2026_School_Plan_for_Student_Achievement_Venetia_Valley_Elementary_School

School Year:

2026-27

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
Venetia Valley K-8 School 21654586024772		05/12/2026

The School Plan for Student Achievement (SPSA) is a strategic plan that maximizes the resources available to the school while minimizing duplication of effort with the ultimate goal of increasing student achievement. SPSA development should be aligned with and inform the Local Control and Accountability Plan (LCAP) process.

This SPSA template consolidates all school-level planning efforts into one plan for programs funded through the Consolidated Application (ConApp), and for federal Additional Targeted Support and Improvement (ATSI), pursuant to California Education Code (EC) Section 64001 and the Elementary and Secondary Education Act (ESEA) as amended by the Every Student Succeeds Act (ESSA). This template is designed to meet schoolwide program planning requirements for both the SPSA and federal ATSI planning requirements.

California’s ESSA State Plan supports the state’s approach to improving student group performance through the utilization of federal resources. Schools use the SPSA to document their approach to maximizing the impact of federal investments in support of underserved students. The implementation of ESSA in California presents an opportunity for schools to innovate with their federally-funded programs and align them with the priority goals of the school and the local educational agency (LEA) that are being realized under the state’s Local Control Funding Formula (LCFF).

The LCFF provides schools and LEAs flexibility to design programs and provide services that meet the needs of students in order to achieve readiness for college, career, and lifelong learning. The SPSA planning process supports continuous cycles of action, reflection, and improvement. Consistent with EC 64001(g)(1), the Schoolsite Council (SSC) is required to develop and annually review the SPSA, establish an annual budget, and make modifications to the plan that reflect changing needs and priorities, as applicable.

This plan is being used by Venetia Valley K-8 School for meeting the following ESSA planning requirements in alignment with the LCAP and other federal, state, and local programs:

XSchoolwide Program

XTargeted Support and Improvement

This template is based on the December, 2023 CDE revision of the School Plan for Student Achievement. Some modifications have been made to inform the SPSA development process.

School Plan for Student Achievement (SPSA) Page 1 of 69 Venetia Valley K-8 School

Table of Contents

SPSA Title Page ...............................................................................................................................................1 Table of Contents..............................................................................................................................................2 Plan Description................................................................................................................................................4 Educational Partner Involvement ......................................................................................................................6 Resource Inequities ..........................................................................................................................................7 Comprehensive Needs Assessment Components ...........................................................................................7

California School Dashboard (Dashboard) Indicators...............................................................................7 Other Needs..............................................................................................................................................7 School and Student Performance Data ............................................................................................................8 Student Enrollment....................................................................................................................................8 CAASPP Results.....................................................................................................................................11 ELPAC Results .......................................................................................................................................17 Student Population..................................................................................................................................22 Overall Performance ...............................................................................................................................24 Academic Performance...........................................................................................................................25 Academic Engagement ...........................................................................................................................33 Conditions & Climate...............................................................................................................................36 Goals, Strategies, & Proposed Expenditures..................................................................................................38 Goal 1......................................................................................................................................................38 Goal 2......................................................................................................................................................42 Goal 3......................................................................................................................................................44 Goal 4......................................................................................................................................................47 Goal 5......................................................................................................................................................50 Budget Summary ............................................................................................................................................51 Budget Summary ....................................................................................................................................51 Other Federal, State, and Local Funds ...................................................................................................51 Budgeted Funds and Expenditures in this Plan..............................................................................................52 Funds Budgeted to the School by Funding Source.................................................................................52 Expenditures by Funding Source ............................................................................................................52 Expenditures by Budget Reference ........................................................................................................52 Expenditures by Budget Reference and Funding Source .......................................................................52 Expenditures by Goal..............................................................................................................................53 School Site Council Membership ....................................................................................................................54 Recommendations and Assurances ...............................................................................................................55 Instructions......................................................................................................................................................56 Appendix A: Plan Requirements .....................................................................................................................63

School Plan for Student Achievement (SPSA) Page 2 of 69 Venetia Valley K-8 School

Appendix B: Plan Requirements for School to CSI/ATSI Planning Requirements .........................................66 Appendix C: Select State and Federal Programs ...........................................................................................69

School Plan for Student Achievement (SPSA) Page 3 of 69 Venetia Valley K-8 School

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.

This plan is being used by Venetia Valley K-8 School for meeting the following ESSA planning requirements in alignment with the LCAP and other federal, state, and local programs:

XSchoolwide Program

XTargeted Support and Improvement

Venetia Valley School follows the directions of San Rafael City School District in ensuring ESSA requirements are in alignment with the Local Control and Accountability Plan and other programs. This includes ensuring highly qualified teachers, providing adequate instructional minutes in the school day, approved curricular resources, resources for meeting the needs of English Learners and students who receive special education services, and formats to engage multiple stakeholders.

Vision Statement

Venetia Valley is a community school where students, families, and staff are celebrated for who they already are and are supported in every way to become all that they aspire to be.

Commitment Statement

All Venetia Valley faculty members are committed to providing a rigorous, differentiated, and culturally-relevant academic experience that empowers students and fosters the skills, traits, and mindsets needed to be college and career ready.

School Description

Venetia Valley School is a K-8 school located in Northeast San Rafael near the Marin Civic Center. It serves the communities of Santa Venetia, as well as students from other neighborhoods in San Rafael. Parents are active participants in the school’s programs and in the education of their children. Students in grades K-5 are in self-contained classrooms. Students in the middle grades (6th - 8th) receive departmentalized instruction. Venetia Valley is Title I, schoolwide. The population is 748 students: 87% Hispanic/Latino, 8% White, 1.9% Asian; all others comprise 3.1%. 66.2% of students are English Learners; 88.9% are eligible for free and reduced price lunch.

Description of School Programs

Venetia Valley School offers:

• Integrated, thematic Common Core classroom instruction programs based on Board approved texts and research informed practices.

• Balanced Literacy (K-5th grade)

• Dual Language Spanish Immersion Program (TK-3rd Grade)

• Biliteracy Program (3rd - 5th Grade)

• instruction is 90% Spanish and 10% English for participating Kindergarten students. • instruction is 80% Spanish and 20% English for participating 1st grade students. • instruction is 70% Spanish and 30% English for participating 2nd grade students. • instruction is 60% Spanish and 40% English for participating 3rd grade students. • instruction is 50% Spanish and 50% English for participating 4th & 5th grade students. • A K-6 SEAL Model provides structures for guided thematic unit development and coaching • K-8 students receive daily English Language Development (ELD) instruction. • Social-Emotional support

Tier 1:

School Plan for Student Achievement (SPSA) Page 4 of 69 Venetia Valley K-8 School

• PBIS and a first 20 Days of School Plan establishes expectations and fosters growth mindset

• Professional development for teachers regarding classroom set-up and systems • A school-wide, research-based character trait program that includes

• Quarterly character trait assemblies

• Site based Family Center resources & programming

• Full-Time PE Coach offering every elementary class game time focusing on sportsmanship and healthy activities for all elementary students

• Advisory class for all middle school students that meets 4x/week using Second Step curriculum

• School-wide morning community meetings in each K-5 classroom to start the day off (energizer, healing, mindfulness practices, movement and kindness)

Tier 2 and 3:

• Counseling – 2 full-time counselors and an added Dean of Students to support our PBIS/SEL implementation

• Social/emotional learning activities in small group sessions with all students (K-8th grade) • Implementation of Beyond Differences curriculum and assemblies

• K-8th Grade implementation of Restorative Justice Circles

• Rise-Up small group social-emotional skill building and conflict resolution for identified students K-8.

• SchoolWorks partnership with Seneca and the Probation department.

• YMCA Youth Court Diversion program

• Partnership with Youth Transforming Justice

• Intervention programs

• Teachers provide targeted intervention instruction to struggling readers (K-8th)

Other Offerings:

• English language development (ELD) small group instruction for elementary school newcomers

• Homework club for middle school students

• Guided reading intervention for struggling readers (3rd-6th)

• Math intervention for 3rd graders and 6th graders

• Spanish literacy intervention for 1st-4th graders

• Newcomer support for 4-8th graders who have less than a year of school experience in the U.S.

• Experience Corps, 10,000 Degrees and the Jewish Coalition for Literacy volunteers work with elementary school students in need of literacy support

• Enrichment programs

• Physical Education for elementary students (TK-5th participate in twice a week PE) • 6-8th grade with PE teachers

• Library (K-8th)

• Partnership with SF Opera (K-3rd)

• Partnership with Marin Theater Company (K-5th)

• Partnership with Youth in Arts to provide weekly music class(K-5th)

• Bay Area Discovery Museum (TK-5th)

• Field trips for each grade level

• LEAP after school program, grades TK-8

• Crossroads enrichment for middle school students, in collaboration with Marin Academy/Aim High and Davidson Middle School

• After school opportunities, with dance, STEM, art, chess, drama, writing and other classes

School Plan for Student Achievement (SPSA) Page 5 of 69 Venetia Valley K-8 School

• Athletics program for middle school students (basketball, volleyball, cross-country, Indoor soccer, track & field)

• DipSea Kids partnership (5th-8th)

• Poet in residence (CA Poetry Association)

• Allen Dominican Sports after school sports program (6th-8th)

• Family Engagement programs coordinated and supported by on-site staff that includes, our bilingual Family Advocate, our bilingual Family Center Coordinator, our Community Liaison, and our Family Center director.

• Spring & fall welcome events for incoming Kinder families

• Monthly Principal Chat meetings to share school updates and facilitate dialogue between families and school administration

• Annual Back to School Night

• Annual Open House - Family Gathering Event

• Annual Family Center Holiday Celebration

• Annual Welcome Night & Ice Cream Social to help families complete enrollment forms • Family Saturday outdoor outings through a partnerships with National Parks and Recreation and Latino Outdoors

• Parent Teacher Association, which is responsible for parent-based fundraising and school event planning

• Triple P Parenting classes in collaboration with Parent Services Project

• Classroom Ambassadors, which is responsible for coordinating and organizing parents within classroom communities.

• Latino Literacy Project, a ten-week program that builds both Spanish & English literacy skills for adults

• Summer Camp Fair, which brings approximately 20 summer camps to campus and offers over $70,000 in scholarships

• Immigration Clinics for immigrant families and concerned community members • Family Math Game Night for K - 5 families to become more familiar with math curriculum & standards

• VV Family Reads Literacy Night for K - 5 families to promote healthy reading habits and receive free reading materials.

• HeadsUp Carnival & Rock n’ Run, which support District-wide initiatives and fundraising • Monthly Family Gallery Walks, which allow students to showcase artifacts from their thematic learning to their families

• SummerBridge, which allows a thoughtful grade-level transition for PK-3 families and students, supported by SEAL

Educational Partner Involvement

How, when, and with whom did Venetia Valley K-8 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 development of this School Plan for Student Achievement (SPSA) reflects meaningful collaboration with educational partners, including families, students, school staff, and the broader school community. The School Site Council (SSC) played a central role in the planning and development of the SPSA, particularly in identifying school needs, setting priorities, and making decisions about the use of Title I, Part A funds. SSC participation is documented through meeting agendas, sign-in sheets, attendance records, and meeting minutes that demonstrate active engagement in reviewing data, discussing proposed actions, and providing input throughout the development process. This inclusive approach ensures the SPSA is aligned with student needs and school improvement goals.

The Venetia Valley faculty, Instructional Leadership Team, Administrative Team and Labor Partners (SRTA) reviewed the SPSA in preparation for the annual review and update. Once completed, the information was shared with the larger school community at the Principal Chat and School Site Council meetings. The information within the SPSA was shared

School Plan for Student Achievement (SPSA) Page 6 of 69 Venetia Valley K-8 School

with all stakeholders and community partners to obtain feedback and make the necessary updates as needed to ensure a viable SPSA for the 2026-27 SY. The final revisions to the 26-27 SPSA were completed in collaboration with our School Site Council.

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.

N/A: Venetia Valley moved out of CSI and into TSI during the 2025-26 school year.

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.

Venetia Valley K-8 School has four areas in the red performance category on the California School Dashboard and one in the orange performance category. The one area in the red category is in Student Suspensions. Area's in the orange are Chronic absenteeism, English Learner Progress, and teo areas in the Yello in English Language arts and Mathematics.

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.

Students with disabilites was the only group who performed two or more levels below "All students", in both areas of ELA and Math for grades 3rd-8th.

Other Needs

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

Other needs identified for Venetia Valley School are our students identified as homeless per CA guidelines, specifically as it relates to suspension levels as noted on the dashboard data.

School Plan for Student Achievement (SPSA) Page 7 of 69 Venetia Valley K-8 School

School and Student Performance Data

Student Enrollment

This report displays the annual K-12 public school enrollment by student ethnicity and grade level for Venetia Valley K-8 School. Annual enrollment consists of the number of students enrolled on Census Day (the first Wednesday in October). This information was submitted to the CDE as part of the annual Fall 1 data submission in the California Longitudinal Pupil Achievement Data System (CALPADS).

Enrollment By Student Group

Student Enrollment by Subgroup
Student Group	Percent of Enrollment			Number of Students
Student Group	23-24	24-25	25-26	23-24	24-25	25-26
American Indian	0.39%	0.40%	0.40%	3	3	3
African American	0.52%	0.13%	%	4	1	1
Asian	2.08%	1.87%	1.46%	16	14	14
Filipino	0.39%	0.40%	0.13%	3	3	3
Hispanic/Latino	86.90%	87.03%	89.26%	670	651	651
Pacific Islander	0.13%	%	%	1
White	7.00%	8.02%	7.03%	54	60	60
Two or More Races	2.46%	1.74%	1.72%	19	13	13
Not Reported	0.13%	0.40%	%	1	3
	Total Enrollment			771	748	745

Enrollment By Grade Level

Student Enrollment by Grade Level
Grade	Number of Students
Grade	23-24	24-25	25-26
Transitional Kindergarten		39
Kindergarten	95	93	79
Grade 1	91	93	89
Grade 2	76	93	92
Grade3	71	77	89
Grade 4	77	74	77
Grade 5	77	78	74
Grade 6	88	78	76
Grade 7	80	83	83
Grade 8	76	79	87
Total Enrollment	771	748	745

School Plan for Student Achievement (SPSA) Page 8 of 69 Venetia Valley K-8 School

Conclusions based on this data:

Enrollment at Venetia Valley K-8 school stayed stable compared to last year. Elementary keeps growing as we expand to 4 classes per grade level through 27/28, but will lose population if our TK students stay at the Early Learning Center.

Our Latino/Hispanic student population has remained consistent year after year, making this demographic our majority at Venetia Valley School. However, we are not reciving the same number of newcomer students than we have in previous years.

Our White student population has also continued to grow consistently year after year, now reaching 6 and continuing to grow with the expansion of our Dual Language Immersion Program.

School Plan for Student Achievement (SPSA) Page 9 of 69 Venetia Valley K-8 School

School and Student Performance Data

English Learner (EL) Enrollment

This report displays the annual K-12 public school enrollment by English Language Acquisition Status (ELAS). This information was submitted to the CDE as part of the annual Fall 1 data submission in the California Longitudinal Pupil Achievement Data System (CALPADS).

English Learner (EL) Enrollment
Student Group	Number of Students			Percent of Students
Student Group	23-24	24-25	25-26	23-24	24-25	25-26
English Learners	502	495	499	65.1%	66.2%	66.2%
Fluent English Proficient (FEP)	130	124	134	16.9%	16.6%	17.8%
Reclassified Fluent English Proficient (RFEP)		91			11.8%

Conclusions based on this data:

The number of EL's at Venetia Valley is holding steady year over year, while the number of stduents reclassifying on a yearly bases has jumped from 11% in 23/24 to 28% in 25/26.

School Plan for Student Achievement (SPSA) Page 10 of 69 Venetia Valley K-8 School

School and Student Performance Data

CAASPP Results

English Language Arts/Literacy (All Students)

The Smarter Balanced Summative Assessments for ELA and mathematics are an annual measure of what students know and can do using the Common Core State Standards for English language arts/literacy and mathematics.

The purpose of the Smarter Balanced Summative Assessments is to assess student knowledge and skills for English language arts/literacy (ELA) and mathematics, as well as how much students have improved since the previous year. These measures help identify and address gaps in knowledge or skills early so students get the support they need for success in higher grades and for college and career readiness.

All students in grades three through eight and grade eleven take the Smarter Balanced Summative Assessments unless a student’s active individualized education program (IEP) designates the California Alternate Assessments.

Visit the California Department of Education’s Smarter Balanced Assessment System web page for more information.

Overall Participation for All Students
Grade Level	# of Students Enrolled			# of Students Tested			# of Students with Scores			% of Enrolled Students Tested
Grade Level	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25
Grade 3	67	72	75	67	70	72	67	70	72	100.0	97.2	96
Grade 4	72	77	70	71	77	70	71	77	70	98.6	100	100
Grade 5	75	82	78	75	73	75	75	73	75	100.0	89	96.2
Grade 6	78	86	77	78	84	77	78	84	77	100.0	97.7	100
Grade 7	79	79	79	78	77	79	78	77	79	98.7	97.5	100
Grade 8	76	75	75	74	73	75	74	73	75	97.4	97.3	100
All Grades	447	471	454	443	454	448	443	454	448	99.1	96.4	98.7

The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students
Grade Level	Mean Scale Score			% Standard Exceeded			% Standard Met			% Standard Nearly Met			% Standard Not Met
Grade Level														22-23 23-24 24-25 22-23 23-24 24-25 22-23 23-24 24-25 22-23 23-24 24-25 22-23 23-24 24-25
Grade 3	2363.	2348.	2335.	10.45	10.00	8.33	17.91	4.29	9.72	20.90	24.29	13.89	50.75	61.43	68.06
Grade 4	42399.	62406.	22396.	9.86	5.19	7.14	9.86	14.29	17.14	18.31	31.17	20.00	61.97	49.35	55.71
Grade 5	12426.	62459.	02462.	4.00	15.07	10.67	18.67	10.96	26.67	21.33	24.66	20.00	56.00	49.32	42.67
Grade 6	52424.	62424.	92456.	5.13	3.57	6.49	10.26	8.33	14.29	12.82	26.19	25.97	71.79	61.90	53.25
Grade 7	32455.	02448.	82466.	0.00	3.90	3.80	15.38	12.99	16.46	24.36	18.18	25.32	60.26	64.94	54.43
Grade 8	62486.	32493.	72504.	4.05	0.00	6.67	16.22	26.03	20.00	29.73	24.66	33.33	50.00	49.32	40.00
All Grades	6N/A	5N/A	8N/A	5.42	6.17	7.14	14.67	12.78	17.41	21.22	24.89	23.21	58.69	56.17	52.23

School Plan for Student Achievement (SPSA) Page 11 of 69 Venetia Valley K-8 School

Reading Demonstrating understanding of literary and non-fictional texts
Grade Level	% Above Standard			% At or Near Standard			% Below Standard
Grade Level	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25
Grade 3	7.46	8.57	5.56	56.72	52.86	36.11	35.82	38.57	58.33
Grade 4	12.68	6.49	7.14	42.25	59.74	62.86	45.07	33.77	30.00
Grade 5	2.67	8.22	8.00	61.33	58.90	61.33	36.00	32.88	30.67
Grade 6	5.13	2.38	5.19	33.33	34.52	49.35	61.54	63.10	45.45
Grade 7	3.85	3.90	7.59	56.41	48.05	40.51	39.74	48.05	51.90
Grade 8	8.11	4.11	5.33	37.84	42.47	58.67	54.05	53.42	36.00
All Grades	6.55	5.51	6.47	47.86	49.12	51.34	45.60	45.37	42.19

Writing Producing clear and purposeful writing
Grade Level	% Above Standard			% At or Near Standard			% Below Standard
Grade Level	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25
Grade 3	5.97	8.57	1.39	46.27	27.14	37.50	47.76	64.29	61.11
Grade 4	5.63	2.60	4.29	43.66	48.05	37.14	50.70	49.35	58.57
Grade 5	8.00	12.33	10.67	41.33	57.53	56.00	50.67	30.14	33.33
Grade 6	3.85	3.57	6.49	29.49	30.95	42.86	66.67	65.48	50.65
Grade 7	0.00	6.49	3.80	33.33	37.66	43.04	66.67	55.84	53.16
Grade 8	6.76	6.85	5.33	52.70	45.21	48.00	40.54	47.95	46.67
All Grades	4.97	6.61	5.36	40.86	40.97	44.20	54.18	52.42	50.45

Listening Demonstrating effective communication skills
Grade Level	% Above Standard			% At or Near Standard			% Below Standard
Grade Level	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25
Grade 3	11.94	5.71	5.56	64.18	72.86	68.06	23.88	21.43	26.39
Grade 4	7.04	10.39	4.29	73.24	58.44	61.43	19.72	31.17	34.29
Grade 5	4.00	6.85	6.67	60.00	67.12	62.67	36.00	26.03	30.67
Grade 6	7.69	3.57	6.49	61.54	55.95	62.34	30.77	40.48	31.17
Grade 7	10.26	3.90	7.59	64.10	71.43	67.09	25.64	24.68	25.32
Grade 8	9.46	13.70	6.67	60.81	63.01	74.67	29.73	23.29	18.67
All Grades	8.35	7.27	6.25	63.88	64.54	66.07	27.77	28.19	27.68

School Plan for Student Achievement (SPSA) Page 12 of 69 Venetia Valley K-8 School

Research/Inquiry Investigating, analyzing, and presenting information
Grade Level	% Above Standard			% At or Near Standard			% Below Standard
Grade Level	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25
Grade 3	7.46	4.29	4.17	58.21	60.00	41.67	34.33	35.71	54.17
Grade 4	4.23	3.90	10.00	63.38	72.73	62.86	32.39	23.38	27.14
Grade 5	6.67	16.44	9.33	56.00	58.90	66.67	37.33	24.66	24.00
Grade 6	10.26	4.76	2.60	44.87	50.00	62.34	44.87	45.24	35.06
Grade 7	5.13	5.19	5.06	61.54	49.35	59.49	33.33	45.45	35.44
Grade 8	6.76	5.48	4.00	67.57	75.34	78.67	25.68	19.18	17.33
All Grades	6.77	6.61	5.80	58.47	60.79	62.05	34.76	32.60	32.14

Conclusions based on this data:

Over the past three years, Venetia Valley has seen consistent participation in CAASPP testing, with 98% of students tested in 2024–25. However, English Language Arts (ELA) performance shows a positive gradual incline in overall proficiency.

The percentage of students meeting or exceeding standards increase from 18.95% in 2023/45 to 24.55% in 2024– 25.

Similarly, the percent of students “% not meeting standard” decreased from 56.17% to 52.23%, suggesting growth in this area but a structural focus of intervention moving forward.

Across sub-areas of ELA, students demonstrate persistent weaknesses:

Reading: Roughly 42% of students remain below standard, with comprehension and text analysis as primary challenges.

Writing: The greatest area of concern, where over 50% of students are below standard for clear and purposeful writing.

Listening and Research/Inquiry: These skills show relative stability, with about 66% at or near standard in listening and 62% in research/inquiry, though few exceed standards.

These trends suggest that comprehension and expression (reading/writing) are the major instructional priorities.

Reading and writing deficits: Nearly half of students struggle to meet literacy benchmarks.

Rising number of below-standard students: Across all ELA categories, the “below standard” population increased by an average of 13.6%.

Middle school decline: Achievement significantly drops beginning in grade 4 and deepens through grades 6–8.

School Plan for Student Achievement (SPSA) Page 13 of 69 Venetia Valley K-8 School

School and Student Performance Data

CAASPP Results

Mathematics (All Students)

Visit the California Department of Education’s Smarter Balanced Assessment System web page for more information.

Overall Participation for All Students
Grade Level	# of Students Enrolled			# of Students Tested			# of Students with Scores			% of Enrolled Students Tested
Grade Level	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25
Grade 3	67	72	75	67	71	75	67	71	75	100.0	98.6	100
Grade 4	72	77	70	71	77	70	71	77	70	98.6	100	100
Grade 5	75	82	78	75	78	77	75	78	77	100.0	95.1	98.7
Grade 6	78	86	77	78	84	77	78	84	77	100.0	97.7	100
Grade 7	79	79	79	78	79	79	78	79	79	98.7	100	100
Grade 8	76	75	75	74	75	74	74	75	74	97.4	100	98.7
All Grades	447	471	454	443	464	452	443	464	452	99.1	98.5	99.6

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students
Grade Level	Mean Scale Score			% Standard Exceeded			% Standard Met			% Standard Nearly Met			% Standard Not Met
Grade Level														22-23 23-24 24-25 22-23 23-24 24-25 22-23 23-24 24-25 22-23 23-24 24-25 22-23 23-24 24-25
Grade 3	2392.	2366.	2372.	7.46	5.63	5.33	16.42	15.49	14.67	28.36	23.94	18.67	47.76	54.93	61.33
Grade 4	62449.	92436.	02422.	16.90	7.79	7.14	19.72	22.08	22.86	26.76	35.06	25.71	36.62	35.06	44.29
Grade 5	02462.	32474.	72473.	6.67	12.82	15.58	16.00	16.67	18.18	28.00	29.49	25.97	49.33	41.03	40.26
Grade 6	02420.	72441.	82467.	3.85	3.57	6.49	3.85	11.90	15.58	17.95	27.38	23.38	74.36	57.14	54.55
Grade 7	02436.	72432.	22460.	0.00	2.53	5.06	8.97	2.53	12.66	17.95	25.32	20.25	73.08	69.62	62.03
Grade 8	52499.	82503.	42531.	5.41	10.67	12.16	17.57	16.00	20.27	27.03	20.00	25.68	50.00	53.33	41.89
Grade 11	1	9	1
All Grades	N/A	N/A	N/A	6.55	7.11	8.63	13.54	14.01	17.26	24.15	26.94	23.23	55.76	51.94	50.88

School Plan for Student Achievement (SPSA) Page 14 of 69 Venetia Valley K-8 School

Concepts & Procedures Applying mathematical concepts and procedures
Grade Level	% Above Standard			% At or Near Standard			% Below Standard
Grade Level	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25
Grade 3	13.43	8.45	9.33	43.28	38.03	37.33	43.28	53.52	53.33
Grade 4	21.13	7.79	12.86	46.48	48.05	42.86	32.39	44.16	44.29
Grade 5	12.00	14.10	19.48	50.67	39.74	42.86	37.33	46.15	37.66
Grade 6	2.56	5.95	7.79	24.36	34.52	35.06	73.08	59.52	57.14
Grade 7	6.41	3.80	6.33	23.08	24.05	40.51	70.51	72.15	53.16
Grade 8	10.81	17.33	14.86	45.95	33.33	54.05	43.24	49.33	31.08
Grade 11
All Grades	10.84	9.48	11.73	38.60	36.21	42.04	50.56	54.31	46.24

Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems
Grade Level	% Above Standard			% At or Near Standard			% Below Standard
Grade Level	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25
Grade 3	7.46	9.86	1.33	53.73	40.85	42.67	38.81	49.30	56.00
Grade 4	14.08	9.09	11.43	52.11	54.55	41.43	33.80	36.36	47.14
Grade 5	6.67	7.69	6.49	46.67	51.28	54.55	46.67	41.03	38.96
Grade 6	2.56	4.76	6.49	32.05	46.43	44.16	65.38	48.81	49.35
Grade 7	1.28	1.27	5.06	37.18	44.30	44.30	61.54	54.43	50.63
Grade 8	4.05	5.33	6.76	55.41	49.33	55.41	40.54	45.33	37.84
All Grades	5.87	6.25	6.19	45.82	47.84	47.12	48.31	45.91	46.68

Communicating Reasoning Demonstrating ability to support mathematical conclusions
Grade Level	% Above Standard			% At or Near Standard			% Below Standard
Grade Level	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25
Grade 3	10.45	7.04	8.00	59.70	50.70	54.67	29.85	42.25	37.33
Grade 4	11.27	7.79	10.00	54.93	62.34	55.71	33.80	29.87	34.29
Grade 5	4.00	8.97	6.49	60.00	65.38	62.34	36.00	25.64	31.17
Grade 6	3.85	4.76	10.39	50.00	61.90	61.04	46.15	33.33	28.57
Grade 7	2.56	2.53	6.33	65.38	49.37	53.16	32.05	48.10	40.51
Grade 8	4.05	4.00	2.70	59.46	72.00	72.97	36.49	24.00	24.32
All Grades	5.87	5.82	7.30	58.24	60.34	59.96	35.89	33.84	32.74

Conclusions based on this data:

Venetia Valley continues to maintain exceptional participation rates in math testing, with nearly 100% of students assessed across three consecutive years. However, overall math proficiency remains low and mostly flat:

Students meeting or exceeding standards rose slightly from 20.1% in 2022–23 to 25.9% in 2024–25, but still less than one in four meet grade-level expectations.

The proportion of students below standard remains high at about 51%, indicating ongoing challenges in mathematical understanding and application.

School Plan for Student Achievement (SPSA) Page 15 of 69 Venetia Valley K-8 School

Similar to ELA, achievement declines through upper elementary and middle school, with 6th–8th grade performance consistently lagging behind.

Analysis across math domains highlights persistent skill gaps:

Concepts & Procedures: Only 11.7% above standard, with nearly 46% below, suggesting difficulties with computation and fluency.

Problem Solving & Modeling/Data Analysis: About 47% of students at or near standard, showing moderate improvement but little growth in higher-order thinking.

Communicating Reasoning: Roughly 7% above standard and 33% below, pointing to limited ability to justify mathematical conclusions and explain reasoning.

These results reflect a need for instruction emphasizing conceptual understanding and mathematical communication, not just procedural accuracy.

The math data reveals three major patterns:

Consistent low performance: Less than one-quarter of students meet standards in math.

Skill imbalance: Students show the weakest results in conceptual understanding and problem solving, areas essential for long-term math proficiency.

Middle school decline: Beginning in grade 5, proficiency rates steadily drop, mirroring the ELA trend of performance weakening in upper grades.

School Plan for Student Achievement (SPSA) Page 16 of 69 Venetia Valley K-8 School

School and Student Performance Data

The English Language Proficiency Assessments for California (ELPAC) system is used to determine and monitor the progress of the English language proficiency for students whose primary language is not English. The ELPAC is aligned with the 2012 California English Language Development Standards and assesses four domains: listening, speaking, reading, and writing.

Visit the California Department of Education’s English Language Proficiency Assessments for California (ELPAC) web page or the ELPAC.org website for more information about the ELPAC.

ELPAC Results

ELPAC Summative Assessment Data Number of Students and Mean Scale Scores for All Students
Grade Level	Overall			Oral Language			Written Language			Number of Students Tested
Grade Level	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25
K	1407.0	1400.8	1403.8	1416.6	1413.2	1413.6	1384.2	1372.0	1380.9	89	102	74
1	1427.7	1421.8	1419.4	1446.2	1445.6	1440.4	1408.7	1397.4	1398.0	53	66	66
2	1455.7	1428.8	1442.4	1468.5	1451.0	1455.7	1442.6	1406.1	1428.7	48	56	68
3	1476.6	1465.2	1452.1	1474.4	1463.4	1438.7	1478.4	1466.4	1465.1	43	49	56
4	1505.0	1514.3	1481.0	1503.9	1519.3	1480.1	1505.6	1508.8	1481.3	49	51	49
5	1505.2	1531.1	1514.1	1507.1	1538.1	1515.0	1502.8	1523.7	1512.9	43	55	41
6	1496.3	1516.0	1505.4	1495.4	1515.9	1491.9	1496.8	1515.6	1518.3	35	49	36
7	1530.4	1535.6	1548.0	1541.4	1540.6	1546.4	1518.9	1530.1	1549.1	34	37	42
8	1551.6	1553.3	1558.5	1556.3	1566.5	1552.0	1546.5	1539.5	1564.6	25	31	33
All Grades										419	496	465

Overall Language Percentage of Students at Each Performance Level for All Students
Grade Level	Level 4			Level 3			Level 2			Level 1			Total Number of Students
Grade Level		22-23 23-24 24-25 22-23 23-24 24-25 22-23 23-24 24-25 22-23 23-24 24-25 22-23 23-24 24-25
K	10.11	7.84	6.76	24.72	22.55	25.68	42.70	46.08	44.59	22.47	23.53	22.97	89	102	74
1	1.89	1.52	1.52	20.75	19.70	21.21	45.28	42.42	39.39	32.08	36.36	37.88	53	66	66
2	6.38	1.79	5.88	40.43	30.36	22.06	36.17	35.71	39.71	17.02	32.14	32.35	47	56	68
3	0.00	6.12	5.36	37.21	40.82	14.29	44.19	20.41	41.07	18.60	32.65	39.29	43	49	56
4	8.16	27.45	24.49	51.02	37.25	24.49	32.65	23.53	14.29	8.16	11.76	36.73	49	51	49
5	6.98	40.00	21.95	48.84	27.27	36.59	20.93	21.82	21.95	23.26	10.91	19.51	43	55	41
6	2.86	8.16	13.89	22.86	42.86	36.11	48.57	32.65	25.00	25.71	16.33	25.00	35	49	36
7	11.76	21.62	35.71	32.35	32.43	28.57	44.12	29.73	23.81	11.76	16.22	11.90	34	37	42
8	16.67	22.58	36.36	50.00	48.39	36.36	29.17	12.90	15.15	4.17	16.13	12.12	24	31	33
All Grades	6.95	13.71	14.19	34.77	31.25	25.81	38.85	32.26	32.04	19.42	22.78	27.96	417	496	465

School Plan for Student Achievement (SPSA) Page 17 of 69 Venetia Valley K-8 School

Oral Language Percentage of Students at Each Performance Level for All Students
Grade Level	Level 4			Level 3			Level 2			Level 1			Total Number of Students
Grade Level		22-23 23-24 24-25 22-23 23-24 24-25 22-23 23-24 24-25 22-23 23-24 24-25 22-23 23-24 24-25
K	7.87	11.76	9.46	37.08	28.43	29.73	32.58	33.33	37.84	22.47	26.47	22.97	89	102	74
1	5.66	9.09	15.15	43.40	45.45	34.85	33.96	27.27	31.82	16.98	18.18	18.18	53	66	66
2	19.15	8.93	16.18	31.91	37.50	35.29	34.04	42.86	36.76	14.89	10.71	11.76	47	56	68
3	18.60	40.82	12.50	44.19	14.29	26.79	27.91	18.37	25.00	9.30	26.53	35.71	43	49	56
4	36.73	45.10	40.82	44.90	39.22	18.37	12.24	5.88	14.29	6.12	9.80	26.53	49	51	49
5	30.23	65.45	41.46	48.84	21.82	34.15	4.65	1.82	12.20	16.28	10.91	12.20	43	55	41
6	14.29	28.57	27.78	51.43	42.86	44.44	20.00	16.33	2.78	14.29	12.24	25.00	35	49	36
7	23.53	32.43	40.48	58.82	40.54	38.10	8.82	16.22	14.29	8.82	10.81	7.14	34	37	42
8	33.33	38.71	42.42	41.67	38.71	39.39	20.83	6.45	6.06	4.17	16.13	12.12	24	31	33
All Grades	18.94	28.23	24.30	43.41	33.67	32.69	23.50	21.17	23.44	14.15	16.94	19.57	417	496	465

Written Language Percentage of Students at Each Performance Level for All Students
Grade Level	Level 4			Level 3			Level 2			Level 1			Total Number of Students
Grade Level														22-23 23-24 24-25 22-23 23-24 24-25 22-23 23-24 24-25 22-23 23-24 24-25 22-23 23-24 24-25
K		4.90	4.05		19.61	13.51		54.90	66.22		20.59	16.22		102	74
1	*	1.52	1.52	*	10.61	10.61	*	25.76	25.76	*	62.12	62.12	*	66	66
2	2.22	1.79	1.47	24.44	17.86	17.65	33.33	25.00	35.29	40.00	55.36	45.59	45	56	68
3	0.00	2.04	0.00	10.00	10.20	17.86	50.00	44.90	35.71	40.00	42.86	46.43	40	49	56
4	10.26	7.84	6.12	20.51	29.41	26.53	35.90	37.25	24.49	33.33	25.49	42.86	39	51	49
5	0.00	9.09	9.76	19.51	36.36	21.95	53.66	25.45	41.46	26.83	29.09	26.83	41	55	41
6	0.00	2.04	2.78	8.57	24.49	19.44	40.00	40.82	44.44	51.43	32.65	33.33	35	49	36
7	2.94	5.41	14.29	11.76	27.03	38.10	50.00	37.84	26.19	35.29	29.73	21.43	34	37	42
8	4.17	6.45	27.27	33.33	32.26	36.36	41.67	38.71	18.18	20.83	22.58	18.18	24	31	33
All Grades	3.36	4.44	6.02	19.66	21.98	20.65	40.53	37.90	36.99	36.45	35.69	36.34	417	496	465

School Plan for Student Achievement (SPSA) Page 18 of 69 Venetia Valley K-8 School

Listening Domain Percentage of Students by Domain Performance Level for All Students
Grade Level	Well Developed			Somewhat/Moderately			Beginning			Total Number of Students
Grade Level	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25
K	10.11	11.76	13.51	70.79	70.59	74.32	19.10	17.65	12.16	89	102	74
1	20.75	16.67	30.30	69.81	71.21	54.55	9.43	12.12	15.15	53	66	66
2	14.89	16.07	16.18	74.47	71.43	63.24	10.64	12.50	20.59	47	56	68
3	23.26	26.53	21.43	58.14	40.82	55.36	18.60	32.65	23.21	43	49	56
4	34.69	47.06	40.82	55.10	41.18	30.61	10.20	11.76	28.57	49	51	49
5	30.23	43.64	36.59	53.49	47.27	48.78	16.28	9.09	14.63	43	55	41
6	11.43	24.49	33.33	80.00	48.98	41.67	8.57	26.53	25.00	35	49	36
7	29.41	16.22	23.81	55.88	59.46	66.67	14.71	24.32	9.52	34	37	42
8	29.17	32.26	36.36	58.33	48.39	48.48	12.50	19.35	15.15	24	31	33
All Grades	21.10	24.40	26.24	64.99	57.86	55.70	13.91	17.74	18.06	417	496	465

Speaking Domain Percentage of Students by Domain Performance Level for All Students
Grade Level	Well Developed			Somewhat/Moderately			Beginning			Total Number of Students
Grade Level	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25
K	8.99	18.63	9.46	64.04	47.06	54.05	26.97	34.31	36.49	89	102	74
1	5.66	4.55	4.55	75.47	80.30	63.64	18.87	15.15	31.82	53	66	66
2	38.30	10.71	17.65	46.81	75.00	72.06	14.89	14.29	10.29	47	56	68
3	11.63	32.65	10.71	72.09	40.82	46.43	16.28	26.53	42.86	43	49	56
4	36.73	49.02	32.65	61.22	41.18	32.65	2.04	9.80	34.69	49	51	49
5	58.14	72.73	56.10	27.91	14.55	26.83	13.95	12.73	17.07	43	55	41
6	28.57	53.06	30.56	57.14	36.73	47.22	14.29	10.20	22.22	35	49	36
7	44.12	64.86	61.90	50.00	24.32	28.57	5.88	10.81	9.52	34	37	42
8	54.17	51.61	59.38	41.67	35.48	28.13	4.17	12.90	12.50	24	31	32
All Grades	27.58	35.28	26.51	57.31	46.37	47.84	15.11	18.35	25.65	417	496	464

School Plan for Student Achievement (SPSA) Page 19 of 69 Venetia Valley K-8 School

Reading Domain Percentage of Students by Domain Performance Level for All Students
Grade Level	Well Developed			Somewhat/Moderately			Beginning			Total Number of Students
Grade Level	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25
K	5.62	2.94	2.70	67.42	70.59	64.86	26.97	26.47	32.43	89	102	74
1	9.43	4.55	4.55	22.64	27.27	21.21	67.92	68.18	74.24	53	66	66
2	14.89	0.00	2.94	40.43	50.00	51.47	44.68	50.00	45.59	47	56	68
3	0.00	2.04	1.79	55.81	44.90	37.50	44.19	53.06	60.71	43	49	56
4	8.16	3.92	10.20	61.22	64.71	48.98	30.61	31.37	40.82	49	51	49
5	9.30	14.55	9.76	53.49	52.73	63.41	37.21	32.73	26.83	43	55	41
6	0.00	2.04	2.78	22.86	32.65	27.78	77.14	65.31	69.44	35	49	36
7	2.94	2.70	30.95	38.24	48.65	35.71	58.82	48.65	33.33	34	37	42
8	8.33	19.35	39.39	54.17	45.16	33.33	37.50	35.48	27.27	24	31	33
All Grades	6.71	5.04	9.46	48.44	50.40	43.87	44.84	44.56	46.67	417	496	465

Writing Domain Percentage of Students by Domain Performance Level for All Students
Grade Level	Well Developed			Somewhat/Moderately			Beginning			Total Number of Students
Grade Level	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25	22-23	23-24	24-25
K	25.84	21.57	32.43	44.94	53.92	58.11	29.21	24.51	9.46	89	102	74
1	1.89	3.03	1.52	64.15	56.06	51.52	33.96	40.91	46.97	53	66	66
2	8.51	3.64	9.09	61.70	56.36	48.48	29.79	40.00	42.42	47	55	66
3	4.65	2.04	0.00	72.09	63.27	76.79	23.26	34.69	23.21	43	49	56
4	10.20	19.61	4.08	63.27	64.71	57.14	26.53	15.69	38.78	49	51	49
5	9.30	10.91	2.50	65.12	70.91	80.00	25.58	18.18	17.50	43	55	40
6	8.57	20.41	16.67	74.29	65.31	69.44	17.14	14.29	13.89	35	49	36
7	2.94	8.11	21.43	82.35	81.08	71.43	14.71	10.81	7.14	34	37	42
8	0.00	6.45	0.00	91.67	77.42	87.50	8.33	16.13	12.50	24	31	32
All Grades	10.31	11.72	10.63	64.51	63.03	63.99	25.18	25.25	25.38	417	495	461

Conclusions based on this data:

Venetia Valley tested between 419–496 English Learners annually, maintaining consistent participation.

The overall mean scale score shows steady but modest growth across grade levels, especially in grades 4–8, suggesting gradual language acquisition as students progress.

In 2024–25, 14% of students scored at Level 4 (well developed) and 26% at Level 3 (moderately developed), meaning about 40% of English Learners are progressing toward proficiency, while 60% remain at Levels 1–2, needing continued targeted support.

Growth is most visible in upper grades (7–8), where more students reached Levels 3–4 compared to prior years.

The Oral Language domain (listening and speaking) continues to outpace Written Language (reading and writing):

In 2024–25, approximately 57% of students scored at Levels 3–4 in Oral Language, compared to just 27% in Written Language.

School Plan for Student Achievement (SPSA) Page 20 of 69 Venetia Valley K-8 School

Speaking improved most significantly — “Well Developed” increased from 28% (2022–23) to 36% (2024–25) — showing stronger verbal communication skills.

Reading and Writing remain the weakest areas, with roughly 45–47% of students still in the “Beginning” category, indicating persistent challenges in literacy development, text comprehension, and written expression. These results highlight a strong oral–written gap, emphasizing the need to integrate more structured academic writing and reading comprehension practice within ELD instruction.

The ELPAC data reveals three major themes:

Gradual language growth: There’s clear upward movement in proficiency, especially in oral skills, but written literacy continues to lag.

Persistent early-grade challenges: Kindergarten through grade 3 show the highest percentages in Levels 1–2, suggesting the need for early intervention and foundational literacy support.

Upper-grade momentum: Grades 7–8 show encouraging gains, with 30–36% of students now at Level 4, signaling successful long-term English development for students who remain in structured ELD programs.

School Plan for Student Achievement (SPSA) Page 21 of 69 Venetia Valley K-8 School

School and Student Performance Data

Student Population

The 2025 California School Dashboard provides parents and educators with meaningful information on school and district progress so they can participate in decisions to improve student learning.

The California School Dashboard goes beyond test scores alone to provide a more complete picture of how schools and districts are meeting the needs of all students. To help parents and educators identify strengths and areas for improvement, California reports how districts, schools (including alternative schools), and student groups are performing across state and local measures.

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

2024-25 Student Population

Total

Enrollment

748

Total Number of Students enrolled in Venetia Valley K-8 School.

Socioeconomically

Disadvantaged

88.9%

Students who are eligible for free or reduced priced meals; or have parents/guardians who did not receive a high school diploma.

English

Learners

66.2%

Students who are learning to communicate effectively in

English, typically requiring

instruction in both the English Language and in their academic courses.

Foster

Youth

0.1%

Students whose well being is the responsibility of a court.

2024-25 Enrollment for All Students/Student Group
Student Group	Total	Percentage

English Learners 495 66.2% Foster Youth 1 0.1% Homeless 151 20.2% Socioeconomically Disadvantaged 665 88.9% Students with Disabilities 112 15%

Enrollment by Race/Ethnicity
Student Group	Total	Percentage

African American 1 0.1% American Indian 3 0.4% Asian 14 1.9% Filipino 3 0.4% Hispanic 651 87% Two or More Races 13 1.7% Pacific Islander 0 0.0% White 60 8%

Conclusions based on this data:

Venetia Valley School has almost 90% of it's students identified as Socioeconomically Disadvantaged.

School Plan for Student Achievement (SPSA) Page 22 of 69 Venetia Valley K-8 School

Venetia Valley School has over 65% of it's students identified as English Learners.

Venetia Valley School has 15% of it's students identified as having a disability.

School Plan for Student Achievement (SPSA) Page 23 of 69 Venetia Valley K-8 School

School and Student Performance Data

Overall Performance

The 2025 California School Dashboard provides parents and educators with meaningful information on school and district progress so they can participate in decisions to improve student learning.

Performance on state measures, using comparable statewide data, is represented by one of five colors. The performance level (color) is not included when there are fewer than 30 students in any year. This is represented using a greyed out color dial with the words “No Performance Color.”

Red Orange Yellow Green Blue

Lowest Performance Highest Performance

2025 Fall Dashboard Overall Performance for All Students

Academic Performance

English Language Arts

Yellow

Mathematics

Yellow

English Learner Progress

Orange

Conclusions based on this data:

Academic Engagement

Chronic Absenteeism

Orange

Conditions & Climate

Suspension Rate

Red

Venetia Valley's academic performance in English Language Arts and Math have improved from Orange to Yellow.

Venetia Valley's academic performance in English Learner Progress has worsened from Orange to Green.

Venetia Valley's academic performance in Conditions and Climate/Suspension Rate has returned to Red.

School Plan for Student Achievement (SPSA) Page 24 of 69 Venetia Valley K-8 School

School and Student Performance Data

Academic Performance

English Language Arts

The 2025 California School Dashboard provides parents and educators with meaningful information on school and district progress so they can participate in decisions to improve student learning.

Red Orange Yellow Green Blue

Lowest Performance Highest Performance

This section provides number of student groups in each level.

2025 Fall Dashboard English Language Arts Equity Report

Red

Orange

Yellow

Green

Blue

2 4 0 0 0

This section provides a view of how well students are meeting grade-level standards on the English Language Arts assessment. This measure is based on student performance on either the Smarter Balanced Summative Assessment or the California Alternate Assessment, which is taken annually by students in grades 3–8 and grade 11.

2025 Fall Dashboard English Language Arts Performance for All Students/Student Group

All Students

Yellow

69.7 points below standard

Increased 6.3 points

456 Students

Foster Youth

No Performance Color

0 Students

English Learners

Orange

92.9 points below standard

Increased 7.2 points

349 Students

Homeless

Red

109.2 points below standard

Declined 7.9 points

95 Students

Long-Term English Learners

Orange

105.6 points below standard

Increased 25.7 points

69 Students

Socioeconomically Disadvantaged

Orange

76.1 points below standard

Increased 6.7 points

417 Students

School Plan for Student Achievement (SPSA) Page 25 of 69 Venetia Valley K-8 School

Students with Disabilities

Red

119.3 points below standard

Declined 9.5 points

75 Students

Asian

No Performance Color

Fewer than 11 students - No Data for Privacy

9 Students

Two or More Races

No Performance Color

Fewer than 11 students - No Data for Privacy

6 Students

Conclusions based on this data:

African American

No Performance Color

Fewer than 11 students - No Data for Privacy

1 Student

Filipino

No Performance Color

Fewer than 11 students - No Data for Privacy

3 Students

Pacific Islander

No Performance Color

0 Students

American Indian

No Performance Color

Fewer than 11 students - No Data for Privacy

2 Students

Hispanic

Orange

81.9 points below standard

Increased 6.6 points

405 Students

White

No Performance Color

51.3 points above standard

Increased 28.4 points

29 Students

Out of 405 students that are identified as Hispanic, those students are scoring 81.9 points below the standard in ELA, an increase of about 6.6 points overall from the prior year.

Out of the 349 students that are identified as English Learners, those students are scoring 92.9 below the standard in ELA, an increase of 7.2 points overall from the prior year.

Out of the 417 students that are identified as Socioeconomically Disadvantaged, those students are scoring nearly 76.1 points below the standard ELA, an increase of 6.7 points overall from the prior year.

2. 3.

School Plan for Student Achievement (SPSA) Page 26 of 69 Venetia Valley K-8 School

School and Student Performance Data

Academic Performance

Mathematics

The 2025 California School Dashboard provides parents and educators with meaningful information on school and district progress so they can participate in decisions to improve student learning.

Red Orange Yellow Green Blue

Lowest Performance Highest Performance

This section provides number of student groups in each level.

2025 Fall Dashboard Mathematics Equity Report

Red

Orange

Yellow

Green

Blue

1 1 4 0 0

This section provides a view of how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance either on the Smarter Balanced Summative Assessment or the California Alternate Assessment, which is taken annually by students in grades 3–8 and grade 11.

2025 Fall Dashboard Mathematics Performance for All Students/Student Group

All Students

Yellow

70 points below standard

Increased 9.3 points

459 Students

Foster Youth

No Performance Color

0 Students

English Learners

Yellow

88.3 points below standard

Increased 11.2 points

352 Students

Homeless

Yellow

93.8 points below standard

Increased 16.4 points

98 Students

Long-Term English Learners

Orange

120.2 points below standard

Increased 26.9 points

69 Students

Socioeconomically Disadvantaged

Yellow

76 points below standard

Increased 9.5 points

420 Students

School Plan for Student Achievement (SPSA) Page 27 of 69 Venetia Valley K-8 School

Students with Disabilities

Red

132 points below standard

Declined 5.5 points

76 Students

Asian

No Performance Color

Fewer than 11 students - No Data for Privacy

9 Students

Two or More Races

No Performance Color

Fewer than 11 students - No Data for Privacy

6 Students

Conclusions based on this data:

African American

No Performance Color

Fewer than 11 students - No Data for Privacy

1 Student

Filipino

No Performance Color

Fewer than 11 students - No Data for Privacy

3 Students

Pacific Islander

No Performance Color

0 Students

American Indian

No Performance Color

Fewer than 11 students - No Data for Privacy

2 Students

Hispanic

Yellow

79.6 points below standard

Increased 9.7 points

408 Students

White

No Performance Color

22.1 points above standard

Increased 15.2 points

29 Students

Out of the 352 students that are identified as English Learners, those students are scoring about 88.3 points below the standard in Math, marking an 11.2 point increase from the prior year.

Overall, students at Venetia Valley are performing in the Yellow for both ELA and Math, an increase from Orange in both areas the year before.

Out of the 420 students that are identified as Socioeconomically Disadvantaged, those students are scoring about 76 points below the standard in Math, marking an 9.5 point increase from the prior year.

2. 3.

School Plan for Student Achievement (SPSA) Page 28 of 69 Venetia Valley K-8 School

School and Student Performance Data

Academic Performance

Science

The 2025 California School Dashboard provides parents and educators with meaningful information on school and district progress so they can participate in decisions to improve student learning.

Red Orange Yellow Green Blue

Lowest Performance Highest Performance

This section provides number of student groups in each level.

2025 Fall Dashboard Science Equity Report

Red

Orange

Yellow

Green

Blue

0 2 2 0 0

This section provides a view of how well students are meeting grade-level standards on the Science assessment. This measure is based on student performance either on the Smarter Balanced Summative Assessment or the California Alternate Assessment, which is taken annually by students in grades 3–8 and grade 11.

2025 Fall Dashboard Science Performance for All Students/Student Group

All Students

Yellow

47.4 science points

Maintained 1.6 points

156 Students

Foster Youth

No Performance Color

0 Students

English Learners

Yellow

42.9 science points

Increased 2.9 points

112 Students

Homeless

Orange

38.2 science points

Declined 6.6 points

30 Students

Long-Term English Learners

No Performance Color

41.1 science points

Increased 3.7 points

27 Students

Socioeconomically Disadvantaged

Yellow

46.1 science points

Maintained 1.4 points

142 Students

School Plan for Student Achievement (SPSA) Page 29 of 69 Venetia Valley K-8 School

Students with Disabilities

No Performance Color

38 science points

Increased 9.7 points

21 Students

African American

No Performance Color

Fewer than 11 students - No Data for Privacy

1 Student

American Indian

No Performance Color

Fewer than 11 students - No Data for Privacy

1 Student

Asian

No Performance Color

Fewer than 11 students - No Data for Privacy

3 Students

Filipino

No Performance Color

Fewer than 11 students - No Data for Privacy

2 Students

Hispanic

Orange

44.7 science points

Maintained 1.5 points

134 Students

Two or More Races

No Performance Color

Fewer than 11 students - No Data for Privacy

1 Student

Pacific Islander

No Performance Color

0 Students

White

No Performance Color

68.3 science points

13 Students

Conclusions based on this data:

Homeless students was the only student group to decrease points from 23/24. decreasing by 6.6 points in 24/25. Targeted intervention must be provided to ensure these students are prepared to take HS level Science by the time they leave Venetia Valley.

School Plan for Student Achievement (SPSA) Page 30 of 69 Venetia Valley K-8 School

School and Student Performance Data

Academic Performance

English Learner Progress

The 2025 California School Dashboard provides parents and educators with meaningful information on school and district progress so they can participate in decisions to improve student learning.

This section provides a view of the percentage of current EL students making progress towards English language proficiency or maintaining the highest level.

2025 Fall Dashboard English Learner Progress Indicator

English Learner Progress

Orange

40.4 making progress.

Number Students: 384 Students

Long-Term English Learner Progress

Blue

75.9 making progress.

Number Students: 58 Students

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

2025 Fall Dashboard Student English Language Acquisition Results

Decreased

One ELPI Level

24.3%

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

35.3%

Maintained

ELPI Level 4

1.1%

Progressed At Least One ELPI Level

39.3%

Conclusions based on this data:

Data shows that out of 384 students identified as English Learners at Venetia Valley, 93 of them have decreased at least one ELPI Level in the last year. This was a negative insrease for this subgroup compared to the prior year.

English Learner Progress at Venetia Valley is in the regressed to an orange indicator of the California School Dashboard.

Of the 384 students identified as English Learners at Venetia Valley, 150 of them have progressed at least one ELPI level. This is a reduction from the prior school year.

2. 3.

School Plan for Student Achievement (SPSA) Page 31 of 69 Venetia Valley K-8 School

School and Student Performance Data

Academic Performance

College/Career Report

The 2025 California School Dashboard provides parents and educators with meaningful information on school and district progress so they can participate in decisions to improve student learning.

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

Very Low Low Medium High Very High Lowest Performance Highest Performance

This section provides number of student groups in each level.

2025 Fall Dashboard College/Career Equity Report

Red

Orange

Yellow

Green

Blue

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

2025 Fall Dashboard College/Career Performance for All Students/Student Group

All Students

Foster Youth

Students with Disabilities

Asian

Two or More Races

Conclusions based on this data:

English Learners

Homeless

African American

Filipino

Pacific Islander

Long-Term English Learners

Socioeconomically Disadvantaged

American Indian

Hispanic

White

There is no data to make any accurate conclusions here.

School Plan for Student Achievement (SPSA) Page 32 of 69 Venetia Valley K-8 School

School and Student Performance Data

Academic Engagement

Chronic Absenteeism

The 2025 California School Dashboard provides parents and educators with meaningful information on school and district progress so they can participate in decisions to improve student learning.

Red Orange Yellow Green Blue

Lowest Performance Highest Performance

This section provides number of student groups in each level.

2025 Fall Dashboard Chronic Absenteeism Equity Report

Red

Orange

Yellow

Green

Blue

1 3 2 1 0

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

2025 Fall Dashboard Chronic Absenteeism Performance for All Students/Student Group

All Students

Orange

16.2% Chronically Absent

Maintained 0.4

767 Students

Foster Youth

No Performance Color

Fewer than 11 students - No Data for Privacy

1 Student

English Learners

Orange

14.9% Chronically Absent

Maintained -0.1

511 Students

Homeless

Yellow

16.1% Chronically Absent

Declined 0.7

155 Students

Long-Term English Learners

Green

5.8% Chronically Absent

Declined 4.7

69 Students

Socioeconomically Disadvantaged

Orange

15.6% Chronically Absent

Maintained -0.3

686 Students

School Plan for Student Achievement (SPSA) Page 33 of 69 Venetia Valley K-8 School

Students with Disabilities

Red

25.2% Chronically Absent

Increased 4.2

131 Students

African American

No Performance Color

Fewer than 11 students - No Data for Privacy

1 Student

American Indian

No Performance Color

Fewer than 11 students - No Data for Privacy

3 Students

Asian

No Performance Color

28.6% Chronically Absent

Increased 22.3

14 Students

Filipino

No Performance Color

Fewer than 11 students - No Data for Privacy

3 Students

Hispanic

Orange

15.6% Chronically Absent

Maintained 0.3

668 Students

Two or More Races

No Performance Color

23.5% Chronically Absent

Increased 13.5

17 Students

Pacific Islander

No Performance Color

0 Students

White

Yellow

18% Chronically Absent

Declined 3.4

61 Students

Conclusions based on this data:

Chronic absenteeism maintained with a modest increase of .4%, keeping Venetia Valley in the yellow.

Homeless and White students had modest declines in Chronic Absenteeism, while Long Term EL's showed great declines in Chronic Absenteeism and EL's, Hispanic students, and Socioeconomically disadvantaged students showed negligible change from the previous school year.

2. School Plan for Student Achievement (SPSA) Page 34 of 69 Venetia Valley K-8 School

School and Student Performance Data

Academic Engagement

Graduation Rate

The 2025 California School Dashboard provides parents and educators with meaningful information on school and district progress so they can participate in decisions to improve student learning.

Red Orange Yellow Green Blue Lowest Performance Highest Performance

This section provides number of student groups in each level.

2025 Fall Dashboard Graduation Rate Equity Report

Red

Orange

Yellow

Green

Blue

This section provides information about students completing high school, which includes students who receive a standard high school diploma.

2025 Fall Dashboard Graduation Rate for All Students/Student Group

All Students

Foster Youth

Students with Disabilities

Asian

Two or More Races

Conclusions based on this data:

English Learners

Homeless

African American

Filipino

Pacific Islander

Long-Term English Learners

Socioeconomically Disadvantaged

American Indian

Hispanic

White

No data to make any conclusions.

School Plan for Student Achievement (SPSA) Page 35 of 69 Venetia Valley K-8 School

School and Student Performance Data

Conditions & Climate

Suspension Rate

The 2025 California School Dashboard provides parents and educators with meaningful information on school and district progress so they can participate in decisions to improve student learning.

Red Orange Yellow Green Blue

Lowest Performance Highest Performance

This section provides number of student groups in each level.

2025 Fall Dashboard Suspension Rate Equity Report

Red

Orange

Yellow

Green

Blue

5 2 0 0 0

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

2025 Fall Dashboard Suspension Rate for All Students/Student Group

All Students

Red

6.6% suspended at least one day Increased 1.9%

775 Students

Foster Youth

No Performance Color

Fewer than 11 students - No Data for Privacy

1 Student

English Learners

Red

7.2% suspended at least one day Increased 2.6%

514 Students

Homeless

Red

7.1% suspended at least one day Increased 0.8%

155 Students

Long-Term English Learners

Orange

11.6% suspended at least one day Declined 13%

69 Students

Socioeconomically Disadvantaged

Red

6.6% suspended at least one day Increased 1.6%

692 Students

School Plan for Student Achievement (SPSA) Page 36 of 69 Venetia Valley K-8 School

Students with Disabilities

Red

6.8% suspended at least one day Increased 3.5%

132 Students

Asian

No Performance Color

0% suspended at least one day

Maintained 0%

14 Students

Two or More Races

No Performance Color

0% suspended at least one day

Declined 15%

17 Students

Conclusions based on this data:

African American

No Performance Color

Fewer than 11 students - No Data for Privacy

1 Student

Filipino

No Performance Color

Fewer than 11 students - No Data for Privacy

3 Students

Pacific Islander

No Performance Color

0 Students

American Indian

No Performance Color

Fewer than 11 students - No Data for Privacy

3 Students

Hispanic

Red

7.1% suspended at least one day Increased 2.4%

673 Students

White

Orange

4.7% suspended at least one day Increased 2.9%

64 Students

Hispanic/Latino had a slight increase of 2.4% suspension rate from the previous year.

Long term English Learner students were identified as having the highest rate of suspension this year at 11.6%, but made gains with a reduction of suspension of 13%.

Overall, there was an increase of 1.9% suspension rate school wide.

2. 3.

School Plan for Student Achievement (SPSA) Page 37 of 69 Venetia Valley K-8 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

Title and Description of School Goal

Broad statement that describes the desired result to which all strategies/activities are directed.

Student Success: SRCS ensures that every student graduates with a profound love for learning, experiences a learning environment that nurtures and engages, and develops the necessary skills to meet the challenges of an ever-changing world.

We will increase the percentage of students achieving annual typical growth as measured by i-Ready assessments from 39 to 49 in reading, and from 40 to 50 in math school-wide.

ELs will increase percentage of students achieving annual typical growth as measured by iReady from 45 to 55 in reading and from 35 to 45 in math.

Students with special education needs will increase percentage of students in K-5 achieving annual typical growth as measured by iReady from 40 to 50 in reading and from 34 to 44 in math.

By the release of the 2027 California School Dashboard, we will increase by 10 percentage points in the number of English Learner students who either moved up at least one performance level or maintained a Level 4 on the Spring 2026 Summative ELPAC assessments, as measured by the English Learner Performance Index (ELPI). Students with disabilities will meet at least 80% of their IEP goals.

We will reduce the suspension rates for Hispanic or Latino students identified as homeless by 10%.

LCAP Goal to which this School Goal is Aligned

LCAP goal to which this school goal is aligned.

SRCS ensures that every student graduates with a profound love for learning, experiences a learning environment that nurtures and engages, and develops the necessary skills to meet the challenges of an ever-changing world.

Identified Need

A description of 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.

Our 2025 Dashboard results demonstrate both areas of success and significant areas of need, particularly among our English Learner and socioeconomically disadvantaged student populations, which make up 66.2% and 88.9% of the school respectively. A growth area is our school’s improvement in the English Learner Progress Indicator (ELPI), which dropped by 9.4points to 40.4% of ELs made progress in English proficiency. Long Term English Learners (LTELs) showed huge gains reaching 75.9% growth. Additionally, chronic absenteeism improved school-wide by 3.88 percentage points, from the previous school year, with declines in nearly all student groups.

Despite these gains, student achievement in core academic areas remains a significant concern. Students are, on average, 69.7 points below standard in SBAC-ELA and 70 points below in SBAC-Math. Gains were made when compared to the previous school year, yet there is much more ground to cover.. English Learners in particular are 92.9 points below standard in ELA and 88.3 points below in math, while students with disabilities and socioeconomically disadvantaged students also show large performance gaps.

Our overall suspension rate increased slightly to 6.6%, with disproportionalities among key student groups. LTELs made a significant gain in reducing suspensions, dropping from 24.6% of LTEL's in 2024 to 11.6% in 2025 suspended at least one day. English Learners, Hispanic Students, and Students with Disabilities increased their suspension percentages by over 2% when compared to the previous year. Homeless students continued a negative trend of suspensions, increasing

by .8 percentage points compared to last year. This data reveals a need to address school climate and behavior supports and a need to create proactive systems to keep students positively engaged with their learning environment.

To address these disparities, we must prioritize accelerating academic growth for English learners, students with disabilities, and socioeconomically disadvantaged students through targeted, high-quality instruction and intensive, foundational skill-based interventions. In addition, VV must adopt a school-wide approach that fosters a strong sense of belonging and reduces disproportionality in suspensions, ensuring all students remain engaged, supported, and connected to the school community.

School Plan for Student Achievement (SPSA) Page 38 of 69 Venetia Valley K-8 School

Annual Measurable Outcomes

Identify the metric(s) and/or state indicator(s) that your school will use as a means of evaluating progress toward accomplishing the goal.

Metric/Indicator	Baseline/Actual Outcome	Expected Outcome
SBAC ELA Meet or Exceeding Standards for English learners and economically disadvantaged students.	Spring 2024: All Students: 18.95% (DFS: -76) EL: 16.15% (DFS: -100) LTEL: 1.52% (DFS: -131.3) SED: 4.65% (DFS: -82.9) SWD: 3.77% (DFS: -109.8) Spring 2025: All Students: 24.55% (DFS: -69.7) EL: 5.6% (DFS: -92.9) LTEL: 2.27% (DFS: -105.6) SED: 21.92% (DFS: -76.1) SWD: 9.43% (DFS: -119.3)	Increase the number of English learners in grades 3-5 meeting or exceeding standards in SBAC-ELA by 10% Increase the number of economically disadvantaged students in grades 3-5 meeting or exceeding standards in SBAC-ELA by 5-7%
SBAC Math Meet or Exceeding Standards for English learners and economically disadvantaged students.	Spring 2024: All Students: 21.12% (DFS: -79.3) EL: 10.03% (DFS: -99.5) LTEL: 1.52% (DFS: -147.1) SED: 18.93% (DFS: -85.5) SWD: 12.96% (DFS: -126.6) Spring 2025: All Students: 25.89% (DFS: -70) EL: 11.03% (DFS: -88.3) LTEL: 2.27% (DFS: -120.2) SED: 23.28% (DFS: -76) SWD: 9.44% (DFS: -132)	Increase the number of English learners in grades 3-5 meeting or exceeding standards in SBAC-MATH by 10% Increase the number of economically disadvantaged students in grades 3-5 meeting or exceeding standards in SBAC-MATH by 5-7%
ELPAC Level 4 and/or minimum one year’s growth	2024 Dashboard: All EL: 49.7% LTEL: 69.1% 2025 Dashboard: All EL: 40.4% LTEL: 75.9%	We will increase by 10% in the number of students who move up at least one level, or maintain a Level 4 on the Spring 2025 Summative ELPAC assessments as measured by the English Learner Performance Index (ELPI)

Strategies/Activities

Complete the Strategy/Activity Table with each of your school’s strategies/activities. Add additional rows as necessary.

Strategy/ Activity #

Description

Students to be Served

Proposed Expenditures

1.1

Students in this category will receive tier 2 intervention support (e.g., working with an interventionist, small group tutoring support, peer support, etc.). Intervention will be primarily designed to address the needs not meeting ELA grade-level standards according to I-Ready Data and other data metrics.

All students identified as approaching grade level standards will be our focal students.

48,000

Title I Part A: Basic Grants Low-Income and Neglected 1000-1999: Certificated Personnel Salaries

Use of Title I funds to recruit a 3 FTE credentialed employee to provide targeted Tier 2 and Tier 3 intervention support for

students identified as falling far behind academic

School Plan for Student Achievement (SPSA) Page 39 of 69 Venetia Valley K-8 School

Strategy/ Activity #	Description	Students to be Served	Proposed Expenditures
			standards as measured on our Math, Foundational Literacy and/or iReady district benchmark assessments and/or CAASPP state assessments. Intervention support will be delivered in both a small group (up to 5 students) setting and some students will be 1:1.
1.2	Supports will be provided to students who exhibit indicators that lead to chronic absenteeism and underlying factors which causes behavior that can lead to suspension. Counselors will develop lessons for students, work with families on strategies, and provide wrap-around support in order to lower our suspension and chronic absenteeism indicators.	All students in the red indicator for suspension and chronic absenteeism.	80,000 Title I Part A: Basic Grants Low-Income and Neglected 1000-1999: Certificated Personnel Salaries Use of Title I funds to pay for .5 FTE of a credentialed counseling position to address and support students who are meeting red indicators in chronic absenteeism and/or suspension rate. Counseling supports will be provided in a 1-1, group, or family group setting.
1.3	Addition of AVID sections to the VV middle school to support the growth of firs-generation college students and expose them to post secondary/career opportunities as early as possible.	First-Generation 7th and 8th grade students.	64,000 Title I Part A: Allocation 1000-1999: Certificated Personnel Salaries Use of Title I funds to pay for .4 FTE of a certificated teacher to tech 2 sections of AVID in our Middle School.
1.4	Identify trusted adults on campus to serve as mentors for students identified as homeless and been subject to suspension in past academic school years. Provide them with proactive mentorship in order to build positive bonds with the school community.	Homeless hispanic Latino/a students who have been subject to suspension during the 23/24 and 24/25 academic school years.

Annual Review

SPSA Year Reviewed: 2025-26

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 left blank and completed at the end of the year after the plan has been executed.

Analysis

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

The implementation of the the strategies outlines in the 25/256were implemented with fidelity, and we came close to reaching out 10% growth goal outlined in the SPSA. More work is needed to reach our growth targets, especially as it related to Math. We will be implementing a new Math curriculum in K-5 classroom this year and home to see some positive data trends in the near future.

School Plan for Student Achievement (SPSA) Page 40 of 69 Venetia Valley K-8 School

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

It was difficult to get out Mentor Program up and running this school year due to some unforeseen challenges, but the team is excited to use the summer to plan a program that can be implemented for the 26/27 school year. Behavioral data from the current school year will be used to identify students to pair with positive adult mentos.

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.

We completed the first year of Math curriculum implementation in K-5, and more work will be necessary in the upcoming year to fine-tine pacing guides and alligned practices now that teachers have familiarity with the curriculum. Our K-5 teachers will be in the first year of implementation for an ELA curriculum, which will create somewhat of a data-reset in ELA testing data as we fine-tune our ELA teaching practices to align with the Arts & Letters curriculum.

School Plan for Student Achievement (SPSA) Page 41 of 69 Venetia Valley K-8 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

Title and Description of School Goal

Broad statement that describes the desired result to which all strategies/activities are directed.

Staff Success:

Venetia Valley will equip teacher to develop their students ability to become critical thinkers as it related to math concepts and beyond.

LCAP Goal to which this School Goal is Aligned

LCAP goal to which this school goal is aligned.

Identified Need

A review of Dashboard and local assessment data indicates a significant need to strengthen students' understanding and application of CORE Tier 2 & 3 vocabulary across all grade levels (TK–8). Performance gaps are most evident among English Learners, socioeconomically disadvantaged students, and students experiencing homelessness.

To address this need, the site is prioritizing alignment of CORE vocabulary to focus on during the 26/27 school year, and the structures utilized across grade levels for students to access this content. Grade-level teams will align instruction with essential standards and use PLC time to analyze student work, reflect on instructional effectiveness, and adjust strategies accordingly. A structured approach that includes professional development, peer observation, and common formative assessments will support staff in systematically closing achievement gaps while promoting higher-order thinking for all students.

Annual Measurable Outcomes

Identify the metric(s) and/or state indicator(s) that your school will use as a means of evaluating progress toward accomplishing the goal.

Metric/Indicator

Baseline/Actual Outcome

Expected Outcome

District developed benchmark

assessments for mathematics

(iReady).

Start of the year benchmark

assessments with the ability to conduct progress monitoring.

Students will gradually increase in skill level and proficiency in the area of mathematics.

Site-developed pre- and post- staff survey to gauge self-reported capacity to confidence in facilitating small-group instruction and in delivering lessons around critical thinking.

An anecdotal assessment at the beginning of the year, with the ability to conduct progress monitoring

throughout the year. The same assessment will be administered at the end of the year to track growth.

Increase teacher confidence in developing students' critical thinking skills through use of effective small group instructional strategies.

Strategies/Activities

Complete the Strategy/Activity Table with each of your school’s strategies/activities. Add additional rows as necessary.

Strategy/ Activity #

Description

Students to be Served

Proposed Expenditures

2.1

Increase teacher capacity to effectively teach critical thinking skills across grades TK–8 by enhancing instructional strategies, aligning

All students K-8.

4000

Title I Part A: Basic Grants Low-Income and Neglected

School Plan for Student Achievement (SPSA) Page 42 of 69 Venetia Valley K-8 School

Strategy/ Activity #	Description	Students to be Served	Proposed Expenditures
	instruction with essential standards, and embedding age-appropriate critical thinking practices across the curriculum. Grade-level teams will collaborate through PLCs to ensure instructional alignment, analyze student data, and continuously refine their practice.		1000-1999: Certificated Personnel Salaries These funds will pay for certificated teachers to be paid hourly for PD and Alignment meetings around structures for teaching Tier 2 and Tier 3 vocabulary to EL students.
2.2	From a menu of strategies, schools will select two strategies tied to the mathematical practices to focus on to deepen math instruction aligned to the math framework. This work will be part of a cycle that includes a mini-PD, a learning lab with planning time, and a follow up PD.	All K-5 Students	0 Title II Part A: Improving Teacher Quality 1000-1999: Certificated Personnel Salaries District Title II - two half day releases for each teachers to engage in work.
2.3	Four district-wide publisher PDs will be held across the 2026-27 school year to support the implementation of the newly adopted language arts curriculum, Arts and Letters (SEI) or Benchmark Advance/Adelante (DLI).	All K-5 Students	0 Title II Part A: Improving Teacher Quality None Specified District Title II

Annual Review

SPSA Year Reviewed: 2025-26

Analysis

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

The goals in the 25/26 SPSA were updated with fidelity according to the allocated funding. We saw educators get value from practicing explicit strategies to grow the critical-thinking skills of their students, and we hope that the implemented work will continue to have pay-offs int he coming years.

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

None.

With budget reductions, much of this work is being shifted to admin-directed time on Wednesdays for Elementary teachers, and Admin Directed non-teaching periods for MS teachers. The work will continue, but not centralized to one time of the year. It may be of benefit to have multiple touch points throughout the school ear for this work to occur.

School Plan for Student Achievement (SPSA) Page 43 of 69 Venetia Valley K-8 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 3

Title and Description of School Goal

Broad statement that describes the desired result to which all strategies/activities are directed.

Community Engagement: SRCS values every member of our community and is committed to actively engaging our parents, community organizations, and the broader community to ensure the success of every student. Venetia Valley will develop structures that promote Tier 2 & 3 vocabulary growth, family literacy, and social-emotional identification skills for all VV families.

LCAP Goal to which this School Goal is Aligned

LCAP goal to which this school goal is aligned.

Identified Need

The use of our free and reduced lunch data will help us identify our neediest students to provide family support to help our students succeed at school. Focus is places on students not meeting typical growth on I-Ready, and families who are feeling disconnected from campus and/or need further academic support as noted in the 25/26 administration of the YouthTruth survey.

Annual Measurable Outcomes

Identify the metric(s) and/or state indicator(s) that your school will use as a means of evaluating progress toward accomplishing the goal.

Metric/Indicator

Baseline/Actual Outcome

Expected Outcome

Free and Reduced Lunch Data

Expecting over 70% of families to be identified as qualifying for free or reduced lunch.

Support services will be provided to our neediest families by engaging them in various workshops that offer strategies on how to manage the schooling of their children, manage their own personal finances, and other workshops as identified by parent surveys indicating the areas of need.

Homeless Data

Expecting to have over 10% of our families identified as homeless or transitional housing.

Strategies/Activities

Complete the Strategy/Activity Table with each of your school’s strategies/activities. Add additional rows as necessary.

Strategy/ Activity #	Description	Students to be Served	Proposed Expenditures
3.1	VV will purchase books, with parallel titles in English and Spanish, to build a library or books to	All K-8 students and families	11,000

School Plan for Student Achievement (SPSA) Page 44 of 69 Venetia Valley K-8 School

Strategy/ Activity #	Description	Students to be Served	Proposed Expenditures
	check out directly to VV families. The English book will be for the student, the Spanish for families, and we hope to promote the practice of families reading together for 15 minutes at home. These books will be accompanied by a bilingual bookmark with questions to help drive conversations as families read with their children.		Title I Part A: Parent Involvement 2000-2999: Classified Personnel Salaries This funding will be used to purchase books that come translated in both English and Spanish. These books will be checked out to families through a bi-weekly library help in our family center. No fines will be issues for books that are not returned.
3.2	The use of our community liaison, family center and other site resources will be used to fully support our families and their children so that our students can be successful at accessing their schooling and engage in a meaningful, productive manner.	All students and families identified as qualifying for "unduplicated status" will be our focal groups.	4,000 Title I Part A: Parent Involvement 2000-2999: Classified Personnel Salaries This funding will be used to provide additional hours to our classified personnel who work directly with our families, helping families connect with the school and be more involved in the education of their children. Activities include parent education nights, academic nights, and other community schools/family center events that are directly aligned to supporting families in navigating the school system with their child(ren).
3.3	Ongoing professional development for our classified and support staff to meet the needs of our families. Professional development is based on current trends, societal impacts and other related topics that impact our neediest families. This is not limited to English Language Development, homelessness, families struggling with poverty and other trauma informed practices. Professional development may take place at the site, district or outside of the district using various modalities, including but not limited to professionally recognized conferences where experts in the field address the barriers affecting/impacting our neediest families.	All students and families will be served by this strategy/activity.	4500 Title I Part A: Parent Involvement 5000-5999: Services And Other Operating Expenditures Travel & Conferences: Various conferences that offer a parent involvement component, such as Regional CABE Conference, CABE, Association of Two Way Dual Language and SEAL Convening, where either our classified staff (Family Center Lead, Family Center Specialist, Community Liaison and others relevant to working with families) and parent leaders may attend. Could also be used to bring speakers to campus, such as Kelsey Chandler and her series on Social-Emotional learning for parents and families.

School Plan for Student Achievement (SPSA) Page 45 of 69 Venetia Valley K-8 School

Annual Review

SPSA Year Reviewed: 2025-26

Analysis

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

Overall implementation of the 25/26 strategies was successful with the amount of budgeted recourses. We were able to host successful parent workshops, use money widely to directly contact parents for meetings and events, and allowed our staff to have time to hold targeted attendance conversations with families.

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

None

There will be a reduction of funds in this area due to the need to allocate more funds for staffing in the 26/27 school year.

School Plan for Student Achievement (SPSA) Page 46 of 69 Venetia Valley K-8 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 4

Title and Description of School Goal

Broad statement that describes the desired result to which all strategies/activities are directed.

Systems and Structures: SRCS promises to create intentional and equitable systems and structures that monitor, adjust and improve outcomes for students, particularly students of color.

VV will focus on our vision statement by meeting all of our students where they are and will do what it takes to help them reach whatever it is they aspire to become. This process will require all stakeholders to help our students become outstanding global citizens and responsible members of society by engaging them in various social emotional learning opportunities.

LCAP Goal to which this School Goal is Aligned

LCAP goal to which this school goal is aligned.

Systems and Structures: SRCS promises to create intentional and equitable systems and structures that monitor, adjust and improve outcomes for students, particularly students of color. The system will also work to remove barriers and distractions which can hinder a students ability to achieve academic success.

Identified Need

All students benefit from engaging in social settings at school that improve a students' ability on how to handle various social situations and interactions. Student behavior is impacted by the lack of these experiences, requiring a need to identify restorative practices and positive behavior intervention strategies to help students engage positively with one another.

Annual Measurable Outcomes

Identify the metric(s) and/or state indicator(s) that your school will use as a means of evaluating progress toward accomplishing the goal.

Metric/Indicator	Baseline/Actual Outcome	Expected Outcome
Student office referrals for minor offenses.	All office referrals are tracked on the Aeries portal to help determine the number of incidents being referred to the office.	Reduce the number of office referrals by training personnel on Restorative Practices to help them immediately intervene and maintain control of the situation so that it best serves their classroom community.
Student office referrals for serious offenses.	All office referrals are tracked on the Aeries portal or our ION Referral system to help determine the number of incidents being referred to the office.	Adequately train all personnel on what constitutes a serious offense and ensure timely reporting is happening so that administrators may immediately take action and involve all pertinent stakeholders to identify a resolution.
Student attendance rates.	Student attendance rates checked regularly with alerts set for those missing 3 or more days within any given period, allowing the school to immediately intervene and identify root causes and identify solutions.	All students should maintain or exceed an overall 98% attendance record for the entire school year.

School Plan for Student Achievement (SPSA) Page 47 of 69 Venetia Valley K-8 School

Overall student grades / academic performance.

Progress reports and quarter grading periods will be reviewed to help determine student academic

performance.

All students should maintain or exceed an overall "meeting grade level standards" or C average in all areas.

Student Engagement - Focus on learning.

Student polling data shows over 98% of students in our middle grades (6th - 8th) own an electronic signaling device, such as a smartphone, smartwatch, or other device that has been proven to take a child's attention and focus away from school, that encourages them to become

disengaged with human/peer

connections and highly increases their "screen time."

We plan to reduce this by having students use a storage pouch where they keep possession of their

electronic signaling device but is secured throughout the school day, increasing student engagement in both academics and social interactions.

Management of Individualized Education Plans (IEPs), student identification and classification.

Venetia Valley TK-8 School has a special education population of about 15% and managing our IEPs, how we qualify students for an IEP and implementation of interventions before requiring an IEP is a priority goal to focus on.

We want to properly and adequately manage our IEP process to ensure students who qualify are receiving the services they require and we are being cognizant and preventing the over classification of students being classified as requiring an IEP.

Strategies/Activities

Complete the Strategy/Activity Table with each of your school’s strategies/activities. Add additional rows as necessary.

Strategy/ Activity #

Description

Students to be Served

Proposed Expenditures

4.1

Engage students in Restorative Practices / Justice strategies which include community circles, restorative circles and positive behavior intervention support systems throughout the entire TK-8 campus. These activities may include and are not limited to classroom presentations, school assemblies, ongoing review and teaching of school expectations and group counseling activities. Providing additional enrichment opportunities during recess or other unstructured time to eliminate the opportunity to engage in unwanted behavior will be a priority.

All students.

3,500

Title I Part A: Basic Grants Low-Income and Neglected 4000-4999: Books And Supplies

The use of a cellphone storage bag is research based and has been proven to improve student

engagement in both

academic content and social interactions with fellow peers by over 90%. Acquiring these

individual storage bags will allow middle grade students to secure their cellphones in a pouch that they get to hang onto without having access to the cellular device. This helps students remain focused on their academics, encourages students to engage socially with one another and also increases student

mobility/participation in physical activity (engaging in sports and other physical activities during break times, recess, etc.) V.V. plans to acquire Yondr pouches for all of our middle grade students at a cost of about $3,500. This will be an annually-

School Plan for Student Achievement (SPSA) Page 48 of 69 Venetia Valley K-8 School

Strategy/ Activity #

Description

Students to be Served

Proposed Expenditures

recurring cost due to the new pay structure for YONDR pouches.

1,500

Title I Part A: Basic Grants Low-Income and Neglected 1000-1999: Certificated Personnel Salaries

Hours for certificated staff to conduct Restorative Circles, Social-Emotional Lessons, and other PBIS work outside of school hours.

4.4

Annual Review

SPSA Year Reviewed: 2025-26

Analysis

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

The use of YONDR pouches continues to be successful in allowing our middle school students to not be distracted by their cell phone during the school day. Student participation has become the norm, and the daily use of the pouches has become part of our culture at VV. The effectiveness of the strategies were also successful as we saw improvement in overall student behavior referral data and increased participation in our Falcon Expectations programs, including our 4 B's Behavioral expectations.

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

Some minor adjustments had to be made based on the budget. The YONDR pouch purchase model shifted from a leasing platform to a purchase agreement, raising costs significantly for the site to purchase YONDR Pouches for every student.

None, we will continue to support students in providing them a cell-phone free learning environment. We are excited to have funds available to continue the restorative work that occurs on Saturdays during suspension diversion events.

School Plan for Student Achievement (SPSA) Page 49 of 69 Venetia Valley K-8 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 5

Title and Description of School Goal

Broad statement that describes the desired result to which all strategies/activities are directed.

LCAP Goal to which this School Goal is Aligned

LCAP goal to which this school goal is aligned.

Identified Need

Annual Measurable Outcomes

Identify the metric(s) and/or state indicator(s) that your school will use as a means of evaluating progress toward accomplishing the goal.

Metric/Indicator

Baseline/Actual Outcome

Expected Outcome

Strategies/Activities

Complete the Strategy/Activity Table with each of your school’s strategies/activities. Add additional rows as necessary.

Strategy/ Activity #

Description

Students to be Served

Proposed Expenditures

Annual Review

SPSA Year Reviewed: 2025-26

Analysis

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

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

School Plan for Student Achievement (SPSA) Page 50 of 69 Venetia Valley K-8 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	$224,626
Total Funds Budgeted for Strategies to Meet the Goals in the SPSA	$220,500.00
Total Federal Funds Provided to the School from the LEA for CSI	$

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 ($)
Title I Part A: Allocation	$64,000.00
Title I Part A: Basic Grants Low-Income and Neglected	$137,000.00
Title I Part A: Parent Involvement	$19,500.00
Title II Part A: Improving Teacher Quality	$0.00

Subtotal of additional federal funds included for this school: $220,500.00

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 ($)

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

Total of federal, state, and/or local funds for this school: $220,500.00

School Plan for Student Achievement (SPSA) Page 51 of 69 Venetia Valley K-8 School

Budgeted Funds and Expenditures in this Plan The tables below are provided to help the school track expenditures as they relate to funds budgeted to the school. Funds Budgeted to the School by Funding Source

Funding Source Amount Balance

Title I Part A: Basic Grants Low-Income and Neglected

Title I Part A: Parent Involvement

235831

26000

98,831.00

6,500.00

Expenditures by Funding Source

Funding Source Amount

Title I Part A: Allocation

Title I Part A: Basic Grants Low-Income and Neglected

Title I Part A: Parent Involvement

Title II Part A: Improving Teacher Quality

64,000.00

137,000.00

19,500.00

0.00

Expenditures by Budget Reference

Budget Reference Amount

1000-1999: Certificated Personnel Salaries

2000-2999: Classified Personnel Salaries

4000-4999: Books And Supplies

5000-5999: Services And Other Operating Expenditures

None Specified

197,500.00

15,000.00

3,500.00

4,500.00

0.00

Expenditures by Budget Reference and Funding Source Budget Reference Funding Source Amount

1000-1999: Certificated Personnel Salaries

4000-4999: Books And Supplies

2000-2999: Classified Personnel Salaries

5000-5999: Services And Other Operating Expenditures

1000-1999: Certificated Personnel Salaries

Title I Part A: Allocation

Title I Part A: Basic Grants Low Income and Neglected

Title I Part A: Parent Involvement

Title II Part A: Improving Teacher Quality

64,000.00

133,500.00

3,500.00

15,000.00

4,500.00

0.00

School Plan for Student Achievement (SPSA) Page 52 of 69 Venetia Valley K-8 School

None Specified

Expenditures by Goal

Title II Part A: Improving Teacher Quality

0.00

Goal Number Total Expenditures

Goal 1

Goal 2

Goal 3

Goal 4

192,000.00

4,000.00

19,500.00

5,000.00

School Plan for Student Achievement (SPSA) Page 53 of 69 Venetia Valley K-8 School

School Site Council Membership

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

1 School Principal

2 Classroom Teachers

2 Other School Staff

3 Parent or Community Members

Name of Members Role

Armando Oseguera

Robin Pendoley

Kevin Menchavez

Lindsey Caillier

Sheila Torres

Kathrin Horn

Laura Malekian

Gisell Chavez

Jesse Ochoa

XPrincipal

XParent or Community Member

XClassroom Teacher

XOther School Staff

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 54 of 69 Venetia Valley K-8 School

Recommendations and Assurances

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

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

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

The SSC sought and considered all recommendations from the following groups or committees before adopting this plan: Signature Committee or Advisory Group Name

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 05/12/26.

Attested:

Principal, Armando Oseguera on 06/18/26

SSC Chairperson, Robin Pendoley on 06/18/26

School Plan for Student Achievement (SPSA) Page 55 of 69 Venetia Valley K-8 School

Instructions

This SPSA template consolidates all school-level planning efforts into one plan for programs funded through the Consolidated Application (ConApp) pursuant to California Education Code (EC) Section 64001 and the Elementary and Secondary Education Act (ESEA) as amended by the Every Student Succeeds Act (ESSA). This template is designed to meet schoolwide program planning requirements.

School Plan for Student Achievement (SPSA) Page 56 of 69 Venetia Valley K-8 School

For questions related to specific sections of the template, please see instructions below. Instructions: Table of Contents

• Plan Description

• Educational Partner Involvement

• Comprehensive Needs Assessment

• Goals, Strategies/Activities, and Expenditures

• Annual Review

• Budget Summary

• Appendix A: Plan Requirements for Title I Schoolwide Programs

• Appendix B: Select State and Federal Programs

For additional questions or technical assistance related to LEA and school planning, please contact the CDE’s Local Agency Systems Support Office, at LCFF@cde.ca.gov.

For programmatic or policy questions regarding Title I schoolwide planning, please contact the LEA, or the CDE’s Title I Policy and Program Guidance Office at TITLEI@cde.ca.gov.

Plan Description

Briefly describe the school’s plan to effectively meet the ESSA requirements in alignment with the LCAP and other federal, state, and local programs.

Additional CSI Planning Requirements:

Schools eligible for CSI must briefly describe the purpose of this plan by stating that this plan will be used to meet federal CSI planning requirements.

Additional ATSI Planning Requirements:

Schools eligible for ATSI must briefly describe the purpose of this plan by stating that this plan will be used to meet federal ATSI planning requirements.

Educational Partner Involvement

Meaningful involvement of parents, students, and other stakeholders is critical to the development of the SPSA and the budget process. Within California, these stakeholders are referred to as educational partners. Schools must share the SPSA with school site-level advisory groups, as applicable (e.g., English Learner Advisory committee, student advisory groups, tribes and tribal organizations present in the community, as appropriate, etc.) and seek input from these advisory groups in the development of the SPSA.

The Educational Partner Engagement process is an ongoing, annual process. Describe the process used to involve advisory committees, parents, students, school faculty and staff, and the community in the development of the SPSA and the annual review and update.

Additional CSI Planning Requirements:

When completing this section for CSI, the LEA must partner with the school and its educational partners in the development and implementation of this plan.

Additional ATSI Planning Requirements:

This section meets the requirements for ATSI.

Resource Inequities

School Plan for Student Achievement (SPSA) Page 57 of 69 Venetia Valley K-8 School

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

Additional CSI Planning Requirements:

• Schools eligible for CSI must identify resource inequities, which may include a review of LEA- and school-level budgeting as a part of the required school-level needs assessment.

• Identified resource inequities must be addressed through implementation of the CSI plan.

• Briefly identify and describe any resource inequities identified as a result of the required school-level needs assessment and summarize how the identified resource inequities are addressed in the SPSA.

Additional ATSI Planning Requirements:

• Schools eligible for ATSI must identify resource inequities, which may include a review of LEA- and school-level budgeting as a part of the required school-level needs assessment.

• Identified resource inequities must be addressed through implementation of the ATSI plan. • Briefly identify and describe any resource inequities identified as a result of the required school-level needs assessment and summarize how the identified resource inequities are addressed in the SPSA.

Comprehensive Needs Assessment

Referring to the California School Dashboard (Dashboard), identify: (a) any state indicator for which overall performance was in the “Red” or “Orange” performance category AND (b) any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. In addition to Dashboard data, other needs may be identified using locally collected data developed by the LEA to measure pupil outcomes.

SWP Planning Requirements:

When completing this section for SWP, the school shall describe the steps it is planning to take to address these areas of low performance and performance gaps to improve student outcomes.

Completing this section fully addresses all SWP relevant federal planning requirements.

CSI Planning Requirements:

When completing this section for CSI, the LEA shall describe the steps the LEA will take to address the areas of low performance, low graduation rate, and/or performance gaps for the school to improve student outcomes.

Completing this section fully addresses all relevant federal planning requirements for CSI.

ATSI Planning Requirements:

Completing this section fully addresses all relevant federal planning requirements for ATSI.

Goals, Strategies/Activities, and Expenditures

In this section, a school provides a description of the annual goals to be achieved by the school. This section also includes descriptions of the specific planned strategies/activities a school will take to meet the identified goals, and a description of the expenditures required to implement the specific strategies and activities.

Additional CSI Planning Requirements:

When completing this section to meet federal planning requirements for CSI, improvement goals must also align with the goals, actions, and services in the LEA’s LCAP.

School Plan for Student Achievement (SPSA) Page 58 of 69 Venetia Valley K-8 School

Additional ATSI Planning Requirements:

When completing this section to meet federal planning requirements for ATSI, improvement goals must also align with the goals, actions, and services in the LEA’s LCAP.

Goal

Well-developed goals will clearly communicate to educational partners what the school plans to accomplish, what the school plans to do in order to accomplish the goal, and how the school will know when it has accomplished the goal. A goal should be specific enough to be measurable in either quantitative or qualitative terms. Schools should assess the performance of their student groups when developing goals and the related strategies/activities to achieve such goals. SPSA goals should align to the goals and actions in the LEA’s LCAP.

A goal is a broad statement that describes the desired result to which all strategies/activities are directed. A goal answers the question: What is the school seeking to achieve?

It can be helpful to use a framework for writing goals such the S.M.A.R.T. approach. A S.M.A.R.T. goal is:

• Specific,

• Measurable,

• Achievable,

• Realistic, and

• Time-bound.

A level of specificity is needed in order to measure performance relative to the goal as well as to assess whether it is reasonably achievable. Including time constraints, such as milestone dates, ensures a realistic approach that supports student success.

A school may number the goals using the “Goal #” for ease of reference.

Additional CSI Planning Requirements:

Completing this section as described above fully addresses all relevant federal CSI planning requirements.

Additional ATSI Planning Requirements:

Completing this section as described above fully addresses all relevant federal ATSI planning requirements.

Identified Need

Describe the basis for establishing the goal. The goal should be based upon an analysis of verifiable state data, including local and state indicator data from the Dashboard and data from the School Accountability Report Card, including local data voluntarily collected by districts to measure pupil achievement.

Additional CSI Planning Requirements:

Completing this section as described above fully addresses all relevant federal CSI planning requirements.

Additional ATSI Planning Requirements:

Completing this section as described above fully addresses all relevant federal ATSI planning requirements.

Annual Measurable Outcomes

Identify the metric(s) and/or state indicator(s) that the school will use as a means of evaluating progress toward accomplishing the goal. A school may identify metrics for specific student groups. Include in the

School Plan for Student Achievement (SPSA) Page 59 of 69 Venetia Valley K-8 School

baseline column the most recent data associated with the metric or indicator available at the time of adoption of the SPSA. The most recent data associated with a metric or indicator includes data reported in the annual update of the SPSA. In the subsequent Expected Outcome column, identify the progress the school intends to make in the coming year.

Additional CSI Planning Requirements:

When completing this section for CSI, the school must include school-level metrics related to the metrics that led to the school’s eligibility for CSI.

Additional ATSI Planning Requirements:

Completing this section as described above fully addresses all relevant federal ATSI planning requirements.

Strategies/Activities Table

Describe the strategies and activities being provided to meet the goal.

Complete the table as follows:

• Strategy/Activity #: Number the strategy/activity using the “Strategy/Activity #” for ease of reference.

• Description: Describe the strategy/activity.

• Students to be Served: Identify in the Strategy/Activity Table either All Students or one or more specific student groups that will benefit from the strategies and activities. ESSA Section 1111(c)(2) requires the schoolwide plan to identify either “All Students” or one or more specific student groups, including socioeconomically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and English learners.

• Proposed Expenditures: List the amount(s) for the proposed expenditures. Proposed expenditures that are included more than once in a SPSA should be indicated as a duplicated expenditure and include a reference to the goal and strategy/activity where the expenditure first appears in the SPSA. Pursuant to EC Section 64001(g)(3)(C), proposed expenditures, based on the projected resource allocation from the governing board or governing body of the LEA, to address the findings of the needs assessment consistent with the state priorities including identifying resource inequities which may include a review of the LEA’s budgeting, its LCAP, and school-level budgeting, if applicable.

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

Planned strategies/activities address the findings of the comprehensive needs assessment consistent with state priorities and resource inequities, which may have been identified through a review of the LEA’s budgeting, its LCAP, and school-level budgeting, if applicable.

Additional CSI Planning Requirements:

• When completing this section for CSI, this plan must include evidence-based interventions and align to the goals, actions, and services in the LEA’s LCAP.

• When completing this section for CSI, this plan must address through implementation, identified resource inequities, which may have been identified through a review of LEA- and school-level budgeting.

Note: Federal school improvement funds for CSI shall not be used in schools identified for TSI or ATSI. In addition, funds for CSI shall not be used to hire additional permanent staff.

Additional ATSI Planning Requirements:

• When completing this section for ATSI, this plan must include evidence-based interventions and align with the goals, actions, and services in the LEA’s LCAP.

School Plan for Student Achievement (SPSA) Page 60 of 69 Venetia Valley K-8 School

• When completing this section for ATSI, this plan must address through implementation, identified resource inequities, which may have been identified through a review of LEA- and school-level budgeting.

• When completing this section for ATSI, at a minimum, the student groups to be served shall include the student groups that are consistently underperforming, for which the school received the ATSI designation.

Note: Federal school improvement funds for CSI shall not be used in schools identified for ATSI. Schools eligible for ATSI do not receive funding but are required to include evidence-based interventions and align with the goals, actions, and services in the LEA’s LCAP.

Annual Review

In the following Goal Analysis prompts, identify any material differences between what was planned and what actually occurred as well as significant changes in strategies/activities and/or expenditures from the prior year. This annual review and analysis should be the basis for decision-making and updates to the plan.

Goal Analysis

Using actual outcome data, including state indicator data from the Dashboard, analyze whether the planned strategies/activities were effective in achieving the goal. Respond to the prompts as instructed. Respond to the following prompts relative to this goal.

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

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

● Describe any changes that will be made to the goal, expected annual measurable outcomes, metrics/indicators, or strategies/activities to achieve this goal as a result of this analysis and analysis of the data provided in the Dashboard, as applicable. Identify where those changes can be found in the SPSA.

Note: If the school is in the first year of implementing the goal, the Annual Review section is not required and this section may be left blank and completed at the end of the year after the plan has been executed.

Additional CSI Planning Requirements:

• When completing this section for CSI, any changes made to the goals, annual measurable outcomes, metrics/indicators, or strategies/activities, shall meet the federal CSI planning requirements.

• CSI planning requirements are listed under each section of the Instructions. For example, as a result of the Annual Review and Update, if changes are made to a goal(s), see the Goal section for CSI planning requirements.

Additional ATSI Planning Requirements:

• When completing this section for ATSI, any changes made to the goals, annual measurable outcomes, metrics/indicators, or strategies/activities, shall meet the federal ATSI planning requirements.

• ATSI planning requirements are listed under each section of the Instructions. For example, as a result of the Annual Review and Update, if changes are made to a goal(s), see the Goal section for ATSI planning requirements.

Budget Summary

School Plan for Student Achievement (SPSA) Page 61 of 69 Venetia Valley K-8 School

In this section, a school provides a brief summary of the funding allocated to the school through the ConApp and/or other funding sources as well as the total amount of funds for proposed expenditures described in the SPSA. The Budget Summary is required for schools funded through the ConApp.

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

Additional CSI Planning Requirements:

• From its total allocation for CSI, the LEA may distribute funds across its schools that are eligible for CSI to support implementation of this plan. In addition, the LEA may retain a portion of its total allocation to support LEA-level expenditures that are directly related to serving schools eligible for CSI.

Note: CSI funds may not be expended at or on behalf of schools not eligible for CSI.

Additional ATSI Planning Requirements:

Note: Federal funds for CSI shall not be used in schools eligible for ATSI.

Budget Summary Table

A school receiving funds allocated through the ConApp should complete the Budget Summary Table as follows:

● Total Funds Provided to the School Through the ConApp: This amount is the total amount of funding provided to the school through the ConApp for the school year. The school year means the fiscal year for which a SPSA is adopted or updated.

● Total Funds Budgeted for Strategies to Meet the Goals in the SPSA: This amount is the total of the proposed expenditures from all sources of funds associated with the strategies/activities reflected in the SPSA. To the extent strategies/activities and/or proposed expenditures are listed in the SPSA under more than one goal, the expenditures should be counted only once.

A school receiving funds from its LEA for CSI should complete the Budget Summary Table as follows:

• Total Federal Funds Provided to the School from the LEA for CSI: This amount is the total amount of funding provided to the school from the LEA for the purpose of developing and implementing the CSI plan for the school year set forth in the CSI LEA Application for which funds were received.

School Plan for Student Achievement (SPSA) Page 62 of 69 Venetia Valley K-8 School

Appendix A: Plan Requirements

Schoolwide Program Requirements

This School Plan for Student Achievement (SPSA) template meets the requirements of a schoolwide program plan. The requirements below are for planning reference.

A school that operates a schoolwide program and receives funds allocated through the ConApp is required to develop a SPSA. The SPSA, including proposed expenditures of funds allocated to the school through the ConApp, must be reviewed annually and updated by the Schoolsite Council (SSC). The content of a SPSA must be aligned with school goals for improving student achievement. Requirements for Development of the Plan

I. The development of the SPSA shall include both of the following actions: A. Administration of a comprehensive needs assessment that forms the basis of the school’s goals contained in the SPSA.

1. The comprehensive needs assessment of the entire school shall:

a. Include an analysis of verifiable state data, consistent with all state

priorities as noted in Sections 52060 and 52066, and informed by

all indicators described in Section 1111(c)(4)(B) of the federal

Every Student Succeeds Act, including pupil performance against

state-determined long-term goals. The school may include data

voluntarily developed by districts to measure pupil outcomes

(described in the Identified Need).

b. Be based on academic achievement information about all

students in the school, including all groups under §200.13(b)(7)

and migratory children as defined in section 1309(2) of the ESEA,

relative to the State's academic standards under §200.1 to:

i. Help the school understand the subjects and skills for

which teaching and learning need to be improved.

ii. Identify the specific academic needs of students and

groups of students who are not yet achieving the State's

academic standards.

iii. Assess the needs of the school relative to each of the

components of the schoolwide program under §200.28.

iv. Develop the comprehensive needs assessment with the

participation of individuals who will carry out the

schoolwide program plan.

v. Document how it conducted the needs assessment, the

results it obtained, and the conclusions it drew from those

results.

B. Identification of the process for evaluating and monitoring the implementation of the SPSA and progress towards accomplishing the goals set forth in the SPSA (described in the Expected Annual Measurable Outcomes and Annual Review and Update).

Requirements for the Plan

II. The SPSA shall include the following:

A. Goals set to improve pupil outcomes, including addressing the needs of student groups as identified through the needs assessment.

B. Evidence-based strategies, actions, or services (described in Strategies and Activities)

School Plan for Student Achievement (SPSA) Page 63 of 69 Venetia Valley K-8 School

1. A description of the strategies that the school will be implementing to address school needs, including a description of how such strategies will:

a. Provide opportunities for all children including each of the

subgroups of students to meet the challenging state academic

standards

b. Use methods and instructional strategies that:

i. Strengthen the academic program in the school,

ii. Increase the amount and quality of learning time, and

iii. Provide an enriched and accelerated curriculum, which

may include programs, activities, and courses necessary

to provide a well-rounded education.

c. Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State

academic standards, so that all students demonstrate at least

proficiency on the State’s academic standards through activities which may include:

i. Strategies to improve students’ skills outside the

academic subject areas;

ii. Preparation for and awareness of opportunities for

postsecondary education and the workforce;

iii. Implementation of a schoolwide tiered model to prevent

and address problem behavior;

iv. Professional development and other activities for

teachers, paraprofessionals, and other school personnel

to improve instruction and use of data; and

v. Strategies for assisting preschool children in the transition

from early childhood education programs to local

elementary school programs.

C. Proposed expenditures, based on the projected resource allocation from the governing board or body of the LEA (may include funds allocated via the ConApp, federal funds, and any other state or local funds allocated to the school), to address the findings of the needs assessment consistent with the state priorities, including identifying resource inequities, which may include a review of the LEAs budgeting, it’s LCAP, and school-level budgeting, if applicable (described in Proposed Expenditures and Budget Summary). Employees of the schoolwide program may be deemed funded by a single cost objective.

D. A description of how the school will determine if school needs have been met (described in the Expected Annual Measurable Outcomes and the Annual Review and Update).

1. Annually evaluate the implementation of, and results achieved by, the schoolwide program, using data from the State's annual assessments and other indicators of academic achievement;

2. Determine whether the schoolwide program has been effective in increasing the achievement of students in meeting the State's academic standards, particularly for those students who had been furthest from achieving the standards; and

3. Revise the plan, as necessary, based on the results of the evaluation, to ensure continuous improvement of students in the schoolwide program.

School Plan for Student Achievement (SPSA) Page 64 of 69 Venetia Valley K-8 School

E. A description of how the school will ensure parental involvement in the planning, review, and improvement of the schoolwide program plan (described in Educational Partner Involvement and/or Strategies/Activities).

F. A description of the activities the school will include to ensure that students who experience difficulty attaining proficient or advanced levels of academic achievement standards will be provided with effective, timely additional support, including measures to:

1. Ensure that those students' difficulties are identified on a timely basis; and 2. Provide sufficient information on which to base effective assistance to those students.

G. For an elementary school, a description of how the school will assist preschool students in the successful transition from early childhood programs to the school. H. A description of how the school will use resources to carry out these components (described in the Proposed Expenditures for Strategies/Activities).

I. A description of any other activities and objectives as established by the SSC (described in the Strategies/Activities).

Authority Cited: Title 34 of the Code of Federal Regulations (34 CFR), sections 200.25-26, and 200.29, and sections-1114(b)(7)(A)(i)-(iii) and 1118(b) of the ESEA. EC sections 64001 et. seq.

School Plan for Student Achievement (SPSA) Page 65 of 69 Venetia Valley K-8 School

Appendix B: Plan Requirements for School to CSI/ATSI Planning Requirements

For questions or technical assistance related to meeting federal school improvement planning requirements, please contact the CDE’s School Improvement and Support Office at SISO@cde.ca.gov.

Comprehensive Support and Improvement

The LEA shall partner with educational partners (including principals and other school leaders, teachers, and parents) to locally develop and implement the CSI plan for the school to improve student outcomes, and specifically address the metrics that led to eligibility for CSI (Educational Partner Involvement). 

The CSI plan shall: 

1. Be informed by all state indicators, including student performance against state determined long-term goals (Sections: Goal, Identified Need, Expected Annual Measurable Outcomes, Annual Review and Update, as applicable);

2. Include evidence-based interventions (Sections: Strategies/Activities, Annual Review and Update, as applicable) (For resources related to evidence-based interventions, see the U.S. Department of Education’s “Using Evidence to Strengthen Education Investments” at https://www2.ed.gov/fund/grant/about/discretionary/2023-non-regulatory guidance-evidence.pdf);

Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments

3. Be based on a school-level needs assessment (Sections: Goal, Identified Need, Expected Annual Measurable Outcomes, Annual Review and Update, as applicable); and

4. Identify resource inequities, which may include a review of LEA- and school-level budgeting, to be addressed through implementation of the CSI plan (Sections: Goal, Identified Need, Expected Annual Measurable Outcomes, Planned Strategies/Activities; and Annual Review and Update, as applicable).

Authority Cited: Sections 1003(e)(1)(A), 1003(i), 1111(c)(4)(B), and 1111(d)(1) of the ESSA.

Single School Districts and Charter Schools Eligible for ESSA School Improvement

Single school districts (SSDs) or charter schools that are eligible for CSI, TSI, or ATSI, shall develop a SPSA that addresses the applicable requirements above as a condition of receiving funds (EC Section 64001[a] as amended by Assembly Bill 716, effective January 1, 2019).

However, a SSD or a charter school may streamline the process by combining state and federal requirements into one document which may include the LCAP and all federal planning requirements, provided that the combined plan is able to demonstrate that the legal requirements for each of the plans is met (EC Section 52062[a] as amended by AB 716, effective January 1, 2019).

Planning requirements for single school districts and charter schools choosing to exercise this option are available in the LCAP Instructions.

School Plan for Student Achievement (SPSA) Page 66 of 69 Venetia Valley K-8 School

Authority Cited: EC sections 52062(a) and 64001(a), both as amended by AB 716, effective January 1, 2019.

CSI Resources

For additional CSI resources, please see the following links:

• CSI Planning Requirements (see Planning Requirements tab):

https://www.cde.ca.gov/sp/sw/t1/csi.asp

• CSI Webinars: https://www.cde.ca.gov/sp/sw/t1/csiwebinars.asp

• CSI Planning Summary for Charters and Single-school Districts: https://www.cde.ca.gov/sp/sw/t1/csiplansummary.asp

School Plan for Student Achievement (SPSA) Page 67 of 69 Venetia Valley K-8 School

Additional Targeted Support and Improvement

A school eligible for ATSI shall:

1. Identify resource inequities, which may include a review of LEA- and school-level budgeting, which will be addressed through implementation of its TSI plan (Sections: Goal, Identified Need, Expected Annual Measurable Outcomes, Planned Strategies/Activities, and Annual Review and Update, as applicable).

Authority Cited: Sections 1003(e)(1)(B), 1003(i), 1111(c)(4)(B), and 1111(d)(2)(c) of the ESSA.

Single School Districts and Charter Schools Eligible for ESSA School Improvement

However, a SSD or a charter school may streamline the process by combining state and federal requirements into one document which may include the local control and accountability plan (LCAP) and all federal planning requirements, provided that the combined plan is able to demonstrate that the legal requirements for each of the plans is met (EC Section 52062[a] as amended by AB 716, effective January 1, 2019).

Planning requirements for single school districts and charter schools choosing to exercise this option are available in the LCAP Instructions.

Authority Cited: EC sections 52062(a) and 64001(a), both as amended by AB 716, effective January 1, 2019.

ATSI Resources:

For additional ATSI resources, please see the following CDE links:

• ATSI Planning Requirements (see Planning Requirements tab):

https://www.cde.ca.gov/sp/sw/t1/tsi.asp

• ATSI Planning and Support Webinar:

https://www.cde.ca.gov/sp/sw/t1/documents/atsiplanningwebinar22.pdf

• ATSI Planning Summary for Charters and Single-school Districts:

https://www.cde.ca.gov/sp/sw/t1/atsiplansummary.asp

School Plan for Student Achievement (SPSA) Page 68 of 69 Venetia Valley K-8 School

Appendix C: Select State and Federal Programs For a list of active programs, please see the following links:

• Programs included on the ConApp: https://www.cde.ca.gov/fg/aa/co/

• ESSA Title I, Part A: School Improvement: https://www.cde.ca.gov/sp/sw/t1/schoolsupport.asp • Available Funding: https://www.cde.ca.gov/fg/fo/af/

Updated by the California Department of Education, October 2023

School Plan for Student Achievement (SPSA) Page 69 of 69 Venetia Valley K-8 School