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2017-2018
Single Plan for Student Achievement

Tremont
Dixon Unified School District
2017-2018 SPSA – Tremont ii
The Single Plan for Student Achievement
School: Tremont Elementary School
District: Dixon Unified School District
County-District School (CDS) Code: 48705326110282
Principal: Tori Halcon
Date of this revision: 04/2017
The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the
academic performance of all students. California
Education Code sections 41507,
41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA)
require each school to consolidate all school plans for programs funded through the
ConApp and ESEA Program Improvement into the SPSA.
For additional information on school programs and how you may become involved
locally, please contact the following person:
Contact Person: Tori Halcon
Telephone Number: 707-693-6320
Address: 355 Pheasant Run Drive, Dixon, CA 95620
E-mail Address: tori.halcon@dixonusd.org

The District Governing Board will approve this revision of the SPSA on May 18, 2017.
2017-2018 SPSA – Tremont iii
Table of Contents
The Single Plan for Student Achievement
Form A: Planned Improvements in Student Performance
Form A: (Non-Academic Goal)
1 7
Form B: Centralized Services for Planned Improvements in Student
Performance
9
Form C: Programs Included in This Plan 10
Form D: School Site Council Membership 13
Form E: Recommendations and Assurances 14
Form F: Budget Planning Tool 15

2017-2018 SPSA – Tremont 1
Form A: Planned Improvements in Student Performance
The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key
elements of the instructional program for students failing to meet academic performance index and adequate yearly progress growth
targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of
students not yet meeting state standards:

LEA GOAL: All schools in Dixon Unified School District will improve their percent proficient on the language arts portion of the
CAASPP by 3%.

SCHOOL GOAL: In 2015- 34% and 2016- 39% of students were met or exceeded on the ELA California Assessment of Student Performance
and Progress (CAASPP). For the 2017-2018 school year, Tremont school will have an increase of at least 4% in the rate of proficiency on the
ELA portion of the CAASPP.
What data did you use to form this goal?
CAASPP 2016
District ELA Benchmark
Assessments 2015-2016
CELDT 2015-2016
Star Reading
What were the findings from the analysis
of this data?

School-wide achievement in reading
comprehension has improved slightly over
the past three years; however, achievement
for the English learner subgroup in reading
comprehension has remained consistently
low, particularly for students at the CELDT
intermediate and early advanced levels,
based on analysis of CAASPP and CELDT
results.
How will the school evaluate the progress
of this goal?

Monthly, quarterly, and annual program
monitoring and evaluation


2017-2018 SPSA – Tremont 2
STRATEGY: During 2017–18, the school will implement a school-wide reading intervention program to address the reading comprehension
needs of struggling readers and English learners as measured by district benchmark assessments (monthly, quarterly, annually).
Action/Date Person(s) Responsible Task/Date Cost and Funding Source
(Itemize for Each Source)
Identify struggling readers and
identify, screen and select a
research-based reading
intervention program that targets
the individual literacy needs of
struggling students and English
learners and includes ongoing
assessments of student growth.
Tremont Principal, Tremont
Reading Intervention Teachers,
Classroom Teachers
Collect and analyze district- and
school-level summative and
formative ELA and English learner
data; identify students from each
grade level for reading
interventions and their specific
literacy needs.
LCAP
2.0 FTE Teachers to support ELA
Intervention in grades K-6
Tremont Principal, Tremont
Reading Intervention Teachers
Collect and analyze district and
school-level summative and
formative ELA and English Leaner
data: identify students from each
grade level for reading
interventions and their specific
literacy needs.
LCAP
0.5 FTE teacher to support ELD
instruction in grades K-6
Tremont Principal, Tremont
Reading Intervention ELD
Teacher, Teachers
Progress data will measure
quarterly based on program
benchmarks, CELDT Assessment
Data and Reclassification rates.
$50,000 Title 1
Plan implementation and
evaluation of the reading
intervention program.
Tremont Principal, Tremont
Reading Intervention Teachers
Collect and analyze reading
intervention program data.
LCAP
Tremont Principal, Tremont
Reading Intervention Teachers
Develop reading intervention
program goals, service delivery
models, and teaching and learning
expectations and outcomes
LCAP
Tremont Principal and Leadership
Team
Develop a master schedule that
reflects allocated time for reading
interventions including English
Learner Support


2017-2018 SPSA – Tremont 3
Action/Date Person(s) Responsible Task/Date Cost and Funding Source
(Itemize for Each Source)
Plan implementation and
evaluation of the reading
intervention program.
Tremont Principal and Leadership
Team, Intervention Teachers
Schedule and provide initial
training for instructional staff and
schedule follow up professional
developments activities.
Intervention Teachers, Principal,
Instructional Coach
Intervention teachers and grade
level team will conduct weekly
collaboration meetings to analyze
student performance data, analyze
and set growth targets and create
plans based on performance
outcomes.
Intervention Teachers, Principal,
Instructional Coach, teachers
Continue cycle of inquiry with all
ELA staff; monitor program
implementation and analyze
student date at the end of each
grade marking period.
Using the cycle of inquiry model,
implement the reading intervention
program and conduct ongoing
evaluations to determine students
and program outcomes and inform
ongoing program needs.
Intervention Teachers Provide additional reading
interventions for students who
have not met standards and
beginning/intermediate CELDT
level students.
LCAP
Intervention Teachers, Classroom
Teachers, Principal, Instructional
Coach
Conduct weekly collaboration
meetings to analyze student
performance data, analyze and set
student growth targets, and create
action plans based on
performance outcomes.
Site Council Monitor and evaluate reading
intervention program goals.


2017-2018 SPSA – Tremont 4
Action/Date Person(s) Responsible Task/Date Cost and Funding Source
(Itemize for Each Source)
Provide instructional coaching
positions to improve first
instruction for all students in every
classroom. Coaching
responsibilities will include, but not
limited to, working with classroom
teachers on Engagement
strategies, differentiation,
assessments, data analysis, use
of technology and ELD, and
development in Math and Writing
Instructional Coach, Principal,
Teachers
Action will be monitored by
principal walk-throughs, district
and school site professional
development calendars.
LCAP
CPT sessions will be utilized to
review what students are expected
to learn, analyze the results of
assessments they have
completed, and determine next
instructional steps.
Instructional Coach, Principal,
Classroom Teachers
Actions will be monitored by CPT
agendas.
Classroom technology to support
the core program and raise the
student achievement in English
Language Arts.
Classroom Teachers Actions will be monitored by time
on the computers
$5,000 Title I
Netbooks, Ipads, Software, Apps
Release time for collaboration of
English Language Development
teachers to analyze data and
calibrate lesson plans
ELD teachers, principal,
Instructional Coach
Program Implementation and ELD
assessments.
LCAP
Classroom Materials and Supplies
for ELD teachers
ELD teachers Program Implementation and ELD
assessments.
LCAP and Title 1- $200
Professional Learning
Communities
Principal
Instructional Coach
Classroom Teachers
RtI Team
Special Education Teachers
The team will plan for standards
based instruction, collect and
analyze student data from aligned
assessments, determine skills to
target, plan classroom instruction,
and reflect. (November, March)
(Professional Learning
Communities).
$2,200 Title 1


2017-2018 SPSA – Tremont 5
LEA GOAL: All schools in Dixon Unified School District will improve their percent proficient on the mathematics portion of the
CAASPP by 3%.

SCHOOL GOAL: In 2015 - 31% and 2016 - 32% of students were met or exceeded on the MATH California Assessment of Student
Performance and Progress (CAASPP). For the 2017-2018 school year, Tremont school will have an increase of at least 4% in the rate of
proficiency on the MATH portion of the CAASPP.
What data did you use to form this goal?
CAASPP 2016
District ELA Benchmark Assessments 2015-
2016
Go Math Benchmark Assessments
What were the findings from the analysis
of this data?

School-wide achievement in math scores
have remained nearly the same over over the
last 3 years.
How will the school evaluate the progress
of this goal?

Go Math Benchmark Assessments

STRATEGY: During 2017–18, the school will implement a school-wide math differentiation math intervention program to address the math
needs of struggling learners and English learners as measured by district benchmark assessments (monthly, quarterly, annually).
Action/Date Person(s) Responsible Task/Date Cost and Funding Source
(It3emize for Each Source)
Staff will review assessment
results of all students to determine
deficits in specific content and
performance standards. Research
based teaching strategies and
intervention methods will be
provided for students not meeting
standards.
Tremont Principal, Tremont
Classroom Teachers, Tremont
Instructional Coach
Frequent review of data reports,
professional development,
Common Core Planning.


2017-2018 SPSA – Tremont 6
Action/Date Person(s) Responsible Task/Date Cost and Funding Source
(Itemize for Each Source)
Teachers will identify strategies to
increase the performance of all
students, but specifically our
English Language Learners.
Tremont Principal, Tremont
Classroom Teachers, Tremont
Instructional Coach
Frequent review of data reports,
professional development,
Common Core Planning.
CPT sessions will be utilized to
review what students are expected
to learn, analyze the results of
assessments they have completed
and determine next instructional
steps for both students who did
not meet learning goals.
Tremont Principal, Tremont
Classroom Teachers, Tremont
Instructional Coach
Professional development and
CPT agendas
Cycle of Inquiry with all Math staff; Tremont Principal, Tremont
Instructional Coach, Tremont
Teachers
Continue cycle of inquiry with all
Math staff; monitor program
implementation and analyze
student data at the end of each
trimester
LCAP
Monitor goals Leadership Team, Site Council Monitor and evaluate math
program goals.
After or before school Intervention Classroom Teachers Provide math intervention $4,000 Title I
Classroom technology to support
the core program and raise the
student achievement in Math
Classroom Teachers Actions will be monitored by time
on the computers
$5,000 Title I
Netbooks, Ipads
Professional Learning
Communities
Principal
Instructional Coach
Classroom Teachers
RtI Team
Special Education Teachers
The team will plan for standards
based instruction, collect and
analyze student data from aligned
assessments, determine skills to
target, plan classroom instruction,
and reflect. (November, March)
(Professional Learning
Communities).
$2,200 Title One


2017-2018 SPSA – Tremont 7
Form A (Non-Academic Goal)
LCAP GOAL: Provide students and staff with a safe and positive environment which promotes and fosters meaningful engagement and
participation in school communities.

SCHOOL GOAL: Provide students and staff with a safe and positive environment which promotes and fosters meaningful engagement and
participation in school communities.
What data did you use to form this goal?
§ California Healthy Kids Survey
§ Attendance Date
What were the findings from the analysis of
this data?

§ Aeries
How will the school evaluate the progress
of this goal?

§ This school goal will be evaluated on
an annual basis as part of the SPSA
evaluation process

STRATEGIES: Tremont Elementary will use an inquire based approach to identify major student safety issues, review current practices and identify
potential strategies and interventions to increase student safety and decrease discipline referrals to the office.
Action/Date Person(s)
Responsible
Task/Date Cost and Funding Source (Itemize for Each Source)
PBIS will be continue to meet
monthly to analyze data and
monitor goals.
Tremont Principal,
PBIS team
Staff will participate in ongoing PBIS training, SWIS data to
monitor and evaluate PBIS program goals.
$3,700 Title 1
Students in all grades will
attend behavior/bullying
assemblies throughout the
year to help students gain
skills needed to feel safe at
school.
Tremont Principal Assemblies throughout the year. $2,700 Title 1
SSTs will occur on Friday
morning to allow the SST
team to provide support for
students who are struggling
academically or behaviorally
Principal,
psychologist, SST
chair, teachers
SST binder will be kept in the office


2017-2018 SPSA – Tremont 8
Action/Date Person(s)
Responsible
Task/Date Cost and Funding Source (Itemize for Each Source)
School psychologist, interns
and counselors will provided
individual and group social
emotional counseling
Principal, School
psychologist,
interns and
counselors
Referral will be made through the SST process.
Parent and community
members will have multiple
opportunities to provide input
and monitor programs
through SSC, ELAC, and
TPA.
Principal, ELAC,
SSC, Bilingual
Parent Liaison
Evidence will be meeting minutes and agendas for Title I
compliance
Bilingual parent liaison will
help facilitate and provide
communication and
translation for Spanish
speaking parents.
Tremont Principal,
Bilingual Parent
Liaison
Weekly Newsletter LCAP
Site will operate an
attendance incentive
program for students to
improve attendance
Principal,
Teachers,
Attendance Clerk
Evidence will be monitored through attendance rates LCAP
Site will operate an incentive
program for the week of
SBAC testing.
Principal,
Teachers,
Attendance Clerk
Evidence will be monitored through attendance rates the
week of testing
LCAP


2017-2018 SPSA – Tremont 9
Form B: Centralized Services for Planned Improvements in Student Performance
The following actions and related expenditures support this site program goal and will
be performed as a centralized service. Note: the total amount for each categorical
program in Form B must be aligned with the Consolidated Application.
School Goal #:
Actions to be Taken to Reach This
Goal
1
Consider all appropriate dimensions
(e.g., Teaching and Learning,
Staffing, and Professional
Development)
Start Date2
Completion
Date
Proposed Expenditures Estimated
Cost
Funding
Source
(itemize
for each
source)

Note: Centralized services may include the following direct services:
· Research-based instructional strategies, curriculum development, school climate,
and data disaggregation for instructional staff

· District-wide staff providing specific services to schools, e.g., English Language
Development Coordinator, Teachers on Special Assignment, Instructional
Coaches

· After–School and Summer School programs funded by categorical programs
· Data analysis services, software, and training for assessment of student progress
Centralized services do not include administrative costs.
Please duplicate this form as necessary.

1
See Appendix A: Chart of Legal Specifics for the Single Plan for Student Achievement for content
required by each program or funding source supporting this goal.

2
List the date an action will be taken, or will begin, and the date it will be completed.
2017-2018 SPSA – Tremont 10
Form C: Programs Included in this Plan
Check the box for each state and federal program in which the school participates.
Enter the amounts allocated for each program in which the school participates and, if
applicable, check the box indicating that the program’s funds are being consolidated as
part of operating a schoolwide program (SWP). The plan must describe the activities to
be conducted at the school for each of the state and federal programs in which the
school participates. The totals on these pages should match the cost estimates in Form
A and the school’s allocation from the ConApp.
Note: For many of the funding sources listed below, school districts may be exercising
Categorical Program Provisions options (flexibility) with information available at

http://www.cde.ca.gov/fg/ac/co/documents/sbx34budgetflex.doc.
Of the four following options, please select the one that describes this school
site:
This site operates as a targeted assistance school (TAS), not as a schoolwide
program (SWP).
This site operates a SWP but does not consolidate its funds as part of
operating a SWP.
This site operates a SWP and consolidates only applicable federal funds as
part of operating a SWP.
This site operates a SWP and consolidates all applicable funds as part of
operating a SWP.
State Programs Allocation Consolidated
in the SWP
California School Age Families Education (Carryover
only)
Purpose: Assist expectant and parenting students to
succeed in school
$
Economic Impact Aid/State Compensatory Education
(EIA-SCE) (Carryover only)

Purpose: Help educationally disadvantaged students
succeed in the regular program
$
Economic Impact Aid/Limited-English Proficient (EIA
LEP) (Carryover only)
Purpose: Develop fluency in
English and academic proficiency of English learners
$
Peer Assistance and Review (Carryover only)
Purpose: Assist teachers through coaching and mentoring
$

Revised September 2015
2017-2018 SPSA – Tremont 11
State Programs Allocation Consolidated
in the SWP
Professional Development Block Grant (Carryover
only)
Purpose: Attract, train, and retain classroom
personnel to improve student performance in core
curriculum areas
$
Quality Education Investment Act (QEIA)
Purpose: Funds are available for use in performing various
specified measures to improve academic instruction and
pupil academic achievement
$
School and Library Improvement Program Block Grant
(Carryover only)

Purpose: Improve library and other school programs
$
School Safety and Violence Prevention Act (Carryover
only)

Purpose: Increase school safety
$
Tobacco-Use Prevention Education
Purpose: Eliminate tobacco use among students
$
List and Describe Other State or Local Funds (e.g.,
Career and Technical Education [CTE], etc.)
$
Total amount of state categorical funds allocated to this school $
Federal Programs Allocation Consolidated
in the SWP
Title I, Part A: Allocation
Purpose: To improve basic programs operated by local
educational agencies (LEAs)
$68,000
Title I, Part A: Parental Involvement (if
applicable under Section 1118[a][3][c] of the
Elementary and Secondary Education Act)
Purpose: Ensure that parents have
information they need to make well-informed
choices for their children, more effectively
share responsibility with their children’s
schools, and help schools develop effective
and successful academic programs (this is a
reservation from the total Title I, Part A
allocation).
$
For Program Improvement Schools only:
Title I, Part A Program Improvement (PI)
Professional Development
(10 percent
minimum reservation from the Title I, Part A
reservation for schools in PI Year 1 and 2)
$


2017-2018 SPSA – Tremont 12
Federal Programs Allocation Consolidated
in the SWP
Title II, Part A: Improving Teacher Quality
Purpose: Improve and increase the number of highly
qualified teachers and principals
$
Title III, Part A: Language Instruction for Limited
English-Proficient (LEP) Students

Purpose: Supplement language instruction to help LEP
students attain English proficiency and meet academic
performance standards
$ Title III funds
may not be
consolidated as
part of a SWP
3
Title VI, Part B: Rural Education Achievement
Program

Purpose: Provide flexibility in the use of ESEA funds to
eligible LEAs
$
For School Improvement Schools only: School
Improvement Grant (SIG)

Purpose: to address the needs of schools in improvement,
corrective action, and restructuring to improve student
achievement
$
Other federal funds (list and describe) $
Other federal funds (list and describe) $
Other federal funds (list and describe) $
Total amount of federal categorical funds allocated to this school $68,000
Total amount of state and federal categorical funds allocated to
this school
$68,000

Note: Other Title I-supported activities that are not shown on this page may be included in the
SPSA Action Plan.

3
Title III funds are not a school level allocation even if allocated by the district to a school site. The LEA is
responsible for fiscal reporting and monitoring and cannot delegate their authority to a site at which the
program is being implemented. If Title III funds are spent at a school site, they must be used for the
purposes of Title III and only for those students the LEA has identified for services. For more
information please contact the Language Policy and Leadership Office at 916-319-0845.

2017-2018 SPSA – Tremont 13
Form D: 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.
4 The current make-up of the SSC is as follows:
Names of Members Principal Classroom
Teacher
Other School
Staff
Parent or
Community
Member
Secondary
Student
Tori Halcon
Holly Purcell
Ada Barros Hesier
Leslie Barr
Shondra Sikes
Maura Davis
Melissa King
Xochi Quitugua
Becky Santini
Damond Piere
Numbers of members in each category 1 3 1 5

4
EC Section 52852

2017-2018 SPSA – Tremont 15
Form F: Budget Planning Tool
See attached Dixon Unified School District version
 

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