Local District West
December 2016
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6.
Understand how to access Online Single Plan for Student
Achievement
Understand the components of the Single Plan for Student
Achievement Plan Writing
Understand the differences between the 2016-2017 SPSA and
2017-2018 SPSA
Understand the Evaluation Process and its implications for the
Student Achievement Plan Writing
Understand how to develop SMART goals aligned to data
Identify SPSA timelines and support sessions
 Think
about…
What is the purpose of the SPSA?
 Turn
to an elbow partner and share your thinking
 Volunteers
will be selected to share to whole group
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A written plan developed, monitored and evaluated by the
School Site Council with input from advisory committees
and/or stakeholders
Describes the school’s program and how resources will be
used to meet the supplemental educational and related
needs of participating students.
Requires SSC approval
Analyze Data and
Identify School
Needs
1. To create a cycle of
continuous improvement of
student performance
Evaluate
Effectiveness
Identify Measurable
Objectives
2. To plan strategies/action steps
to raise the academic
performance of all students to
the level of state achievement
standards
3. To ensure all students succeed in
reaching academic standards set
by the State Board of Education
Monitor
Implement
Relevant, EvidenceBased Strategies
There are 6 Goal Pages:
1. 100% Graduation
2. English Language Arts
3. Mathematics
4. EL Programs
5. Culture & Climate
6. Socio-Emotional
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All schools receiving Title III funds must complete the English
Learner Programs Goal page
If a school has been assigned a Title III Coach, this Goal page does
not need to be completed, but “N/A” or “Not Applicable” needs to be
indicated.
However, schools have the option of addressing only those Focus
Areas they determine best meet EL students’ academic needs (based
on data analysis). Schools are not required to address all Focus Areas
on the EL Programs Goal page.
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All schools must complete the Culture and Climate Goal page
(Student, Staff, Parent, and Community Engagement) in its entirety
Must complete all Focus Areas
The information on this Goal page should align with the school’s
Title I Parent Involvement Policy/PIP, as the PIP guides the school’s
work to engage parents and to build parent capacity.
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Schools need to indicate key findings from the data analysis and identify
underlying issues related to the key findings.

A school may choose to not address the Focus Areas for particular Goal
page. If this is the case, then an explanation must be provided.

For the Goal pages that the school determines to be most effective in
addressing students’ academic needs, the school must complete
“Strategies/Actions and Tasks” for the Focus Area.
Schools are no longer required to address all Focus Areas
(but are free to do so)
 Lesson Planning/Data Analysis/PD
 Effective Classroom Instruction
 Interventions
BUT: If addressing a Goal, then must complete Building Parent
Capacity Focus
Original Question 1:
After reviewing data (as marked above) describe any issues affecting
the school’s graduation rate and their effect on significant
subgroups.
Revision to Question 1:
1. List key findings related to 100% Graduation based on objective,
factual data (e.g., student outcome data, observations, surveys,
focus groups, etc.)
2. Identify the underlying issues related to key findings
3. If you are not addressing this Goal, explain why
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If SSC decides that the Focus Areas in a specific Goal section
will not be addressed, possible explanations might include:

Students already meet California standards in this Goal area

Supplemental support and resources will be provided from a
different program source, e.g., TSP funds

Due to limited resources, student needs can be more
effectively addressed by focusing resources in a different Goal
area
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 Go
to LAUSD Home Page
 Click
on Offices
 Click
on Federal and State Education Programs
 Click
on (+) Single Plan for Student Achievement (SPSA)
 Click
on 2017-2018 Online SPSA
At the Federal and State Education Programs website, click on
(+) Single Plan for Student Achievement (SPSA).
Click on 2017-2018 Online SPSA.
Launch the Tutorial.
The SPSA User Guide can be downloaded in its entirety or by sections needed from the
FSEP Website.
 At
your table or with your near neighbors form a
group of no more than six.
 For
those of you moving please make sure you take
your laptop or device and your earbuds with you as
you will be accessing the SPSA Online Tutorial.

Select a FACILITATOR, RECORDER and REPORTER (presenter)

At your table you will find a form labeled “SPSA - Before and Now” as
well as a copy of a page(s) of the “2016-2017 SPSA Template”.
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Please keep in mind that the forms labeled “SPSA - Before and Now”
are group specific and correlate to specific section(s) of the online
tutorial.
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Group
Group
Group
Group
Group
Group
1
2
3
4
5
6
(SPSA
(SPSA
(SPSA
(SPSA
(SPSA
(SPSA
101, 102 and SPSA Dashboard)
103)
104)
105)
106)
Plan and Submitting Plan)
#2
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Within your group
1.
2.
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Facilitator will assign a tutorial topic/section
to each team member of the group
The team member will be responsible to:
 Listen to the tutorial
 Compare information with the “2016 -2017
SPSA Template ” section
 Identify changes in the process
 Same if there are no changes
 Different if there are new changes and
describe the changes in the areas provided
 Report findings to the group
Lastly, summarize your group’s findings and prepare to
share them with the whole group.
As other groups share their findings, we encourage you
to use the comprehensive “SPSA - Before and Now” for
note taking.
Click on the SPSA Contact icon
to select the desired contact person
Schools can also use the left-side navigation menu to go to the next page or another
page. After a page has been completed, the application will place a green check mark
beside it.
Input allocation amounts for 2017-18
Look at previous plan…and update if needed
The following websites contain useful data:
School Accountability Report Card, http://www.census.gov/, http://www.zipcodes.com/ , http://www.city-data.com/
The 2016-2017 SPSA Evaluation is to be completed after year-end data becomes
available. The 2016-2017 SPSA Evaluation will be due no later than September 30, 2017.
Select Yes or No for each question. Following the initial online rollout, the previous year’s
Measurable Objectives will display in the textbox below each question to assist you in
easily determining if the Measurable Objective was met.
 The
2016-2017 SPSA Evaluation is to be completed after
year-end data becomes available. The 2016-2017 SPSA
Evaluation will be due no later than September 30, 2017

Select Yes or No for each question.
 Following
the initial online rollout, the previous year’s
Measurable Objectives will display in the textbox below
each question to assist you in easily determining if the
Measurable Objective was met.
Select all applicable review processes (if any) or check “N/A.” To save, click Save. To
continue to the next page, click Save and Next. Elementary and middle schools not
undergoing WASC should check “N/A.”
Links are provided for easy access to relevant school data to
assist schools in determining actions that will increase student
achievement and help improve learning outcomes.
To add a new group or committee, click “Add participating Group or Committee”. The
Select textbox will appear at the bottom of the column entitled “Who was involved”. Use
the dropdown menu to make the selection. If the desired selection does not appear in the
list then select Other and type the name of the group or committee.
To add a new data source, type the name of the data source and click the “Add New”
button. Note: If you make an error or need to delete the new data source, click on the
trash can. You will be prompted to confirm the deletion.
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Describe the Research-Based Strategies and actions steps to achieve the School’s Measurable Objective for all of the following
Identify beginning and ending dates within 2017-18 school year (For example: Aug.-Nov. 2017, M, W, Th).
Identify how school will measure effectiveness and identify the title/position of staff responsible for monitoring.
Identify Funding Source, Expenditure, Budget Line item number (Position and/or Non Position) and other applicable areas highlighted in blue
For Position Items, click the dropdown selection arrows under the subheading “Funding Source & Budget Description.” Boxes with a
blue background can accept data entries. Many positions are shown multiple times by number of hours and/or number of days.
Page 1
Page 2
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Describe how the school prepares students for and makes them aware of opportunities for postsecondary
education (Secondary Schools)
Describe how the school implements a schoolwide tiered model to prevent and address problem behavior, and early
intervening services (All)
Describe how the Schoolwide Program Plan was developed with the involvement of parents and other members of the
community (All)
Describe how the school assists preschool children in the transition from early childhood programs to elementary school
(Elementary Schools)
Complete all Sections and include:
• Total Enrollment
• % of Low Income Students
• % of English Learners
• % of Foster Youth
Include Total TSP Allocation
Affiliated Charters do not complete TSP Plan. They complete their own
LCAP/LCFF Plan
Provide Description of positions/services that are funded
from TSP and how they address the needs for the following
students:
• Low-Income
• EL and RFEPS
• Foster Youth
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Identify Amount allocated for each academic
goal and identify targeted subgroups:
• Low Income
• EL/RFEP
• Foster Youth
ALL Sections must be Addressed
100% Graduation
Proficiency for All
100% Attendance
Parent, Community and Student Engagement
School Safety
Print the Recommendations and Assurances page and obtain the required wet (ink) signatures. The text boxes have been grayed out
where wet signatures are required. Then print the entire Single Plan for Student Achievement. File the signature pages with your
school’s SPSA documents.
Use the Printer icon at the top right portion of the SCHOOL IDENTIFICATION page to print the
individual SPSA pages that require a wet (ink) signature. Pages needing ink signatures are:
(1) the SCHOOL IDENTIFICATION page and (2) the Recommendations and Assurances page. Text
boxes are grayed out where ink signatures are required.
Click the dropdown selection arrow to locate the type of attachment to be
uploaded. Selections are (1) SSC Approval of SPSA, and (2) Analysis of
School Experience Survey for Parents. NOTE: the Analysis of School Experience Survey
for Parents is for new schools only.
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School Principals determine and assign Designees. Principals
and their Designees are the only individuals with access to
work directly on schools’ online 2017-2018 SPSA templates
Principals should quickly determine which school site
employees with SSOs will have access to the online 20172018 SPSA template and assign them to Designee status so
that work on the 2017-2018 SPSA can begin without delay
To add a Designee, click on the Find button.
NOTE: The School Principal is the only person authorized to add or delete designees.
Login
To Login to the SPSA Application, type your SSO Username without the domain name.
Then type your password and click the Login button.
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A 30-minute timer runs continuously when the online
2017-2018 SPSA template is in use
The 30-minute timer logs users out after 30 minutes
The timer resets to a fresh 30 minutes every time a user
clicks the “Save” or “Save and Next” button. If a phone rings
or you “need to step away for a minute” be sure to first click
“Save” or “Save and Next.” SAVE OFTEN!
SMART
Measureable Objectives
1.
2.
Focused on identified student learning needs
Based on data
The School’s Measureable Objective(s) must be :
Specific: Precise needs of students for whom the goal is aimed
(ex. English Learners)
Measureable: The tool or instrument that will be used to measure (CELDT, SBAC,
DIBELS, Progress Marks)
Attainable: Actions that can be controlled and possible to reach (ex. 5% increase)
Result-Based: Improve in a certain area (ex. ELD progress, English Proficiency,
Reclassification, ELA, Math, Graduation)
Time-Bound: Time Required to accomplish the goal (ex. June 2018)
1.Read 100%
Graduation Goal
2.Identify the
following:
S
M
A
R
T
Title 1 is a PROGRAM
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Does your school see Title I as a program or as a funding
source? Which is the better approach?
1. Do the Strategies/Actions and Tasks address the identified issues affecting student
proficiency based on the reviewed data?
2. Do the research-based strategies and actions steps included to achieve the School’s
Measurable Objective?
3. Do the identified Strategies/Actions and Tasks address achievement gaps or needs of
your identified subgroups?
4. Do the identified Strategies/Actions and Tasks address the District’s priorities?
5. Did you provide a narrative on how the school will measure the effectiveness of
action steps?
November 2016-March 2017
March-July 2017
Schools will:

Conduct data analysis

Write 2017-2018 SPSAs

2016-2017 SPSA Evaluations are due until
September 30, 2017, although schools may submit
earlier

Budget all 2017-2018 expenditures
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Submit conditional plan by March 3, 2017
Local Districts will:

Review 2017-2018 SPSAs
August-September 2017
Schools will:

Submit online 2016-2017 SPSA Evaluations by September 30,
2017 (non-position budget lines will be frozen if 2016-2017
SPSA Evaluations are not submitted)

NOTE: Until 2016-2017 SPSA Evaluations are submitted,
schools will NOT be able to access:
o Online 2017-18 SPSA Modifications
o Online 2018-2019 SPSA template
SPSA Appointments
TBD
Preliminary Online SPSA Due
March 3, 2017
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
California Department of Education, Quality Schooling Framework:
http://www.cde.ca.gov/qs/index.asp
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Curriculum: http://www.cde.ca.gov/qs/ci/index.asp
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Instruction: http://www.cde.ca.gov/qs/in/index.asp
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Assessment: http://www.cde.ca.gov/qs/as/index.asp
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Quality Schooling Framework Videos:
http://www.cde.ca.gov/qs/vi/
Family and Community:
http://www.cde.ca.gov/qs/fc/index.asp
Culture and Climate: http://www.cde.ca.gov/qs/cc/index.asp
Students Learning and Thriving:
http://www.cde.ca.gov/qs/ab/index.asp?tabsection=4

The What Works Clearinghouse (WWC), is an initiative of the
U.S. Department of Education's Institute of Education
Sciences. Established in 2002, the WWC reviews and
assesses research evidence for educational programs,
products, practices, and policies. Its goal is to provide
educators with the information they need to make
evidence-based decisions. The WWC link is available at:
http://ies.ed.gov/ncee/Wwc/
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