Single Plan For Student Achievement

JEFFERSON ELEMENTARY

1880 Fowler Clovis 93611-3099

12/31/21 - 1/1/23

Contact: ANDREW BOLLS Principal
(559) 327-7000 andrewbolls@cusd.com

School Year:	2021-22 SPSA Title Page

School Plan for Student Achievement (SPSA) Template

Instructions and requirements for completing the SPSA template may be found in the SPSA Template Instructions.

School Name

Jefferson Elementary School

County-District-School (CDS) Code

10-62117-6005870

Schoolsite Council (SSC) Approval Date

December 9, 2021

Local Board Approval Date

January 12, 2022

About This School

The mission of Jefferson Elementary School is to foster lifelong joy from learning by developing in each student the Sparthenian concept- "Be the Best You Can Be in Mind, Body, and Spirit" and by promoting the school motto "Try Hard and Never Quit."
We believe a child's right to a quality education must not be compromised. We believe the higher the expectation, the greater the achievement.
We believe all students are capable of learning and reaching their greatest potential. We believe all people are worthy of dignity and respect.
We believe the development of character and values are an integral part of the educational process. We believe successful learning occurs in an environment that fosters self-esteem, self-discipline, and the willingness to take risks.
We believe co-curricular programs contribute to the development of the mind, body, and spirit. We believe team planning is the best strategy for problem solving.
We believe the contributors of parents are vital to the success of the child.

School Plan for Student Achievement (SPSA)	Page 1 of 99	Jefferson Elementary School

We believe effective school/home communication is critical for the child's optimal education.

SCHOOL GOALS
Students will meet or exceed academic standards as measured by national, state, and district assessments.
Students will meet or exceed physical fitness standards as measured by national, state, and district standards.
Students will have participated in at least one co-curricular activity by the end of sixth grade. Staff members will help instill appropriate character values in our students and promote positive behaviors through instructional strategies, guided practice, and effective role modeling.

Purpose and Description

Briefly describe the purpose of this plan (Select from Schoolwide Program, Comprehensive Support and Improvement, Targeted Support and Improvement, or Additional Targeted Support and Improvement)

X
Schoolwide Program

All Title I allocations must be included in the school’s SPSA. The purpose of the SPSA is to coordinate all educational services at the school. The SPSA shall, at a minimum, address how funds provided to the school through any of the sources identified in Section 64000 will be used to improve the academic performance of all pupils to the level of the performance goals. The SPSA must integrate the purposes and requirements of all state and federal categorical programs in which the school participates. Title I Funds are solely used to supplement the core school program.

To set school goals, the SSC needs to carefully review district priorities as stated in the LEA Plan, assess both state and local quantitative and qualitative student achievement data to evaluate instructional program effectiveness, and come to consensus about solutions.

In addition to meeting the requirements common to all school plans, the SPSA must meet the specific requirements of each categorical program operated at the school.

The SPSA involves a continuous development, implementation, and monitoring cycle. The starting date of the annual planning cycle is a local decision. However, every school needs to have an approved plan guiding the work of the school. The SSC should develop a calendar of tasks and meetings to seek input from applicable advisory committees to develop the plan. The seven steps of this continuous cycle are:
1. Analyze student achievement data. Summarize conclusions and identify needs.
2. Measure effectiveness of current improvement strategies to determine critical causes of student “school” underachievement.
3. Identify a limited number of achievement goals, key improvement strategies to achieve goals and fiscal resources.
4. Attach timelines, personnel responsible, proposed expenditures, and funding sources to implement the plan.
5.	Recommend the SPSA to the local governing board.
6. Receive local governing board approval and implement the plan. 7. Monitor and evaluate effectiveness of the implementation.

Per EC Section 64001.4, district and school leaders shall use these data analyses to create specific,

School Plan for Student Achievement (SPSA)	Page 2 of 99	Jefferson Elementary School

measurable, achievable, relevant, and time-bound goals that can be easily measured to evaluate student progress toward closing the achievement gap. Such analyses should be conducted in a timely manner and include all major stakeholders.

On December 10, 2015, President Barack Obama signed the Every Student Succeeds Act (ESSA), reauthorizing the federal Elementary and Secondary Education Act (ESEA) and replacing the No Child Left Behind Act (NCLB), the 2001 reauthorization of ESEA. Overall, the new law provides states more authority on standards, assessments, accountability, supports, and interventions while preserving the general structure of the ESEA funding formulas. California is continuing to engage our education community and stakeholders in the development of the ESSA State Plan, which become operational in the 2017–18 school year.
On July 1, 2013, Governor Jerry Brown signed Assembly Bill (AB) 97 (Chapter 47, Statutes of 2013) to establish the Local Control Funding Formula (LCFF) and the Local Control and Accountability Plan (LCAP). The law also requires the SBE to approve LCFF evaluation rubrics to assist LEAs to identify strengths and weaknesses of their LCFF implementation through the analysis of multiple measures. This analysis results in locally established goals, consistent with state performance standards, and the evaluation of those goals for the purpose of continuous improvement. The LCFF evaluation rubrics are an integral part of California’s emerging accountability system. California has a unique opportunity, using the LCFF state priorities and three distinct parts of the LCFF—the LCAP and Annual Update, the LCFF evaluation rubrics, and the assistance and support system—to establish a single, integrated state and federal accountability system. California’s new accountability system will build on the foundations of the LCFF, consisting of the LCAP, along with the Annual Update, the evaluation rubrics, and the California Collaborative for Educational Excellence (CCEE) support structure to meet both state law and the federal accountability requirements established in ESSA.
With the enactment of the ESSA, California has the opportunity to streamline local, state, and federal requirements into a single, coherent system for planning, accountability, and continuous improvement and support. Each part of the emerging system will align with the LCFF to support continuous learning and improvement, equity, and transparency. If you have additional questions, please contact your child’s school or http://www.cde.ca.gov/re/es/

Briefly describe the school’s plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs.

Teachers who do not meet the ESSA Highly Qualified Teacher criteria are not considered for teaching positions. Staff and community members are involved in the selection of new teachers. Grade level panels interview potential candidates about their educational philosophies, experiences, and methodologies. Teachers then provide input to the principal concerning their recommendations. Once a candidate is selected at the site level, they proceed through five interviews at the district level to ensure they match up with the district and school’s vision and students’ needs. New teachers also participate in a teacher-training program (Induction).

Resources and professional development opportunities to learn and improve teaching skills are provided by the district.

Clovis Unified strives to be America’s benchmark of excellence in education. Hiring fairs are attended in search of highly qualified personnel. Recommendations from master teachers of student teachers in the district are considered. Because of our excellent reputation, many student teachers request to do their student teaching in the Clovis Unified School District in the hopes of securing a position.

School Plan for Student Achievement (SPSA)	Page 3 of 99	Jefferson Elementary School

The California EC requires the need for individuals to hold the appropriate authorization prior to providing instructional services, including specified EL services. Any CUSD teacher assigned to an EL Student must hold the appropriate credential or certificate. Any teacher in CUSD that does NOT hold an appropriate EL Authorization must develop a plan in cooperation with the site administrator and obtain the appropriate authorization within three school years.

School Plan for Student Achievement (SPSA)	Page 4 of 99	Jefferson Elementary School

Table of Contents

SPSA Title Page...............................................................................................................................................1 About This School.............................................................................................................................................1 Purpose and Description...................................................................................................................................2 Table of Contents..............................................................................................................................................5 Comprehensive Needs Assessment Components ...........................................................................................7 Data Analysis............................................................................................................................................7 Surveys.....................................................................................................................................................7 Classroom Observations...........................................................................................................................8 Analysis of Current Instructional Program.................................................................................................9 Stakeholder Involvement ................................................................................................................................28 Resource Inequities........................................................................................................................................28 School and Student Performance Data ..........................................................................................................30 Student Enrollment..................................................................................................................................30 CAASPP Results.....................................................................................................................................32 ELPAC Results .......................................................................................................................................36 Student Population..................................................................................................................................39 Overall Performance...............................................................................................................................40 Academic Performance...........................................................................................................................41 Academic Engagement...........................................................................................................................47 Conditions & Climate...............................................................................................................................50 Goals, Strategies, & Proposed Expenditures..................................................................................................52 Goal 1......................................................................................................................................................52 Goal 2......................................................................................................................................................58 Budget Summary............................................................................................................................................64 Budget Summary ....................................................................................................................................64 Other Federal, State, and Local Funds...................................................................................................64 Budgeted Funds and Expenditures in this Plan..............................................................................................65 Funds Budgeted to the School by Funding Source.................................................................................65 Expenditures by Funding Source............................................................................................................65 Expenditures by Budget Reference ........................................................................................................65 Expenditures by Budget Reference and Funding Source.......................................................................65 Expenditures by Goal..............................................................................................................................66 School Site Council Membership....................................................................................................................67 Recommendations and Assurances...............................................................................................................68 Mission, Aims, Goals for 2021-22...................................................................................................................69 Funding Categorical Handbook ......................................................................................................................72

School Plan for Student Achievement (SPSA)	Page 5 of 99	Jefferson Elementary School

Description of Centralized Services................................................................................................................74 LCAP Flow Chart............................................................................................................................................75 Board Policy and Administrative Regulations.................................................................................................76 SART Parent Results......................................................................................................................................91

School Plan for Student Achievement (SPSA)	Page 6 of 99	Jefferson Elementary School

Comprehensive Needs Assessment Components

Data Analysis
Please refer to the School and Student Performance Data section where an analysis is provided.

Surveys
This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s).

Jefferson Elementary School is committed to establishing a true partnership with all facets of the Clovis Learning Community. CUSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. We know from research that participation in your child’s education will not only bring success to your child but other children in the school. Our parents truly make a difference in the lives of Clovis kids!

Jefferson Elementary School administers several district, school and community surveys and evaluations throughout the year. The purpose of these surveys and evaluations is for school staffs to assess the effectiveness of our school programs, personnel, professional development, parent engagement and involvement activities and to determine what action needs to be taken, if any, to increase the participation and to gather input for our school programs. This is critical as school teams’ work towards the goal of continuous improvement with their programs. Parent and community input is valued and appreciated.

These annual school surveys and evaluations afford our site to evaluate, review and reflect on their program from an internal point of view collaborating with all stakeholders both classified, certificated, parents and district departments. Whereas our Parent Survey provides valuable information from the parents’ perspective on many critical issues concerning our overall school Program.

The data collection assist to address our quality indicators of an effective School Program as outlined in our SPSA that school staff reviews and reflects upon. These indicators include but are not limited to; participation rate, expenditures, staff development opportunities, parent participation and education, student achievement and recommendations for continued improvement. Based upon a comprehensive analysis of data and information, schools are asked to articulate what appeared to work and list any program modifications and changes that may be projected. Jefferson Elementary School is committed to promoting excellence and high expectations for all students and work to ensure meaningful involvement in decision-making by students, teachers, parents, and community members. The surveys and evaluations are shared with staff, community members, district department and our Area Superintendent as well as the district Superintendent and presented and reviewed with staff members as well as the School Site Council (SSC) and other parent committees.

During the 2020-21 School Year, students and parents completed surveys that help the school acknowledge areas on campus that are going well, and areas that the school needs to improve upon. Below are the results of the following surveys:

School Assessment Review Team Survey (SART)
Likes: School provides a quality education, school personnel and site safely procedures are in place to maintain a safe and secure school environment for my child, school has adults who care about students
Improvements: My child's writing skills are improving, know how to get help for my child if they are struggling in school, school to home communication

School Plan for Student Achievement (SPSA)	Page 7 of 99	Jefferson Elementary School

LCAP Student Survey
Likes: Teachers treat students fairly, teachers care if I do well in school, I know my words and actions affect others
Improvements: cleanliness of school, students treat each other fairly, dress code

Classroom Observations
This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings.

Teacher observations are set up for demonstrating “best practices.” Teachers are provided with opportunities to meet with their PLC team and collaborate with their peers at grade levels above and below them. Data is utilized to identify strengths and areas of need for students and teachers. Curriculum and teaching strategies are articulated within grade levels and across the grade levels. Each grade level meets with their PLC team to analyze and plan according to assessment data. Furthermore, each grade level PLC team meets with the Principal, Guidance Instructional Specialist (GIS), and Resource Teacher to pinpoint curricular areas of need and to make decisions on how to improve instructional strategies and student performance. Instructional supplies and curriculum materials are purchased based on the recommendations of the leadership team. The Principal and GIS use the walk-through process to conduct and record classroom observations and determine the impact of instruction on all students. This creates reflective dialogue between teacher and administration on the delivery and learning outcomes of the California Common Core Standards, curriculum, and supplemental materials. Specific outcomes for students performing below grade level are monitored through this process.

As per CUSD Board Policy 6211, all certificated teachers in good standing shall be evaluated every other school year based on the school year of hire. All certificated administrators shall be evaluated annually. The goal of the certificated personnel evaluation is to improve instruction and provide a better educational program through professional growth and continuous improvement. Identifying teacher deficiencies is the basis of assistance toward their correction. The observations and appraisals also provide a sound basis for administrative decisions on continued employment or dismissal, although it is not the basic purpose. Education Code 44664 states that evaluation and assessment of each certificated employee shall be made on a continuing basis. Formal evaluation procedures are accomplished on a pre-determined schedule and by previous mutual agreement. The Evaluator, in the normal function of duties related to the position, may record observations made at any time which may be utilized in the formal evaluative process.

At Jefferson Elementary School all Permanent teaching and supportive personnel will be evaluated annually unless more frequent evaluation is requested by either the Evaluator or Evaluatee. At any time during the school year the Evaluator or Evaluatee may place in the official file of the permanent certificated employee written comments relative to the performance of the employee. A copy of the written document shall be given to the Evaluatee. At the time of placement in the employee’s file, a copy of the written document shall be given to the Evaluatee who may respond in writing. A copy of the Evaluatee’s response will be placed in the Evaluatee’s file. For evaluation purposes, all teaching and supportive personnel, in cooperation with the Evaluator, shall develop performance objectives as applicable to the assigned job description in the following areas: a. The progress of students toward the standards of expected student achievement at each grade level in each area of study. b.Instructional techniques and strategies. c. Adherence to curricular objectives. d. Establishment and maintenance of a suitable learning environment. A bi-annual cycle will be followed each year of the certificated employee’s permanent service. Tenured Teachers in “good standing” shall be evaluated bi-annually and complete a pre- and post- self-assessment annually. The year for evaluation will be

School Plan for Student Achievement (SPSA)	Page 8 of 99	Jefferson Elementary School

established by the odd or even school year of hire, and include: a. Pre- and Post-Self Assessments. The pre-assessment is due to the supervising administrator by the end of the first quarter and the post-assessment is due two weeks prior to the bi-annual evaluation or June 1 in a non-evaluation year.

Teachers who are not in an evaluation cycle year are not required to conference with supervising administrators regarding their self-assessments. Teachers may request a
reflective conference at any time regarding their self assessments. We conduct 2 Formal Observations (or equivalent informal walk-throughs.) 1 Certificated Teacher Performance Appraisal. Evaluation Schedule Completed Responsible Description of Action On or Before Party All permanent personnel shall present in October 1 Primary Evaluator writing to the primary Evaluator and Evaluatee the performance objectives which have been mutually agreed upon for evaluation. All permanent personnel shall receive a May 1 or Primary Evaluator formal evaluation as prescribed by the 30 days before the evaluation procedures.

All Probationary Teaching and Supportive Personnel will be evaluated not less than twice a year unless more frequent evaluation is requested by either the Evaluator or Evaluatee. At any time during the school year the Evaluator or Evaluatee may place in the official file of the probationary employee written comments relative to the performance of the employee. A copy of the written document shall be given to the Evaluatee. At the time of placement in the employee’s file, a copy of the written document shall be given to the Evaluatee who may respond in writing. A copy of the Evaluatee’s response will be placed in the Evaluatee’s file. Evaluations will be conducted each year of the temporary or probationary certificated employee’s probationary service as follows: Pre- and Post-Self Assessments: The pre-assessment is due to the supervising administrator by the end of the first quarter and the post-assessment is due two weeks prior to the evaluation. 2 Formal Observations (or equivalent informal walk-throughs.) Certificated Teacher Performance Appraisals. Evaluation Schedule Completed Responsible Description of Action On or Before Party All probationary personnel shall present October 1 Primary Evaluator in writing to the primary Evaluator and Evaluatee the performance objectives which have been mutually agreed upon for evaluation. First evaluation by the primary December 1 Primary Evaluator Evaluator. The primary Evaluator makes Last day Primary Evaluator a second evaluation and notifies the in February teacher that a recommendation for non-reemployment is forthcoming.

Analysis of Current Instructional Program
The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

•	Not meeting performance goals •	Meeting performance goals
•	Exceeding performance goals

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs.

School Plan for Student Achievement (SPSA)	Page 9 of 99	Jefferson Elementary School

Standards, Assessment, and Accountability

Use of state and local assessments to modify instruction and improve student achievement (ESEA)

Common assessment results from state, district, and site assessments are used to increase student learning and improve academic achievement. Teachers use assessment results to guide instruction on an on-going basis. Results are shared at weekly PLC team meetings using a DATA teams process. During the PLC team meetings, teachers analyze their student data so that the assessment data directs intervention plans, guides teachers toward the next step in learning for all students, and holds all teachers accountable for every student in the grade level. Assessment results from site monthly assessments, and district/state year-end assessments are charted and/or graphed to compare student progress in all curricular areas. Curriculum and teaching strategies are adjusted based on assessment results. Teaching strategies and curriculum materials are shared and team teaching strategies are used to group students at appropriate levels. Data from common assessments has led to the deployment and flexible grouping of students based on need. Through this process teachers are targeting the specific needs of each student by identifying and addressing strengths and areas of need efficiently and effectively. Students not meeting the mastery level through targeted standard instruction receive intervention until mastery is achieved.

Data is utilized to identify strengths and areas of need for students and teachers. Curriculum and teaching strategies are articulated within each grade level and across the grade levels. Each grade level meets bi-monthly with their PLC team and Site Administrator to analyze and plan according to assessment data and to pinpoint curricular areas of need and to make decisions on how to improve instructional strategies and student performance. PLC Team Leaders, part of the school leadership team, meet monthly with the principal and GIS to discuss the needs of their teams. Instructional supplies and curriculum materials are purchased based on the recommendations of the leadership team. The EL PLC team, including the ELD teachers, the bilingual instructional aides, and the GIS meet to analyze ELD assessment data and determine best instructional practices and strategies for the English learners.

The principal and GIS use the walk-through process to conduct and record classroom observations and determine the impact of instruction on all students. This creates reflective dialogue between teacher and administration on the delivery and learning outcomes of the California State Content Standards, the California Common Core Standards, curriculum, and supplemental materials. Specific outcomes for students performing below grade level are monitored through this process.

Administrators and teachers use student achievement results from state and local assessments to plan lessons, adjust instructional strategies, staff development, curriculum choices and personnel. Annually school administrators review and analyze all student achievement results where data is reviewed down to the student level to drive revisions and program adjustments. Review of ongoing formative data assists in the adjustment of instruction as well as enables administrators and teachers to identify, track, group, and adjust as needed. The core program, as well as intervention and supplemental programs, are designed and implemented to address closing the achievement gap and increasing student achievement for each student. Results are used to modify and adjust instruction, curriculum and the hiring of personnel. State and local assessments are utilized to diagnose and monitor all students' progress and program improvement and/or needs:

Annual/State: CAASPP gr. 3-6 (ELA & Math), CAASPP gr. 5 (Science), CAPA, and Physical Fitness Assessment (PFA). District/Site: TK,K-1 Assessments, Grade Level Unit Assessments, Interim Clovis Assessment Language Arts and Mathematics (iCAL & iCAM), DIBELS, District Benchmarks for ELD, Writing Assessments (School/Area), gr. K-2 DRA2, STAR AR Reading assessment, CAASPP Interim Comprehensive Assessment (ICA) Math, i-Ready diagnostics, etc.

School Plan for Student Achievement (SPSA)	Page 10 of 99	Jefferson Elementary School

End of the Year: DRA and Math gr. TK-K-2, Physical Fitness Assessment (PFA) gr. 1-6, CLASSI I, II, III, Attendance/Suspension Rates, etc. CLASSI Component I, II & III English learner Reclassification Rate

On-going: Accelerated Reading (AR), iReady Math and ELA, student's daily work, anecdotal records, common formative assessments, and classroom assessments.

Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)

•	CA Dashboard- Student Achievement
•	Data Insights- CUSD District/Admin Monitoring
•	English Language Proficiency Assessment (ELPAC) •	iCAL (English Language Arts)
•	iCAM (Mathematics district benchmark) •	iReady Math Diagnostic
•	iReady ELA Diagnostic
•	iReady Standard Mastery Assessments •	Teacher created assessments
•	Interim Comprehensive Assessment (ICA) •	Short Cycle Assessments
•	Professional Learning Communities for data monitoring •	Physical Fitness Testing (PFT)

Staffing and Professional Development

Status of meeting requirements for highly qualified staff (ESEA)

CUSD aims to hire, develop, sustain, and value a high quality diverse workforce. All credentialed teachers/staff at Clovis Elementary meet the requirements for highly qualified staff based on the criteria of ESEA.

School Plan for Student Achievement (SPSA)	Page 11 of 99	Jefferson Elementary School

Sufficiencyofcredentialedteachersandteacherprofessionaldevelopment(e.g.,accesstoinstructional materials training on SBE-adopted instructional materials) (EPC)

Professional Development courses are taught by teachers that meet highly qualified status. Ongoing professional development is provided to teachers at Jefferson Elementary. Teachers have participated in professional development to ensure that they are using strategies to improve student achievement Professional Development Trainings:
	Ready Math training 	Ready ELA training
	Benchmark (ELA) curriculum training 	ELPAC training
	Science Curriculum Training 	Positivity Project Training
	Kagan Training
	Choice Music Model Professional Development

Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)

The content of the Staff Development program is determined in strategic planning sessions conducted at the beginning of each school year based on site, grade level, and teacher needs, the Title I Parent Survey, and SART surveys. The staff meets to determine the needs of the staff and to create the staff development calendar. Jefferson is responsible for ensuring that professional development opportunities for teachers are aligned with the California Common Core Standards and are designed to enhance standards-based instruction and improve student achievement on state tests. Areas of staff development include curriculum, student achievement, English Language Development, and the use of technology and instruction. Administrators and teachers are fully implementing the CCSS by utilizing units of study and designing lessons and engaging learning experiences. Staff members also attend curriculum training sessions, such as those directed by district Curriculum and Instruction experts, in order to implement California Common Core standards based lessons with a focus on greater Depth of Knowledge and higher level cognition. These professional development topics and focus areas are shared with the SSC and ELAC for further discussion and input.

Through Professional Learning Communities (PLCs) Jefferson teachers, staff, and administration work together to identify the needs of all students; strengths and areas of need are documented and a prescription is written to ensure all students learn. Conversations about student learning focus around four essential questions: 1. What do students need to know and be able to do? 2. How will we know if they learned what they need to know? 3. What will we do when students do not learn what they need to know? 4. What will we do when they do learn what they need to know? Learning how to answer these questions takes place for the Jefferson staff through regular staff trainings in PLCs and Data Teams as offered through the district, area initiatives, and through outside conferences. Teachers from all grade levels, the Special Education department, and ELD instructors are participating in interactive workshops, video conference trainings, and collaborative team building classes to develop skills that are data-proven to increase student learning and achievement.

For our staff, these factors contain a rich research base, and each bears a strong relationship to school performance. Taken together, they enable Jefferson Elementary School to construct a developmental theory that places schools on a continuum on each dimension. By building our level of Internal Coherence, we seek to build their capacity to continuously grow, adapt, and increase their knowledge, skill, and integrative functions over time. Further, we expect that these factors embody a general theory of how we will continually improve student learning within the Jefferson Elementary

School Plan for Student Achievement (SPSA)	Page 12 of 99	Jefferson Elementary School

School Learning Community.

To ensure we meet the needs of all students, including all subgroups, specific professional development offerings, such as Positive Behavior Intervention and Support (PBIS), AVID, Response to Intervention (RTI) trainings, behavior modification classes, Ruby Payne book studies, Adverse Childhood Experiences (ACES) training, and conferences on using data to inform instruction are all part of the staff development plan for Jefferson. To implement the CUSD English Learner Action Plan, the EL teachers and administrators will participate in trainings on delivery of ELD curriculum as well as the ELPAC assessment and utilize the acquired knowledge to appropriately place EL students, monitor progress, and administer assessments.

Technology training is regularly received by all staff members as the technology world continually changes, adapts, and evolves. Staff development on Google Drive, Google Classroom, Office 365 Drive, Zangle Gradebook and Attendance, Type 2 Learn, Accelerated Reader, Illuminate, ESGI, and the integration of Chromebooks and iPads in the classroom are all offerings to Jefferson staff.

Ongoinginstructionalassistanceandsupportforteachers(e.g.,useofcontentexpertsandinstructional coaches) (EPC)

Jefferson Elementary utilizes district funded instructional coaches in multiple content areas.

Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC)

To assist us in our goal to increase academic achievement we have implemented Professional Learning Communities (PLC's). In our PLC's, a collaborative culture is formed among grade levels that is focused on teaching core academic standards, results oriented and driven by data. Teachers receive training from PLC workshops to assist their professional growth. We have established reading intervention classes for EL students and kindergarten through sixth grade students. In addition, we have intervention push in teachers in classes for kindergarten students through sixth grade students. Our Parent Teacher Club (PTC), School Site Council (SSC), School Advisory Committee (SAC), English Language Advisory Committee (ELAC) and School Assessment and Review Team (SART) consist of community members, faculty, and administration who work together to monitor our social and academic progress and funding sources, establish goals, and support our academic needs.

Teaching and Learning

Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)

The basic instructional program utilizes adopted textbooks, units of study, assessment, and/or instructional materials in grades K-6 that are aligned to the California Common Core State Standards (CCSS). Clovis Unified School District (CUSD) has defined mastery standards and aligning existing curriculum to the CCSS. The basic instructional program utilizes standards-aligned state adopted textbooks and/or instructional materials in grade K-8 and board approved textbooks in grades 9-12 in the four content areas: English Language Arts (ELA), mathematics, history/social science, and science. CUSD has adopted the Benchmark Reading series for Kindergarten, grades 1, 2, 3, 4, and 5, and the McGraw-Hill Collections reading series is used for grade 6 ELA instruction. For math, elementary schools use the Ready Math series in grades K-6. Grades K-5 utilize the Harcourt Reflection series for History/Social Science instruction and Glencoe is utilized in grade 6. Science instruction is provided using the Harcourt series for Kindergarten, Houghton Mifflin for

School Plan for Student Achievement (SPSA)	Page 13 of 99	Jefferson Elementary School

grades 1 and 2, Scott Foresman for grades 3, 4, and 5, and McDougal Littell text series for grade 6. Teachers have the ability and autonomy to provide additional standards-aligned materials to augment the basal text. All core curriculum materials will be aligned to CCSS, and all students are provided with basic services and have access to a broad curriculum in accordance to LCAP goals. Parents and community members have been included in presentations related to the instruction of CCSS and how Clovis Unified will utilize curriculum and assessment to ensure student engagement and achievement.

Students whose Home Language Survey (HLS) indicate a language other than English, are assessed for English proficiency through the English Language Proficiency Assessment of California Test (ELPAC). The ELPAC is the initial and annual test for English Learners. ELPAC is to be administered for initial identification purposes within 30 calendar days of first enrollment to a pupil whose primary language is other than English, as determined by the Home Language Survey, and who has not previously been assessed for English language proficiency in a California public school in grades K-12. Student placement into an English Learner (EL) Program occurs when a student scores below proficiency on the ELPAC; Students are placed with an authorized teacher in the appropriate instructional program based on their English Language proficiency level. All English Learners' scoring at the Emerging and Expanding levels shall be enrolled in a Structure English Immersion (SEI) program. The state standard for proficiency is Expanding and Bridging. All English Learners' initially scoring at the higher level are considered Fluent English Proficient (FEP) and are not placed in an EL program. However, as EL students progress through the EL program and score at proficiency on the annual ELPAC, they are placed in the English Language Mainstream (ELM) program. The annual ELPAC assessment will be administered in the Spring of each year. An English Learner shall receive English Learner services until he/she becomes fully fluent in English. A CUSD EL Student Folder and Identification and Placement Chart are developed for each child in the program to monitor progress. Instruction for EL students is prescribed by the classroom teacher and implemented jointly by the teacher and bilingual instructional assistant. EL students receive English Language Development (ELD) and gain access to the core curriculum through primary language assistance and/or Specially Designed Academic Instruction in English (SDAIE). All EL students in grades K-12 from all levels shall receive daily explicit ELD instruction targeting the English Language Development (ELD) standards in listening, speaking, reading, and writing. While there is no maximum number of minutes required, it is recommended that students receive a minimum of 30 minutes of daily, targeted ELD instruction. ELD is a specific program of instruction that addresses the teaching of the English language according to the level of language proficiency of the English Learner. The goal is to attain language proficiency in English as efficiently and effectively as possible and meet the criteria for reclassification.

The language proficiency and academic performance of each EL student is reviewed annually and those who meet fluency requirements are submitted for Reclassification. Reclassification is the process through which students who have been identified as English Learners are reclassified to Fluent English Proficient (RFEP) when they have demonstrated that they are able to compete effectively with English-speaking peers in mainstream classrooms. California Education Code 313(d) requires that all English Learners who have been reclassified be monitored for a four-year period. In CUSD, students' academic progress and achievement is monitored and reviewed on a regular basis to be in the students are continuing to progress. If a student fails to make progress, intervention is necessary.

Benchmark assessments aligned to state and district content standards exist for English Language Arts (ELA) and Mathematics in grades K-10 and are administered uniformly across all CUSD schools. The results of benchmarks and standardized tests are maintained in the Illuminate database which all teachers can access. District, school area, and site common assessments, such

School Plan for Student Achievement (SPSA)	Page 14 of 99	Jefferson Elementary School

as quick checks, strand tests, and area mid-benchmarks are utilized to assess standard specific proficiency and determine intervention needs for students in ELA and Mathematics. Interim Clovis Assessment in Language Arts (iCal) and Interim Clovis Assessment Math (iCam) are administered quarter to monitor progress on grade level standards. Additionally, many subject specific secondary teachers use standards-based common finals at the end of each semester. The results from these multiple measures are designed to inform instruction and guide the re-teaching, re-testing and intervention processes for students who have not yet attained proficiency levels.

The needs of the Gifted and Talented (GATE) students are met through a combination enrichment and extension programs for identified students. GATE students in grades 4-6 and Exceptional Capable Learners (ECL) in grades 2-3 are challenged through varied learning opportunities and environments based on student needs that extend their abilities, sensitivities, judgment, thinking skills, and self-concepts. Both programs emphasize accelerated instruction through special study units, classroom enrichment, independent study, extended field trips, and community service. Academic content in Jefferson's GATE and ECL Programs are geared towards depth, complexity, and acceleration in the core subject areas of reading, language, mathematics, history/social science and science and are tied to the California State Standards and the California Common Core Standards. GATE and ECL students are instructed by credentialed teachers at Jefferson Elementary School. Information, screening, and certification criteria and procedures regarding the GATE and ECL Programs are provided to staff and parents by the Jefferson GATE/ECL Coordinators. GATE/ ECL parents receive regular communication with the staff advisors/instructors and are included in the planning and evaluation of the Jefferson program through the Jefferson website and school-to-home communication.

All Special Education students are part of the total school community with equal access to educational, co-curricular, and social activities in our school. The IEP team determines appropriate special education services for each student. The special education staff (Special Day Class teachers, Resource Specialist teacher, Language Speech Specialist, School Psychologists, Deaf and Hard of Hearing Specialist and Instructional Assistants) works collaboratively with other members of our staff, including categorical programs, to provide an array of educational options to meet varied needs of all students at our school. The service delivery options for our Special Education staff may include district services, consultation and collaboration, alternative materials and/or curriculum, physical accommodations, modified teaching and testing strategies, curriculum and material adaptation, and in-service training for staff members. The Special Education staff may work with students and/or staff in the regular classrooms or in a small group setting. The entire staff participates in staff development, planning, and other activities, which promote the effective use of available resources to meet the educational needs of all students in our school.

The Smarter Balanced Assessment Consortium is a multistate consortium working collaboratively to develop a student assessment system aligned with a common core of academic content standards for English language arts/literacy and mathematics. As a Smarter Balanced governing state, California is a decision-making member. Smarter Balanced assessments are designed to measure student progress toward college and career readiness.

Signed into law on October 2, 2013, AB 484 (Bonilla), establishes California's new student assessment system, now known as the California Assessment of Student Performance and Progress (CAASPP). The CAASPP assessment system replaces the Standardized Testing and Reporting (STAR) Program. The primary purpose of the CAASPP assessment system is to assist teachers, administrators, and pupils and their parents by promoting high-quality teaching and learning through the use of a variety of assessment approaches and item types. Each spring, Jefferson Elementary will take the California Assessment of Student Performance and Progress

School Plan for Student Achievement (SPSA)	Page 15 of 99	Jefferson Elementary School

(CAASPP). In addition to the CAASPP Assessment, CUSD will use the following state and local assessments both formative and summative:

CAASPP Science, ELPAC, PFT, CAA

K-1 Assessment, CUSD Interim Clovis Assessment Language Arts (iCAL), CUSD Interim Assessment Mathematics (iCAM), i-Ready Diagnostics ELA & Math, CUSD Performance Assessments.

Together the three components provide a basis for evaluating the quality and success of the Clovis Unified School District and provide essential information to area and site leadership to facilitate efforts for growth and continued improvement.

Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC)

Jefferson Elementary adheres to required instructional minutes in ELA and Math.

Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)

Intervention is integrated in the daily schedule.

Availability of standards-based instructional materials appropriate to all student groups (ESEA)

Jefferson Elementary School is a Professional Learning Community, where the vision of equitable learning for all students is at the forefront of every decision and initiative made by the community of stakeholders. As a Title I school, all students receive the standards-based instructional materials that are available to all student groups, including English Learners, Migrant students, and Students with Disabilities.

Jefferson Elementary School follows the clearly defined California Common Core Standards in grades K-6 for all curriculum instruction; rigorous academic standards begin very early. Jefferson Elementary School utilizes materials which specifically identify mastery and supporting standards as they pertain to individual content lessons. Academic time is supported by the maximum number of instructional minutes allowed by the state of California.

English Language Arts
In the area of English Language Arts (ELA), Jefferson Elementary School utilizes the Super Kids program for Transitional Kindergarten and state adopted Benchmark reading series for kindergarten and grades 1-5, and McGraw Hill Collections in grade 6. We make use of supplemental materials, which include levels for English Learners (EL), intervention materials for students who are performing below the proficiency level, and extension assignments for gifted students. Other supplemental materials used include Standards Plus Language, Measure Up, DRA/SRA kits, Literature text sets, Leveled books with Guided Reading, along with specific writing curriculum Write Traits, Writing For Excellence, and Writing Without Tears which provides a strong comprehensive ELA curriculum. The Jefferson Elementary School language arts intervention program is a state approved supplemental program, utilizing leveled readers, visual aids, manipulatives, and various assessments such as DRA2 and STAR reading to ensure students receive the academic support

School Plan for Student Achievement (SPSA)	Page 16 of 99	Jefferson Elementary School

they require.

Standards and proficiencies have been established at each grade level in the areas of: (1) speaking and listening (2) reading (3) language, and (4) writing. It is the goal of our speaking and listening program to develop competent, confident and expressive communicators. For example, proficient second graders should be able to ask questions to gain information or clarify understanding. Fifth graders should be able to listen and distinguish fact from opinion. Our reading program focuses on word awareness, content vocabulary development, and academic vocabulary usage. Students move through levels of proficiency as they master decoding skills, identify word families, patterns and structures, and phonetic rules. Also, core literature books and specific areas of literature focus have been identified for each grade level to expand students' knowledge and appreciation in a variety of genres.

Our writing program focuses on the development of the three types of CCSS writing as well as the writing process . This includes content, organization, textual evidence and the conventions of writing (grammar, spelling, and penmanship). Proficiencies at each grade level are assessed utilizing SBAC aligned rubrics and adhering to the CCSS and using appropriate sentence structure and punctuation. Student authors write, edit, and illustrate their own stories which become permanently bound books. Students then read their books to classmates, family members, and other adults bringing a sense of accomplishment and pride. All grade levels are strategically implementing California Common Core writing standards by focusing on text embedded writing in the opinion/persuasive, narrative, and information genres. Writing develops in a cohesive progression through the grade levels.

Integration of the language arts curriculum occurs in many ways. Core literature books tie into the social science curriculum. Writing occurs on a regular basis through math journals and science logs. Spelling is integrated with the instruction of computer keyboarding skills. Language arts skills are integrated into every unit developed and taught in the Library Media Center. For example, a unit on space for third graders gives students the opportunity to read and take notes, write an expository report, listen to guest speakers, take virtual field trips utilizing technology and recite and write space poetry . We continue to strengthen the content of our early literacy program which focuses on the development of oral and written language, along with listening and speaking skills.

Mathematics
Jefferson Elementary School has established grade level standards that define a common sense, balanced mathematics curriculum which emphasizes foundational skills and processes, builds deep mathematical understandings, and helps students to apply mathematics in powerful problem-solving experiences. The unifying strands of mathematics taught at grades K-5 are numbers, operations, geometry, measurement/graphs, technology, and estimation/statistics/ probability. The unifying strands in grade 6, consistent with those in grades 7-8, are numbers, operations, geometry, measurement/graphing, statistics/probability, algebra, and patterns and functions. Strategic implementation of the California Common Core Standards finds Jefferson teachers focusing on integrating the Standards for Mathematical Practice with the content. The Ready series, along with other supplementary materials such as District written Mathematical Units of Study, Eureka math units, Problem Solving and Justification tasks, hands-on experiential learning, and district math fact sheets, provide support for differentiated math instruction.

Mathematics is integrated into the content areas of language arts, science, social studies, physical education, music and art. With the addition of mobile computer carts, students are able to compute math problems as well as research any math terminology and math formulas. As a result of data analysis, we will continue to strengthen our math program by increasing the use of manipulatives,

School Plan for Student Achievement (SPSA)	Page 17 of 99	Jefferson Elementary School

hands-on lessons, math journals, and problem-solving strategies. In addition, teachers have identified essential standards they will use short cycle assessments to monitor student progress towards mastery.

Science
All students at Jefferson Elementary School participate in a comprehensive and creative science program which emphasizes and develops the shift to the NGSS (Next Generation Science Standards). The Next Generation Science Standards (NGSS) are K-12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to- date K-12 science standards. These standards give local educators the flexibility to design classroom learning experiences that stimulate students' interests in science and prepares them for college, careers, and citizenship. The themes integrate concepts and facts at all levels of the curriculum and unify topics in physical, life, and earth science. The students learn and develop the thinking processes of observing, categorizing, relating, inferring, ordering, comparing, communicating, and applying. Teachers emphasize active learning and student involvement through process-oriented activities and hands-on lessons. We integrate science into other areas of our instruction. Teachers have incorporated the hands-on learning kits from our Harcourt, Houghton Mifflin, Pearson Scott Foresman, or McDougal Littell texts. Students use a variety of instructional materials, including lab equipment, reference books, and mobile computer carts, to facilitate active learning and construction of new knowledge. Jefferson Elementary students (grades 4-6) have the opportunity to participate in an Area and County Science Fair in the Spring. Science camp is offered to increase knowledge and proficiency in the subject area of science and cross-subject inquiry. Science camp offers a hands-on real-world approach to NGSS. As funds allow, partial costs of science camp are paid for to ensure that all students have access regardless of socio-economic status.

Social Science
Jefferson social science curriculum is centered in a core of historical and geographical knowledge aligned with the California State History-Social Science Framework and District Grade Level Standards. Jefferson places emphasis on ethics and democratic values which help students to better understand themselves and others, and to develop their full potential for personal, civic, and professional life as they move towards the world of work. Teachers integrate the social science curriculum into the other subject areas as well. Students read literature-based novels, biographies, and plays that relate to their course of study. Integration also occurs through music, drama, guest speakers and field trips. An effective feature of the social science curriculum is the integration of technology and information skills. With the addition of an onsite computer lab and two mobile computer carts, students are able to research information for report writing and have the ability to type out reports/assignments. Jefferson Elementary students (grades 5-6) have the opportunity to participate in an Area and County History Day in the Spring.

Health & Wellness
Good health and academic success go hand in hand. At Jefferson, we believe healthy children make better students, and better students become healthy, successful adults who are productive members of their communities. Comprehensive health education that addresses the physical, mental, emotional, and social aspects of health teaches students how to maintain and improve their health, prevent disease, reduce health-related risk behaviors, and develop health knowledge, attitudes, and skills that foster academic achievement, increase attendance rates, and improve behavior at school. Quality health education programs help students achieve their highest academic potential. The Health Education Content Standards for California Public Schools, Kindergarten through Grade Twelve provides guidance for our teachers on the essential skills and knowledge that students

School Plan for Student Achievement (SPSA)	Page 18 of 99	Jefferson Elementary School

should have at each grade level. Local educators are encouraged to apply these standards when developing curricular and instructional strategies for health education and other interdisciplinary subjects . Recognizing the significant impact of health on academic achievement, we work diligently to improve the quality of health education for our students. The health education content standards represent our commitment to promoting excellence in health education for our students. A primary goal of the health education standards is to improve academic achievement and health literacy for all students in California. Four characteristics are identified as essential to health literacy. Health-literate individuals are:
	Critical thinkers and problem-solvers when confronting health problems and issues. 	Self-directed learners who have the competence to use basic health information and
services in health-enhancing ways.
	Effective communicators who organize and convey beliefs, ideas, and information about health issues.
	Responsible and productive citizens who help ensure that their community is kept healthy, safe, and secure.

These four essential characteristics of health-literate individuals are woven throughout the health education standards.

Physical Education
Physical education is an integral part of the education program at Jefferson. It teaches students how their bodies move and how to perform a variety of physical activities. Students take part in at least 200 minutes of Physical Education every 10 school days. Students learn the health-related benefits of regular physical activity and the skills to adopt a physically active, healthy lifestyle and overall wellness. Game Day curriculum is utilized in grades 1-6 for teaching basic sport related skills and develop body awareness. A minimum of 200 minutes per week of physical education occurs for every student. We focus on the mind, body, and spirit of each student. The discipline also provides learning experiences that meet the developmental needs of students. With high-quality physical education instruction, students become confident, independent, self-controlled, and resilient. Students develop positive social skills, set and strive for personal, achievable goals, learn to assume leadership roles, cooperate with others, accept responsibility for their own behavior, and ultimately improve their academic performance. To monitor the
progress of our students, as a district we not only administer the spring state Physical Fitness Tests but we also have grade-level assessments for grades 1- 12. In addition, teachers provide students with two hundred minutes of Physical Education every ten days, which is monitored through Teacher PE lesson plans, Monthly PE Instruction Certification, and Principal's Report. This data is used to adjust the program and curricular needs.

VISUAL AND PERFORMING ARTS CURRICULUM
The arts are a dynamic presence in our daily lives, enabling us to express our creativity while challenging our intellect. Through the arts, children have a unique means of expression that captures their passions and emotions and allows them to explore ideas, subject matter, and culture in delightfully different ways. Achievement in the arts cultivates essential skills, such as problem solving, creative thinking, effective planning, time management, teamwork, effective communication, and an understanding of technology.

The visual and performing arts standards presented here are comprehensive and provide important guidance for schools to prepare curricula for students in pre-kindergarten through grade twelve. For the four disciplines of dance, music, theatre, and visual arts— each with its own body of knowledge and skills—the standards are organized into five strands that are woven throughout all artistic experiences. The standards incorporate both traditional means of artistic expression and newer

School Plan for Student Achievement (SPSA)	Page 19 of 99	Jefferson Elementary School

media, such as cinematography, video, and computer-generated art.

Dance, music, theatre, and the visual arts have endured in all cultures throughout the ages as a universal basic language. The arts convey knowledge and meaning not learned through the study of other subjects. Study in and through the arts employs a form of thinking and a way of knowing based on human judgment, invention, and imagination. Arts education offers students the opportunity to envision, set goals, determine a method to reach a goal and try it out, identify alternatives, evaluate, revise, solve problems, imagine, work collaboratively, and apply self-discipline. As they study and create in the arts, students use the potential of the human mind to its full and unique capacity. The visual and performing arts are a vital part of a well-rounded educational program for all students.

The Visual and Performing Arts Content Standards for California Public Schools, Pre-kindergarten Through Grade Twelve, represents a strong consensus on the skills, knowledge, and abilities in dance, music, theatre, and the visual arts that all students should be able to master at specific grade levels, pre-kindergarten through grade twelve, in California public schools.

Educators are encouraged to take the standards and design curricular and instructional strategies that address the needs of their students, teachers, and families. Local educational agencies will want to consider ways to include standards-based visual and performing arts instruction both in regular arts instruction and into other subject areas for interdisciplinary instruction.

The visual and performing arts standards reflect our belief that all children should have access to challenging curriculum content, exhibit a high level of performance proficiency, and be prepared for the world of tomorrow.

Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC)

All core courses are aligned. Core courses include intervention materials that support struggling students. Students at Jefferson are provided additional intervention through programs to remediate for Math and English. iReady and DIBELS programs used that provide remediation for math and reading. Jefferson also provides reading intervention in kindergarten through the creation of an extended day type schedule, utilizing a credentialed teacher as the instructor.

Opportunity and Equal Educational Access

Services provided by the regular program that enable underperforming students to meet standards (ESEA)

Through a comprehensive MTSS system as well as working in Professional Learning Communities (PLCs), teachers regularly meet in teams to identify specific needs of all students in each grade level and regularly review the tier 1 program. Mastery of all essential standards by all students is the goal in every classroom on the Jefferson Elementary School campus. With a First-Time Best Instruction approach, teachers aim for Mastery Learning with 85 percent accuracy or better upon first instruction. Teachers prepare an individualized in- depth educational plan called a Teacher Grade Level Expectation (TGLE) for all students performing below grade level expectations. Teachers discuss each student TGLE with the principal, GIS, and PLC team at which time strategies and interventions are determined. Furthermore, the teacher shares the TGLE with parents and shares the prescription for student success.

Jefferson Elementary School's Response to Intervention (RTI) Program is a multi-tier approach to the early identification and support of students with learning and behavior needs using components

School Plan for Student Achievement (SPSA)	Page 20 of 99	Jefferson Elementary School

of Multi-Tiered Systems of Support. Our MTSS system consists of an RTI process with high-quality instruction and universal screening of all children in the general education classroom conducted by classroom teachers. Our struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services are provided by a variety of Jefferson's personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction pending form conversation at regularly schedule PLCs Meetings. Jefferson's RTI Program is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data. We have developed and implementing essential components to bring fidelity in a rigorous manner:

Tier 1: High-Quality Classroom Instruction, Screening, and Group Interventions
Within Tier 1, Jefferson Students receive high-quality, scientifically based instruction provided by qualified personnel to ensure that their difficulties are not due to inadequate instruction. All students are screened on a periodic basis to establish an academic and behavioral baseline and to identify struggling learners who need additional support. Students identified as being "at risk" through universal screenings and/or results on state- or districtwide tests receive supplemental instruction during the school day in the regular classroom. During that time, student progress is closely monitored using a validated screening system such as curriculum-based measurement. At the end of this period, students showing significant progress are generally returned to the regular classroom program. Students not showing adequate progress are moved to Tier 2.

Tier 2: Targeted Interventions
Jefferson students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention based on student data reviewed during Teacher PLCs. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. Teachers provide intervention for targeted student needs. In the early grades (kindergarten through 3rd grade), interventions are usually in the areas of reading and math. Grades 4-6 include ELA, Math, Science, Social Studies and Study Skills. A longer period of time may be required for this tier, but it should generally not exceed a grading period. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.

Tier 3: Intensive Interventions and Comprehensive Evaluation
Jefferson Students not making adequate progress in the regular classroom in Tier 1 and 2 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. In the early grades (kindergarten through 3rd grade), interventions are usually in the areas of reading and math. A longer period of time may be required for this tier, but it should generally not exceed a grading period. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.

Students in need of aid in "will" vs. "skill" may receive tier 1, 2, or 3 behavioral RTI services. Instructional strategies and programs, such as PBIS, are used by classroom teachers to promote good character and self-esteem, the importance of living a drug-free and alcohol-free life, and

School Plan for Student Achievement (SPSA)	Page 21 of 99	Jefferson Elementary School

making healthy life choices. Furthermore, such programs as the Outstanding Classroom Award, Positivity Project Award, and the School Block J Award have established a positive, purposeful environment where expectations are clear and all students can be recognized as important, contributing members of the school family. More intensive tier 2 and 3 behavioral needs are addressed through the SST process and the School Counseling Program. These service may include Check-In/Check Out, skill groups, SOAR Academy for organization, and other tailored services based on need.

The intent of the retention program is to offer resource mandated/instructional offerings to students retained or recommended to be retained in grades 1-6. This is a mandated school site program. Eligible students are identified based on evaluation criteria, such as results of standardized test and/or class grades. The site must have on file a copy of the promotion /retention forms signed by the parents. The first grade intervention program provides remedial reading instruction to students who are reading below grade level. Eligible students are identified based on classroom evaluation criteria, such as DRA level, and summer school is offered as intervention prior to retention.

CUSD offers a comprehensive summer school or extended year program designed to meet the specific needs of students K-12. A variety of extended year programs are offered for students at risk of retention, performing below proficiency, or in need of credit for graduation. The programs are designed to support the academic achievement of students who did not meet the proficiency level during the regular school year.

Students in need of additional intervention resulting from academic, emotional, or behavioral difficulties are referred to the Student Study Team (SST) where their needs are assessed, and they are linked with additional interventions. Students may be referred to SARB, one-on-one counseling with the school psychologist, and/or student support groups based on specific needs. When necessary, students may be referred to Fresno County Mental Health Services. The Student Study Team (SST) designs a personal plan for intervention and new instructional strategies based on feedback from the classroom teacher, parents, and the SST team. Interventions, such as time working with an Instructional Aide or Intervention Teacher, monitoring by the tier 2-3 behavior RTI Teacher, Lunch Learning Lab, after-school intervention, or ASES, may be prescribed to students who are performing below grade level.

All Special Education students are part of the total school community with equal access to the educational, co-curricular, and social activities in our school. The Special Education team (Special Day Class teachers, Resource Specialist teacher, Language Speech Specialist, School Psychologists, Deaf and Hard of Hearing Specialist and Instructional Assistants) determines appropriate Special Education services for each student by creating an Individualized Education Plan (IEP). They work collaboratively with other members of our staff, including categorical programs, to provide an array of educational options to meet varied needs of all students at our school.

Evidence-based educational practices to raise student achievement

Teachers have been provided training in group structures and formative assessment strategies. In addition to this, teachers meet in PLCs to share student progress toward learning goals and to plan for strategies to help students that are struggling.

School Plan for Student Achievement (SPSA)	Page 22 of 99	Jefferson Elementary School

Parental Engagement

Resources available from family, school, district, and community to assist under-achieving students (ESEA)

Jefferson Elementary School offers a variety of school and community resources to assist and support students and their families:
1. Hold parent meetings at both the site and district level which include Parent Teacher Club, School Assessment and Review Team (SART), School Site Council (SSC), English Language Advisory Council (ELAC), and the Intercultural and Diversity Advisory Council (IDAC).
2. An extensive before and after school co-curricular program which includes athletics, academic fairs, fine arts, and interventions for all students.
3. Parent Conference Day, Back To School Night, Title I Meeting, Open House, Parent Informational Night.
4. Parent Communications include the Parent Handbook, weekly and monthly newsletters (translated as needed), and an extensive web page.
5. District offers three Health Clinics available to all families for needed health care. 6. Each site operates with a nurse and health aide to assist students and community.
7. On-site counseling and psychology services assist and support students in a variety of ways.
8. One-on-one and small group support services assist students with social skills that are hindering their academic progress. It is believed that the development of higher functioning social and inter-personal skills leads to more productive learning in the classroom.
9. Translators to attend conferences, award ceremonies, and programs.
10. Parents are invited to attend quarterly opportunities to learn about classroom informational practices, grade level transitions, etc.

In collaboration with parents, annually the teacher reviews the student Teacher Grade Level Expectation (TGLE), which identifies strengths and areas of need for that student. The signed Parent/School Compact underscores the importance of the educational experience for each student and outlines the roles and responsibilities of the teachers, students, and parents.

CUSD Transition Teams
The Clovis Unified administration worked with the community to review and update the Local Control Accountability Plan (LCAP). Close to 100 school and district meetings were held with parents, students and staff to discuss how to best devote our limited resources to actions and services that support student success.
The 2015-18 LCAP was adopted by the Governing Board on June 17, 2016. Based on community feedback, LCAP services continue to be centered around seven focus areas: Parent Involvement
	Safety
	College and Career Readiness
	Student Engagement through Co-Curricular Programs 	Curriculum & Instruction
     Intervention Support      Services to Students

Transitions Teams were formed in each high school area through LCAP funding with the aim of "Maximizing student achievement" The Clovis High Area Transition Team offers assistance and guidance with college and career readiness; services to students; intervention support; student engagement through co-curricular programs; and parent involvement through our Parent Resource Centers based at Clark Intermediate. As the Transition Department, we set out to provide our students and families with instrumental, timely supports and resources, facilitating their successful navigation through the struggles of the educational system and in overcoming life's roadblocks. It is

School Plan for Student Achievement (SPSA)	Page 23 of 99	Jefferson Elementary School

our goal, as the Transition Department, to be the "life-line" connecting students and families back into their school, community and to life! Services Provided Through the Transition Team
	One on one support (academic and emotional) 	Goal setting- college and career
	Mentoring/ Counseling 	Social Skills Groups
	Connections to school opportunities and activities (clubs, athletics, etc.)
	Connections to community resources (counseling, financial, academic, college and career) 	Classroom Support
	Grade checks/Organization 	Labs/Tutoring
	Parent and Family Resource Center

Our founding superintendent, Floyd B. Buchanan Ed. D, believed in "Fair break for every kid." We hold to that ideal and to the idea that all kids can learn and we can teach all kids. As an educational team, we want to see every student reach their potential in mind, body and spirit. The Transition Program allows us the opportunity to focus on students who might not seek out support but would benefit from mentoring and increased connections to school resources.

ASES After School Program (ASES):
Jefferson Elementary ASES is a state-funded and administered program that provides targeted student populations with academic support, enrichment opportunities, and supportive services to help the students meet state and local standards in core content areas. The program operates every school day from the end of instruction until 6 pm. Bus transportation home is provided for students and every child is offered a FDA approved nutritional snack. This is a scholarship program, and therefore free to selected families. Jefferson Elementary targeted population for this program is for students in grades 2 -6 who might need additional support.

Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932)

Jefferson Elementary involves stakeholders in the process of developing and implementing the Single Plan for Student Achievement. The School Site Council regularly reviews plan implementation and expenditures. The English Language Advisory Committee reached out to parents several times during the course of the previous school year to get a needs assessment and input on what services are needed to help students. Teachers are regular part of the planning process both through regular staff meetings and also through specialized groups like our Strategic Academic Plan Team. Teachers are involved in Quality Improvement Teams, SSC, and ELAC.

Funding

Services provided by categorical funds that enable underperforming students to meet standards (ESEA)

Programs to supplement the regular program are in place to improve student learning and increase student achievement in all tiers of the RTI system. To engage students more effectively, teachers utilize technology and project based units of instruction that incorporate student interaction and presentations. Through multiple measures of assessment student achievement is monitored and measured regularly and shared with parents and students through progress reports and online communication. The creation of new units of study in alignment to CCSS gives students access to a broad curriculum that includes engaging learning experiences that integrates multiple subject areas.

School Plan for Student Achievement (SPSA)	Page 24 of 99	Jefferson Elementary School

Additionally, Students in need of additional intervention resulting from academic, emotional or behavioral difficulties are referred to the Student Study Team (SST) where their needs are assessed and they are linked with necessary interventions. Students may be referred to SARB, the 504 evaluation process, SAP group counseling, and other student support groups based on the student's specific needs. Additionally, CUSD offers a comprehensive summer school or extended year program designed to meet the specific needs of students K-12. A variety of extended year programs are offered for students at risk of retention, performing below grade level and in need of credit for graduation.

The Push-in Teacher program is designed to give additional support to students in all grades that would benefit from additional small group or 1 on 1 instruction from a fully credentialed teacher. The push-in teacher works with small groups of students with state adopted curriculum and supplemental materials as directed by the classroom teacher. The students' needs are identified through common assessments in PLC team meetings. In addition, these fully credentialed Push-In Teachers are able work with students during Lunch Learning Lab and after-school intervention in small groups as funds allow. Additionally, one RTI teacher is delineated for the purpose of tier 2 and 3 behavioral RTI needs. This teacher oversees students who exhibit behaviors and or needs that have shown to impact their ability to reach their highest academic success. Interventions are implemented based on individual student need as determined by the RTI teacher, classroom teacher, administrators, parents, and SST team.

Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional and academic success. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all youth by making targeted misbehavior less effective, efficient, and relevant, and desired behavior more functional. Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional and academic success. The broad purpose of PSIS is to improve the effectiveness, efficiency and equity of schools and other agencies. PBIS improves social, emotional and academic outcomes for all students, including students with disabilities and students from underrepresented groups. Positive Behavioral Interventions and Supports (PSIS), an evidence-based framework for developing positive behavior, is used in schools nationwide to create a positive climate for learning. Positive behavior support is a behavior management system used to understand what maintains an individual's challenging behavior. People's inappropriate behaviors are difficult to change because they are functional; they serve a purpose for them. These behaviors are supported by reinforcement in the environment.

PBIS is an approach that schools can use to improve school safety and promote positive behavior. It's also a way for schools to decide how to respond to a child who misbehaves.
PBIS has a few important principles:
	Every child can learn proper behavior.
	Stepping in early can prevent more serious behavior problems.
	Each child is different and schools need to provide many kinds of behavior support. 	How schools teach behavior should be based on research and science.
	Following a child's behavioral progress is important.
	Schools must gather and use data to make decisions about behavior problems.
Data-based decision-making aligns curricular instruction and behavioral supports to student and staff needs. Schools applying PSIS begin by establishing clear expectations for behavior that are taught, modeled, and reinforced across all settings and by all staff. The purpose of school-wide PBIS

School Plan for Student Achievement (SPSA)	Page 25 of 99	Jefferson Elementary School

is to establish a climate in which appropriate behavior is the norm.

School-wide Elementary AVID (Advancement Via individual Determination) is employed at Jefferson to prepare students for college and career readiness. WICOR strategies with a focus on Writing, Note-Taking, Collaboration, College Culture, and Organization are the focus at Jefferson. Students in grades 3-6 have comprehensive binders, notebooks and planners that provide an organizational structure. These are designed through CUSD graphic arts. Teachers are trained annual at AVID Summer Institute and at the AVID National Conference.

The Positivity Project is dedicated to helping our youth build stronger relationships by recognizing the character strengths in themselves and others. Jefferson School’s vision for this schoolwide training is to create citizens and leaders who will enhance our communities and country by internalizing the belief that “Other People Matter.” Positive psychologies scientifically validated 24-character strengths serve as its foundation. Positive psychology teaches that people have all 24 strengths within them – and that character is not just skills or behaviors, but rather an intrinsic part of each of us. The Positivity Project is not a program with strict guidelines. Instead, it educates our staff on the character strengths and relies on them to teach in a way that best meets their students’ needs. It is a school-wide endeavor, grounded in the consistency of daily classroom instruction. Their model is holistic; it incorporates students, educators, and parents through regular interaction with character strengths vocabulary and concepts. The project will help educators instill vocabulary and the meaning of the strengths through explicit teaching of each strength. We believe this training will assist in increasing student learning and achievement for ALL Jefferson Students.

This schoolwide training will leave the Jefferson Staff with the resources, training, and strategy to teach positive psychology’s 24-character strengths and empower their students to build positive relationships. Classrooms will work to each strength to help students understand them through definition, examples, discussions, and exercises. Schools and educators are encouraged to tailor the materials for their own best use, as they know their students and curriculum better than anyone else. We believe the benefits of implementing The Positivity Project will afford Jefferson Students to evolve throughout a student’s whole school career. The 24-character strengths develop and gain more meaning for students as they grow. Once students learn the meaning of each strength and what it looks like, they can then be embedded into the curriculum in every subject area. The character strengths become a part of a common language and they will see them in everything that they do. The Project teaches children by acknowledging that the 24-character strengths are already a part of who they are as people. It helps them to realize that each and every one of them have these strengths. Positive character strengths will be acknowledged in the classroom, as it gives students a richer understanding of what the character strength looks like in their peer group. Students understand that they have their own “Superpower” and they will be acknowledged and valued for their own character strengths.

To assist with intervention needs in kindergarten, we utilize ESGI program to assess and monitor student growth.

Categorical funds enable Jefferson Elementary to provide supplemental services to enable underperforming students to meet grade-level standards. Jefferson Elementary supplies the following categorical services, but not limited to:
	Part-time credentialed teachers provide remedial instruction in English Language Arts and Mathematics. Additionally, one credentialed teacher monitors the tier 2 and 3 behavioral RTI needs of individual students.
     A full-time home-school liaison maintains communications with parents including non-English speaking families. Additionally, the liaison monitors attendance concerns that

School Plan for Student Achievement (SPSA)	Page 26 of 99	Jefferson Elementary School

impact achievement.
	Supplementary instructional materials and supplies are available in the areas of reading, language arts, mathematics, social studies, and science. Such materials include leveled readers, literature books, Avenues materials, SRA Kits, math manipulatives, spelling games, EL materials, core curriculum support materials for remediation, and various reading and mathematics materials designed for a variety of modalities.
	Bilingual Instructional Assistants (BIAs) support EL students and provide oral and written translation for school-to-home communication.
	Technology components that enhance all subject areas and increase 21st Century Learning and Collaboration. Included are projectors, Doc Cams, Chromebooks, iPads, AR, Type 2 Learn, and other technology programs and devices.
	Program components of Positive behavior Intervention and Support (PBIS). Signage, videos, staff training, instructional materials, and student rewards are inclusive of the program.
	Science camp to increase knowledge and proficiency in the subject area of science and cross-subject inquiry.
	Release time and/or substitute teachers provided for teachers to conduct parent/teacher conferences, to collaboratively plan, to attend in-services, workshops, or conferences, to participate in school reviews, to participate in school-site meetings, and to observe master teachers.
	Conferences may include early literacy conferences, PBIS training. Bilingual education, technology conferences, area and state reading conferences, and state math conferences.
	Credentialed extended day teachers and classified instructional assistants support students in the regular classroom to supplement the core curriculum delivery in language arts, mathematics, and science. Credentialed teachers also provide supplemental instruction during lunch and/or after school in the above curriculum areas.
	A Comprehensive School Counseling Program to support the social, emotional, and mental health needs of all students
	Parent Education Nights as determined at our SSC and ELAC meetings to have teachers and administrators conduct "How to Workshops" towards increasing student academic success.
     Graphic arts budget allows teachers to print intervention materials for their students in language arts, mathematics, and science and print materials for parent meetings.
	all curriculum materials as needed 	Positivity Project
	Educational Software Guidance for Instruction (ESGI)

Federal and state laws require the CDE to monitor the implementation of categorical programs operated by local educational agencies (LEAs) or district. Districts are responsible for creating and maintaining programs that meet requirements. Districts are monitored to ensure that they meet fiscal and program requirements of federal categorical programs and mandated areas of state responsibility and funding. Several factors, including compliance history, academic achievement, program size, and fiscal analysis are considered in identifying LEAs for reviews. Approximately 60 school districts and sites are selected for on-site or online monitoring. Several LEAs are also randomly selected each year for monitoring.

In addition to categorical funds, schools have the ability to utilize funds available through the LCFF with greater flexibility to address the eight priority areas addressed in LCAP: school climate, student achievement, student engagement, other student outcomes, parental involvement, access to a broad curriculum, Common Core State Standards, and basic services. LCAP funds will be used to help achieve the goals of the LEA and district while maintaining transparency and accountability in

School Plan for Student Achievement (SPSA)	Page 27 of 99	Jefferson Elementary School

relation to how funds will be spent to provide high-quality and equitable educational programs for all students.

Fiscal support (EPC)

The District provides each school site with a complete budget and provides Jefferson with LCAP, Title I, Title III, and Title VI funds support for academic and intervention needs.

Stakeholder Involvement

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

Involvement Process for the SPSA and Annual Review and Update

The purpose of the SPSA is to coordinate all educational services at the school. The SPSA shall, at a minimum, address how funds provided to the school through any of the sources identified in Section 64000 will be used to improve the academic performance of all pupils to the level of the performance goals, as established by the CA Dashboard. The SPSA must integrate the purposes and requirements of all state and federal categorical programs in which the school participates.

To set school goals, the SSC needs to carefully review district priorities as stated in the LEA Plan, assess both state and local quantitative and qualitative student achievement data to evaluate instructional program effectiveness, and come to consensus about solutions.

In addition to meeting the requirements common to all school plans, the SPSA must meet the specific requirements of each categorical program operated at the school.

The SPSA involves a continuous development, implementation, and monitoring cycle. The starting date of the annual planning cycle is a local decision. However, every school needs to have an approved plan guiding the work of the school. The SSC should develop a calendar of tasks and meetings to seek input from applicable advisory committees to develop the plan. The seven steps of this continuous cycle are:

Per EC Section 64001.4, district and school leaders shall use these data analyses to create specific, measurable, achievable, relevant, and time-bound goals that can be easily measured to evaluate student progress toward closing the achievement gap. Such analyses should be conducted in a timely manner and include all major stakeholders.

Resource Inequities

Briefly identify and describe any resource inequities identified as a result of the required needs assessment, as applicable.

Jefferson Elementary staff are able to identify that our students need to be provided targeted interventions for the concepts and skills they have missed out on due to history of academic failure, poor attendance, social emotional struggles, or behavioral challenges. Our district identified a software based program to help struggling students. iReady is a software program that is being used in Math and English. Teachers are able to use the program to help students practice a concept after direct instruction and also reteach a concept after an assessment. Another way iReady has been used is to help drive instruction. Teachers know ahead of an assessment that students need help

School Plan for Student Achievement (SPSA)	Page 28 of 99	Jefferson Elementary School

with a skill or concept based on iReady and My Path results. All teachers were provided training in how to use iReady.

School Plan for Student Achievement (SPSA)	Page 29 of 99	Jefferson Elementary School

School and Student Performance Data

Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup

Student Group
	Percent of Enrollment
	Number of Students
	
	18-19
	19-20
	20-21
	18-19
	19-20
	20-21
	
American Indian
	0.94%
	0.62%
	0.6%
	6
	4
	4
	
African American
	1.25%
	2.01%
	1.9%
	8
	13
	12
	
Asian
	9.56%
	10.68%
	11.4%
	61
	69
	74
	
Filipino
	0.47%
	0.93%
	1.2%
	3
	6
	8
	
Hispanic/Latino
	54.23%
	53.87%
	52.4%
	346
	348
	339
	
Pacific Islander
	0.47%
	0.31%
	0.3%
	3
	2
	2
	
White
	29.47%
	28.48%
	29.2%
	188
	184
	189
	
Multiple/No Response
	3.61%
	3.1%
	2.9%
	23
	20
	19
	
	Total Enrollment
	638
	646
	647

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Grade
	Number of Students
	
	18-19
	19-20
	20-21
	
Kindergarten
	109
	103
	100
	
Grade 1
	96
	74
	80
	
Grade 2
	105
	96
	84
	
Grade3
	79
	108
	91
	
Grade 4
	90
	89
	110
	
Grade 5
	85
	89
	86
	
Grade 6
	74
	87
	96
	
Total Enrollment
	638
	646
	647

Conclusions based on this data:

1.

2.

3.

Asian, White, and Filipino populations increased.

Hispanic and African American populations have decreased.

Enrollment at Jefferson Elementary remains similar to 2019-2020 school year.

School Plan for Student Achievement (SPSA)	Page 30 of 99	Jefferson Elementary School

School and Student Performance Data

Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment

Student Group
	Number of Students
	Percent of Students
	
	18-19
	19-20
	20-21
	18-19
	19-20
	20-21
	
English Learners
	59
	54
	45
	9.2%
	8.4%
	7.0%
	
Fluent English Proficient (FEP)
	53
	45
	39
	8.3%
	7.0%
	6.0%
	
Reclassified Fluent English Proficient (RFEP)
	19
	5
	0
	23.8%
	8.5%
	0.0%

Conclusions based on this data:

1.

2.

The percent of English Learners has decreased.

Based on changes in District Reclassification Criteria for English Language Learners, the percent of Reclassified Fluent English Proficient decreased.

School Plan for Student Achievement (SPSA)	Page 31 of 99	Jefferson Elementary School

x
6
9
4
7
0
3
7
1
4
2
9
3
School and Student Performance Data

CAASPP Results
English Language Arts/Literacy (All Students)

Overall Participation for All Students

Grade Level
	# of Students Enrolled
	# of Students Tested
	# of Students with
	% of Enrolled Students
	
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	
Grade 3
	88
	91
	81
	87
	90
	81
	87
	90
	81
	98.9
	98.9
	100
	
Grade 4
	80
	87
	91
	78
	87
	89
	78
	87
	89
	97.5
	100
	97.8
	
Grade 5
	72
	77
	86
	71
	74
	85
	71
	74
	85
	98.6
	96.1
	98.8
	
Grade 6
	69
	74
	71
	69
	71
	70
	69
	71
	70
	100
	95.9
	98.6
	
All
	309
	329
	329
	305
	322
	325
	305
	322
	325
	98.7
	97.9
	98.8

Grades
*The“%ofEnrolledStudentsTested”showinginthistableisnotthesameas“ParticipationRate”forfederalaccountability purposes.

Overall Achievement for All Students

Grade Level
	Mean Scale Score
	% Standard
	% Standard Met
	% Standard Nearly
	% Standard Not
	
	16-17
	17-18
	18-19
	16-17
	17-18e
	18-19
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	
Grade 3
	2454.
	2467.
	2450.
	35.63
	42.22
	32.10
	24.14
	25.56
	29.63
	26.44
	21.11
	20.99
	13.79
	11.11
	17.28
	
Grade 4
	2480.
	2483.
	2482.
	23.08
	25.29
	28.09
	33.33
	35.63
	28.09
	21.79
	20.69
	20.22
	21.79
	18.39
	23.60
	
Grade 5
	2509.
	2516.
	2516.
	23.94
	22.97
	21.18
	30.99
	28.38
	38.82
	23.94
	31.08
	22.35
	21.13
	17.57
	17.65
	
Grade 6
	2561.
	2568.
	2566.
	18.84
	26.76
	21.43
	49.28
	45.07
	52.86
	27.54
	19.72
	18.57
	4.35
	8.45
	7.14
	
All Grades
	N/A
	N/A
	N/A
	25.90
	29.81
	25.85
	33.77
	33.23
	36.62
	24.92
	22.98
	20.62
	15.41
	13.98
	16.92

Reading
Demonstrating understanding of literary and non-fictional texts

Grade Level
	% Above Standard
	% At or Near Standard
	% Below Standard
	
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	
Grade 3
	28.74
	30.00
	28.40
	45.98
	43.33
	51.85
	25.29
	26.67
	19.75
	
Grade 4
	19.23
	20.69
	24.72
	55.13
	55.17
	55.06
	25.64
	24.14
	20.22
	
Grade 5
	23.94
	22.97
	17.65
	46.48
	55.41
	62.35
	29.58
	21.62
	20.00
	
Grade 6
	23.19
	23.94
	25.71
	65.22
	60.56
	57.14
	11.59
	15.49
	17.14
	
All Grades
	23.93
	24.53
	24.00
	52.79
	53.11
	56.62
	23.28
	22.36
	19.38

Writing
Producing clear and purposeful writing

Grade Level
	% Above Standard
	% At or Near Standard
	% Below Standard
	
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	
Grade 3
	39.08
	43.33
	34.57
	52.87
	44.44
	49.38
	8.05
	12.22
	16.05
	
Grade 4
	32.05
	16.09
	28.09
	52.56
	64.37
	55.06
	15.38
	19.54
	16.85
	
Grade 5
	35.21
	25.68
	34.12
	47.89
	58.11
	52.94
	16.90
	16.22
	12.94
	
Grade 6
	34.78
	43.66
	27.14
	59.42
	46.48
	67.14
	5.80
	9.86
	5.71
	
All Grades
	35.41
	31.99
	31.08
	53.11
	53.42
	55.69
	11.48
	14.60
	13.23

School Plan for Student Achievement (SPSA)	Page 32 of 99	Jefferson Elementary School

Listening
Demonstrating effective communication skills

Grade Level
	% Above Standard
	% At or Near Standard
	% Below Standard
	
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	
Grade 3
	24.14
	30.00
	29.63
	66.67
	65.56
	61.73
	9.20
	4.44
	8.64
	
Grade 4
	6.41
	14.94
	20.22
	75.64
	77.01
	66.29
	17.95
	8.05
	13.48
	
Grade 5
	18.31
	13.51
	18.82
	61.97
	72.97
	65.88
	19.72
	13.51
	15.29
	
Grade 6
	10.14
	19.72
	21.43
	78.26
	77.46
	74.29
	11.59
	2.82
	4.29
	
All Grades
	15.08
	19.88
	22.46
	70.49
	72.98
	66.77
	14.43
	7.14
	10.77

Research/Inquiry
Investigating, analyzing, and presenting information

Grade Level
	% Above Standard
	% At or Near Standard
	% Below Standard
	
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	
Grade 3
	39.08
	50.00
	25.93
	49.43
	36.67
	59.26
	11.49
	13.33
	14.81
	
Grade 4
	28.21
	33.33
	24.72
	55.13
	59.77
	51.69
	16.67
	6.90
	23.60
	
Grade 5
	26.76
	32.43
	29.41
	54.93
	47.30
	49.41
	18.31
	20.27
	21.18
	
Grade 6
	39.13
	52.11
	35.71
	53.62
	40.85
	54.29
	7.25
	7.04
	10.00
	
All Grades
	33.44
	41.93
	28.62
	53.11
	46.27
	53.54
	13.44
	11.80
	17.85

Conclusions based on this data:

1. The CAASPP assessment was not administered 2020-2021 due to COVID 19.

School Plan for Student Achievement (SPSA)	Page 33 of 99	Jefferson Elementary School

x
3
6
7
7
8
4
9
6
8
2
5
5
School and Student Performance Data

CAASPP Results Mathematics (All Students)

Overall Participation for All Students

Grade Level
	# of Students Enrolled
	# of Students Tested
	# of Students with
	% of Enrolled Students
	
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	
Grade 3
	88
	92
	81
	87
	90
	81
	87
	90
	81
	98.9
	97.8
	100
	
Grade 4
	77
	88
	91
	76
	88
	89
	76
	88
	89
	98.7
	100
	97.8
	
Grade 5
	72
	77
	86
	71
	74
	85
	71
	74
	85
	98.6
	96.1
	98.8
	
Grade 6
	69
	74
	71
	69
	71
	70
	69
	71
	70
	100
	95.9
	98.6
	
All
	306
	331
	329
	303
	323
	325
	303
	323
	325
	99
	97.6
	98.8

Grades
*The“%ofEnrolledStudentsTested”showinginthistableisnotthesameas“ParticipationRate”forfederalaccountability purposes.

Overall Achievement for All Students

Grade Level
	Mean Scale Score
	% Standard
	% Standard Met
	% Standard Nearly
	% Standard Not
	
	16-17
	17-18
	18-19
	16-17
	17-18e
	18-19
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	
Grade 3
	2461.
	2484.
	2468.
	18.39
	44.44
	37.04
	52.87
	31.11
	25.93
	20.69
	20.00
	22.22
	8.05
	4.44
	14.81
	
Grade 4
	2475.
	2485.
	2481.
	14.47
	14.77
	15.73
	27.63
	36.36
	32.58
	42.11
	37.50
	37.08
	15.79
	11.36
	14.61
	
Grade 5
	2494.
	2520.
	2509.
	18.31
	24.32
	17.65
	14.08
	24.32
	23.53
	42.25
	36.49
	35.29
	25.35
	14.86
	23.53
	
Grade 6
	2525.
	2530.
	2536.
	8.70
	16.90
	22.86
	24.64
	19.72
	14.29
	46.38
	40.85
	45.71
	20.29
	22.54
	17.14
	
All Grades
	N/A
	N/A
	N/A
	15.18
	25.70
	23.08
	31.02
	28.48
	24.62
	36.96
	33.13
	34.77
	16.83
	12.69
	17.54

Concepts & Procedures
Applying mathematical concepts and procedures

Grade Level
	% Above Standard
	% At or Near Standard
	% Below Standard
	
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	
Grade 3
	42.53
	55.56
	51.85
	43.68
	35.56
	27.16
	13.79
	8.89
	20.99
	
Grade 4
	22.37
	35.23
	30.34
	40.79
	43.18
	40.45
	36.84
	21.59
	29.21
	
Grade 5
	23.94
	40.54
	34.12
	30.99
	40.54
	38.82
	45.07
	18.92
	27.06
	
Grade 6
	17.39
	23.94
	27.14
	43.48
	38.03
	37.14
	39.13
	38.03
	35.71
	
All Grades
	27.39
	39.63
	36.00
	39.93
	39.32
	36.00
	32.67
	21.05
	28.00

Problem Solving & Modeling/Data Analysis
Using appropriate tools and strategies to solve real world and mathematical problems

Grade Level
	% Above Standard
	% At or Near Standard
	% Below Standard
	
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	
Grade 3
	34.48
	50.00
	43.21
	56.32
	38.89
	34.57
	9.20
	11.11
	22.22
	
Grade 4
	19.74
	17.05
	21.35
	51.32
	63.64
	50.56
	28.95
	19.32
	28.09
	
Grade 5
	18.31
	18.92
	15.29
	46.48
	55.41
	49.41
	35.21
	25.68
	35.29
	
Grade 6
	15.94
	25.35
	17.14
	46.38
	46.48
	58.57
	37.68
	28.17
	24.29
	
All Grades
	22.77
	28.48
	24.31
	50.50
	51.08
	48.00
	26.73
	20.43
	27.69

School Plan for Student Achievement (SPSA)	Page 34 of 99	Jefferson Elementary School

Communicating Reasoning
Demonstrating ability to support mathematical conclusions

Grade Level
	% Above Standard
	% At or Near Standard
	% Below Standard
	
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	16-17
	17-18
	18-19
	
Grade 3
	33.33
	52.22
	41.98
	56.32
	40.00
	44.44
	10.34
	7.78
	13.58
	
Grade 4
	21.05
	22.73
	26.97
	52.63
	63.64
	46.07
	26.32
	13.64
	26.97
	
Grade 5
	11.27
	18.92
	15.29
	59.15
	58.11
	58.82
	29.58
	22.97
	25.88
	
Grade 6
	11.59
	18.31
	21.43
	63.77
	56.34
	50.00
	24.64
	25.35
	28.57
	
All Grades
	20.13
	29.10
	26.46
	57.76
	54.18
	49.85
	22.11
	16.72
	23.69

Conclusions based on this data:

1. The CAASPP assessment was not administered 2020-2021 due to COVID 19.

School Plan for Student Achievement (SPSA)	Page 35 of 99	Jefferson Elementary School

School and Student Performance Data

ELPAC Results

ELPAC Summative Assessment Data
Number of Students and Mean Scale Scores for All Students

Grade Level
	
Overall
	
Oral Language
	
Written Language
	Number of Students Tested
	
	17-18
	18-19
	17-18
	18-19
	17-18
	18-19
	17-18
	18-19
	
Grade K
	*
	*
	*
	*
	*
	*
	*
	7
	
Grade 1
	1485.5
	*
	1508.3
	*
	1462.2
	*
	13
	10
	
Grade 2
	1503.9
	*
	1493.7
	*
	1513.7
	*
	15
	9
	
Grade 3
	1521.2
	*
	1514.4
	*
	1527.2
	*
	13
	9
	
Grade 4
	*
	*
	*
	*
	*
	*
	*
	5
	
Grade 5
	*
	*
	*
	*
	*
	*
	*
	6
	
Grade 6
	*
	*
	*
	*
	*
	*
	*
	5
	
All Grades
							64
	51

Overall Language
Percentage of Students at Each Performance Level for All Students

Grade Level
	
Level 4
	
Level 3
	
Level 2
	
Level 1
	Total Number of Students
	
	17-18
	18-19
	17-18
	18-19
	17-18
	18-19
	17-18
	18-19
	17-18
	18-19
	
K
	*
	*
	*
	*
	*
	*
	*
	*
	*
	*
	
1
	*
	*
	*
	*
		*
	*
	*
	13
	*
	
2
	73.33
	*
	*
	*
	*
	*
	*
	*
	15
	*
	
3
	*
	*
	*
	*
	*
	*
	*
	*
	13
	*
	
4
		*
	*
	*
	*
	*
		*
	*
	*
	
6
	*
	*
	*
	*
	*
	*
		*
	*
	*
	
All Grades
	45.31
	17.65
	37.50
	52.94
	*
	23.53
	*
	5.88
	64
	51

Oral Language
Percentage of Students at Each Performance Level for All Students

Grade Level
	
Level 4
	
Level 3
	
Level 2
	
Level 1
	Total Number of Students
	
	17-18
	18-19
	17-18
	18-19
	17-18
	18-19
	17-18
	18-19
	17-18
	18-19
	
K
	*
	*
	*
	*
	*
	*
	*
	*
	*
	*
	
1
	*
	*
	*
	*
	*
	*
		*
	13
	*
	
2
	80.00
	*
	*
	*
	*
	*
		*
	15
	*
	
3
	*
	*
	*
	*
	*
	*
	*
	*
	13
	*
	
4
	*
	*
	*
	*
		*
		*
	*
	*
	
5
	*
	*
	*
	*
		*
		*
	*
	*
	
6
	*
	*
	*
	*
		*
		*
	*
	*
	
All Grades
	64.06
	45.10
	23.44
	41.18
	*
	11.76
	*
	1.96
	64
	51

School Plan for Student Achievement (SPSA)	Page 36 of 99	Jefferson Elementary School

Written Language
Percentage of Students at Each Performance Level for All Students

Grade Level
	
Level 4
	
Level 3
	
Level 2
	
Level 1
	Total Number of Students
	
	17-18
	18-19
	17-18
	18-19
	17-18
	18-19
	17-18
	18-19
	17-18
	18-19
	
K
	*
	*
	*
	*
	*
	*
	*
	*
	*
	*
	
1
	*
	*
	*
	*
	*
	*
	*
	*
	13
	*
	
2
	*
	*
	*
	*
		*
	*
	*
	15
	*
	
3
	*
	*
	*
	*
	*
	*
	*
	*
	13
	*
	
4
		*
	*
	*
	*
	*
	*
	*
	*
	*
	
5
		*
	*
	*
	*
	*
		*
	*
	*
	
6
	*
	*
	*
	*
	*
	*
		*
	*
	*
	
All Grades
	28.13
	11.76
	42.19
	27.45
	20.31
	50.98
	*
	9.80
	64
	51

Listening Domain
Percentage of Students by Domain Performance Level for All Students

Grade Level
	
Well Developed
	
Somewhat/Moderately
	
Beginning
	Total Number of Students
	
	17-18
	18-19
	17-18
	18-19
	17-18
	18-19
	17-18
	18-19
	
1
	*
	*
	*
	*
		*
	13
	*
	
2
	86.67
	*
	*
	*
		*
	15
	*
	
3
	*
	*
	*
	*
		*
	13
	*
	
All Grades
	60.94
	35.29
	37.50
	60.78
	*
	3.92
	64
	51

Speaking Domain
Percentage of Students by Domain Performance Level for All Students

Grade Level
	
Well Developed
	
Somewhat/Moderately
	
Beginning
	Total Number of Students
	
	17-18
	18-19
	17-18
	18-19
	17-18
	18-19
	17-18
	18-19
	
K
	*
	*
	*
	*
	*
	*
	*
	*
	
1
	*
	*
	*
	*
		*
	13
	*
	
2
	*
	*
	*
	*
	*
	*
	15
	*
	
3
	*
	*
	*
	*
	*
	*
	13
	*
	
All Grades
	62.50
	47.06
	28.13
	50.98
	*
	1.96
	64
	51

School Plan for Student Achievement (SPSA)	Page 37 of 99	Jefferson Elementary School

Reading Domain
Percentage of Students by Domain Performance Level for All Students

Grade Level
	
Well Developed
	
Somewhat/Moderately
	
Beginning
	Total Number of Students
	
	17-18
	18-19
	17-18
	18-19
	17-18
	18-19
	17-18
	18-19
	
K
	*
	*
	*
	*
	*
	*
	*
	*
	
1
	*
	*
	*
	*
	*
	*
	13
	*
	
2
	*
	*
	*
	*
	*
	*
	15
	*
	
3
	*
	*
	*
	*
	*
	*
	13
	*
	
6
	*
	*
	*
	*
	*
	*
	*
	*
	
All Grades
	31.25
	3.92
	54.69
	76.47
	*
	19.61
	64
	51

Writing Domain
Percentage of Students by Domain Performance Level for All Students

Grade Level
	
Well Developed
	
Somewhat/Moderately
	
Beginning
	Total Number of Students
	
	17-18
	18-19
	17-18
	18-19
	17-18
	18-19
	17-18
	18-19
	
K
	*
	*
	*
	*
	*
	*
	*
	*
	
1
	*
	*
	*
	*
	*
	*
	13
	*
	
2
	*
	*
	*
	*
	*
	*
	15
	*
	
3
	*
	*
	*
	*
		*
	13
	*
	
All Grades
	35.94
	27.45
	57.81
	66.67
	*
	5.88
	64
	51

Conclusions based on this data:

1.

2.

The number of students assessed has decreased.

The percentage of students in Reading has decreased from Well Developed to more students scoring somewhat/moderately developed.

School Plan for Student Achievement (SPSA)	Page 38 of 99	Jefferson Elementary School

School and Student Performance Data

Student Population

Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the 2020 Dashboard. However, available data that would have been included in the Dashboard are reported on the Department’s web site if they were determined to be valid and reliable. Information regarding the reporting status of data is available at COVID-19 and Data Reporting.

This section provides information about the school’s student population.

2019-20 Student Population

Total Enrollment
		
Socioeconomically Disadvantaged
		
English Learners
		
Foster Youth

646
		
66.7
		
8.4
		
0.3

This is the total number of students enrolled.

This is the percent of students who are eligible for free or reduced priced meals; or have parents/guardians who did not receive a high school diploma.

This is the percent of students who are learning to communicate effectively in English, typically requiring instruction in both the English Language and in their academic courses.

This is the percent of students whose well-being is the responsibility of a court.

2019-20 Enrollment for All Students/Student Group
	
Student Group
	Total
	Percentage

English Learners

Foster Youth

Socioeconomically Disadvantaged

Students with Disabilities

54	8.4

2	0.3

431	66.7

57	8.8

Enrollment by Race/Ethnicity
	
Student Group
	Total
	Percentage

African American

American Indian

Asian

Filipino

Hispanic

Two or More Races

Pacific Islander

White

13	2.0

4	0.6

69	10.7

6	0.9

348	53.9

20	3.1

2	0.3

184	28.5

Conclusions based on this data:

1.

2.

The Hispanic population at Jefferson is the highest, at 54%.

8.4% of our student population are English Language Learners.

School Plan for Student Achievement (SPSA)	Page 39 of 99	Jefferson Elementary School

School and Student Performance Data

Overall Performance

The data provided below is from the 2019 Fall California School Dashboard. Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the 2020 Dashboard. However, available data that would have been included in the Dashboard are reported on the Department’s web site if they were determined to be valid and reliable. Information regarding the reporting status of data is available at COVID-19 and Data Reporting.

2019 Fall Dashboard Overall Performance for All Students

Academic Performance

English Language Arts

Green

Mathematics

Yellow

Academic Engagement

Chronic Absenteeism

Orange

Conditions & Climate

Suspension Rate

Orange

Conclusions based on this data:

1. Suspension rate and Chronic Absenteeism is in the orange on the dashboard and shows need for improvement.

School Plan for Student Achievement (SPSA)	Page 40 of 99	Jefferson Elementary School

School and Student Performance Data

Academic Performance English Language Arts

The data provided below is from the 2019 Fall California School Dashboard. Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the 2020 Dashboard. However, available data that would have been included in the Dashboard are reported on the Department’s web site if they were determined to be valid and reliable. Information regarding the reporting status of data is available at COVID-19 and Data Reporting.

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest
Performance	Red	Orange	Yellow	Green

Highest
Blue	Performance

This section provides number of student groups in each color.

2019 Fall Dashboard English Language Arts Equity Report

Red                              Orange                           Yellow                            Green                              Blue 0                               0                               3                               2                               0

This section provides a view of Student Assessment Results and other aspects of this school’s performance, specifically how well students are meeting grade-level standards on the English Language Arts assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3–8 and grade 11.

2019 Fall Dashboard English Language Arts Performance for All Students/Student Group

All Students

Green
	
17.4 points above standard
	
Declined -6.3 points

313

English Learners

Yellow
	
9.1 points above standard
	
Declined -13.5 points

57

Foster Youth

No Performance Color

0 Students

Homeless

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

2

Socioeconomically Disadvantaged

Yellow
	
7 points above standard
	
Declined -6.4 points

231

Students with Disabilities

No Performance Color
	
43.4 points below standard
	
Increased ++10.5 points

21

School Plan for Student Achievement (SPSA)	Page 41 of 99	Jefferson Elementary School

2019 Fall Dashboard English Language Arts Performance by Race/Ethnicity

African American

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

5

American Indian

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

3

Asian

Green
	
29.7 points above standard
	
Declined Significantly -19.5 points

35

Filipino

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

3

Hispanic

Yellow
	
9.5 points above standard
	
Maintained -2.4 points

161

Two or More Races

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

10

Pacific Islander

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

2

White

Green
	
28.3 points above standard
	
Declined -6.9 points

94

This section provides a view of Student Assessment Results and other aspects of this school’s performance, specifically how well students are meeting grade-level standards on the English Language Arts assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3–8 and grade 11.

2019 Fall Dashboard English Language Arts Data Comparisons for English Learners

Current English Learner

41.3 points below standard
	
Declined Significantly -35 points

29

Reclassified English Learners

61.3 points above standard
	
Maintained ++1.3 points

28

English Only

16 points above standard
	
Declined -5.6 points

246

Conclusions based on this data:

1.

2.

English Language Learners have decreased on the dashboard.

Reclassified English Learned have shown the highest increase, growing 1.3 points.

School Plan for Student Achievement (SPSA)	Page 42 of 99	Jefferson Elementary School

School and Student Performance Data

Academic Performance Mathematics

The data provided below is from the 2019 Fall California School Dashboard. Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the 2020 Dashboard. However, available data that would have been included in the Dashboard are reported on the Department’s web site if they were determined to be valid and reliable. Information regarding the reporting status of data is available at COVID-19 and Data Reporting.

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest
Performance	Red	Orange	Yellow	Green

Highest
Blue	Performance

This section provides number of student groups in each color.

2019 Fall Dashboard Mathematics Equity Report

Red                              Orange                           Yellow                            Green                              Blue 0                               0                               3                               2                               0

This section provides a view of Student Assessment Results and other aspects of this school’s performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3–8 and grade 11.

2019 Fall Dashboard Mathematics Performance for All Students/Student Group

All Students

Yellow
	
2 points below standard
	
Declined -8.8 points

313

English Learners

Yellow
	
7.2 points below standard
	
Declined Significantly -24 points

57

Foster Youth

Homeless

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

2

Socioeconomically Disadvantaged

Yellow
	
10.3 points below standard
	
Declined -11 points

231

21

Students with Disabilities

No Performance Color
	
31.3 points below standard
	
Increased Significantly ++36.1 points

School Plan for Student Achievement (SPSA)	Page 43 of 99	Jefferson Elementary School

2019 Fall Dashboard Mathematics Performance by Race/Ethnicity

African American

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

5

American Indian

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

3

Asian

Green
	
9.6 points above standard
	
Declined Significantly -35.9 points

35

Filipino

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

3

Hispanic

Yellow
	
13.6 points below standard
	
Declined -11.6 points

161

Two or More Races

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

10

Pacific Islander

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

2

White

Green
	
11.1 points above standard
	
Maintained ++2.5 points

94

This section provides a view of Student Assessment Results and other aspects of this school’s performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3–8 and grade 11.

2019 Fall Dashboard Mathematics Data Comparisons for English Learners

Current English Learner

48.9 points below standard
	
Declined Significantly -41.6 points

29

Reclassified English Learners

36.1 points above standard
	
Declined -11.9 points

28

English Only

2.7 points below standard
	
Declined -5.3 points

246

Conclusions based on this data:

1. The EL subgroups have declined in mathematics.

School Plan for Student Achievement (SPSA)	Page 44 of 99	Jefferson Elementary School

School and Student Performance Data

Academic Performance English Learner Progress

The data provided below is from the 2019 Fall California School Dashboard. Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the 2020 Dashboard. However, available data that would have been included in the Dashboard are reported on the Department’s web site if they were determined to be valid and reliable. Information regarding the reporting status of data is available at COVID-19 and Data Reporting.

ThissectionprovidesaviewofthepercentageofcurrentELstudentsmakingprogresstowardsEnglishlanguageproficiency or maintaining the highest level.

2019 Fall Dashboard English Learner Progress Indicator

English Learner Progress

No Performance Color
		
45.2 making progress towards English language proficiency
		
Number of EL Students: 42

Performance Level: Low

This section provides a view of the percentage of current EL students who progressed at least one ELPI level, maintained ELPI level 4, maintained lower ELPI levels (i.e, levels 1, 2L, 2H, 3L, or 3H), or decreased at least one ELPI Level.

2019 Fall Dashboard Student English Language Acquisition Results

Decreased One ELPI Level

26.1

Maintained ELPI Level 1, 2L, 2H, 3L, or 3H

28.5

Maintained ELPI Level 4

2.3

Progressed At Least One ELPI Level

42.8

Conclusions based on this data:

1. EL students continue to improve. 42.8% of our English Learners have progressed at least one level.

School Plan for Student Achievement (SPSA)	Page 45 of 99	Jefferson Elementary School

School and Student Performance Data

Academic Performance College/Career

The data provided below is from the 2019 Fall California School Dashboard. Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the 2020 Dashboard. However, available data that would have been included in the Dashboard are reported on the Department’s web site if they were determined to be valid and reliable. Information regarding the reporting status of data is available at COVID-19 and Data Reporting.

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest
Performance	Red	Orange	Yellow	Green

Highest
Blue	Performance

This section provides number of student groups in each color.

2019 Fall Dashboard College/Career Equity Report

Red	Orange	Yellow	Green	Blue

This section provides information on the percentage of high school graduates who are placed in the "Prepared" level on the College/Career Indicator.

2019 Fall Dashboard College/Career for All Students/Student Group

All Students

Homeless

English Learners

Socioeconomically Disadvantaged

Foster Youth

Students with Disabilities

2019 Fall Dashboard College/Career by Race/Ethnicity

African American

Hispanic

American Indian

Two or More Races

Asian

Pacific Islander

Filipino

White

This section provides a view of the percent of students per year that qualify as Not Prepared, Approaching Prepared, and Prepared.

2019 Fall Dashboard College/Career 3-Year Performance

Class of 2017
	
Prepared Approaching Prepared
Not Prepared

Class of 2018
	
Prepared
	
Approaching Prepared
	
Not Prepared

Class of 2019
	
Prepared
	
Approaching Prepared
	
Not Prepared

Conclusions based on this data: 1.

School Plan for Student Achievement (SPSA)	Page 46 of 99	Jefferson Elementary School

School and Student Performance Data

Academic Engagement Chronic Absenteeism

The data provided below is from the 2019 Fall California School Dashboard. Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the 2020 Dashboard. However, available data that would have been included in the Dashboard are reported on the Department’s web site if they were determined to be valid and reliable. Information regarding the reporting status of data is available at COVID-19 and Data Reporting.

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest
Performance	Red	Orange	Yellow	Green

Highest
Blue	Performance

This section provides number of student groups in each color.

2019 Fall Dashboard Chronic Absenteeism Equity Report

Red                              Orange                           Yellow                            Green                              Blue 0                               3                               2                               1                               0

This section provides information about the percentage of students in kindergarten through grade 8 who are absent 10 percent or more of the instructional days they were enrolled.

2019 Fall Dashboard Chronic Absenteeism for All Students/Student Group

All Students

Orange
	
9.8
	
Increased +1.2

673

English Learners

Green
	
5.4
	
Declined -0.6

74

Foster Youth

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

0

Homeless

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

4

Socioeconomically Disadvantaged

Orange
	
12.1
	
Increased +1.8

487

Students with Disabilities

Yellow
	
14.3
	
Declined -0.9

63

School Plan for Student Achievement (SPSA)	Page 47 of 99	Jefferson Elementary School

2019 Fall Dashboard Chronic Absenteeism by Race/Ethnicity

African American

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

10

American Indian

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

6

Asian

Yellow
	
4.5
	
Increased +0.9

67

Filipino

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

3

Hispanic

Orange
	
9.3
	
Increased +1.1

366

Two or More Races

No Performance Color
	
17.4
	
Increased +8.7

23

Pacific Islander

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

3

White

Orange
	
10.8
	
Maintained -0.3

195

Conclusions based on this data:

1.

2.

Socio-Economically Disadvantaged students show the highest chronic absenteeism rates.

Chronic absenteeism has declined for English Learners and Students with Disabilities.

School Plan for Student Achievement (SPSA)	Page 48 of 99	Jefferson Elementary School

School and Student Performance Data

Academic Engagement Graduation Rate

The data provided below is from the 2019 Fall California School Dashboard. Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the 2020 Dashboard. However, available data that would have been included in the Dashboard are reported on the Department’s web site if they were determined to be valid and reliable. Information regarding the reporting status of data is available at COVID-19 and Data Reporting.

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest
Performance	Red	Orange	Yellow	Green

Highest
Blue	Performance

This section provides number of student groups in each color.

2019 Fall Dashboard Graduation Rate Equity Report

Red	Orange	Yellow	Green	Blue

This section provides information about students completing high school, which includes students who receive a standard high school diploma or complete their graduation requirements at an alternative school.

2019 Fall Dashboard Graduation Rate for All Students/Student Group

All Students

Homeless

English Learners

Socioeconomically Disadvantaged

Foster Youth

Students with Disabilities

2019 Fall Dashboard Graduation Rate by Race/Ethnicity

African American

Hispanic

American Indian

Two or More Races

Asian

Pacific Islander

Filipino

White

This section provides a view of the percentage of students who received a high school diploma within four years of entering ninth grade or complete their graduation requirements at an alternative school.

2019 Fall Dashboard Graduation Rate by Year

2018	2019

Conclusions based on this data: 1.

School Plan for Student Achievement (SPSA)	Page 49 of 99	Jefferson Elementary School

School and Student Performance Data

Conditions & Climate Suspension Rate

The data provided below is from the 2019 Fall California School Dashboard. Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the 2020 Dashboard. However, available data that would have been included in the Dashboard are reported on the Department’s web site if they were determined to be valid and reliable. Information regarding the reporting status of data is available at COVID-19 and Data Reporting.

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest
Performance	Red	Orange	Yellow	Green

Highest
Blue	Performance

This section provides number of student groups in each color.

2019 Fall Dashboard Suspension Rate Equity Report

Red                              Orange                           Yellow                            Green                              Blue 1                               5                               0                               0                               0

This section provides information about the percentage of students in kindergarten through grade 12 who have been suspended at least once in a given school year. Students who are suspended multiple times are only counted once.

2019 Fall Dashboard Suspension Rate for All Students/Student Group

All Students

Orange
	
5.1
	
Increased +0.8 700

English Learners

Orange
	
3.9
	
Increased +1.6 76

Foster Youth

4

Homeless

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

Socioeconomically Disadvantaged

Orange
	
5.9
	
Increased +1.5 506

Students with Disabilities

Orange
	
10.8
	
Declined -2.5 65

School Plan for Student Achievement (SPSA)	Page 50 of 99	Jefferson Elementary School

2019 Fall Dashboard Suspension Rate by Race/Ethnicity

10

African American

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

6

American Indian

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

Asian

Orange
	
1.4
	
Increased +1.4 70

3

Filipino

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

Hispanic

Orange
	
4.5
	
Increased +0.3 381

Two or More Races

No Performance Color
	
12.5
	
Declined -0.5 24

4

Pacific Islander

No Performance Color

Less than 11 Students - Data Not Displayed for Privacy

White

Red
	
5.9
	
Increased Significantly +2.3 202

This section provides a view of the percentage of students who were suspended.

2019 Fall Dashboard Suspension Rate by Year

2017

2018
	
4.4

2019
	
5.1

Conclusions based on this data:

1.

2.

Suspension rates have increased for Socioeconomically Disadvantaged, White, HIspanic, and Asian subgroups.

Students with Disabilities show the greatest decline in suspensions.

School Plan for Student Achievement (SPSA)	Page 51 of 99	Jefferson Elementary School

Goals, Strategies, & Proposed Expenditures

Complete a copy of the following table for each of the school’s goals. Duplicate the table as needed.

Goal Subject English Language Arts

LEA/LCAP Goal

Aim I: Maximize Achievement For ALL Students
The District will provide a high-quality educational system for ALL students focusing on mind, body, and spirit
by using engaging instruction, rigorous curriculum, and systematic intervention to ensure college and career readiness

Aim II: Operate With Increasing Efficiency and Effectiveness
The District will actively seek innovative solutions to operate with efficiency and effectiveness in all areas of operation.

Aim III: Hire, Develop, Sustain, and Value a High Quality Diverse Workforce
The District will provide a collaborative learning and working environment that effectively recruits, trains, and retains an exceptional workforce reflecting the diversity of our community and fostering the culture and traditions of the Clovis Unified School District.

Goal 1

It is expected that students demonstrate progress toward their expected growth on year end local assessments in Reading. Jefferson Elementary will re-establish baseline data with the 2021-22 state assessments.

Identified Need

The school-wide goal will target all students with specific strategies and actions focused on significant subgroups, such as students identified as English Language Learners, Hispanic students, White students, and students identified as Socio-Economically Disadvantaged.

Annual Measurable Outcomes

Metric/Indicator	Baseline/Actual Outcome	Expected Outcome

iReady Reading growth increase

Schoolwide, 23% of students made progress toward their typical growth outcome, while 47% of students made 100% growth or more towards their typical growth.
		It is expected that students demonstrate progress towards their expected growth on year end local assessments in Math. Jefferson Elementary will re-establish baseline data on state assessments for the upcoming school year.

Complete a copy of the Strategy/Activity table for each of the school’s strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Amounts:
The focus is on the effective utilization of supplementary materials, personnel, and staff development. Staff development activities are used to improve instructional practices and strategies to increase the ability of teachers and other staff to challenge and assist all students to reach their fullest potential. General District funds provide support for the District’s base/core curriculum program. Some children have special characteristics, not reflective of the general school population, that affect their success in the base/core programs. Some come from economically disadvantaged homes; some are

School Plan for Student Achievement (SPSA)	Page 52 of 99	Jefferson Elementary School

educationallydisadvantagedorlackEnglishlanguageproficiencybecausetheyhaveaprimarylanguageotherthanEnglish. Children, such as those described above, require supplemental services and materials not generally provided through the base/core curriculum program. The needs of our children are identified and supplemental services and materials are planned and targeted to meet their special needs. Categorical funds are to be used to provide the financial support to meet these special needs.

The 2020-2021 School Allocation is listed in the SPSA. Please see Page 2 and Page 6 located in the Appendix section of our SPSA for specific allocations, personnel and professional development opportunities. These budgets are reviewed and approved on a quarterly basis with our SSC.

Proposed Expenditures for this Strategy/Activity
On an annual basis Clovis Unified School District (CUSD) submits the Application for Funding Consolidated Categorical Aid Programs commonly called the Con Ap. The application is submitted in two (2) parts: Part I, which contains program and demographicinformation,issubmittedbyJune1eachyear;andPartII,whichcontainsthebudgetinformationandadditional program data, is submitted by January 31 each year. The categorical programs included in the application are Title I, Part A – (Improving the Academic Achievement of the Disadvantaged Improving, Title I, Part C – Migrant Education, Title II, Part A – Preparing, Training and Recruiting High Quality Teachers and Principals, and Title III – Language Instruction for Limited English Proficient and Immigrant Students. Essentially, these funds are designed to assist students in mastering state standards.

All CUSD schools offer students with special needs the same kinds of high quality learning opportunities and access to the core curriculum in all curricular areas.

These funding streams include: LCAP, Title I, Title III English Leaner and Immigrant Funds. Allocations are based on student enrollment and eligibility for the services as listed on School’s Page 2 and 6.

Categorical funds are designed to support additional assistance to help students succeed in the regular classroom program (base/core curriculum) and address any learning gaps. CUSD develops an LCAP annually that works to better align the academic plan with the district expenditure plan that is approved by our CUSD Governing Board each June. Parents and otherstakeholdergroupsareinvitedtoparticipateinthedevelopmentoftheLCAPthroughparticipationofschoolanddistrict committee meetings and community forums. LCAP School, District Meetings and Community Forums are exciting opportunities for all stakeholders and school committees to engage with the District and share their ideas on how CUSD can provide quality opportunities and support for CUSD youth and schools. Community participation and feedback in the forums will inform the District’s LCAP’s funding priorities over the next several years.

startcollapse

Strategy/Activity 1
Students to be Served by this Strategy/Activity
(Identify either All Students or one or more specific student groups)

All students

Strategy/Activity

Intervention
Targeted intervention based on individual need has proven to increase ELA proficiency. Using the RTI model and universal screening tools, instruction designed to address students' areas of concern is best accomplished in small groups, flexible groups, or deployment. As funds allow, students identified with specific sub-skill weaknesses will be provided ongoing instructional support specific to individual needs to increase student academic progress. As funds allow, Push-In/Pull-Out program, lunch lab, and after-school intervention components will be instituted. The Intervention Teacher program entails the use of credentialed teachers/Instructional Assistants that Push-In or Pull-out to classrooms for targeted intervention. Summer School will be offered to students meeting the criteria for the intervention program. Before school, lunch, or after school Intervention is provided based upon classroom recommendation. Lunch Lab will be provided during students' lunch hours (as allowed) for the purpose of reteaching, assessment, intervention, or providing extended time for assignments. The lab will have a credentialed teacher to support students. Additional intervention may be provided based on specific student need. Additionally,

School Plan for Student Achievement (SPSA)	Page 53 of 99	Jefferson Elementary School

Instructional Aides and Bilingual Aides will be hired as funds allow to support focus groups, grade levels, or programs.

Proposed Expenditures for this Strategy/Activity
List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s)	Source(s)

Strategy/Activity 2
Students to be Served by this Strategy/Activity
(Identify either All Students or one or more specific student groups)

All Students

Strategy/Activity

Behavior and Attendance
Efforts to increase class time, positive motivation and participation in school, as funds allow, will be employed by incorporating Positive Behavior Interventions and Support (PBIS) as well as attendance initiatives school-wide. PBIS involves the explicit teaching of behavioral expectations school-wide to increase positive behaviors at school both in class and around the school site. The program also uses positive reinforcement through a token economy program. This involves rewards that are can be items as well as experiences. An intervention school counselor is provided to attend to the social, emotional, behavioral and cognitive needs of students. Attendance measures that reinforce perfect attendance and arriving to school on time are also included in this strategy. Additionally, the Comprehensive School Counseling program will include a Student Relations Liaison and provide social, emotional, and mental health services to at risk students as determined by the Behavioral RTI Team.

Proposed Expenditures for this Strategy/Activity
List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s)	Source(s)

Strategy/Activity 3
Students to be Served by this Strategy/Activity
(Identify either All Students or one or more specific student groups)

All Students

Strategy/Activity

Instructional Supplies
As funds allow, instructional supplies as deemed needed by administration and grade level teams will be purchased to supplement and support the district level curriculum in English Language Arts. As funds allow the following will be purchased:
	Books, materials, programs, writing supplies, and technology
	Purchase materials and incentives for student achievement and PBIS

School Plan for Student Achievement (SPSA)	Page 54 of 99	Jefferson Elementary School

	Materials for AVID instruction
	Copy costs, scan back, graphic arts to supplement ELA curriculum
	Supplies for the Fall Parent Involvement Night and Spring Family Literacy Event

Proposed Expenditures for this Strategy/Activity
List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s)	Source(s)

Strategy/Activity 4
Students to be Served by this Strategy/Activity
(Identify either All Students or one or more specific student groups)

All Students

Strategy/Activity

Professional Development
Provide teachers, administrators, and staff with opportunities for professional development as individuals and as goal specific teams as funds allow during early release days as well as during other instructional and non-instructional school days. This includes site based PD, District PD, AVID institute, AVID National Conference, STEM training, Trauma Informed Schools, Student Engagement, Internal Coherence, Culturally Relevant Teaching, and conferences that pertain to the goals and student needs, as well as other expenses related to conferences and staff development. The professional development must meet the changing needs of teachers as they plan and adjust instruction and learn innovative and research based strategies that meet the needs of their students. Additionally, we will employ substitute teachers to release classroom teachers to review data, plan instruction, articulate between grade levels, develop curriculum, professional development, and conferences.

Proposed Expenditures for this Strategy/Activity
List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s)	Source(s)

Strategy/Activity 5
Students to be Served by this Strategy/Activity
(Identify either All Students or one or more specific student groups)

All Students

Strategy/Activity

Technology
As funds allow, increase instruction that teaches technology usage, keyboarding, research skills, presentation formats, program navigation, word processing, digital texts and google drive or Microsoft 365. In doing so, students work to become more proficient readers and writers in digital formats. Utilizing the technology standards, students increase their 21st century literacy skills and

School Plan for Student Achievement (SPSA)	Page 55 of 99	Jefferson Elementary School

abilities as they pertain to English Language Arts. This strategy includes purchasing of technology items such as Chromebooks, laptops, iPads, projectors, printers, applications, programs, Accelerated Reader, Doc Cams, Smartboards, STEM robots and other technology equipment and accessories to support instruction and student learning as funds allow. Also included in this strategy is the continued use of the Instructional Media Center that serves as a technology classroom on campus. Included in the IMC is the personnel, equipment, and furniture for students to utilize technology readily and easily as funds allow.

Proposed Expenditures for this Strategy/Activity
List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s)	Source(s)

31249.58

10,682.68

79,108.51

219,377.95

3,006.03

149.61

3,542.39

LCAP Supplemental

LCAP Intervention

LCAP BASP

Title I

Title I Part A: Parent Involvement

Title III Immigrant Education Program

Title III English Learner

Annual Review SPSA Year Reviewed: 2020-21

Respond to the following prompts relative to this goal. If the school is in the first year of implementing the goal, an analysis is not required and this section may be deleted.

ANALYSIS
Describe the overall implementation of the strategies/activities and the overall effectiveness of the strategies/activities to achieve the articulated goal.

School Plan for Student Achievement (SPSA)	Page 56 of 99	Jefferson Elementary School

	Professional development on i-Ready ELA curriculum provided all teachers an understanding of a new diagnostic tool to systematically monitor students' progress in reading and use individual instructional pathway recommendations to support differentiated instruction
	Small group instruction through the use of instructional assistants and/or credentialed teachers during guided reading will support implementation of differentiated instruction or all students.
	Providing instructional assistants professional development will increase staff's capacity to use effective reading and math strategies in their small group instruction.
	Expanding learning opportunity for English learners and RFEP students will provide additional supports to students who are not yet proficient in English.

Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

No discrepancy in budgeted expenditures to implement strategies.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA.

Changes to this goal will be made as necessary.

School Plan for Student Achievement (SPSA)	Page 57 of 99	Jefferson Elementary School

Goals, Strategies, & Proposed Expenditures

Complete a copy of the following table for each of the school’s goals. Duplicate the table as needed.

Goal Subject Mathematics

LEA/LCAP Goal

Aim I: Maximize Achievement For ALL Students
The District will provide a high-quality educational system for ALL students focusing on mind, body, and spirit
by using engaging instruction, rigorous curriculum, and systematic intervention to ensure college and career readiness

Aim II: Operate With Increasing Efficiency and Effectiveness
The District will actively seek innovative solutions to operate with efficiency and effectiveness in all areas of operation.

Aim III: Hire, Develop, Sustain, and Value a High Quality Diverse Workforce
The District will provide a collaborative learning and working environment that effectively recruits, trains, and retains an exceptional workforce reflecting the diversity of our community and fostering the culture and traditions of the Clovis Unified School District.

Goal 2

It is expected that students demonstrate progress toward their expected growth on year end local assessments in Math. Jefferson Elementary will re-establish baseline data with the 2021-22 state assessments.

Identified Need

The goal will be for school wide with specific strategies and actions focused on significant subgroups, such as students identified as English Language Learners, Hispanic students, White students, and students identified as Socio-Economically Disadvantaged.

Annual Measurable Outcomes

Metric/Indicator	Baseline/Actual Outcome	Expected Outcome

i-Ready Math growth outcome

Schoolwide, 40% of students made progress toward their typical growth outcome, while 34% of students made 100% growth or more towards their stretch growth.
		It is expected that students demonstrate progress toward their expected growth on year end local assessments in Math. Jefferson Elementary will re-establish baseline data with the 2021-22 state assessments.

Complete a copy of the Strategy/Activity table for each of the school’s strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Amounts:
The focus is on the effective utilization of supplementary materials, personnel, and staff development. Staff development activities are used to improve instructional practices and strategies to increase the ability of teachers and other staff to challenge and assist all students to reach their fullest potential. General District funds provide support for the District’s base/core curriculum program. Some children have special characteristics, not reflective of the general school population, that affect their success in the base/core programs. Some come from economically disadvantaged homes; some are educationallydisadvantagedorlackEnglishlanguageproficiencybecausetheyhaveaprimarylanguageotherthanEnglish. Children, such as those described above, require supplemental services and materials not generally provided through the

School Plan for Student Achievement (SPSA)	Page 58 of 99	Jefferson Elementary School

base/core curriculum program. The needs of our children are identified and supplemental services and materials are planned and targeted to meet their special needs. Categorical funds are to be used to provide the financial support to meet these special needs.

The 2020-2021 School Allocation is listed in the SPSA. Please see Page 2 and Page 6 located in the Appendix section of our SPSA for specific allocations, personnel and professional development opportunities. These budgets are reviewed and approved on a quarterly basis with our SSC.

Proposed Expenditures for this Strategy/Activity
On an annual basis Clovis Unified School District (CUSD) submits the Application for Funding Consolidated Categorical Aid Programs commonly called the Con Ap. The application is submitted in two (2) parts: Part I, which contains program and demographicinformation,issubmittedbyJune1eachyear;andPartII,whichcontainsthebudgetinformationandadditional program data, is submitted by January 31 each year. The categorical programs included in the application are Title I, Part A – (Improving the Academic Achievement of the Disadvantaged Improving, Title I, Part C – Migrant Education, Title II, Part A – Preparing, Training and Recruiting High Quality Teachers and Principals, and Title III – Language Instruction for Limited English Proficient and Immigrant Students. Essentially, these funds are designed to assist students in mastering state standards.

All CUSD schools offer students with special needs the same kinds of high quality learning opportunities and access to the core curriculum in all curricular areas.

These funding streams include: LCAP, Title I, Title III English Leaner and Immigrant Funds. Allocations are based on student enrollment and eligibility for the services as listed on School’s Page 2 and 6.

Categorical funds are designed to support additional assistance to help students succeed in the regular classroom program (base/core curriculum) and address any learning gaps. CUSD develops an LCAP annually that works to better align the academic plan with the district expenditure plan that is approved by our CUSD Governing Board each June. Parents and otherstakeholdergroupsareinvitedtoparticipateinthedevelopmentoftheLCAPthroughparticipationofschoolanddistrict committee meetings and community forums. LCAP School, District Meetings and Community Forums are exciting opportunities for all stakeholders and school committees to engage with the District and share their ideas on how CUSD can provide quality opportunities and support for CUSD youth and schools. Community participation and feedback in the forums will inform the District’s LCAP’s funding priorities over the next several years.

startcollapse

Strategy/Activity 1
Students to be Served by this Strategy/Activity
(Identify either All Students or one or more specific student groups)

All students

Strategy/Activity

Intervention
Targeted intervention based on individual need has proven to increase ELA proficiency. Using the RTI model and universal screening tools, instruction designed to address students' areas of concern is best accomplished in small groups, flexible groups, or deployment. As funds allow, students identified with specific sub-skill weaknesses will be provided ongoing instructional support specific to individual needs to increase student academic progress. As funds allow, Push-In/Pull-Out program, lunch lab, and after-school intervention components will be instituted. The Intervention Teacher program entails the use of credentialed teachers/Instructional Assistants that Push-In or Pull-out to classrooms for targeted intervention. Summer School will be offered to students meeting the criteria for the intervention program. Before school, lunch, or after school Intervention is provided based upon classroom recommendation. Lunch Lab will be provided during students' lunch hours (as allowed) for the purpose of reteaching, assessment, intervention, or providing extended time for assignments. The lab will have a credentialed teacher to support students. Additional intervention may be provided based on specific student need. Additionally, Instructional Aides and Bilingual Aides will be hired as funds allow to support focus groups, grade

School Plan for Student Achievement (SPSA)	Page 59 of 99	Jefferson Elementary School

levels, or programs. A STEM Makerspace will offer science, engineering and technology instruction. Additional intervention may be provided based on specific student need. Summer School will be offered to students meeting the criteria for the intervention program. As funds allow, Instructional Aides and Bilingual Aides will be added to support focus groups and programs.

Proposed Expenditures for this Strategy/Activity
List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s)	Source(s)

Strategy/Activity 2
Students to be Served by this Strategy/Activity
(Identify either All Students or one or more specific student groups)

All Students

Strategy/Activity

Provide Professional Development
Provide teachers, administrators, and staff with opportunities for professional development as individuals and as goal specific teams during early release times, instructional and non-instructional days as funds allow. This includes site based PD, District PD, STEM conferences, AVID training, AVID institute, AVID National Conference, Students of Trauma Conferences, Fresno County Office of Education Professional Development and other PD and conferences that pertain to the goals and needs of students. The professional development must meet the changing needs of teachers as they plan and adjust instruction and learn innovative and research based strategies that meet the needs of their students. Additionally, we will employ substitute teachers to release classroom teachers to review data, plan instruction, articulate between grade levels, develop curriculum, professional development, and conferences.

Proposed Expenditures for this Strategy/Activity
List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s)	Source(s)

Strategy/Activity 3
Students to be Served by this Strategy/Activity
(Identify either All Students or one or more specific student groups)

All Students

Strategy/Activity

Proposed Expenditures for this Strategy/Activity
List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

School Plan for Student Achievement (SPSA)	Page 60 of 99	Jefferson Elementary School

Strategy/Activity 4
Students to be Served by this Strategy/Activity
(Identify either All Students or one or more specific student groups)

All Students

Strategy/Activity

Instructional Supplies
As funds allow, instructional supplies as deemed needed by administration and grade level teams will be purchased to supplement and support the district level curriculum in Mathematics. As funds allow the following will be purchased:
	Books, materials, programs, supplies, manipulatives
	Purchase incentives for student achievement and PBIS 	AVID materials
	Science camp, science materials, STEM materials for Makerspace 	Copy costs, scan back, graphic arts to supplement Math curriculum

Proposed Expenditures for this Strategy/Activity
List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s)	Source(s)

Strategy/Activity 5
Students to be Served by this Strategy/Activity
(Identify either All Students or one or more specific student groups)

All Students

Strategy/Activity

Technology
Increase instruction that teaches technology usage, keyboarding, research skills, presentation formats, program navigation, word processing, digital texts and google drive or Microsoft 365 as funds allow. In doing so, students work to become more proficient readers and writers in digital formats. Utilizing the technology standards, students increase their 21st century literacy skills and abilities as they pertain to English Language Arts. This strategy includes purchasing of technology items such as Chromebooks, carts, laptops, iPads, projectors, printers, applications, programs, Accelerated Reader, Doc Cams, Smartboards, Software, ALEKS, and other technology equipment and accessories to support instruction and student learning as funds allow. Also included in this strategy is the continued use of the Instructional Media Center that serves as a technology classroom on campus. Included in the IMC is the personnel, equipment, and furniture for students to utilize technology readily and easily as funds allow.

Proposed Expenditures for this Strategy/Activity

School Plan for Student Achievement (SPSA)	Page 61 of 99	Jefferson Elementary School

List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s)	Source(s)

31249.58

10,682.67

79,108.50

219,377.95

3,006.03

149.61

3,542.38

LCAP Supplemental

LCAP Intervention

LCAP BASP

Title I

Title I Part A: Parent Involvement

Title III Immigrant Education Program

Title III English Learner

Annual Review SPSA Year Reviewed: 2020-21

Respond to the following prompts relative to this goal. If the school is in the first year of implementing the goal, an analysis is not required and this section may be deleted.

ANALYSIS
Describe the overall implementation of the strategies/activities and the overall effectiveness of the strategies/activities to achieve the articulated goal.

	Professional development on i-Ready ELA curriculum provided all teachers an understanding of a new diagnostic tool to systematically monitor students' progress in reading and use individual instructional pathway recommendations to support differentiated instruction
	Small group instruction through the use of instructional assistants and/or credentialed teachers during guided reading will support implementation of differentiated instruction or all students.
	Providing instructional assistants professional development will increase staff's capacity to use effective reading and math strategies in their small group instruction.

School Plan for Student Achievement (SPSA)	Page 62 of 99	Jefferson Elementary School

	Expanding learning opportunity for English learners and RFEP students will provide additional supports to students who are not yet proficient in English.

Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

No discrepancy in budgeted expenditures to implement strategies.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA.

Changes to this goal will be made as necessary.

School Plan for Student Achievement (SPSA)	Page 63 of 99	Jefferson Elementary School

Budget Summary

Complete the table below. Schools may include additional information. Adjust the table as needed. The Budget Summary is required for schools funded through the ConApp, and/or that receive funds from the LEA for Comprehensive Support and Improvement (CSI).

Budget Summary

Description

Total Funds Provided to the School Through the Consolidated Application

Total Federal Funds Provided to the School from the LEA for CSI

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

Amount

$452,152

$0

$694,233.47

Other Federal, State, and Local Funds

List the additional Federal programs that the school is including in the schoolwide program. Adjust the table as needed. If the school is not operating a Title I schoolwide program this section is not applicable and may be deleted.

startcollapse

Federal Programs

Title I

Title I Part A: Parent Involvement

Title III Immigrant Education Program

Allocation ($)

$438,755.90

$6,012.06

$299.22

Subtotal of additional federal funds included for this school: $445,067.18

List the State and local programs that the school is including in the schoolwide program. Duplicate the table as needed.

startcollapse

State or Local Programs

LCAP BASP

LCAP Intervention

LCAP Supplemental

Title III English Learner

Allocation ($)

$158,217.01

$21,365.35

$62,499.16

$7,084.77

Subtotal of state or local funds included for this school: $249,166.29

Total of federal, state, and/or local funds for this school: $694,233.47

School Plan for Student Achievement (SPSA)	Page 64 of 99	Jefferson Elementary School

Budgeted Funds and Expenditures in this Plan

The tables below are provided to help the school track expenditures as they relate to funds budgeted to the school.

Funds Budgeted to the School by Funding Source

startcollapse

Funding Source

LCAP Supplemental

LCAP Intervention

LCAP BASP

Title I

Title I Part A: Parent Involvement

Title III Immigrant Education Program

Title III English Learner

Amount

$62,499.16

$21,365.35

$158,217.01

$438,755.90

$6,012.06

$299.22

$7,084.77

Balance

0.00

0.00

0.00

0.00

0.00

0.00

0.00

Expenditures by Funding Source

startcollapse

Funding Source

LCAP BASP

LCAP Intervention

LCAP Supplemental

Title I

Title I Part A: Parent Involvement

Title III English Learner

Title III Immigrant Education Program

Amount

158,217.01

21,365.35

62,499.16

438,755.90

6,012.06

7,084.77

299.22

Expenditures by Budget Reference

startcollapse

Budget Reference	Amount

Expenditures by Budget Reference and Funding Source

startcollapse

Budget Reference

School Plan for Student Achievement (SPSA)

Funding Source

LCAP BASP

LCAP Intervention

Page 65 of 99

Amount

158,217.01

21,365.35

Jefferson Elementary School

LCAP Supplemental

Title I

Title I Part A: Parent Involvement

Title III English Learner

Title III Immigrant Education Program

62,499.16

438,755.90

6,012.06

7,084.77

299.22

Expenditures by Goal

startcollapse

Goal Number

Goal 1

Goal 2

Total Expenditures

347,116.75

347,116.72

School Plan for Student Achievement (SPSA)	Page 66 of 99	Jefferson Elementary School

School Site Council Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows:

1 School Principal

4 Classroom Teachers 1 Other School Staff
6 Parent or Community Members

startcollapse

Name of Members	Role

Andrew Bolls

Aman Athwal

Cara Vidaurri

Shannon Young

Emily Emmerling

Robert Hochberg

Julie Ramos

Ivette Acevedo

Michelle Meyer

Lorena Morales

Amanda Ring

XPrincipal

XOther School Staff

XClassroom Teacher

XClassroom Teacher

XClassroom Teacher

XParent or Community Member

XParent or Community Member

XParent or Community Member

XClassroom Teacher

XParent or Community Member

XParent or Community Member

XParent or Community Member

At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.

School Plan for Student Achievement (SPSA)	Page 67 of 99	Jefferson Elementary School

Recommendations and Assurances

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

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

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

The SSC sought and considered all recommendations from the following groups or committees before adopting this plan:

Signature	Committee or Advisory Group Name

X English Learner Advisory Committee

The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

This SPSA was adopted by the SSC at a public meeting on 12/10/20.

Attested:

Principal, Andrew Bolls on 12/9/21

SSC Chairperson, Julie Ramos on 12/9/21

School Plan for Student Achievement (SPSA)	Page 68 of 99	Jefferson Elementary School

Mission, Aims, Goals for 2021-22

School Plan for Student Achievement (SPSA)	Page 69 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 70 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 71 of 99	Jefferson Elementary School

Funding Categorical Handbook

School Plan for Student Achievement (SPSA)	Page 72 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 73 of 99	Jefferson Elementary School

Description of Centralized Services

For actual Centralized Services allocations, please see Categorical School Allocations, within the School Plan for Student Achievement (SPSA).

Description of the Specific, but not limited to Services to be Provided to all Sites
	
	Coordinate the development of the Local Control Agency Plan (LCAP), review and revise on an annual basis, present to Governing Board and Community groups and committees.
	Prepare the Consolidated Application.
	Provide assistance in categorical program planning and implementation; budgeting; plan writing; revisions; and monitoring and evaluations.
      Coordinate the training, assistance and support of each site’s SPSA.       Obtain and disseminate information necessary for the operation of
categorical programs with sites, departments, private schools and Governing Board.
	Assist schools with the coordination of Bilingual Assistants.
	Collaborate and coordinate services, services, and professional development with Private Schools.
	Serve as a liaison between district, schools and community members.
	Coordinate Annual Title I Parent Survey and School Evaluation Reports and Parent Workshops.
	Coordinate and facilitate all district parent advisory committees (Title VII Indian Education, Migrant Education, DAC and DELAC).
	Prepare and submit various reports (Title I data, Title III data, data, R-30 Language Census, EL Staffing Plan, Mid Year & Annual Monitoring/Evaluation Reports, etc.)
	Maintain all financial control records for categorical funds.
	Maintain compensatory educational services for educationally disadvantaged students
	Assist with the implementation of School Site Councils, English Learner Advisory Committees, and Title I meetings. Attend meetings upon request.
	Provide ongoing training and professional development for classified and certificated employees relative to NCLB, HQT and categorical programs.
	Assist the district and schools with Federal Categorical Program Monitoring (FPM).
	Provide assistance to school site with documentation related to English Learners and with the implementation of the CUSD Master Plan.
	Assist with implementation of the School’s English Language Learner Advisory Committee (ELAC) and District English Learner Advisory Committee (DELAC).
	Maintain all district-level required categorical records and documentation. Assist schools with required school-level categorical records and documentation.
	Other centralized funding costs are attributed to salaries, benefits, office materials and supplies, equipment, maintenance of equipment, copying, consultants, audit services, and conference attendance by staff as part of in-service training.

School Plan for Student Achievement (SPSA)	Page 74 of 99	Jefferson Elementary School

LCAP Flow Chart

School Plan for Student Achievement (SPSA)	Page 75 of 99	Jefferson Elementary School

Board Policy and Administrative Regulations

School Plan for Student Achievement (SPSA)	Page 76 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 77 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 78 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 79 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 80 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 81 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 82 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 83 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 84 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 85 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 86 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 87 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 88 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 89 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 90 of 99	Jefferson Elementary School

SART Parent Results

School Plan for Student Achievement (SPSA)	Page 91 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 92 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 93 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 94 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 95 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 96 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 97 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 98 of 99	Jefferson Elementary School

School Plan for Student Achievement (SPSA)	Page 99 of 99	Jefferson Elementary School

Clovis Unified School District Categorical School Allocations

Jefferson

For Fiscal Year: 2022

Categories

School Categorical Budget (A)

Centralized Services (B)

Total (A+B=C)
	
1. LCAP/SUPPLEMENTAL
	$62,499
	$0
	$62,499
	
2. LCAP Intervention
	$21,365
	$0
	$21,365
	
3. LCAP ASES
	$158,217
	$0
	$158,217
	
4. Title I Part A (Improving the Academic Achievement of the Disadvantaged)
	$438,756
	$0
	$438,756
	
5. Title I - Parent Involvement
	$6,012
	$0
	$6,012
	
6. Title III (Immigrant)
	$299
	$0
	$299
	
7. Title III - (Language Instruction for LEP)
	$7,085
	$0
	$7,085
	
8. ASES C/O
	$0
	$0
	$0

GRAND TOTAL

$694,233

$0

$694,233

CLOVIS UNIFIED SCHOOL DISTRICT - 1450 HERNDON AVENUE - CLOVIS, CA 93611-0599 Address Page 2

e
110001
SCHOOL CATEGORICAL FUNDING BUDGET (K-8)

School

JEFFERSON ELEMENTARY
	
DRAFT

SSC Approval Date

Scenario	Fiscal Year	Revision

9/28/21 (09/28/2021)
	2022
		
10
	62117
		180

County	District	Code	Site

Program Cost Centers
	0600
	0601
	0610
	3010
	
Object of Expend #
	Item of Expenditure (Personnel, Materials, Equip.)
	0600: LCAP
	0601: LCAP Inter
	0610: LCAP ASES
	3010: Title I -Part A

Object Cod
	TEACHER SAL
	$0
	$0
	$0
	$0
	
110040
	TEACH SAL SUMMER/HOURLY
	$0
	$0
	$38,964
	$58,965
	
110051
	TEACH SAL SCH BUS SUB
	$0
	$0
	$0
	$5,000
	
110060
	TEACH SAL STIPEND
	$0
	$0
	$0
	$6,857
	
190001
	RESOURCE TEACH SAL
	$0
	$0
	$0
	$77,006
	
210001
	INSTR ASSIST/TUTOR
	$34,892
	$15,717
	$0
	$85,310
	
290006
	STUDENT LIAISON
	$0
	$0
	$0
	$0
	
290060
	CLASSIFIED STIPEND
	$0
	$0
	$6,176
	$0
	
310100
	STRS CERT
	$0
	$0
	$6,593
	$24,167
	
310190
	STRS CERT
	$0
	$0
	$0
	$846
	
310201
	STRS CLASSIFIED
	$0
	$0
	$1,045
	$4,160
	
320200
	PERS CLASSIFIED
	$7,994
	$3,601
	$0
	$11,191
	
330101
	MEDICARE CERT
	$0
	$0
	$565
	$2,071
	
330191
	MEDICARE CERT
	$0
	$0
	$0
	$73
	
330200
	SOCIAL SECURITY CLASS
	$2,163
	$974
	$0
	$3,029
	
330201
	MEDICARE CLASS
	$506
	$228
	$90
	$1,237
	
330202
	SUPPLEMENTAL RETIREMENT CLASS
	$0
	$0
	$0
	$445
	
340111
	HEALTH CERT
	$0
	$0
	$0
	$13,393
	
340112
	DENTAL CERT
	$0
	$0
	$0
	$1,008
	
340113
	VISION CERT
	$0
	$0
	$0
	$188
	
340114
	LIFE INS CERT
	$0
	$0
	$0
	$108
	
340212
	DENTAL CLASS
	$0
	$0
	$0
	$1,008
	
340213
	VISION CLASS
	$0
	$0
	$0
	$188
	
350100
	SUI CERT
	$0
	$0
	$195
	$714
	
350190
	SUI CERT
	$0
	$0
	$0
	$25
	
350200
	SUI CLASS
	$174
	$79
	$31
	$427
	
360100
	W/C CERT
	$0
	$0
	$468
	$1,714
	
360190
	W/C CERT
	$0
	$0
	$0
	$60
	
360200
	W/C CLASS
	$419
	$189
	$74
	$1,024
	
370100
	RETIREE BENEFITS CERT
	$0
	$0
	$0
	$3,119
	
390103
	SELF INSUR CERT
	$0
	$0
	$156
	$571
	
390193
	SELF INSUR CERT
	$0
	$0
	$0
	$20
	
390203
	SELF INSUR CLASS
	$140
	$63
	$25
	$341
	
430000
	INSTRUCTIONAL SUPPLIES
	$16,212
	$0
	$23,947
	$81,492
	
430002
	HOLDING INSTR SUPP
	$0
	$515
	$0
	$0
	
430008
	SUPPLIES NON-CLASSROOM
	$0
	$0
	$0
	$0
	
440000
	EQUIP $500-$24999
	$0
	$0
	$0
	$20,000
	
510000
	SUBAGREEMENTS FOR SERVICES
	$0
	$0
	$54,890
	$10,000
	
520000
	CONF/TRAVEL
	$0
	$0
	$0
	$20,000
	
571052
	DIRECT COST/SCANBACK
	$0
	$0
	$0
	$3,000
	
580002
	CONTRACT SERVICES
	$0
	$0
	$25,000
	$0
	
TOTAL:
	$62,499
	$21,365
	$158,217
	$438,756

(continued on next page)

CLOVIS UNIFIED SCHOOL DISTRICT - 1450 HERNDON AVENUE - CLOVIS, CA 93611-0599 JEFFERSON ELEMENTARY - 1880 FOWLER AVE - CLOVIS, 93611-3099 - 10-62117-Page 6.1

SCHOOL CATEGORICAL FUNDING BUDGET (K-8)

School

JEFFERSON ELEMENTARY
	
DRAFT

SSC Approval Date

Scenario	Fiscal Year	Revision

9/28/21 (09/28/2021)
	2022
		
10
	62117
		180

County	District	Code	Site

Program Cost Centers
	3115
	4201
	4203
			
Object of Expend #
	Item of Expenditure (Personnel, Materials, Equip.)
	3115: Title I -Parent
	4201: Title III -Imm
	4203: Title III -LEP
			
	$0
	
110001
	TEACHER SAL
	$0
	$0
	$0
	$0
		
110040
	TEACH SAL SUMMER/HOURLY
	$0
	$0
	$0
	$0
	$0
	
110051
	TEACH SAL SCH BUS SUB
	$0
	$0
	$0
	$0
	$0
	
110060
	TEACH SAL STIPEND
	$0
	$0
	$0
	$0
	$0
	
190001
	RESOURCE TEACH SAL
	$0
	$0
	$0
	$0
	$0
	
210001
	INSTR ASSIST/TUTOR
	$0
	$0
	$3,611
	$0
	$0
	
290006
	STUDENT LIAISON
	$0
	$0
	$0
	$0
	$0
	
290060
	CLASSIFIED STIPEND
	$0
	$0
	$0
	$0
	$0
	
310100
	STRS CERT
	$0
	$0
	$0
	$0
	$0
	
310190
	STRS CERT
	$0
	$0
	$0
	$0
	$0
	
310201
	STRS CLASSIFIED
	$0
	$0
	$0
	$0
	$0
	
320200
	PERS CLASSIFIED
	$0
	$0
	$827
	$0
	$0
	
330101
	MEDICARE CERT
	$0
	$0
	$0
	$0
	$0
	
330191
	MEDICARE CERT
	$0
	$0
	$0
	$0
	$0
	
330200
	SOCIAL SECURITY CLASS
	$0
	$0
	$224
	$0
	$0
	
330201
	MEDICARE CLASS
	$0
	$0
	$52
	$0
	$0
	
330202
	SUPPLEMENTAL RETIREMENT CLASS
	$0
	$0
	$0
	$0
	$0
	
340111
	HEALTH CERT
	$0
	$0
	$0
	$0
	$0
	
340112
	DENTAL CERT
	$0
	$0
	$0
	$0
	$0
	
340113
	VISION CERT
	$0
	$0
	$0
	$0
	$0
	
340114
	LIFE INS CERT
	$0
	$0
	$0
	$0
	$0
	
340212
	DENTAL CLASS
	$0
	$0
	$0
	$0
	$0
	
340213
	VISION CLASS
	$0
	$0
	$0
	$0
	$0
	
350100
	SUI CERT
	$0
	$0
	$0
	$0
	$0
	
350190
	SUI CERT
	$0
	$0
	$0
	$0
	$0
	
350200
	SUI CLASS
	$0
	$0
	$18
	$0
	$0
	
360100
	W/C CERT
	$0
	$0
	$0
	$0
	$0
	
360190
	W/C CERT
	$0
	$0
	$0
	$0
	$0
	
360200
	W/C CLASS
	$0
	$0
	$43
	$0
	$0
	
370100
	RETIREE BENEFITS CERT
	$0
	$0
	$0
	$0
	$0
	
390103
	SELF INSUR CERT
	$0
	$0
	$0
	$0
	$0
	
390193
	SELF INSUR CERT
	$0
	$0
	$0
	$0
	$0
	
390203
	SELF INSUR CLASS
	$0
	$0
	$14
	$0
	$0
	
430000
	INSTRUCTIONAL SUPPLIES
	$0
	$299
	$1,710
	$0
	$0
	
430002
	HOLDING INSTR SUPP
	$0
	$0
	$0
	$0
	$0
	
430008
	SUPPLIES NON-CLASSROOM
	$5,175
	$0
	$0
	$0
	$0
	
440000
	EQUIP $500-$24999
	$0
	$0
	$0
	$0
	$0
	
510000
	SUBAGREEMENTS FOR SERVICES
	$0
	$0
	$0
	$0
	$0
	
520000
	CONF/TRAVEL
	$0
	$0
	$0
	$0
	$0
	
571052
	DIRECT COST/SCANBACK
	$0
	$0
	$0
	$0
	$0
	
580002
	CONTRACT SERVICES
	$0
	$0
	$0
	$0
	$0
	
TOTAL:
	$5,175
	$299
	$6,500
	$0
	$0

Total of all Funding Columns

Total Centralized Services

Total School Program Resources (must match

CLOVIS UNIFIED SCHOOL DISTRICT - 1450 HERNDON AVENUE - CLOVIS, CA 93611-0599 JEFFERSON ELEMENTARY - 1880 FOWLER AVE - CLOVIS, 93611-3099 - 10-62117-
Page 6.2

$692,811
	
$0
	
$692,811

SCHOOL CATEGORICAL FUNDING BUDGET (K-8)

School

JEFFERSON ELEMENTARY
	
DRAFT

SSC Approval Date

Scenario	Fiscal Year	Revision

9/28/21 (09/28/2021)
	2022
		
10
	62117
		180

County	District	Code	Site

Column C of Page 2 of this school-level plan)

CLOVIS UNIFIED SCHOOL DISTRICT - 1450 HERNDON AVENUE - CLOVIS, CA 93611-0599 JEFFERSON ELEMENTARY - 1880 FOWLER AVE - CLOVIS, 93611-3099 - 10-62117-Page 6.3