School Year: [2020-2021]

School Plan for Student Achievement

(SPSA) Template
Instructions and requirements for completing the SPSA template may be found in the
SPSA Template Instructions.
County-District-School Schoolsite Council (SSC) Local Board Approval
School Name (CDS) Code Approval Date Date
Pomo 17 64022 6109706 10/24/2020

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).
During the 2020-2021 school year, the school will utilize instituted Professional Learning
Community strategies of teacher collaboration on instruction, planning, materials, and student
needs; teachers will continuously assess and re-evaluate student needs and provide
intervention and support as necessary via school programs and technologies. There will be a
focus on a quality first instructional model that is used for all content areas and with all students.
The delivery of the quality instructional model should result in significant growth and academic
achievement, particularly in the area of math and language arts. District-wide local measures
will be utilized during the school year to monitor continued and adequate student progress
towards these goals.

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.

To meet ESSA requirements Pomo offers quality first instruction and daily school-wide multi-
tiered responses to address more intense student academic and social-emotional needs. These
targeted responses work to support students on a more strategic approach, academically and
social-emotionally so every student progresses towards the academic goals and the social
emotion goals established in the site plan.

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 school consulted with a committee of parents, teachers, classified employees, and
administration (known as a School Site Council) to plan for SPSA. Upon agreeing how to
prioritize, spending the Title 1 money the SPSA was written and shared out again with the SSC

School Plan for Student Achievement| Page 1 of 4

team. These meetings took place over the month of September to appropriately plan and
review the SPSA.

Resource Inequities
Briefly identify and describe any resource inequities identified as a result of the required
needs assessment, as applicable.
Based on 2018-2019 CAASPP results and based on the 2019-2020 local measures,inequities
exist in academics and suspension rates for English Language LEarners and students with
disabilities. Both of these groups did not achieve and/or make progress at the same level as the
other student groups.

Goals, Strategies, Expenditures, & Annual

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

Goal 1
LCAP Goal I: Engaging Teaching and Learning for all students
To provide all students an engaging curriculum, high quality staff and learning
experiences. Student achievement score will increase by 10% in grades 3-7 in math
and ELA as determined by the CAASPP.
School Goal 1a: English Language Arts:
For the 2020-2021 School year, the proficiency on CAASPP assessment for ELA will
improve by 5% or more from the 2018-2019 school year. Overall met or exceeded
percentage will increase from 14.6% to 20%.
School Goal 1b: Math:
For the 2019-2020 school year. The proficiency on the CAASPP assessment for math
will improve by 5% or more from the 2018-2019 school year. Overall met or exceeded
percentage will increase from 6.6% to 11.6%.
School Goal 1c: Engaging Teaching and Learning for all ELL students:
For the 2019-2020 school year, ELL students will make 5 % growth overall on the
CAASPP as compared to the 2018-2019 school year CAASPP assessment scores.

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Identified Need

Based on the CAASPP data from 2018-2019 we still need to focus on our overall growth
in ELA and Math to achieve at the state expected level and to ensure our students will
be College and Career ready. We also need to focus on our ELL students as their
growth and proficiency was not that of other students.

Annual Measurable Outcomes

Metric/Indicator
CAASPP Data from 2018-2019
Language Development
Assessment (ELPAC) data from
2018-2019 school year.
STAR Formative assessment
data from grades 2-7 from the
18-19 and 19-20 school years.
STAR Formative Assessment for
ELL students
Local District-wide ELA and Math
Assessment Results in 18-19 and
in 19-20 (the IABs)
Baseline/Actual Outcome
Site overall on the ELA
CAASPP 14.6%
Site overall on the Math
CAASPP 6.6%
15.7 % of ELL students scored
proficient on the ELPAC
47% of students made one years growth
over one year-STAR data
16% of ELL students scored at or above
grade level in reading on STAR
assessment.
The school will be determine the
baseline results at the first IAB test
Expected Outcome in 2020-
2021
5% growth in both ELA and Math
overall
5% growth in both ELA and Math
overall
68% of students will make 1 years growth
or more.
5% growth in reading for ELL students on
the STAR assessment.
In February, 19.6 % score at or above in
ELA
In February 11.6% score at or above in
Math

Complete a copy of the Strategy/Activity table for each of the school’s

strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.
Strategy/Activity 1 (for all schools)
Students to be Served by this Strategy/Activity
(Identify either All Students or one or more specific student groups)

English Language Learner Growth and Achievement

Strategy/Activity

During traditional face to face instruction, EL students will receive daily designated
language development for 45 minutes each day.
30 minutes daily during distance learning.
EL students will be monitored for growth through Star Renaissance and Lexia to allow
for ongoing monitoring and planning apart from the once a year ELPAC assessment.
The monitoring will take place in October, December, and in February.

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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
identifies the Title and Part, as applicable), Other State, and/or Local.
Amount(s) Source(s)
$0

Strategy/Activity 2 (for all schools)

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

Multi-tiered Structures of Academic Support for students below grade level

Strategy/Activity

Daily academic intervention for tier II students. The intervention will be 30 minutes. The
intervention will be a pre-teach or a re-teach of the main language arts or math
concepts and skills.

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
identifies the Title and Part, as applicable), Other State, and/or Local.
Amount(s) Source(s)

Strategy/Activity 3 (for all schools)

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

Growth and achievement for All students.

Strategy/Activity 3

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Staff will consistently and effectively implement the Quality First Instruction (QFI) model
into their daily instructional delivery, regardless of the platform of delivery and /or
educational setting.

Progress will be monitored in October, December/January, February. The instruments

will be CAASPP Interim Assessment Blocks, Star Renaissance and Big Ideas Math.

1,060 (1190 or 5800) Title I

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

All Students. (ELL Student Monitoring)

Strategy/Activity

Focus on reading: Using Lexia and Accelerated Reader. Dedicated periods of time
daily to support reading development and growth.

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
identifies 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 Kindergarten students.

Strategy/Activity

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 Provide supplemental Paraprofessional support for Kindergarten classrooms to focus
on reading intervention.

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
identifies the Title and Part, as applicable), Other State, and/or Local.
Amount(s) Source(s)
$12,000 Title I

Strategy/Activity 6
Students to be Served by this Strategy/Activity
(Identify either All Students or one or more specific student groups)

All students.

Strategy/Activity

Use Symphony Math Online to increase and monitor student skills in math. Teachers
will use the platform to monitor student growth in math skills. Students will participate in
daily math practice on Symphony Math.

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
identifies the Title and Part, as applicable), Other State, and/or Local.
Amount(s) Source(s)

$8,000 (5800 ) Title I

Annual Review
SPSA Year Reviewed: 2019-2020
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.

School Plan for Student Achievement| Page 6 of 4

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

The reading support program and the paraprofessional support proved to be effective
showing increases in reading achievement.The online math resources did not appear to
be effective as Pomo showed a slight decrease in Math scores and the substitute
teacher that was to be used to support teacher professional development never
materialized due to lack of qualified substitute teachers in the county.

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

There was no major difference between intended budgeting and implementation.

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.

Due to the success of the reading program and the additional paraprofessional support
we will continue to implement these goals. We will add additional focus to our ELL
population as well as adding Symphony Math as an online math resource to address
the decline in math scores.

Budget Summary
DESCRIPTION AMOUNT

Total Funds Provided to the School Through the Consolidated

$ 53,039
Application

Total Federal Funds Provided to the School from the LEA for
$0
CSI

Total Funds Budgeted for Strategies to Meet the Goals in the

$ 53,039
SPSA

Goals, Strategies, Expenditures, & Annual

Review
Complete a copy of the Goal table for each of the school’s goals. Duplicate the table as
needed.
School Plan for Student Achievement| Page 7 of 4
Goal 3
LCAP Goal III: Positive Culture/Healthy Environment: We will provide an environment
free of emotional and physical violence while nurturing innovation and individuality.
Attendance rates for each school site will increase to 98% in TK-7 and will increase to
96% in 8-12. District wide suspension rates will be 3% or less
School Goal 3a: By the end of 2020-2021 school year, there will be an increase of
school-wide attendance rate from 92.4% to 96%.
School Goal 3b: By the end of the 2020-2021 school year, there will be a reduction
(maintaining) suspension rate from 2.34% to 2%.
School Goal 3b. By the end of the 2020-2021 school year, there will be an increase in
the % of students who feel like they belong, who feel that they are valued, and who will
feel they have connected to an adult or the school. The % of students will grow from
65% to 70 %.

Identified Need

High suspension rates with specific groups of students including homeless,

socioeconomically disadvantaged, and ELL students .

Annual Measurable Outcomes

Metric/Indicator
District and School attendance
from the school years 17-18,
and 18-19, and 19-20
Baseline/Actual Outcome
School daily attendance The
18-19 school year continued
this trend with an overall
attendance rate of 92%.
Expected Outcome
The expected outcome is that
overall attendance for the site
will increase towards the goal of
96%.

Chronic Absenteeism rates from Chronic Absenteeism shows The school sets a goal of
the year 18-19 and for the 19-20 that during the 17-18 school reducing chronic absenteeism to
school year. year the absenteeism rate was 20% and will continue to monitor
30%. There was growth in growth towards this goal which
lowering the rate to 25.7% in impacts overall attendance.
the 18-19 school year.
Discipline data, in relation to Discipline data shows a The expected outcome for the
suspension, from 18-19 school significant reduction in suspension rate is 3% or lower
year and from the 19-20 school suspensions from 6.7% to and then maintain that rate over
year 2.47% time.

Social Emotional data in relation District 5th graders noted 67% feel
the California Healthy Kid Survey. like an adult at school cares about
them.
No specific data available at this
time for Pomo.
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To be determined at the end of the
year by compiling the California
Healthy Kids Survey Results.
Midyear, though a questionnaire,
the school will assess the social
emotional state of students.
Complete a copy of the Strategy/Activity table for each of the school’s
strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.
Strategy/Activity 1 (for all schools
Students to be Served by this Strategy/Activity 1
(Identify either All Students or one or more specific student groups)

A multi-tiered system of support will be implemented at the school site to support the
social/emotional well-being for all students with increasing interventions for identified at-risk
students.

Strategy/Activity 1

The school site student service team will coordinate a school wide Social Emotional Learning
system of support that includes on-going data collection, school wide curriculum and training,
small group and individual levels of support and referral to outside agency resource

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
identifies the Title and Part, as applicable), Other State, and/or Local.
Amount(s) Source(s)
$0 Title I

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

A multi-tiered system of support will be implemented at the school site to support positive
attendance and engagement for all students with increasing interventions for identified at-risk
students.

Strategy/Activity 2

The school site student service team will coordinate a system of tracking and documenting
attendance and engagement regularly in order to identify at risk students that require additional
levels of intervention and support including, check-in/check-out, home visits, counseling
services, referral to the school resource officer and referral to outside agency resources

Proposed Expenditures for this Strategy/Activity

School Plan for Student Achievement| Page 9 of 4

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
identifies the Title and Part, as applicable), Other State, and/or Local.
Amount(s) Source(s)
$0 Title I

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

A multi-tiered system of support will be implemented at the school site to support positive
culture and behaviors for all students with increasing interventions for identified at-risk students

Strategy/Activity 3

The school site student service team will coordinate a system of tracking and documenting
discipline issues in order to offer tiered interventions of restorative practices to support positive
student behavior as well as a positive school culture

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
identifies the Title and Part, as applicable), Other State, and/or Local.
Amount(s) Source(s)
$0 Title I

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

Parents Involvement (All students)

Strategy/Activity

Second Cup of Coffee with support from the bilingual liaison to encourage and support parent
involvement. A parent newsletter to reach out and keep parents up to date on what is going on and how
they can support the school. Pomo will have parent meetings to gain input on critical issues.

Proposed Expenditures for this Strategy/Activity

School Plan for Student Achievement| Page 10 of 4

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
identifies the Title and Part, as applicable), Other State, and/or Local.
Amount(s) Source(s)
$530.00 Title I – Parent Involvement (1% of overall title I)

Annual Review
SPSA Year Reviewed: 2019-2020
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.

Pomo school’s commitment to finding alternatives to suspension is lowering our

suspension rate. Also our efforts in PBIS and a Multi Tiered approach with counseling
services and rewards systems creates a positive learning environment that supports
lower suspension rates.

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

There were no major differences between intended budgeting and implementation.

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.

Pomo’s goals will remain the same and we will continue to make progress in lowering
our suspension rate.

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 AMOUNT

School Plan for Student Achievement| Page 11 of 4

Total Funds Provided to the School Through the Consolidated
$ 53, 039
Application

Total Federal Funds Provided to the School from the LEA for
$0
CSI

Total Funds Budgeted for Strategies to Meet the Goals in the

$ 53,039
SPSA

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.
Federal Programs Allocation ($)
Title I – Total $53,039
Title I – Parent Involvement (2% of overall title I) $1,060
Title I – Professional Development (10% of Overall Title I) $5,303

Subtotal of additional federal funds included for this school: $

List the State and local programs that the school is including in the schoolwide program.
Duplicate the table as needed.
State or Local Programs Allocation ($)
LCAP 52,690

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