$
$
Total amount of federal categorical funds allocated to this school $
Total amount of state and federal categorical funds allocated to this
$
school
3
For example, special education funds used in a School-Based Coordinated Program to serve
students not identified as individuals with exceptional needs.
Template for the Single Plan for Student Achievement
Form D: School Site Council Membership
Secondary
Student
Parent or
Community
Member
Other School
Staff
Classroom
Teacher
Names of Members
Principal
Education Code Section 64001(g) requires that the SPSA be reviewed and updated at
least annually, including proposed expenditures of funds allocated to the through the
Consolidated Application, by the school site council. The current make-up of the school
site council is as follows:4
X
Numbers of members of each category
4
1
At elementary schools, the school site council must be constituted to ensure parity between (a)
the principal, classroom teachers, and other school personnel, and (b) parents of students
attending the school or other community members. Classroom teachers must comprise a
majority of persons represented under section (a). At secondary schools there must be, in
addition, equal numbers of parents or other community members selected by parents, and
students. Members must be selected by their peer group.
Template for the Single Plan for Student Achievement
Form E: Recommendations and Assurances
The school site council recommends this school plan and proposed expenditures to the
district governing board for approval and assures the board of the following:
4. The school site council is correctly constituted and was formed in accordance with
district governing board policy and state law.
5. The school site council reviewed its responsibilities under state law and district
governing board policies, including those board policies relating to material changes
in the school plan requiring board approval.
6. The school site council sought and considered all recommendations from the
following groups or committees before adopting this plan (Check those that apply):
___ School Advisory Committee for State Compensatory Education Programs
___ English Learner Advisory Committee
___ Community Advisory Committee for Special Education Programs
___ Gifted and Talented Education Program Advisory Committee
___ Other (list)
7. The school site council reviewed the content requirements for school plans of
programs included in this Single Plan for Student Achievement and believes all such
content requirements have been met, including those found in district governing
board policies and in the LEA Plan.
8. This school plan 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.
9. This school plan was adopted by the school site council at a public meeting on:
_______.
Attested:
_________________________
________
Typed name of school principal
_______________________
_________________________
________
Typed name of SSC chairperson
_______________________
Signature of school principal
Signature of SSC chairperson
Template for the Single Plan for Student Achievement
Date
Date
Template for the Single Plan for Student Achievement