School Plan for Student Achievement CedarwoodElementary

7/1/24-6/30/25

Contact: AMANDA HOWES, Principal
(559) 327-6000 amandahowes@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
	
Cedarwood Elementary School
	10-62117-6113575
	May 14, 2024
	June 12, 2024

School Plan for Student Achievement (SPSA)	Page 1 of 19	Cedarwood 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.................................................................................................................................................................................................................12 Budget Summary...........................................................................................................................................................................................................16 Budget Summary ...............................................................................................................................................................................................16
Funds Budgeted to the School by Funding Source............................................................................................................................................16 Other Federal, State, and Local Funds..............................................................................................................................................................16
School Site Council Membership...................................................................................................................................................................................18 Recommendations and Assurances..............................................................................................................................................................................19

School Plan for Student Achievement (SPSA)	Page 2 of 19	Cedarwood 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 student growth on local and state assessments. It is our ultimate goal to implement this plan and continue to increase academic achievement for all students. Our plan includes goals around our academic areas of English Language Arts, Mathematics and Chronic Absenteeism for the following subgroups: Socioeconomically Disadvantaged, English Language Learners, Students with Disabilities, and students of two or more races. Our site is in ATSI for chronic absenteeism for our two or more races subgroup.

Educational Partner Involvement

How, when, and with whom did Cedarwood 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: continue to hire high quality intervention teachers/instructional assistants, allocate money for professional development, substitute teachers, and continue allocating money for supplemental supplies and technology.

School Plan for Student Achievement (SPSA)	Page 3 of 19	Cedarwood Elementary School

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 quantitative 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 or Two or More Races subgroup. Our analysis illustrated for us that our parents, specifically from our two or more races and EL subgroups, 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. Our site is in ATSI this year for the area of chronic absences for our two or more races subgroup.

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.

*No overall indicators were in red
*Overall Orange Indicators include: Chronic Absenteeism for All Students.

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.

*Red Indicators include: Chronic Absenteeism for English Learners, Socioeconomically Disadvantaged Students, Asian Students, and Students of Two or More Races; Students with Disabilities in English Language Arts and Mathematics.

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: *Absenteeism is our biggest area for growth across the indicators

School Plan for Student Achievement (SPSA)	Page 4 of 19	Cedarwood 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
	28 points above standard
	2022-2023
	16.2 points above standard
	
2021-2022
	25.2 points above standard
	2021-2022
	14.2 points above standard
	
2018-2019
	54.7 points above standard
	2018-2019
	41.8 points above standard
	
Subgroup DATA 2022-2023
	Subgroup DATA 2022-2023
	
SWD
	74.4 points below standard
	SWD
	102.3 points below standard
	
EL
	0.3 points below standard
	EL
	10.1 points below standard
	
SED
	0.1 points below standard
	SED
	21.4 points below standard
	
Hispanic
	11.2 points above standard
	Hispanic
	2.6 points below standard
	
Asian
	31.8 points above standard
	Asian
	15.5 points above standard
	
AA
		AA
		
Two or More Races
		Two or More Races

Annual Review
Describe the overall implementation of these goals from the previous year. If this is a new goal an analysis is not required.
	
Services and strategies implemented to reach goal 1:
•	Continued Development on iReady Reading best practices and using data reports to progress monitor individual students.
•	Small group instruction through the use of instructional assistants and/or credentialed teachers during guided reading will support implementation of differentiated instruction for all students.
•	Providing instructional assistants professional development will increase classified staff's capacity to use effective reading and math strategies in their small group instruction.
•	Instructional Assistants to assist with small group practice with Targeted Materials as funds were available.
•	Substitute Teachers to allow Teacher release time for grade level planning and professional development as funds are available. •	Copy cost including scan-back, graphic arts, copier as funds allowed.

School Plan for Student Achievement (SPSA)	Page 5 of 19	Cedarwood Elementary School

•	Purchase technology items as funds allowed.
•	Purchase teaching support items such as, but not limited to white-boards as funds allowed.
•	Staff Development which included but was not limited to the attendance of conferences, Professional Development, In-services that were provided by a specialist providing targeted instructional strategies for mastery English Language Arts and math instruction, as well as other opportunities to increase and demonstrate knowledge of best practices for instruction across the curriculum as funds allowed.
•	Extended learning opportunity for English learners & RFEP students will provide additional supports to students who were not yet proficient in English.
•	PLC time.

Schoolwide results due to implementation of services and strategies: *iReady Reading Growth was 89%
*iReady Math Growth was 93% *CAASPP growth for ELA was 55%
*CAASPP growth for Mathematics was 46%

Subgroup: English Learners:
ELPI rate was 56%, 1 student reclassified
	
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 around writing in grades K-6 for all students with special considerations for our SWD and EL subgroups *Increase academic supports in language acquisition for our English Language Learners
*Increase academic supports in math for all students, with special consideration for our SWD and EL subgroups *Continue PLC process
*Continue to provide intervention for students that are struggling *Continue to utilize SST process

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
	
Goal # 1: It is expected that students demonstrate progress toward their expected
	
G1 A1: ELA:
	
Growth Data in the following areas:
	
*iReady Reading Growth was 89%
	
It is expected that students

School Plan for Student Achievement (SPSA)	Page 6 of 19	Cedarwood Elementary School

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
	
growth on year-end local and/or state assessments in English Language Arts and Mathematics.
	
*Instructional Assistants to assist with small group practice with Targeted Materials as funds are available
*Substitute Teachers to allow teacher release time for grade level planning and professional development as funds are available *Copy cost including scan-back, graphic arts, and site-based copies *Fund instructional support supplies as funds allow *Technology support supplies as funds allow
*Various high interest supplemental reading materials to demonstrate student reading beyond the core curriculum
*Staff Development/Training, which includes but is not limited to, the attendance of conferences, Professional Development In-services provided by specialist providing targeted instructional strategies for English Language Arts as well as other opportunities to increase and demonstrate knowledge of best practices for ELA and ELD instruction across the curriculum. Additionally, staff will participate in training and/or workshops related to the implementation of the CCSS, school climate, student achievement, student engagement, and other student outcomes as funds
	
*Common Formative Assessment results including diagnostics *State and Local EOY assessment results
*Growth on the ELPI indicator *EL Reclassification data and ELPAC data
*ELD Instruction and Assessment

*CAASPP growth for ELA was 55%

*CAASPP ELA proficiency was 64%

Subgroup: English Learners: *ELPI was 56%, 1 student reclassified
	
demonstrate that they increase their expected typical growth, with a focus on exceeding typical growth on their year-end iReady English Language Arts diagnostic assessment and/or SBAC assessments.

School Plan for Student Achievement (SPSA)	Page 7 of 19	Cedarwood Elementary School

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

allow.
*Utilize an instructional aide to support our English Learners. *Utilize translation services as funds allow.
*Purchase supplemental English Learner Materials.
*Work SPED student small group scheduling around first best instruction so students are not missing core lessons in general education.
				
	G1 A2: Mathematics: *Instructional Assistants to assist with small group practice with Targeted Materials as funds are available
*Substitute Teachers to allow Teacher release time for grade level planning and professional development as funds are available *Copy cost including scan-back, graphic arts, copier as funds allow *Purchase technology items as funds allow
*Purchase teaching support items such as, but not limited to white-boards as funds allow
*Staff Development which includes but is not limited to the attendance of conferences, Professional Development In-services that are provided by a specialist providing
	Growth data in the following areas: *Pre and post assessment data from intervention
*Attendance at intervention *Common Formative Assessment results including diagnostics *State and Local EOY assessment results
	*iReady Math Growth was 93%

*CAASPP Math proficiency was 60%

*CAASPP growth for Mathematics was 46%
	It is expected that students demonstrate that they increase their expected typical growth, with a focus on exceeding typical growth on their year-end iReady Math
diagnostic assessment and/or SBAC assessments.

School Plan for Student Achievement (SPSA)	Page 8 of 19	Cedarwood Elementary School

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

targeted instructional strategies for mastery math instruction as well as other opportunities to increase and demonstrate knowledge of best practices for instruction across the curriculum as funds allow. *Support and work with the special education team and PLCs to focus on essential standards to support
mastery with students. Re-align and evaluate the accommodations for SBAC for students. Provide professional development on accommodations, best first-time instruction for all students, and emphasizing differentiation. Utilizing supplemental curriculum in special education classes aligned to the state standards.

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.
	Our SWD student group was the lowest performing in math and ELA, so while we will provide the strategies listed above, we also plan to work more intentionally with our RSP team to ensure appropriate placement, modifications, and accommodations are in place. Additionally, we plan prioritize pull out scheduling in such a way that students will not be pulled from core instruction whenever possible.

School Plan for Student Achievement (SPSA)	Page 9 of 19	Cedarwood Elementary School

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

G1 A1: ELA:
*Instructional Assistants to assist with small group practice with Targeted Materials as funds are available
*Substitute Teachers to allow teacher release time for grade level planning and professional development as funds are available *Copy cost including scan-back, graphic arts, and site-based copies *Fund instructional support supplies as funds allow *Technology support supplies as funds allow
*Various high interest supplemental reading materials to demonstrate student reading beyond the core curriculum
*Staff Development/Training, which includes but is not limited to, the attendance of conferences, Professional Development In-services provided by specialist providing targeted instructional strategies for English Language Arts as well as other opportunities to increase and demonstrate knowledge of best practices for ELA and ELD instruction across the curriculum. Additionally, staff will participate in training and/or workshops related to the implementation of the CCSS, school climate, student achievement, student engagement, and other student outcomes as funds
allow.
*Utilize an instructional aide to support our English Learners. *Utilize translation services as funds allow.
*Purchase supplemental English Learner Materials.
*Work SPED student small group scheduling around first best instruction so students are not missing core lessons in general education.
	*All Students *EL Students *SWD
	6106.11
LCAP Intervention

15580.68
LCAP Supplemental

2651.67
Title III English Learner
	
G1 A2: Mathematics:
*Instructional Assistants to assist with small group practice with Targeted Materials as funds are available
*Substitute Teachers to allow Teacher release time for grade level planning and professional development as funds are available *Copy cost including scan-back, graphic arts, copier as funds allow *Purchase technology items as funds allow
*Purchase teaching support items such as, but not limited to white-boards as funds allow
*Staff Development which includes but is not limited to the attendance of conferences, Professional Development In-services that are provided by a specialist providing targeted instructional strategies for mastery math instruction as well as other opportunities to increase and demonstrate knowledge of best practices for instruction across the curriculum as funds allow.
	*All Students *EL students *SWD
	6106.10
LCAP Intervention

15580.69
LCAP Supplemental

School Plan for Student Achievement (SPSA)	Page 10 of 19	Cedarwood Elementary School

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

*Support and work with the special education team and PLCs to focus on essential standards to support mastery with students. Re-align and evaluate the accommodations for SBAC for students. Provide professional development on accommodations, best first-time instruction for all students, and emphasizing differentiation. Utilizing supplemental curriculum in special education classes aligned to the state standards.

School Plan for Student Achievement (SPSA)	Page 11 of 19	Cedarwood 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
	16.8% Chronically Absent
	2022-2023
	0.6% suspended at least one day
	
2021-2022
	14.6% Chronically Absent
	2021-2022
	0.6% suspended at least one day
	
2018-2019
	5.4
	2018-2019
	0.9
	
Subgroup DATA 2022-2023
	Subgroup DATA 2022-2023
	
SWD
	24.1% Chronically Absent
	SWD
	1.1% suspended at least one day
	
EL
	24.2% Chronically Absent
	EL
	0% suspended at least one day
	
SED
	26.8% Chronically Absent
	SED
	1% suspended at least one day
	
Hispanic
	20.1% Chronically Absent
	Hispanic
	0% suspended at least one day
	
Asian
	25% Chronically Absent
	Asian
	0% suspended at least one day
	
AA
	23.5% Chronically Absent
	AA
	5.9% suspended at least one day
	
Two or More Races
	25.7% Chronically Absent
	Two or More Races
	2.7% 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.
	
Services and Actions Implemented to reach Goal 2:
We sent out proactive communication to families that provided information including the importance of attendance, the repercussions of lack of attendance and supports available to families. We provided communication to our Two or More Races families, either through written or oral translation, regarding their student’s attendance to ensure more effective and efficient communication. We need to continue these actions in an attempt to decrease our absentee rates.

At our site, our Two or More Races subgroup continued to have a high percentage of students who were considered chronically absent.
This is a continued goal for Cedarwood based on our California Data Dashboard data. Our Chronic Absentee Rate has increased from the rate of 14.6% in 2021-2022 to 16.8% in 2022-2023.

School Plan for Student Achievement (SPSA)	Page 12 of 19	Cedarwood Elementary School

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:
•	Provide Professional Development on site around foundational research-based practices to prevent absenteeism for all students.
•	Utilize support staff to pull and analyze absentee data to collaborate on strategies as a school site to improve attendance for all students, including our subgroups.
•	Communicate the importance of good attendance, and offer support to families as needed. •	Find Incentive System to increase attendance for all students, including subgroups.

STUDENT GROUPS PARTICIPATING IN THIS GOAL
All Students including English Learners, Socioeconomically Disadvantaged, Asian, and our Two or More Races subgroups .

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
	
Goal #2: Decrease the number of students who are chronically absent across our campus, including the following subgroups: EL, SED, Asian, and Two or More races.
	
*Professional Development Activities:
*Site Administrators will be provided with PD around foundational research-based practices to
prevent absenteeism for all students. *Appropriate staff will be trained in pulling and analyzing absentee data.
	
California Data Dashboard Chronic Absentee Rates
	
In 22-23, 16.8% of our students were considered chronically absent.
	
In 23-24, we expect there to be a decline of the overall number
of students who are chronically absent by 5%.
	
	*Increase communication and awareness to families. Activities:
*We will send out proactive communication to families that provide information including the importance of attendance, the repercussions of lack of attendance and supports available to
	California Data Dashboard Chronic Absentee Rates
	In 22-23, 25.7% of our Two or More Races subgroup were considered chronically absent.
	In 23-24, we expect there to be a decline of students in our EL subgroup who are chronically absent by 5%.

School Plan for Student Achievement (SPSA)	Page 13 of 19	Cedarwood Elementary School

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

families.
*We will provide communication specific to our specific subgroups.

Specify any enhanced services to support EL, SED, or SWD
	Specify any enhanced services to support low-performing subgroups
	
Communication for our EL students will be done in home language as needed.
	Our ultimate goal is to increase attendance rates in all subgroups, but we realize that we have an equity gap with our students who are in our 2 or more races subgroup; thus we need to focus on strategies that will support that specific group of students. As mentioned above, we will increase communication with our families, specifically those in this subgroup. We also plan to collaborate with the district o provide additional health support for students with chronic absences.
Utilize the Fresno County Mobile Health Unit to provide additional health services to families that do not have a medical provider.
Provide education to families about the newly released CDPH Symptomatic Student Guidance - When to Keep Your Child Home from School.

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

*Professional Development Activities:
*Site Administrators will be provided with PD around foundational research-based practices to
prevent absenteeism for all students.
*Appropriate staff will be trained in pulling and analyzing absentee data.
	All Students including English Learners, Socioeconomically Disadvantaged, Asian, and our Two or More Races subgroups .
	0
District Funded

School Plan for Student Achievement (SPSA)	Page 14 of 19	Cedarwood Elementary School

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

*Increase communication and awareness to families. Activities:
*We will send out proactive communication to families that provide information including the
importance of attendance, the repercussions of lack of attendance and supports available to
families.
*We will provide communication specific to our specific subgroups.
	All Students including English Learners, Socioeconomically Disadvantaged, Asian, and our Two or More Races subgroups .
	0
District Funded

School Plan for Student Achievement (SPSA)	Page 15 of 19	Cedarwood 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
	$$2,651.67
	
Total Funds Budgeted for Strategies to Meet the Goals in the SPSA
	$46,025.25
	
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

$31,161.37

$2,651.67

$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 16 of 19	Cedarwood Elementary School

District Funded
	$0.00
	
LCAP Intervention
	$12,212.21
	
LCAP Supplemental
	$31,161.37
	
Title III English Learner
	$2,651.67

Subtotal of state or local funds included for this school: $46,025.25

Total of federal, state, and/or local funds for this school: $46,025.25

School Plan for Student Achievement (SPSA)	Page 17 of 19	Cedarwood 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

Amanda Howes

Courtney Wicks

Candace Taylor

Alyssa Barker

Brittaney Preciado

Ben Bergthold

Luis Parrales

Mandy Silviera

Janelle Henry

Manpreet Kaur

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 18 of 19	Cedarwood 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 May 14, 2024.

Attested:

Principal, Amanda Howes on May 14, 2024

SSC Chairperson, Luis Parrales on May 14, 2024

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