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2009-10 School Site Council Training. Focus on School Improvement and Student Achievement. 1. Workshop Topics are:. Requirements, Roles and Responsibilities of the SSC Single Plan for Student Achievement (SPSA) Linking Student Achievement and Expenditures Council Composition (definitions)

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2009 10 school site council training

2009-10 School Site Council Training

Focus on School Improvement and Student Achievement


workshop topics are
Workshop Topics are:
  • Requirements, Roles and Responsibilities of the SSC
  • Single Plan for Student Achievement (SPSA)
    • Linking Student Achievement and Expenditures
  • Council Composition (definitions)
  • Duties of Officers/Members
  • Tools for a Successful SSC
  • Areas Outside the Scope of the SSC
  • Conducting the Meeting
requirements of the ssc
Requirements of the SSC

Develop and adopt a Comprehensive Single Plan for Student Achievement (SPSA), including a budget aligned to the actions.

Recommend the SPSA to the local school board for approval

Monitor implementation of the plan and evaluate the results

At least annually, revise the plan, including proposed expenditures of funds allocated to the school through the Consolidated Application

The SPSA must be evaluated annually to determine the effectiveness of the plan. Mem-4631.2 outlines this procedure.

Education Code Section 58510 requires districts operating alternative schools and programs of choice (i.e., Magnet Schools and Centers) to evaluate these schools and programs annually and to send a report of the evaluation to the State Superintendent of Public Instruction. Reference Guide 4798.0 outlines this process.


requirements of the ssc4
Requirements of the SSC

The SPSA must be developed with the advice, review and certification of any applicable school advisory committees:

English Learner Advisory Committee

State Compensatory Education Advisory Committee

Special Education Advisory Committee

Gifted and Talented Education Advisory Committee

All required advisory committees have a responsibility to advise the school on the special needs of students and on ways the school may meet those needs


requirements of the ssc5
Requirements of the SSC
  • Regularly attend SSC meetings
  • Develop a training program for SSC members
  • Review meeting and operating procedures
  • Develop an annual meeting calendar
  • Review bylaws annually
  • Review District policies
  • Become knowledgeable of state and local issues related to assessment, curriculum and instruction
  • Communicate with SSC members and members of the public
  • May appoint committees to perform tasks to assist the council in developing, monitoring and evaluating the SPSA
requirements of the ssc6
Requirements of the SSC

Legislative role—SSC writes plan/budget

Executive role—principal/school staff implement school plan

Judicial role—local governing board makes and interprets policy and approves plan

Advisory committees—advise the SSC


requirements of the ssc7
Requirements of the SSC


The SSC is not to be viewed as an advisory body whose advice may be accepted or rejected

Instead, the actions of the SSC constitute the first step in a formal process for developing improvement strategies and for allocating resources to support these efforts



Managing Complex Change





False Start





Action Plan




Action Plan

Gradual Change

Action Plan








Action Plan







Action Plan



The Single Plan for Student AchievementLinking School Goals and Expenditures to Improving Student AchievementThe Road Map to Success


the single plan for student achievement spsa
The Single Plan for Student Achievement (SPSA)

The intent of the Single Plan for Student Achievement (SPSA) is to create a cycle of continuous improvement of student performance, and to ensure that all students succeed in reaching state academic standards.


requirements for the single plan for student achievement
Requirements for the Single Plan for Student Achievement

School districts must assure “that Site Councils have developed and approved a Single Plan for Student Achievement for schools participating in programs funded through the consolidated application process, and any other school program they choose to include . . . ”

[EC, Section 64001(a)]



School Site Councils

Consolidated Application

School Site Council

Single Plan for Student Achievement (SPSA)


Economic Impact Aid—Educationally Disadvantaged Youth

Revise SPSA for ESEA/NCLB Program Improvement


Economic Impact Aid—Limited English Proficient


Economic Impact Aid—State Compensatory Education

Quality Education Investment Act (QEIA)

Revise SPSA for QEIA SB 1133

Title I

Title II

Title III

Title I (AARA)

American Recovery Reinvestment Act



Requirements for the

Single Plan for Student Achievement

  • Must be developed “with the review, certification and advice of any applicable school advisory committees . . . ” [EC, Section 64001(a)]
  • Plans required to be consolidated into a single plan:
    • Consolidated Application
    • School and Library Improvement Block Grant
    • Pupil Retention Block Grant
    • ESEA/NCLB Program Improvement



Requirements for the

Single Plan for Student Achievement

  • Must be aligned with school goals for improving student achievement
  • Must be based upon “an analysis of verifiable state data, including the API, ELD . . . and may include any data voluntarily developed by districts to measure student achievement . . . ”

[EC, Section 64001(d)]


requirements for the single plan for student achievement15
Requirements for the Single Plan for Student Achievement

Must address how funds will be used to “improve the academic performance of all students to the level of the performance goals, as established by the API index . . . ” [EC, Section 64001(d)]

Must be reviewed annually and updated

Must be reviewed and approved by the governing board


federal and state improvement efforts
Federal and State Improvement Efforts

What’s Driving Improved Student Academic Achievement?

  • Federal
  • Adequate Yearly Progress (AYP) in Elementary Secondary Education Act (ESEA)/No Child Left Behind (NCLB)
  • Annual Measurable Achievement Objectives (AMAO’s)


  • Public School Accountability Act (PSAA)
    • Academic Performance Index (API)
  • Assessment, Standards, Rewards and Sanctions
  • Quality Education Investment Act (QEIA)


integrating program requirements
Integrating Program Requirements

Most categorical programs have planning requirements

Integrating or merging two or more planning processes does not eliminate any of these requirements

The combined process must include the requirements of all the programs involved


integrating program requirements18
Integrating Program Requirements

Title I Program Improvement (PI)

A Title I school will be identified for PI when, for each of two consecutive years, the Title I school does not make Adequate Yearly Progress (AYP) in the same content area (English-language arts or mathematics) schoolwide or for any numerically significant subgroup, or on the same indicator (Academic Performance Index [API] or high school graduation rate) schoolwide.  

A Title I Local Education Agency (LEA) will be identified for PI when, for each of two consecutive years, the LEA does not make AYP in the same content area (English-language arts or mathematics) LEA-wide or for any numerically significant subgroup, and does not meet AYP criteria in the same content area in each grade span (grades 2-5, grades 6-8, and grade 10), or does not make AYP on the same indicator (API or graduation rate) LEA-wide.

Quality Education Investment Act (QEIA)

Assists the lowest performing schools, schools with a valid 2005 Academic Performance Index (API) that are ranked in deciles 1 to 2, to increase student achievement.

Western Association of Schools and Colleges (WASC)

The Western Association of Schools and Colleges (WASC) is one of six regional accrediting associations in the United States. The Commission provides assistance to schools located in California, Hawaii, Guam, the Commonwealth of the Northern Marianas, American Samoa, the Federated States of Micronesia, the Republic of the Marshall Islands, and East Asia.


the single plan for student achievement spsa20
The Single Plan for Student Achievement (SPSA)

Desired Outcome


Improvement Strategies and Expenditures

Reaffirm or Revise Goals

Inform Governing Board or Seek Its Approval

Seek Input

Monitor Implementation



of Improvement


Steps for Developing the Single Plan for Student Achievement

The graphic represents the cycle of actions required by the SSC in the development, implementation and revision of the SPSA.



Developing The Single Plan for Student Achievement (SPSA)

Step 1:Measure the Effectiveness of Current Improvement Strategies

  • Analyze Student Performance
  • Analyze the Instructional Program

[Education Code Section 64001(g)]



Certification of Advisory Committee Input

Step 2: Seek Input from School Advisory Committees

  • Compensatory Education Advisory Committee (CEAC)
  • English Learner Advisory Committee (ELAC)
  • Gifted & Talented Education Program Advisory Committee

The SSC must document the following actions:

  • Written recommendations from advisory committee(s)
    • Minutes should reflect acknowledgement of the written advisory committee recommendation.
    • The SSC should send a completed SSC Decision Form to the advisory committee within 30 days.
  • Dissemination of information regarding the SPSA to advisory committee(s)
  • Share final draft with advisory committee(s)
  • Recommendation for approval of the SPSA to Local District

Note: If the SSC chairperson refuses to certify input, the minutes and sign-in sheets from the meeting where the approval was granted must be submitted with the SPSA. The local district superintendent or designee will decide whether to approve or send SPSA back to SSC for revision.


the single plan for student achievement spsa23
The Single Plan for Student Achievement (SPSA)

Step 3: Reaffirm or Revise School Goals

School goals must be based on comprehensive assessment of student academic achievement, using multiple measures of student performance.

Step 4: Revise Improvement Strategies and Expenditures

The SSC will adopt specific actions to reach each goal, specify dates by which actions are to be started and completed, identify expenditures needed to implement the action, and identify the funding source.


the single plan for student achievement spsa24
The Single Plan for Student Achievement (SPSA)

Step 5: Approve and Recommend the SPSA to the Governing Board

After appropriate advisory committees have reviewed the proposed SPSA, the SSC must approve it at a meeting for which a public notice has been posted.

The Board of Education has delegated to the general superintendent and the local district superintendents responsibility for budget and program decisions related to SBIX and Title I Program Improvement schools, which includes schools in corrective action and restructuring.

Restructuring Plans must be approved by the local district superintendent before implementation.

Note: For schools identified as Program Improvement (PI), the SSC remains in place.


the single plan for student achievement spsa25
The Single Plan for Student Achievement (SPSA)

Step 6: Monitor Implementation

Once the plan is approved, the responsibility of the SSC is to monitor the effectiveness of planned activities and modify those that prove ineffective.

Monitoring should follow the calendar of events established by the SPSA to verify timely implementation and achievement of objectives critical to the success of the plan.


The school plan serves as an official document in audits to determine appropriate expenditures of categorical funds, including equipment purchases, and personnel responsible to complete multifunded and semiannual certifications.

The Single Plan for Student Achievement (SPSA)


composition of the ssc elementary
Composition of the SSCElementary

Any school which has two or more grades in the K-6 grade span:

10 member minimum

One half staff and one half parents/community members

Staff includes: principal, majority of classroom teachers, other staff



Principal (1)




Teachers (3)

Other (1)

Elementary Configuration


other elementary school site council sizes
Other Elementary School Site Council Sizes

Source: California Institute for School Improvement (CISI)


composition of the ssc secondary
Composition of the SSCSecondary

Any school which has two or more grades in the 7-12 grade span:

12 member minimum, if all categories are to be represented

One half staff and one half parents/community and students elected by their peers

Staff includes: principal, majority of classroom teachers, other staff



Secondary Configuration

Principal (1)

1/2 Parents/



Teachers (4)

1/2 Students


Other (1)


other secondary school site council sizes
Other Secondary School Site Council Sizes

Source: California Institute for School Improvement (CISI)


school site council composition
School Site Council Composition



  • Span schools will form their councils based on the District’s classification of their school (elementary, middle, or high school).

Special Education Centers

  • Special education schools and centers with secondary students may use the same composition as elementary schools, or they may choose to follow the same composition as comprehensive high schools.

Middle Schools

  • Middle schools may, but are not required to, include student representatives.

(Education Code Section 33133-c)


school site council composition36
School Site Council Composition

Exceptions (continued)

Continuation Schools

In continuation schools, the membership of the SSC shall be no fewer then eight members and shall be constituted to ensure parity. Half the membership shall be (a) the principal, two teachers, and one other school personnel (staff side): and half shall be (b) two parents or community members elected by parents and two students representatives elected by the entire student body.


the school principal
The School Principal

Is a voting member of the council.

Provides information and leadership.

Is responsible for staff and student elections of the SSC.

Is responsible for the proper functioning and implementation of the SSC.

Is responsible for any program and/or fiscal implications due to non-compliance with federal/state policies, rules, and regulations.

Directs staff to implement the approved Student Plan for Student Achievement (SPSA) and monitors in conjunction with SSC.

Note: The principal may not delegate any of these responsibilities.

(Refer to LAUSD Bulletin 4148)


the principal
The Principal

The law is very clear that the principal is an active, voting member of the council

SSC attendance and responsibilities CANNOTbe assigned to a vice principal or other designee

He/she has no administrative authority over the council*

In addition, the principal may not veto a decision of the council or make plan or budget changes without SSC approval

Source: California Institute for School Improvement (CISI)

*Source other than CISI



The California Education Code requires that classroom teachers comprise the majority of that half of the SSC which represents school staff.

definition of other school personnel
Definition of “Other” School Personnel


Classified personnel (e.g., clerical, instructional, custodial and food services staff)

Administrative personnel (e.g., vice principals, certificated administrative assistants)

Certificated support staff-not assigned as a classroom teacher of record (e.g., counselors, resource teachers)

Itinerant staff (e.g., PSA Counselor, nurse, psychologist)

Source: California Institute for School Improvement (CISI)


school site council composition41
School Site Council Composition

Other staff may include:

  • Assistant Principals
  • School Nurse
  • Counselors
  • Clerical Staff
  • Paraprofessionals
  • Custodial Staff
  • Food Service Staff
  • *Resource Teachers
  • Coordinators
  • *Instructional Coaches
  • *Library Media Teachers
  • Community Representatives
  • Parent Resource Liaison
  • *Non-classroom teachers refers to those full-time employees whose classroom teaching assignment, if any, is fewer than three (3) periods per day in secondary, or less than half-time in elementary.



Parent/Community Eligibility

  • Parent is defined as the parent or guardian of a student at a school, unless that parent is a paid employee of the school district at that site
  • Community is defined as any person having an interest in the local school process and is elected by parents to take one of their slots


council composition parents
Council Composition--Parents

The term “parent” includes a guardian

A “parent” CAN be an employee in the district, but CANNOT be employed at the school in any capacity (e.g., noon-duty, recreational assistant, substitute)

A community member may serve in the “parent” position as long as the person has been selected by parents of children in the school

Goal: It is the hope of the legislature that the School Site Council reflect the school community, including all socioeconomic, ethnic, racial groups

Make attempts to assure that parents of students participating in various programs are included*

Schools must have more than 20 parents present in order to conduct the SSC parent election, except in schools with fewer than ten teachers or fewer than 300 students. (BUL-4148.1)

Source: California Institute for School Improvement (CISI)

*Source other than CISI


duties of officers members
Duties of Officers/Members

The council shall elect officers, including:

Chairperson to organize, convene, and lead meetings of the council

Vice-Chairperson to serve in the absence of the chairperson

*Secretary to record events and actions taken at council meetings

Parliamentarian to resolve questions of procedure, often with the help of “Robert’s Rules of Order” or similar guide

Other officers as needed to perform stated duties in support of the work of the council

* The principal may assign someone to take notes (in their absence); however that person may not vote or participate in the discussions unless it is to make a comment on an agenda item just as any other member of the public.



Tools for a Successful SSC

  • Member roster and phone numbers/email addresses
  • Copy of School Site Plan
  • Copy of most recent Categorical Program Monitoring (CPM) or Western Association of Schools and Colleges(WASC)
  • Copy of School Site Council budget
  • List of all revenue sources and expenditures
  • Student achievement data (STAR, API scores, AYP results, Reading and Math benchmark assessment results, CELDT results, grades, attendance rates, suspension rates, etc.).


tools for a successful ssc
Tools for a Successful SSC
  • Knowledge of the implementation of the various components of the SPSA.
  • Information regarding the effectiveness of the strategies contained within the SPSA and an understanding of the SSC’s ability to make modifications as needed.
  • Local board policies.
  • State and federal requirements.
  • The District’s core instructional program.
  • The SPSA Budget including proposed expenditures.


tools for a successful ssc48
Tools for a Successful SSC

Access to state content/performance standards, state frameworks, CDE publications: It’s Elementary; Taking Center Stage; Aiming High


areas outside the scope of school site councils
Areas Outside the Scope of School Site Councils

A school management committee

A policy-making body

A political organization

A personnel committee

A grievance committee

A fund-raising organization

An extension of the PTSA

A social group


meeting requirements

Be open to the public

Allow the public to address the council on any matter within the jurisdiction of the council

Post a meeting notice 72 hours in advance, specifying date, time and location, and agenda describing each item of business

Make any meeting materials available to the public upon request


conducting the meeting
Conducting the Meeting

Create a sign-in sheet for all who attend. The sign-in sheet should designate the various constituencies (admin, teacher, classified, parent/community)

Provide copies of agenda and all materials to SSC members and the public

If 15 percent or more of the pupils enrolled in a public school that provides instruction in kindergarten or any of grades 1 to 12, inclusive, speak a single primary language other than English, all notices, reports, statements, or records sent to the parent or guardian of any such pupil by the school or school district shall, in addition to being written in English, be written in the primary language, and may be responded to either in English or the primary language. (CA Education Code, Section 48985)


Source: California Institute for School Improvement (CISI)

conducting the meeting53
Conducting the Meeting
  • Notify alternates for members that they may not vote and are not counted toward a quorum, unless the voting member is no longer able to serve on the SSC
  • Follow the posted agenda


conducting the meeting54
Conducting the Meeting

Use an agreed upon procedure (e.g., Roberts’ Rules of Order-10th edition) for conducting business

Provide opportunities for discussion of items on agenda

Maintain minutes, agendas and sign-ins of the meeting for 5 years

Source: California Institute for School Improvement (CISI)


conducting the meeting greene act
Conducting the Meeting(Greene Act)

The council cannot act on any item that was not included on the posted agenda

Exception: If an action is needed and was not known at the time the agenda was posted, the SSC may, by unanimous vote, add the item on the agenda for action

Questions and brief statements for clarification may be made as long as there is no impact on students or staff

If these procedures are violated, upon demand of any person, the council must reconsider the item at it’s next meeting after allowing for public comment on the item

Source: California Institute for School Improvement (CISI)



Are not required by law; however, are recommended for all committees and councils per Bulletin 4148.

Can serve as a guide for the council’s actions

Should be reviewed annually by a Bylaws subcommittee acting on behalf of the SSC

The Bylaws subcommittee should bring the recommended changes to the SSC

Source: California Institute for School Improvement (CISI)


content of bylaws
Content of Bylaws

Name of Organization:

Role of the Council: Purpose & roles of council (job description)

Members: Size of council, procedures, for election of members, terms of office, filling vacancies, termination & transfer of membership.

Officers: Methods for officer nomination, voting, election, filling officer vacancies, terms of office and duties


content of bylaws cont d
Content of Bylaws (cont’d)

Committees—Description of standing or special committee

Meetings—Description of date, time & place of meetings

Conduct of the Meeting/Parliamentary Authority—Describes the procedures for conducting the meeting

Amendment of Bylaws—Describe the procedures for amending the bylaws



A copy of the SSC bylaws should be provided to all members

The Chairperson of the SSC should annually review the bylaws with the council members

Each member of the council should take time to review the bylaws

Any material provided to a school site council should be made available to any member of the public who requests the materials pursuant to the California Public Records Act [Chapter 3.5 (commencing with section 6250) of Division 7 of Title I]


check bylaws first
Check Bylaws First

Schools are encouraged to have procedures for the selection/election of members written into the SSC’s bylaws.

The following are suggested provisions.

Means of electing members and officers

Terms of office of members and officers

Notice of elections for each peer group

Responsibilities of the council

A policy on non-discrimination

Note: Schools may elect non-voting alternate members who become voting members in the event of a mid-year vacancy.

Refer to LAUSD Bulletin 4148: Advisory Committees and School Site Councils


tips for effective communications between committee members
  • Be respectful; every member will have an opportunity to speak at an appropriate time
  • Disagreement and respectful debate between Committee members at Committee meetings is appropriate; personalized disagreement can be divisive and damaging


tips for effective communications between committee members62
  • Remember that you and every other Committee member generally owe a duty to act in the best interest of the entire community
  • If you have a point that you wish to make to one or more Committee members, address the point to the Committee chairperson


tips for effective communications between committee members63
  • Don’t let personality conflicts or prior policy disagreements spill over into Committee meetings or public comments
  • Address the issues


tips for effective communications with the public
  • When possible, deal with persons making comments that the Committee finds inappropriate or offensive by simply letting the person have their say, within a reasonable time limit
  • Do not use communications with the public or school district as a means of communicating with other Committee members; that is the role of a public meeting
  • Be respectful of Committee decisions; if you disagree with the position taken by the Committee, the time to express that opinion is prior to when that position is adopted


holding the gavel what it means to be committee chairperson
Holding the Gavel: What it Means to be Committee Chairperson
  • The Committee elects a chairperson from among its members to provide leadership on behalf of the Committee and the community it serves


running an effective meeting
Running an Effective Meeting
  • Call the meeting to order at the appointed time
  • Announce the business to come before the Committee in its proper order
  • Enforce the Committee’s policies relating to the conduct of meetings and help ensure compliance with the Bylaws
  • Recognize people who desire to speak, and protect the speaker who has the floor from disturbance or interference
  • Explain what the effect of a motion would be if it is not clear to every member
  • Restrict discussion to the question when a motion is before the Committee


running an effective meeting cont
Running an Effective Meeting, cont…
  • Rule on issues of parliamentary procedure
  • Put motions to a vote, and state clearly the results of the vote
  • Be responsible for the orderly conduct of all Committee meetings
  • Always have antennae out, be aware of the dynamics of the Committee, audience and staff


sticking together through good times and bad
Sticking Together Through Good Times and Bad
  • Committees take collective responsibility for their performance
  • If you vote in favor of an action that passes, you consent to that action, and are expected to support it
  • If you vote against an action that nevertheless passes, you are expected to support the majority and not attempt to sabotage or subvert the action
  • Committees operate by consensus
  • If you are not in the room when the vote is taken, you nevertheless consent to the action


  • Number of members that must be present to legally transact business
  • Why? We don’t want small unrepresentative groups making decisions for entire body


right of minority
Right of Minority
  • Right to be heard and to voice their dissent
  • Right to have their dissent noted in the record
  • But, once dissent is given and vote taken, it is the decision of the collective body, even those who objected


individual member rights
Individual Member Rights
  • To receive notice and attend all meetings
  • To introduce and second motions
  • To speak on agenda items after first seeking recognition of chair
  • To vote


call to order
Call to Order
  • Before the presiding officer calls the meeting to order it is his duty to determine if quorum is established,.
  • If a quorum is not present, the chair waits until there is one, or until after a reasonable time, there appears to be no prospect that a quorum will assemble
  • If quorum cannot be obtained, the chair calls the meeting to order, announces the absence of a quorum and entertains a motion to adjourn or recess.


the right to move a motion
The Right to Move a Motion
  • Matters considered one at a time
  • To be in order, the motion must be directly related to the question under consideration
  • Frivolous, vague, incoherent, and duplicative motions are “out of order” (ruling by chair)


the right to move a motion cont
The Right to Move a Motion cont…
  • Subsidiary motions, i.e., motions to postpone, refer to committee, table, etc. must directly relate to the main motion
  • All motions need a second
    • If no second, then the motion fails from lack of support
  • After a motion’s first reading, Chair should inquire, “Is there any discussion?”
  • Maker of a motion has the first right to speak and to amend it


amending motions
Amending Motions
  • Amendment must be germane to main question
  • Must be offered before, not after, vote
  • Includes adding words or phrases; striking out words or phrases; and substituting words or phrases


point of order
Point of Order
  • To correct a breach in the rules
  • Only used for major infractions
  • Made at the time of the infraction
  • Second not required
  • Not debatable
  • Ruled upon by the chair




  • Chair should announce minority votes, i.e., “Hearing one “nay” and no others….”
  • If vote requires more than a majority, Chair should announce before the vote the supermajority that is required
  • Tie vote is a lost vote because no majority was obtained


meeting minutes
Meeting Minutes


  • A record of what was done at the meeting, not what was said by the members. Should never reflect the secretary’s opinion, on anything said or done
  • Important motions – a) the wording in which each motion was adopted or disposed of, whether motion was debated or amended b) the disposition of the motion, any primary or secondary amendments
  • The name of the seconder of the motion should not be entered in the minutes unless ordered by the assembly
  • When a count is taken or ordered, the number of votes on each side should be entered
  • If vote is by roll call, the names of those voting on each side and those answering “present” should be entered
  • All notices of motions – instance of bylaw amendments,
  • All points of order and appeals
  • The name and subject of a guest speaker can be given, but no effort should be made to summarize his remarks
  • The hour of adjournment
  • The signature – minutes should be signed by the secretary and can also be signed, if the assembly wishes, by the president. The words Respectfully submitted – although occasionally used-represent an older practice that is not essential in signing the minutes


  • Any member has a right to examine the minutes of the society at a reasonable time and place. The same principle applies to the minutes of boards of a committee