School Plan for Student Achievement Fugman Elementary

7/1/24-6/30/25

Contact:
JEREMY PIERRO, Principal (559) 327-8700 jeremypierro@cusd.com

Our parent involvement policy can be found here:

Click Here

School Year:	2024-25

SPSA Title Page

School Plan for Student Achievement (SPSA)

School Name
	County-District-School (CDS) Code
	Schoolsite Council (SSC) Approval Date
	Local Board Approval Date
	
James S. Fugman Elementary School
	10-62117-0106419
	04/30/2024
	June 12, 2024

School Plan for Student Achievement (SPSA)	Page 1 of 14	James S. Fugman Elementary School

Table of Contents

SPSA Title Page..............................................................................................................................................................................................................1 Table of Contents.............................................................................................................................................................................................................2 District Goals and Plan Overview ....................................................................................................................................................................................3 Plan Description...............................................................................................................................................................................................................3 Educational Partner Involvement.....................................................................................................................................................................................3 Resource Inequities.........................................................................................................................................................................................................4 Comprehensive Needs Assessment Components ..........................................................................................................................................................4 California School Dashboard (Dashboard) Indicators......................................................................................................................................................4 Other Needs.....................................................................................................................................................................................................................4 Goals, Strategies, & Proposed Expenditures...................................................................................................................................................................5 Goal 1...................................................................................................................................................................................................................5
Goal 2...................................................................................................................................................................................................................8 Budget Summary...........................................................................................................................................................................................................11 Budget Summary ...............................................................................................................................................................................................11
Funds Budgeted to the School by Funding Source............................................................................................................................................11 Other Federal, State, and Local Funds..............................................................................................................................................................11
School Site Council Membership...................................................................................................................................................................................13 Recommendations and Assurances..............................................................................................................................................................................14

School Plan for Student Achievement (SPSA)	Page 2 of 14	James S. Fugman Elementary School

District Goals and Plan Overview

The purpose of the School Plan for Student Achievement (SPSA) is to provide a comprehensive document, including details of site planned actions and expenditures as they relate to the goals of Clovis Unified School District. The plan supports student outcomes and overall performance in connection with the District's Local Control and Accountability Plan and in alignment with the district goals supporting the expectations that all goals shall have objectives that are measurable, actionable, and develop monitoring metrics to assess progress that guides program evaluation and resource allocation.

Our district AIMS as well as our district’s CLASSI goals are woven throughout our plan to meet the high expectations our district holds for our school sites, staff, students, and community.

District AIMS:
AIM I: Maximize Achievement for ALL Students
AIM II: Operate with Increasing Efficiency and Effectiveness
AIM III: Hire, Develop, Sustain, and Value a High-Quality Diverse Workforce

Plan Description

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

Within our SPSA we have created a plan that focuses on school site goals aligned with LCAP goals. It is our ultimate goal to implement this plan and continue to increase academic achievement for all students. Our plan includes goals around our California Dashboard areas of academic achievement and school culture for the following subgroups: All Students, English Learners, Socioeconomically Disadvantaged, Students with Disabilities, Hispanic, and Two or More Races. The plan also includes actions that support our ATSI area of chronic absenteeism for our SWD subgroup.

Educational Partner Involvement

How, when, and with whom did James S. Fugman Elementary 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

Our educational partners, including but not limited to our SSC, ELAC, and staff, play a huge role in the creation, monitoring, and revisions of our School Plan for Student Achievement. Throughout the year, we regularly revisit our SPSA at our SSC meetings by discussing the budget and goals, student achievement, available supports for students and families, and more. At our most recent SSC and ELAC meetings, our SPSA monitoring tool was reviewed with our committees to allow them to see where we were with last year’s goals, where we see continued gaps, and where we have identified wins in achievements. Our committees then discussed possible next steps and needed changes as well as made recommendations to site administration for our SPSA.

The following recommendations were made:
~Focused and targeted intervention groups based on iReady data ~Pilot student-lead data tracking with students on iReady goals ~Progress monitoring of iReady goals

School Plan for Student Achievement (SPSA)	Page 3 of 14	James S. Fugman Elementary School

~Progress monitoring of iReady MyPath lessons passed
~Attendance interventions to monitor all student attendance, especially our SWD which fall in ATSI

Resource Inequities

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

This section is required for all schools eligible for ATSI and CSI only.

Based on a review of school site data along with parent feedback and educational partner input, we found a resource inequity exists within our program in the area of chronic absences and our Students with Disabilities subgroup. Our analysis illustrated for us that our parents, specifically from our students with disabilities, need support around attendance including but not limited to: training on the importance of attending school, getting past barriers that are keeping their students home, and help in getting their students to school on time. We will address this inequity through parent training, increased communication regarding attendance in a variety of languages, meetings, and through the support of our attendance liaison.

Comprehensive Needs Assessment Components

Identify and describe any areas that need significant improvement based on a review of Dashboard and local data, including any areas of low performance and significant performance gaps among student groups on Dashboard indicators, and any steps taken to address those areas.

California School Dashboard (Dashboard) Indicators

Referring to the California School Dashboard (Dashboard), any state indicator for which overall performance was in the “Red” or “Orange” performance category. Fugman has No overall student indicators in red. However, we have orange in the overall indicator for suspension rates.

Referring to the California School Dashboard (Dashboard), any state indicator for which performance for any student group was two or more performance levels below the “all student” performance.

The following subgroups have two or more indicators below the all student performance level in the following areas: *Chronic Absenteeism: SED and Two or More Races

Additionally, the following indicators are red on our dashboard for the following subgroups: *Chronic Absenteeism: SWD

Other Needs

In addition to Dashboard data, other needs may be identified using locally collected data developed by the LEA to measure pupil outcomes.

Local indicators and educational partner feedback also indicate that we have needs in the following areas: *additional needs to support absenteeism and suspension rates

School Plan for Student Achievement (SPSA)	Page 4 of 14	James S. Fugman 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 1

School Site Goals aligned with LCAP Goals
	
AIM I: Maximize Achievement for ALL Students
AIM II: Operate with Increasing Efficiency and Effectiveness
AIM III: Hire, Develop, Sustain, and Value a High-Quality Diverse Workforce
	
ELA Overall Met / Exceeded
	Math Overall Met / Exceeded
	
2022-2023
	91.8 points above standard
	2022-2023
	85.6 points above standard
	
2021-2022
	83.3 points above standard
	2021-2022
	69.9 points above standard
	
2018-2019
	85.6 points above standard
	2018-2019
	70.3 points above standard
	
Subgroup DATA 2022-2023
	Subgroup DATA 2022-2023
	
SWD
	92.7 points below standard
	SWD
	101.1 points below standard
	
EL
	66.9 points above standard
	EL
	59.8 points above standard
	
SED
	31.2 points above standard
	SED
	25.7 points above standard
	
Hispanic
	39.1 points above standard
	Hispanic
	30.4 points above standard
	
Asian
	118.8 points above standard
	Asian
	122.4 points above standard
	
AA
		AA
		
Two or More Races
	109.1 points above standard
	Two or More Races
	98.1 points above standard

Annual Review
Describe the overall implementation of these goals from the previous year. If this is a new goal an analysis is not required.
	
To gain growth in the above areas, Fugman will continue to implement the following: Actions:
1. Staff Development-Teachers are given substitutes to allow for collaborative planning time and review student achievement. They attend professional development, workshops or conferences, school-site meetings, and observe other classrooms.
2. Push-In and Pull-Out Intervention teachers provide instructional services to students below grade level, immigrant students, and socio-economically disadvantaged students.
3. Technology Equipment-software, licenses, computers, iPads, projectors, document cameras, printers, switches, cables, and monitors.
4. Classroom teachers identify students and analyze data for differentiated instruction and intervention purposes through the TGLE and PLC process.

School Plan for Student Achievement (SPSA)	Page 5 of 14	James S. Fugman Elementary School

5. Purchase additional supplemental instructional materials to support classroom instruction and intervention instruction.
6. Professional Development and Implementation of Positive Behavioral Interventions and Supports to develop and sustain school wide behavior expectations to support student learning. Students are more available to learn when expectations are clear and supported.
	
Identified Need(s)
As a result of the analysis of data and your annual implementation review, describe any changes that will be made (next school year) in this goal, annual metrics, and actions to achieve this goal.
	
Based on our data analysis and needs assessment, we need to:
*Refine our instructional practices in both ELA and Math in grades K-6 for all students with special considerations for our SWD subgroup *Increase academic supports in ELA and math for all students, with special consideration for our SWD

Site Goal(s)
	Strategies/Actions to be implemented
	Data/Evidence to meet the goal(s)
	Metrics
	
Goals that positively impact student achievement for ALL students based on needs assessment/data
	
What strategies/actions will be implemented to meet the goal(s)?

What data/evidence will you collect?

Baseline Data
	
Expected Outcome
	
Increase overall academic achievement on CAASPP ELA and Math assessment scores.
	
G1 A1: Focused intervention groups in ELA and Math content areas to support all student groups.

Strategies may include: •	staffing including
intervention teachers, BIA support, and/or teacher intervention stipends
•	supplemental resources and materials
•	supplemental technology resources and supports
	
1. Student pre and post assessment data from intervention groups
2. iReady reading and math diagnostic #2 & #3 data
3. CAASPP scores for ELA and Math
4. Intervention attendance tracking
	
CAASPP ELA overall standard exceeded/met: Grades 3-6 85.6%

CAASPP Math overall standard exceeded/met: Grades 3-6 85%
	
CAASPP ELA overall standard exceeded/met: Grades 3-6 87.6%

CAASPP Math overall standard exceeded/met: Grades 3-6 87%

Specify any enhanced services to support EL, SED, or SWD
	Specify any enhanced services to support low-performing subgroups
	
Additional supports will be provided for our EL and SWD populations as indicated in the actions above.
	As indicated above.

School Plan for Student Achievement (SPSA)	Page 6 of 14	James S. Fugman Elementary School

Budgets/Expenditures to meet the Goals
	
Strategies/Actions
	Students to be Served
	Proposed Expenditures

G1 A1: Focused intervention groups in ELA and Math content areas to support all student groups.

Strategies may include:
•	staffing including intervention teachers, BIA support, and/or teacher intervention stipends
•	supplemental resources and materials
•	supplemental technology resources and supports
	*All Students
*English Learner Students
	17743.13
LCAP Supplemental

12212.21
LCAP Intervention

4879.08
Title III English Learner

School Plan for Student Achievement (SPSA)	Page 7 of 14	James S. Fugman 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 2

School Site Goals aligned with LCAP Goals
	
AIM I: Maximize Achievement for ALL Students
AIM II: Operate with Increasing Efficiency and Effectiveness
AIM III: Hire, Develop, Sustain, and Value a High-Quality Diverse Workforce
	
Chronic Absenteeism DATA
	Suspension DATA
	
2022-2023
	9.3% Chronically Absent
	2022-2023
	1.9% suspended at least one day
	
2021-2022
	10.1% Chronically Absent
	2021-2022
	1.2% suspended at least one day
	
2018-2019
	3.2
	2018-2019
	0.3
	
Subgroup DATA 2022-2023
	Subgroup DATA 2022-2023
	
SWD
	26.9% Chronically Absent
	SWD
	3.7% suspended at least one day
	
EL
	14.6% Chronically Absent
	EL
	3.9% suspended at least one day
	
SED
	24.2% Chronically Absent
	SED
	3.5% suspended at least one day
	
Hispanic
	16% Chronically Absent
	Hispanic
	3% suspended at least one day
	
Asian
	6.4% Chronically Absent
	Asian
	1% suspended at least one day
	
AA
	12.5% Chronically Absent
	AA
	0% suspended at least one day
	
Two or More Races
	8.3% Chronically Absent
	Two or More Races
	3.2% suspended at least one day

Annual Review
Describe the overall implementation of these goals from the previous year. If this is a new goal an analysis is not required.
	
As per the California Department of Education dashboard for our site, Fugman had a slight decrease to our Chronic Absentee rates by 0.8% since 22/23 school year. This is due to continued collaboration with our SSSA department to identify and manage those families who, at reporting periods throughout the school year, are at 10% or higher in absenteeism rates (both excused and unexcused absences). Weekly and monthly home-to-school communication via site and district generated letters addressing attendance concerns.
	
Identified Need(s)
As a result of the analysis of data and your annual implementation review, describe any changes that will be made (next school year) in this goal, annual metrics, and actions to achieve this goal.

School Plan for Student Achievement (SPSA)	Page 8 of 14	James S. Fugman Elementary School

Our CA Dashboard indicator illustrates that we have a need to address chronic absentee rates specifically in our SWD subgroup as we have an equity gap in that subgroup indicator.

Site Goal(s)
	Strategies/Actions to be implemented
	Data/Evidence to meet the goal(s)
	Metrics
	
Goals that positively impact student achievement for ALL students based on needs assessment/data
	
What strategies/actions will be implemented to meet the goal(s)?

What data/evidence will you collect?

Baseline Data
	
Expected Outcome
	
Decrease the number of students who are chronically absent across our campus, including in our Students with Disabilities subgroup.
	
G2 A1: Site Administrators will be provided with PD around foundational research-based practices to prevent absenteeism for all students.

Additional strategies will include: *Appropriate staff will be trained on pulling and analyzing absenteeism data.
*Increase communication and awareness to families around absences and the importance of being at school.
*Additional communication to our SWD families through our staff, ARM, and SARB process *Student incentives for increase in attendance
	
Whole school attendance intervention reports Attendance Review Meetings Letters of Concerns SARB/Master SARB reviews
all above meetings conducted in conjunction with
SSSA CN Area Attendance officer
	
Overall- 9.3% Chronic Absenteeism Rate

SWD- 26.9% Chronic Absenteeism Rate
	
Overall-8.3% Chronic Absenteeism Rate

SWD- 20% Chronic Absenteeism Rate

Specify any enhanced services to support EL, SED, or SWD
	Specify any enhanced services to support low-performing subgroups
	
SWD subgroup will receive additional communication based on student needs and attendance reasons. This could include more information related to the option of IS or HH for extended absence times.
	Additional supports may be identified on as needed basis depending on student/family needs

School Plan for Student Achievement (SPSA)	Page 9 of 14	James S. Fugman Elementary School

Budgets/Expenditures to meet the Goals
	
Strategies/Actions
	Students to be Served
	Proposed Expenditures

G2 A1: Site Administrators will be provided with PD around foundational research-based practices to prevent absenteeism for all students.

Additional strategies will include:
*Appropriate staff will be trained on pulling and analyzing absenteeism data.
*Increase communication and awareness to families around absences and the importance of being at school.
*Additional communication to our SWD families through our staff, ARM, and SARB process
*Student incentives for increase in attendance
	*All Students *SWD
	
District Funded

Unrestricted

School Plan for Student Achievement (SPSA)	Page 10 of 14	James S. Fugman Elementary School

Budget Summary

Complete the Budget Summary Table below. Schools may include additional information, and adjust the table as needed. The Budget Summary is required for schools funded through the Consolidated Application (ConApp).

Budget Summary
DESCRIPTION
	AMOUNT
	
Total Funds Provided to the School Through the Consolidated Application
	$$4,879.08
	
Total Funds Budgeted for Strategies to Meet the Goals in the SPSA
	$34,834.42
	
Total Federal Funds Provided to the School from the LEA for CSI
	$0

Funds Budgeted to the School by Funding Source

Funding Source

LCAP Supplemental

Title III English Learner

LCAP Intervention

Amount

$17,743.13

$4,879.08

$12,212.21

Balance

0.00

0.00

0.00

Other Federal, State, and Local Funds

List the additional Federal programs that the school includes in the schoolwide program. Adjust the table as needed.

Note: If the school is not operating a Title I schoolwide program, this section is not applicable and may be deleted.

Federal Programs
	Allocation ($)
	
startcollapse
		
rCalc_TotbyFSGrpFederal_50_FundSrc}
	$

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 ($)
	
startcollapse

School Plan for Student Achievement (SPSA)	Page 11 of 14	James S. Fugman Elementary School

LCAP Intervention
	$12,212.21
	
LCAP Supplemental
	$17,743.13
	
Title III English Learner
	$4,879.08

Subtotal of state or local funds included for this school: $34,834.42

Total of federal, state, and/or local funds for this school: $34,834.42

School Plan for Student Achievement (SPSA)	Page 12 of 14	James S. Fugman 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:

startcollapse

Name of Members

Jeremy Pierro

Kristy Enos

Kent Younglund

Katie Tomcak

Jamie Smith

Randi Margarian

Barbara Greenberh

Goli Malakan

Kristin Safian

Eric Charlick

Role

Principal

Teacher

Teacher

Teacher

Other Staff Member

Parent Member

Parent Member

Parent Member

Parent Member or Secondary Student

Parent Member or Secondary Student

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 13 of 14	James S. Fugman 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: SSC and ELAC (if applicable)

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 04/30/2024.

Attested:

Principal, Jeremy Pierro on 04/30/2024

SSC Chairperson, Randi Margarian on 04/30/2024

Other Committee Member (optional), Jamie Smith on 04/30/2024

School Plan for Student Achievement (SPSA)	Page 14 of 14	James S. Fugman Elementary School