Kimbrough Elementary - San Diego City Schools

THE SINGLE PLAN FOR STUDENT ACHIEVEMENT 

AT KIMBROUGH ELEMENTARY SCHOOL 

2011-12 

37-68338-6114292 

CDS Code 

This is a plan of actions to be taken to raise the academic performance of students and improve the school’s educational program. 

For additional information on school programs and how you may become involved, please contact the following person: 

Principal: Soria, Flavia 

Contact Person: Soria, Flavia 

Position: 

Telephone Number: 

Address: 

E-mail Address: fsoria@sandi.net 

The following items are included: 

Recommendations and Assurances (submit 2 original R & A’s - each with original signatures) 

Data Reports 

SPSA Assessment 

Title I Parent Involvement Policy/Parent Involvement Policy for Non-Title I Schools 

Home/School Compact 

SARC 

Board Approval: (December 13, 2011) 

SAN DIEGO UNIFIED SCHOOL DISTRICT 

All San Diego students will graduate with the skills, motivation, curiosity and resilience to succeed 

in their choice of college and career in order to lead and participate in the society of tomorrow.

TABLE OF CONTENTS 

1. Introduction 

2. Executive Summary 

3. SPSA Template 

4. Appendix 

A. Data Reports 

Kimbrough Elementary SINGLE PLAN FOR STUDENT ACHIEVEMENT 

B. SPSA Assessment Summary 

C. SARC (short version only) 

D. Title I Parent Involvement Policy/Parent Involvement Policy for Non-Title I Schools 

E. Home School Compact 

F. Categorical Budget Allocations Summary Grid (provided by the Monitoring and Accountability Reporting Department) 

G. Professional Development Expenditures for Program Improvement and Watch List Schools Only 

SPSA Template Revised 11/4/2011 2


SINGLE PLAN FOR STUDENT ACHIEVEMENT: INTRODUCTION 

Legal Requirements for the SPSAEC Section 64000 requires schools and districts that receive state and federal or other applicable funding through 

the district’s ConApp process to prepare a SPSA for any recipient school. The SPSA is a blueprint to improve the academic performance of all students 

to the level of the performance goals, including both the Academic Performance Index (API) and the Adequate Yearly Progress (AYP) measures. 

SPSA requirements are also included in the Categorical Program Monitoring process. 

SINGLE PLAN FOR STUDENT ACHIEVEMENT: EXECUTIVE SUMMARY 

INTRODUCTION 

The mission of Kimbrough Elementary School is to ensure a safe and caring environment where all children are given the opportunity to grow in 

knowledge, responsibility, and self-esteem, and to experience a love of learning. Our common goal is to provide our students with future life skills for 

success in a diverse society. The 2011-2012 Single Plan for Student Achievement (SPSA) supports our mission statement by strategically allocating 

categorical funds provided through the Consolidated Application in the following areas: Instructional materials, intervention supports, parent 

involvement, and key personnel. Student enrollment is 97% Latino, 2% African-American, 1% other, targeted subgroups are Latinos and English 

learners. 

The school wide SMART goal for ELA states that 51% or more of all students attending Kimbrough Elementary School will score proficient or 

advanced on state mandated tests. Key actions implemented to produce expected results include: Teacher planning around the Units of Inquiry, 

SELD, writing, daily guided reading instruction, additional small group instruction, and reflecting upon monthly goals with specific interventions and 

strategies in the area of reading and ELD at monthly meetings. 

The school wide SMART goal for mathematics states that 71% or more of all students attending Kimbrough Elementary School will score proficient 

or advanced on state mandated tests. Key actions implemented to produce expected results include: Planning around district mathematics modules, 

daily mathematics instruction, ongoing assessment of student performance, small group instruction, and key staff members working with district 

mathematics support teachers to improve teaching practices. 

Challenges for Kimbrough Elementary School include the language barrier, many economically disadvantaged students, and mobility of the student 

population. Structures in place to support these challenges include an ELST to support our professional development in English language acquisition 

and implementing the SELD, as well as providing additional support to students who are not making progress. The PAL, counselor, and nurse will 

support families in making connections to community supports, improve student attendance and connect families to the educational process. 

PROCESS FOR MODIFYING THE SPSA 

Our school site stakeholder group was comprised of the principal, the Instructional Leadership Team (ILT), two members of the School Site Council 

(SSC), and parent groups including representatives from the ELAC and GATE representatives shared input on the SPSA survey. This input, along 



with a review of the current SPSA and recent Benchmark assessments in language arts and math we used to develop the following plan. A draft of the 

plan was presented at the SSC along with the budget proposal. 

CHANGES TO THE SINGLE PLAN FOR STUDENT ACHIEVEMENT 

• In 2010-11 the CST scores reflect an increase of 29 points in API, moving from 766 to 795. We continue to strive to reach the state goal of 800 

and we believe that we can grow the 5 additional points in the 2011-12 school year. 

• In Math CST’s we grew 3.3% going from 64.5% in 2010 to 67.8% in 2011. 

• In ELA CST’s we grew 7.3% moving from 38.3% in 2010 to 45.6% in 2011. 

• We have purchased an on-line Response to Intervention program for reading and math called Learning Upgrade that we will have every student 

access in both their classroom and in the Media Center’s Computer Lab. 

PERSONNEL 

Improving student academic performance is a school wide goal for all teachers at Kimbrough Elementary School. Structures in place include grade 

level meetings to plan ELD, literacy, and mathematics. During these meetings grade level teams will calibrate student work, group targeted students 

for interventions, and plan RTI. In addition, full day planning will take place quarterly to analyze data and plan interventions. 

• One over-formula teacher to reduce the class size at the upper grades (4-5) from 32 to 25 or less. 

• The counselor will provide social/emotional support; work with families to seek community organizations for assistance, and work with students 

and families with attendance concerns. 

• The PAL will work with families to provide educational opportunities, work with community organizations for assistance, and specifically work 

with students who are new to the country. 

• The nurse will provide health support for students; work with families to seek community organizations for assistance, and work with students and 

families with attendance concerns. 

• The ELST will support staff with planning SELD lessons and work with targeted 3 rd -5 th grade students who are not making progress with 

language acquisition. 

BUDGET 

The school’s budget was strategically developed to ensure that resources were available in the following areas – health, social, emotional, physical, and 

academic support. 

CONCLUSIONS 

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 API and AYP growth targets. In order to achieve the SMART goals and implement the major 

strategies and action steps set forth in the plan, the following related actions and expenditures have been adopted to raise the academic performance of 

student groups not meeting state standards. 



INSTRUCTIONAL LEADERSHIP TEAM 

Member Name Role 

Flavia Soria Principal 

Guadalupe Jaimes Kindergarten teacher 

Luz Gonzalez 1st grade teacher 

Sonia Parra 2nd grade teacher 

Lorin Mannella 3rd grade teacher 

Hugo Banuelos 4th grade teacher 

Gino Lyons 5th grade teacher 

Cindy Mark ELST 

Andrea Jablecki Spec Ed resource teacher 

Dolores Duron PAL 

SCHOOL SITE COUNCIL MEMBERSHIP 

Member Name Role 

Flavia Soria Principal 

Tami Davis Teacher 

Lorin Mannella Teacher 

Hugo Banuelos Teacher 

Toni Hudgins Other 

Rosalinda Jordan Parent 

Reyna Salgado Parent 

Xochitl Ochoa Parent 

Norma Valdati Parent 

Johana Duran Parent 



SINGLE PLAN FOR STUDENT ACHIEVEMENT 

Intervention Materials Instructional Time School Admin Training Highly Qualified Teachers Monitoring System Ongoing 

Instructional Assistance Monthly Teacher Collaboration Lesson and course pacing/ intervention Fiscal Support 

AREA 1: ENGLISH/LANGUAGE ARTS 

Goal should be prioritized, measurable, and focused on identified student learning needs. 

Intervention Materials Instructional Time School Admin Training Highly Qualified Teachers Monitoring System On-going 


English/Language Arts SMART Goal: 

* By 07/20/2012, 51 % of Kimbrough Elementary Grades 2-5, Students will perform at Proficiency level in English-Language Arts on the CST 

Closing the Gap SMART Goal: 

* By 07/20/2012, 51 % of Kimbrough Elementary Students, Hispanic or Latino will perform at proficiency level in English-Language Arts on the CST 

* By 07/20/2012, 45 % of Kimbrough Elementary English Learner, Grades 2-5, Students will perform at Proficiency level in English-Language Arts on 

the CST 

How does this goal align to our Local Educational Agency Plan goals? 

Kimbrough ES has identified the Annual Measureable Objectives as associated with No Child Left Behind and is therefore in line with San Diego 

Unified School District’s LEA goals. 

WHAT DATA DID YOU USE TO FORM THESE GOALS 

(findings from data analysis) 

API AYP CAHSEE CELDT CST District Benchmarks Other 

Other (Please Specify):: 

Key Findings: What did the analysis of the data reveal that led you to these goals? 

Based upon AYP school wide report, students continue to struggle with meeting grade level standards in ELA. Currently there are only 45.6% of students 

scoring at the proficient and advanced levels in ELA based upon Spring 2011 CST scores. 



Which stakeholders were involved in data analysis and developing these goals? 

SSC, SGT, parent surveys and staff surveys 

Quarter One Short Term Targets Quarter Two Short Term Targets Quarter Three Short Term Targets No Reporting Period 

* By 11/04/2011, 51 % of 

Kimbrough Elementary Grades 2-5, 

Students will perform at proficiency 

level in Literacy Benchmark 1 

* By 11/04/2011, 51 % of 


Students, Hispanic or Latino will 

perform at proficiency level in 

Literacy Benchmark 1 

* By 11/04/2011, 45 % of 


Students, English Learner will 



* By 03/16/2012, 51 % of 




* By 03/16/2012, 51 % of 





* By 03/16/2012, 45 % of 





SPSA Template Revised 11/4/2011 7 

* By 07/20/2012, 51 % of 




* By 07/20/2012, 51 % of 



perform at proficiency level in Math 

Benchmark 3 

* By 07/20/2012, 45 % of 





Description of Monitoring Process: What data will be collected to measure student achievement? What process will be used to monitor and evaluate 

progress? 

Quarter One 

Quarter Two 

Quarter Three 

Short Term Monitoring 

September-October 


March 


1. Grade level teams will analyze 8. Grade level teams will analyze 13. Grade level teams will analyze 

data from end of year benchmarks, data from the first benchmarks in data from the benchmarks in ELA 

CST, and beginning of school ELA and confirm progress of target and confirm progress of target 

assessments for initial selection of students at the proficient/advanced students at the proficient/advanced 

target students. 

levels and Far Below/Below Basic levels and Far Below/Below Basic 

2. Grade level teams will target levels. 

levels. 

students to move from FBB and BB 9. Review data from recent 14. Review data from recent 

July

to address closing the gap goal. 

3. Review data from previous 

grade level to determine students who 

will receive Tier 2 interventions. 

4. Grade levels will determine 

SMART goals specific to the needs of 

their students. 

5. ILT will gather grade level 

information/data to develop specific 

SMART goals for each grade level. 

6. ILT will determine 

professional development priorities 

based on student needs and grade 

level SMART goals. 

7. Data and SMART goals will 

be reported to the SSC. 


benchmarks to determine success of 

Tier 2 interventions and re-evaluate 

which students need support. 

10. Grade levels will monitor 

progress toward SMART goals and 

submit data to the ILT. 


information/data to monitor progress 

and determine professional 

development priorities based on 

student needs. 


be reported to the SSC in November. 


benchmarks to determine success of 

Tier 2 interventions and re-evaluate 

which students need support. 

15. Grade levels will monitor 

progress toward SMART goals and 








be reported to the SSC in March. 

Description of Proposed Expenditures/Activities to Attain ELA Goal: Please enter activity, expenditures associated with activity, and select tier(s) 

Provide services and supports for students in ELA 

1.1 WORKING WITH STUDENTS IN ELA 

TIER 1 TIER 2 TIER 3 

Proposed Expenditures Estimated Cost Funding Source Budget 

Code 

Position Inschool Resource Tchr $34,151.31 0162-42030-00-1109-1000-4760- 

01000-0000 

Position Regular Teacher $9,816.94 0162-30100-00-1107-1000-1110- 

01000-0000 

Position School Counselor $6,464.72 0162-30100-00-1210-3110-0000- 

01000-0000 

Short Term Leave Visiting Tchr $250.00 0162-30100-00-1162-1000-1110- 

01000-0000 

Funding Source Rationale 

Title III LEP Provide push in and pull out support 

for students in ELA 

Title I Basic Program Provide support in grade 1 for 

students in ELA 

Title I Basic Program Provide support for students in ELA 

interventions and strategies for staff 

Title I Basic Program Provide pull out support for students 

in ELA


Classroom Teacher Hrly $4,000.00 0162-30100-00-1157-1000-1110- 

01000-0000 

Supplies $3,000.00 0162-30100-00-4301-1000-1110- 

01000-0000 

1.2 WORKING WITH TARGETED STUDENTS' PARENTS ON ELA STRATEGIES 



Code 

Position Project Resource Teacher $19,004.03 0162-30100-00-1907-2700-0000- 

01000-0000 

1.3 PROFESSIONAL DEVELOPMENT 



Code 

Conference Local $2,000.00 0162-30100-00-5209-2130-0000- 

01000-0000 

New ExpNonsal $1,150.00 0162-30106-00-1192-1000-1110- 

01000-0000 

Supplies $1,799.15 0162-30106-00-4301-1000-1110- 

01000-0000 


Title I Basic Program Provide small group and individual 

instruction for students in ELA 

Title I Basic Program Supplies and materials for 

intervention strategies in ELA 


Title I Basic Program 


Title I Basic Program Local conferences for professional 

development to learn strategies for 

interventions 

Title I Supplmnt Prog Imprvmnt Professional development for staff 

to learn ELA strategies for 

interventions 

Title I Supplmnt Prog Imprvmnt Supplies and materials for 

professional development in ELA 

Interventions


AREA 2: MATHEMATICS 




Mathematics SMART Goal: 

* By 07/20/2012, 71 % of Kimbrough Elementary Grades 2-5, Students will perform at Proficiency level in Mathematics on the CST 


* By 07/20/2012, 71 % of Kimbrough Elementary Students, Hispanic or Latino will perform at proficiency level in Mathematics on the CST 

* By 07/20/2012, 68 % of Kimbrough Elementary Students, English Learner will meet or exceed proficiency in Mathematics on the CST 









Based upon AYP school wide report, students continue to struggle with meeting grade level standards in Mathematics. We currently have 32.2% students 

scoring in the Basic. Below Basic or Far Below Basic bands of proficiency in mathematics with significant need in the strand of number sense. Students 

struggle with being able to represent mathematical understanding in multiple ways, lack automaticity of facts and application of math to real world 

application. 




* By 11/04/2011, 71 % of * By 03/16/2012, 71 % of * By 07/20/2012, 71 % of 

Kimbrough Elementary Students, Kimbrough Elementary Students, Kimbrough Elementary Students, 


Grades 2-5 will meet or exceed 

proficiency in Math Benchmark 1 

* By 11/04/2011, 71 % of 

Kimbrough Elementary Students, 

Grades 2-5, Hispanic or Latino will 

meet or exceed proficiency in Math 

Benchmark 1 

* By 11/04/2011, 68 % of 


Grades 2-5, English Learner will 


Benchmark 1 




* By 03/16/2012, 71 % of 




Benchmark 2 

* By 03/16/2012, 68 % of 




Benchmark 2 




* By 07/20/2012, 71 % of 




Benchmark 3 

* By 07/20/2012, 68 % of 




Benchmark 3 


progress? 

Quarter One 

Quarter Two 

Quarter Three 


October 

18. Grade level teams will analyze 

data from end of year benchmarks, 

CST, and beginning of school 

assessments for initial selection of 


19. Grade level teams will target 

students to move from FBB and BB 









March 


July 

25. Grade level teams will analyze 30. Grade level teams will analyze 

data from the benchmarks in Math data from the benchmarks in Math 

and confirm progress of target and confirm progress of target 

students at the proficient/advanced students at the proficient/advanced 


levels. 

levels. 

26. Review data from recent 31. Review data from recent 

benchmarks to determine success of benchmarks to determine success of 

Tier 2 interventions and re-evaluate Tier 2 interventions and re-evaluate 

which students need support. which students need support. 

27. Grade levels will monitor 32. Grade levels will monitor 

progress toward SMART goals and progress toward SMART goals and 



28. ILT will gather grade level 33. ILT will gather grade level
















be reported to the SSC in July. 







be reported to the SSC in March. 

Description of Proposed Expenditures/Activities to Attain Math Goal: Please enter activity, expenditures associated with activity, and select tier(s) 

Provide services and supports for students in Math 

2.1 WORKING WITH STUDENTS PARENTS IN AREA OF MATH 



Code 


01000-0000 


01000-0000 

Supplies $3,000.00 0162-30100-00-4301-1000-1110- 

01000-0000 

2.2 SMALL GROUP AND INDIVIDUAL INSTRUCTION IN MATH 



Code 



Title I Basic Program Provide teacher extended day 

support in math for families with 

students needing math interventions 

Title I Basic Program Supplies and materials for math 

intervention supports for families 

and students needing assistance 


Position Regular Teacher $9,816.94 0162-30100-00-1107-1000-1110- Title I Basic Program Small group and individual in math


01000-0000 

Supplies $1,000.00 0162-30106-00-4301-1000-1110- 

01000-0000 

New ExpNonsal $1,150.00 0162-30106-00-1157-1000-1110- 

01000-0000 




Code 


01000-0000 

Position School Nurse $17,267.55 0162-30100-00-1240-3140-0000- 

01000-0000 

Conference Local $1,000.00 0162-30100-00-5209-2130-0000- 

01000-0000 

Supplies $5,000.00 0162-30100-00-4301-1000-1110- 

01000-0000 


01000-0000 

New ExpNonsal $1,000.00 0162-30106-00-1192-1000-1110- 

01000-0000 


Title I Supplmnt Prog Imprvmnt Supplies and Materials for Math 

intervention classes 

Title I Supplmnt Prog Imprvmnt Afterschool and extended day 

interventions for Math instruction 


Title I Basic Program Professional Development support 

for staff on student data 

Title I Basic Program Provided professional development 

presentation for staff to show ways 

to keep healthy students in the 

classroom for student achievement 

Title I Basic Program Local conference for Professional 

Development for staff 

Title I Basic Program Supplies and materials for 

professional development for staff 

learning new math strategies for 

intervention for students 

Title I Supplmnt Prog Imprvmnt Visiting Teachers for release of staff 

for professional development 

Title I Supplmnt Prog Imprvmnt Provide Visiting Teacher release 

time for staff for Professional 

development for collaboration and 

learning new strategies


AREA 3: ENGLISH LEARNER 




English Learner SMART Goal: 

* By 07/20/2012, 45 % of Kimbrough Elementary English Learner will perform at proficiency level in English-Language Arts on the CST 










Based upon AYP school wide report, students continue to struggle with meeting grade level standards in ELA. Currently there are only 38.7% of students 

scoring at the proficient and advanced levels in ELA based upon Spring 2011 CST scores, this is 28.3% below the minimum state target of 67% for 

2011-12. 




* By 11/04/2011, 45 % of 

Kimbrough Elementary English 

Learner will perform at proficiency 

level in California English Language 

Development Test 

* By 03/16/2012, 45 % of 





* By 07/20/2012, 45 % of 



level in Literacy Benchmark 3



progress? 

Quarter One 

Quarter One 

Quarter One 




September-October 

March 

June 

• Grade level teams will analyze 





• Grade level teams will target 



• Review data from previous 



• Grade levels will determine 



• ILT will gather grade level 



• ILT will determine 




• Data and SMART goals will 


• Grade level teams will analyze • Grade level teams will analyze 

data from end of year benchmarks, data from end of year benchmarks, 

CST, and beginning of school CST, and beginning of school 

assessments for initial selection of assessments for initial selection of 



• Grade level teams will target • Grade level teams will target 

students to move from FBB and BB students to move from FBB and BB 

to address closing the gap goal. to address closing the gap goal. 

• Review data from previous • Review data from previous 

grade level to determine students who grade level to determine students who 

will receive Tier 2 interventions. will receive Tier 2 interventions. 

• Grade levels will determine • Grade levels will determine 

SMART goals specific to the needs of SMART goals specific to the needs of 



• ILT will gather grade level • ILT will gather grade level 

information/data to develop specific information/data to develop specific 

SMART goals for each grade level. SMART goals for each grade level. 



professional development priorities professional development priorities 

based on student needs and grade based on student needs and grade 



• Data and SMART goals will • Data and SMART goals will 





Description of Proposed Expenditures/Activities to Attain English Learner Goal: Please enter activity, expenditures associated with activity, and 

select tier(s) 

Provide services and supports for EL students 

3.1 WORKING WITH EL STUDENTS 



Code 

Position Inschool Resource Tchr $34,151.31 0162-70910-00-1109-1000-4760- 

01000-0000 


01000-0000 


01000-0000 


01000-0000 

New ExpNonsal $1,000.00 0162-30106-00-1157-1000-1110- 

01000-0000 

Supplies $520.00 0162-70900-00-4301-1000-1110- 

01000-0000 


01000-0000 

Supplies $245.95 0162-70910-00-4301-1000-4760- 

01000-0000 

3.2 WORKING WITH EL STUDENTS WITH THEIR PARENTS 



Code 


01000-0000 



EIA: Limited English Proficient Provide push in/ pull out support for 

EL students 

EIA: Limited English Proficient Provide small group and individual 

instruction for EL Students 

EIA-SCE Provide small group and individual 

instruction for EL students 

Title I Basic Program Afterschool and extended day 

learning opportunities for EL 

students 

Title I Supplmnt Prog Imprvmnt Provide afterschool and extended 

day learning for EL students 

EIA-SCE Supplies and materials for EL 

intervention support for EL students 

EIA-SCE Provide push in and pull out support 

for students needing intervention 

EIA: Limited English Proficient Supplies and materials for small 

group and individual instruction 

with EL Students 


EIA: Limited English Proficient Provide support to parents and EL 

Students including educational



01000-0000 


01000-0000 




Code 

Prof&Curriclm Dev Vist Tchr $10,000.00 0162-30100-00-1192-2130-0000- 

01000-0000 

Lease of printer/duplicator $1,479.78 0162-70900-00-5614-1000-1110- 

01000-0000 


01000-0000 


strategies 

EIA: Limited English Proficient provide support and skills for EL 

students to maintain attendance for 

student achievement 

Title I Basic Program Work directly with targeted EL 

students and families on 

intervention strategies 


Title I Basic Program Provide professional Development 

Opportunities for staff collaboration 

and curriculum development 

EIA-SCE Copy materials for EL professional 

development for staff 

EIA: Limited English Proficient Visiting teachers to provide staff 

with professional development 

opportunities to learn EL strategies


AREA 4: GRADUATION/PROMOTION RATE 




Graduation Rate SMART Goal: 

* By 07/20/2012, 38 % of Kimbrough Elementary Grade 03, Students will meet or exceed P in Fountas and Pinnel 


* By 07/20/2012, 100 % of Kimbrough Elementary Grade 03, Students will meet or exceed level 38 in Fountas and Pinnel 









Students must be proficient in reading by the end of 3 rd grade in order to be able to meet the demands of middle and high school and to have the 

opportunity to attend a college of choice. Reading comprehension continues to be an area of need for struggling students with particular attention needed 

in the areas of phonics, vocabulary, fluency and strategic reading skills. Students must be provided targeted instruction to meet their individual needs to 

ensure that they are able to read and comprehend 3 rd grade level text across genres at an independent level by the end of the school year. 



Quarter One Short Term Targets Quarter Two Short Term Targets Quarter Three Short Term Targets Not a Reporting Period 

* By 11/04/2011, 100 % of * By 03/16/2012, 100 % of * By 07/20/2012, 100 % of 

Kimbrough Elementary Grade 03 will Kimbrough Elementary Grade 03 will Kimbrough Elementary Grade 03 will 

meet or exceed level 38 in Fountas meet or exceed level 38 in Fountas meet or exceed level 38 in Fountas 


and Pinnel 


and Pinnel 

and Pinnel 


progress? 

Quarter One 

Quarter Two 

Quarter Three 

Q 


October 

35. Grade level teams will analyze 





36. Grade level teams will target 



















March 

42. Grade level teams will analyze 47. Grade level teams will analyze 

data from the first benchmarks in data from the benchmarks in ELA 

ELA and confirm progress of target and confirm progress of target 

students at the proficient/advanced students at the proficient/advanced 


levels. 

levels. 

43. Review data from recent 48. Review data from recent 

benchmarks to determine success of benchmarks to determine success of 

Tier 2 interventions and re-evaluate Tier 2 interventions and re-evaluate 

which students need support. which students need support. 

44. Grade levels will monitor 49. Grade levels will monitor 

progress toward SMART goals and progress toward SMART goals and 



45. ILT will gather grade level 50. ILT will gather grade level 

information/data to monitor progress information/data to monitor progress 

and determine professional and determine professional 

development priorities based on development priorities based on 



46. Data and SMART goals will 51. Data and SMART goals will 

be reported to the SSC in November. be reported to the SSC in March. 



July


Description of Proposed Expenditures/Activities to Attain Graduation/Promotion Rate Goal: Please enter activity, expenditures associated with 

activity, and select tier(s) 

Provide supports for students not meeting standards 

4.1 PROVIDE SUPPORT FOR STUDENTS NOT MEETING STANDARDS 



Code 


01000-0000 


01000-0000 


01000-0000 


01000-0000 

Supplies $684.05 0162-30100-00-4301-1000-1110- 

01000-0000 

Supplies $602.47 0162-70900-00-4301-1000-1110- 

01000-0000 



EIA-SCE Nurse to support students health/ 

safety and attendance goals to meet 

promotion standards 

EIA-SCE Counselor to work with parents of 

3rd/ 5th grade students on 

promotion goals and strategies. 

Title I Supplmnt Prog Imprvmnt Provide supports for 1st graders to 

meet skills in reading 

comprehension 

Title I Basic Program Teachers to target individual 

students to meet promotion goals 

Title I Basic Program Provide supplies and materials for 

promotion intervention strategies 

EIA-SCE Provide materials and supplies for 

interventions for students not 

meeting promotion goals


AREA 5: PARENT INVOLVEMENT AND COMMUNITY ENGAGEMENT 




Parent Involvement and Community Engagement SMART Goal: 

* By 07/20/2012, 80 % of Kimbrough Elementary Parents/Guardians will achieve a participate in at least 2 events in Parent and Community 

Engagement 

Targeted Population: (Grade Levels and Significant Subgroups) 

Parents of students in grades 4 and 5 are least represented at school events. 




What data did you use to form these goals: (findings from data analysis) 

Parent and attendance sign in sheets 


There are approximately 70% of parents who participate in some of the school sponsored events each year. Research shows that there is a direct 

correlation of student achievement to parent involvement, especially with students at risk of not meeting grade level standards. We need to improve our 

parent outreach so that more parents consistently attend school events and are informed of their child’s progress and learn of resources available to help 

remediate, accelerate and enrich learning. 




* By 11/04/2011, 100 % of 

Kimbrough Elementary 

Parents/Guardians will achieve a 

attendance goal in Parent and 

Community Engagement 

* By 03/16/2012, 100 % of 



attendance goals in Parent and 



* By 07/20/2012, 100 % of 



attendance goals in Parent and 



progress?

Quarter One 


October 

Ensure message was received by all 

parents in English and Spanish 


Quarter Two 


March. 

Send reminder message and letter 

home inviting parents to a meeting 


Quarter Three 


June 

Identify families that did not attend 

one session-mail letter via US mail 

and make call to family 

Description of Proposed Expenditures/Activities to Attain Parent/Community Goal: Please enter activity, expenditures associated with activity, and 

select tier(s) 


5.1 WORKING WITH PARENTS 



Code 


01000-0000 

5.2 PARENT INVOLVEMENT ACTIVITIES AND EVENTS 



Code 


01000-0000 

Supplies $2,000.00 0162-30100-00-4301-1000-1110- 

01000-0000 

Other Support Prsnl PARAS Hrly $2,000.00 0162-30103-00-2281-2495-0000- 

01000-0000 

Supplies $610.00 0162-30103-00-4301-2495-0000- 

01000-0000 




Title I Basic Program Parent presentations for healthy 

students and strategies to use at 

home 

Title I Basic Program Provide supplies and materials for 

educational parent events for 

strategies 

Title I Parent Involvement Provide translation and childcare for 

parent events 

Title I Parent Involvement Provide materials and supplies for 

Educational parent activities


AREA 6: ADDITIONAL SITE IDENTIFIED AREA (OPTIONAL) 




Additional Site Identified SMART Goal: 









Quarter One Short Term Targets Quarter Two Short Term Targets Quarter Three Short Term Targets Quarter Four Short Term Targets 


progress? 

Description of Proposed Expenditures/Activities to Attain Goal: Please enter activity, expenditures associated with activity, and select tier(s) 

6.1 ACTIVITY 



Code 


Funding Source Rationale


APPENDICES 

This section contains the following appendices that will assist the School Site Council in 

completing the Single Plan for Student Achievement (SPSA) and in maintaining a cycle of 

continuous improvement: 

A. Data Reports 

B. SPSA Assessment Summary 

C. SARC (short version only) 

D. Title I Parent Involvement Policy or Parent Involvement Policy for Non-Title I Schools 

E. Home/School Compact 

F. Categorical Budget Allocations Summary Grid (provided by Monitoring and 

Accountability Reporting Department) 

G. Professional Development Expenditures for Program Improvement and Watch List 

Schools Only 



APPENDIX A 

Data Reports: 

(See SPSA Guidelines for instructions)) 

All Schools: CST, CELDT 

High School: CAHSEE 

DATA REPORTS 


CST 

KIMBROUGH ELEMENTARY :: 321 Hoitt Street, San Diego, CA 92102 


P- 619.525.2010 

F- 619.525.2018 

Year ELA Math 

2006 23.8% 49% 

2007 24.6% 41% 

2008 29.1% 44.1% 

2009 26.8% 50.7% 

2010 38.3% 64.5% 

2011 45.25% 67.25% 

Percentage of students scoring Proficient/Advanced. 

API Growth 

Year New base Growth target Actual growth 

2006 701 6 9 

2007 684 5 -17 

2008 704 6 20 

2009 718 5 14 

2010 766 5 48 

2011 795 5 29 

The goal is for all schools to reach an API of 800.

Student Group 

English Language Arts 

N % 

Mathematics 

N % 

Spring 2011 

Kimbrough (162) 

All Grades Combined 

Percentage of Students Scoring At Proficient or Advanced Levels 

End-of-Course Science 

N % 

NCLB Science 

N % 

History/SocialScience 

N % 

Total 329 45.6 335 67.8 --- 

85 54.1 

--- 

Female 166 47.6 170 64.7 --- 

40 50.0 

--- 

Male 163 43.6 165 70.9 --- 

45 57.8 

--- 

African American 3 --- 3 --- --- 

2 --- 

--- 

Asian --- --- --- 

--- 

--- 

Filipino --- --- --- 

--- 

--- 

Hispanic 320 45.3 326 67.5 --- 

83 54.2 

--- 

Indochinese 1 --- 1 --- --- 

--- 

--- 

White 1 --- 1 --- --- 

--- 

--- 

Multiracial 4 --- 4 --- --- 

--- 

--- 

English Learner 269 38.7 275 64.7 --- 

58 39.7 

--- 

English-Speaking 60 76.7 60 81.7 --- 

27 85.2 

--- 

Econ. Disadvantaged 329 45.6 335 67.8 --- 

85 54.1 

--- 

Non-Econ. Disadvantaged --- --- --- 

--- 

--- 

C:\Pdoxwork\CST\CSTSchoolSummarySheets5Subj.rsl 

SCHOOL SUMMARY SHEETS 

California Standards Test 

Office of Accountability 

Research and Reporting

Student Group 


N % 

Mathematics 

N % 

Spring 2011 


Grade 02 



N % 

NCLB Science 

N % 


N % 

Total 71 50.7 71 66.2 --- 

--- 

--- 

Female 40 52.5 40 62.5 --- 

--- 

--- 

Male 31 48.4 31 71.0 --- 

--- 

--- 

African American --- --- --- 

--- 

--- 

Asian --- --- --- 

--- 

--- 

Filipino --- --- --- 

--- 

--- 

Hispanic 70 50.0 70 67.1 --- 

--- 

--- 

Indochinese --- --- --- 

--- 

--- 

White --- --- --- 

--- 

--- 

Multiracial 1 --- 1 --- --- 

--- 

--- 


--- 

--- 

English-Speaking 9 --- 9 --- --- 

--- 

--- 


--- 

--- 


--- 

--- 






Student Group 


N % 

Mathematics 

N % 

Spring 2011 


Grade 03 



N % 

NCLB Science 

N % 


N % 

Total 71 33.8 73 64.4 --- 

--- 

--- 

Female 33 42.4 35 62.9 --- 

--- 

--- 

Male 38 26.3 38 65.8 --- 

--- 

--- 

African American --- --- --- 

--- 

--- 

Asian --- --- --- 

--- 

--- 

Filipino --- --- --- 

--- 

--- 

Hispanic 68 32.4 71 63.4 --- 

--- 

--- 


--- 

--- 

White 1 --- --- --- 

--- 

--- 

Multiracial 2 --- 2 --- --- 

--- 

--- 


--- 

--- 

English-Speaking 8 --- 7 --- --- 

--- 

--- 


--- 

--- 


--- 

--- 






Student Group 


N % 

Mathematics 

N % 

Spring 2011 


Grade 04 



N % 

NCLB Science 

N % 


N % 

Total 101 48.5 102 65.7 --- 

--- 

--- 

Female 52 48.1 52 59.6 --- 

--- 

--- 

Male 49 49.0 50 72.0 --- 

--- 

--- 


--- 

--- 

Asian --- --- --- 

--- 

--- 

Filipino --- --- --- 

--- 

--- 

Hispanic 98 49.0 98 65.3 --- 

--- 

--- 

Indochinese 1 --- 1 --- --- 

--- 

--- 

White --- 1 --- --- 

--- 

--- 

Multiracial 1 --- 1 --- --- 

--- 

--- 


--- 

--- 


--- 

--- 


--- 

--- 


--- 

--- 






Student Group 


N % 

Mathematics 

N % 

Spring 2011 


Grade 05 



N % 

NCLB Science 

N % 


N % 

Total 86 47.7 89 74.2 --- 

85 54.1 

--- 

Female 41 46.3 43 74.4 --- 

40 50.0 

--- 

Male 45 48.9 46 73.9 --- 

45 57.8 

--- 


2 --- 

--- 

Asian --- --- --- 

--- 

--- 

Filipino --- --- --- 

--- 

--- 

Hispanic 84 47.6 87 73.6 --- 

83 54.2 

--- 


--- 

--- 

White --- --- --- 

--- 

--- 

Multiracial --- --- --- 

--- 

--- 


58 39.7 

--- 


27 85.2 

--- 


85 54.1 

--- 


--- 

--- 






SCHOOL NAME: KIMBROUGH ELEMENTARY 

KIMBROUGH ES 


APPENDIX B 


ASSESSMENT SUMMARY 

ANALYSIS OF SCORES - FOCUS AREA NOTES/ACTION/DECISIONS 

HIGH EXPECTATIONS 

STANDARDS-BASED 

CURRICULUM & INSTRUCTION 

USE OF DATA 

STRATEGIC SUPPORT 

PROFESSIONAL LEARNING 

SPSA Template Revised 10/24/2011 Page 1 

Attachment 2 

SPSA 

Surveys from teachers indicate that we are fully-substantially implemented and that the evidence is through 

our annual plan 

Teachers indicated that we are fully implementing standards-based curriculum through district provided 

materials, pacing guides, Units of Inquiry, ELD, benchmark data to guide planning & pacing. 

Fully-substantially are teachers able to access data on their students. 

Deployment of student for ELD and to Resource teachers for students with IEPs. 

Professional development has been cut from twice a month to only once a month. Most teachers 

indicated tht more is needed.


APPENDIX C 

SCHOOL ACCOUNTABILITY REPORT CARD 

(Short Version Only) 


S chool Accountability Report Card 

At a Glance: 2009–10 

School type: Elementary 

Schedule: Year-round 

Grade levels: K–5 

Total enrollment: 567 

Total teachers: 34 

Per-pupil expenditure (08–09): $7,421 

Enrollment Breakdown 

White 0.9 

Multi 0.9 

Hispanic 96.6 

Attendance 

Afr Am 1.6 

Year Attendance for Year (%) 

05–06 95.26 

06–07 94.89 

07–08 95.36 

08–09 96.01 

09–10 95.00 

Business and Community 

Partners 

Reuben H. Fleet Science Center 

Center for Naval Aviation Technical 

Training Unit, North Island 

Arrow Market 

San Diego Council on Literacy 

Junior Achievement 

San Diego Police Department 

La Jolla Playhouse 

Our school gratefully acknowledges the 

tremendous support we receive 

from our partners, parents, 

and community volunteers. 

Principal’s Statement 

Issued Spring 2011 for Academic Year 2009–10 

Kimbrough Elementary School 

321 Hoitt St, San Diego, CA 92102-3132 

Phone: (619) 525-2010 

E-mail: kimbelem@sandi.net 

Web: www.sandi.net/comm/schools/elem/kimbrough.html 

Flavia Soria, Principal 

Welcome to Dr. Jack Kimbrough Elementary School—quality education in a caring, 

nurturing neighborhood school. Kimbrough is located in the Grant Hill area of San 

Diego in a neighborhood of single-family houses, apartments, and small businesses. 

Our modern facilities, well-equipped classrooms, and state-of-the-art technology 

provide an appropriate setting to help us attain our instructional goals. Our mission is 

to ensure a safe and caring environment where all children are given the opportunity 

to grow in knowledge, responsibility, and self-esteem, and to experience a love of 

learning. Our common goal is to provide our students with future life skills for success 

in a diverse society. We will continue to monitor the achievement of all our 

students. 

Our students are encouraged to become lifelong learners who will be able to adjust 

to a world of rapid changes and increased cultural diversity through meaningful 

instructional experiences planned to inspire them to work to high standards. They are 

acquiring the strategies that will enable them to be critical thinkers and problem 

solvers. 

Instruction and Curriculum 

The San Diego Unified School District Board of Education has formally adopted 

academic standards and curriculum frameworks approved by the California State 

Board of Education for all subject areas. District curriculum materials, instructional 

strategies and supports, professional development, and student assessments are 

aligned with state standards and focused on ensuring that every student has access to 

a high-quality, rigorous, and engaging instructional program. A range of support 

opportunities is available for students needing additional assistance. 

Professional development is a high priority at Kimbrough Elementary. Teachers 

are provided ongoing opportunities to study and improve their instructional practices 

through grade-level meetings and district workshops, peer classroom observations, 

participation in study groups, and direct training on specific instructional strategies. 

Our professional development this school year has been focused on the writing standards 

at the different grade levels as well as acquisition of English and academic 

language through our English language development program for all of our students. 

We have examined which strategies support this work, and teachers have applied 

them in all content areas. 

Opportunities for Parent Involvement 

Parents have many opportunities to be involved at their children’s school site (for 

example, governance committees, special events, fundraising events, parent organizations, 

and in classrooms) and at the district level (for example, district councils/committees, 

Parent University, and special events). We also encourage parents to 

support their children at home by making their expectations about school clear and 

creating a positive homework and learning environment. 

At Kimbrough we are committed to obtaining community resources for our 

school and invite all constituencies to assist us in the education of our students. 

The Kimbrough staff is committed to increasing community and home involvement. 

Our parent room, volunteer and parent patrol programs, as well as the 

Parent Teacher Association, have many active parents. Parental involvement is enriched 

with weekly parenting in-service trainings. The parent literacy room is open 

daily for parents to check out books they can read at home. 

If you want to get involved, please contact Dolores Durón at (619) 525-2010, 

ext. 1121. 

San Diego Unified School District • William Kowba, Superintendent • 4100 Normal Street, San Diego, CA 92103 • www.sandi.net

Teacher Credentials and Assignments 

This table displays the number of teachers assigned to the school who are fully credentialed, who are working without a full credential, and 

who are fully credentialed but teaching outside of their subject area of competence. It also indicates how many of the school’s teachers of 

English learners are misassigned and the total number of teachers misassigned. District totals do not include charter schools. 

Academic Progress 

School District 

Number of Teachers 2007–08 2008–09 2009–10 2009–10 

Full credential and teaching in subject area 44 37 33 5,951 

Full credential but teaching outside subject area 0 1 1 334 

Without full credential 4 0 0 98 

Total teachers 48 38 34 6,378 

Teachers of English learners misassigned 0 0 

Total teachers misassigned 0 0 

This table displays selected indicators of the school’s academic progress. The Academic Performance Index (API) is an annual measure of 

the academic performance and progress of California’s public schools. API scores range from 200 to 1,000, with a statewide API performance 

target of 800. The statewide API rank ranges from 1 to 10. Detailed information about the API can be found at the CDE website at 

www.cde.ca.gov/ta/ac/ap/. Adequate Yearly Progress (AYP) measures how well the school is performing based on standards required by 

the federal No Child Left Behind law. 

Indicator Result 

This school’s 2010 Growth API score (from the 2010 Growth API report) 766 

This school’s statewide API rank (from the 2009 Base API report) 2 

Did this school meet all 2009–10 AYP requirements? Yes 

How many AYP criteria did this school meet? 5 of 5 

Program Improvement status of this school during the 2010–11 school year Year 3 

Standardized Testing and Reporting Program Results 

Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2–11 are tested annually in various subjects. 

The California Standards Tests (CST) include English language arts and mathematics (grades 2–11), science (grades 5, 8, and 9–11), 

and history–social science (grades 8 and 9–11). To protect student privacy, “—” is used in the following tables instead of the percentage 

when the number of students tested is 10 or less in that category. 

California Standards Tests (CST): English Language Arts and Mathematics 

Percentage of students achieving at the proficient or advanced levels (meeting or exceeding state standards): 

English Language Arts Mathematics 

School District State School District State 

Gr 07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10 

2 21.0 24.2 28.2 49.5 55.6 57.0 48 53 53 29.9 45.0 52.9 62.4 65.4 66.1 59 63 62 

3 22.6 23.0 27.9 40.8 47.7 46.8 38 47 44 46.0 57.0 65.5 62.4 66.4 67.8 61 64 65 

4 28.3 20.7 52.3 56.9 63.7 67.4 55 61 63 49.6 40.2 77.3 61.1 67.7 71.0 61 66 68 

5 46.2 40.4 47.3 49.3 57.9 63.2 48 54 58 52.9 61.7 59.3 52.3 59.9 62.7 51 57 60 

The complete SCHOOL ACCOUNTABILITY REPORT CARD (SARC) may be obtained from the school or on-line at www.sandi.net/ 

research. The complete SARC is usually about 14 pages long and provides information on enrollment, parent and community involvement, school 

safety and climate for learning, academic performance, class size, teachers and staffing, curriculum and instruction, and school finances. In addition, 

SARCs for secondary schools include dropout data and post-secondary preparation information (i.e., enrollment in courses that meet University of 

California or California State University entrance requirements, as well as Advanced Placement programs; college test-preparation courses; and the 

degree to which students are prepared to enter the workforce). 

KIMBROUGH ELEMENTARY (162)


APPENDIX D 

TITLE I PARENT INVOLVEMENT POLICY 

OR 

PARENT INVOLVEMENT POLICY 

FOR NON-TITLE I SCHOOLS 

(Provided by the School Site) 




TITLE I PARENT INVOLVEMENT POLICY 

� In the fall, an annual meeting will be held to share with parents the Title I program and its 

requirements. 

� Kimbrough Elementary School will provide a flexible number of meetings to allow for 

parent involvement. These monthly meetings will be scheduled by the school in languages 

appropriate for the parent groups. Topics covered during the meetings will include: 

� Improving communication between the school and home 

� Discussing current student assessment data and student progress 

� Providing information about school and district resources for student academic 

improvement 

� Evaluating the effectiveness of the school’s parent involvement policy to increase 

parent participation in Title I activities 

� Conferencing with teachers 

� Providing training programs to help parents support and work with their children at 

home and at school 

� Parental input from the parent meetings and training session will be shared with the School 

Site Council (SSC) to provide an organized, ongoing, timely way of involving parents in the 

planning, review, and decision making for improvement of the program. 

� The schoolwide parent newsletter is mailed home informing parents/community of all 

meetings of interest. For special meetings, targeted language groups receive notice in their 

language. The school newsletter is used to advertise parent meetings and training sessions 

offered at Kimbrough Elementary School, at the District Advisory Council’s Harold J. 

Ballard Parent Center, at Parent University, and thought the district. Every attempt is made 

to contact parents in the language of the parents. 

SPSA Template Revised 10/24/2011 Page 1 

Attachment 2 

SPSA 

� During parent meetings, opportunities will be offered for the formulation of parental 

suggestions. Responses to their suggestions will be reviewed in a timely fashion, if possible, 

by the next scheduled meeting. Topics that are appropriate for SSC review/action will be 

placed on the agenda for the next regularly scheduled meeting by the school administration. 

� Parents are notified annually of individual student assessment results by the Research and 

Reporting Office and the Testing Unit. An explanation of the information is available in 

several languages.


APPENDIX E 

HOME/SCHOOL COMPACT 

(Provided by the School Site) 




HOME/SCHOOL COMPACT 

Kimbrough Elementary and the parents of the students participating in activities, services, and programs 

funded by Title I, part A of the Elementary and Secondary Education Act (ESEA) (participating 

children), agree that this compact outlines how the parents, the entire school staff, and the students will 

share responsibility for improved student academic achievement and the means by which the school and 

parents will build and develop a partnership that will help children achieve California’s high standards. 

This Home/School Compact is in effect during school year 2011/12. 

School Responsibilities 

The Kimbrough Elementary School will: 

1. Provide high-quality curriculum and instruction in a supportive and effective learning 

environment that enables participating children to meet California’s student academic 

achievement standards as follows: 

� Staff is committed to high expectations for all students and encourages them to reach their 

highest potential. 

� Staff will provide well balanced instruction in all content areas based on the California 

standards. 

� Instruction will be provided in a variety of ways to accommodate different styles of learning. 

� Instruction will be differentiated to reach all levels of learning. 

� All classes will have the opportunity to participate in at least one field trip to enhance the 

learning that takes place in the classroom. 

2. Hold parent-teacher conferences (at least annually in elementary schools) during which 

this compact will be discussed as it relates to the individual child’s achievement. 

� These conferences will take place during the weeks of December 12– 16, 2011 and March 26 

– March 30, 2012. All families are invited to review academic progress and this compact. 

3. Provide parents with frequent reports on their child’s progress. 

� Conferences to monitor ongoing progress will be held at the end of November and again in 

May. At this time the parent will receive information about how their student is making 

progress in reaching the California standards in all content areas. 

� In November, all families will receive a parent guide book which describes what the 

expectations are for reaching proficiency in the various content areas. 

� A learning contract will be given to the family if the student is below grade level 

expectations. Supports will be noted for the student. 

� We strongly encourage families meet on an ongoing basis with their teacher through phone 

calls, conferences, or notes between the reporting periods. 

4. Provide parents reasonable access to staff. 

We encourage ongoing contacts with the teacher when he/she is not teaching. During the 

instructional day the first priority is with the students, however, you can make an 

appointment with your teacher either before or after school. You may leave a note or 

message for the teacher in the front office, or send a note with your child directly to the 

classroom. If you need assistance with translation let the office know and we are happy to 

help out. Also remember that Dolores Duron, our Parent Academic Liaison (PAL) is 

available too, come to the office to request her assistance. 

Page 1 of 2



5. Provide parents opportunities to volunteer and participate in their child’s class, and to 

observe classroom activities, as follows: 

We welcome volunteers at our school. If you are interested, please fill out a form that is 

available in the front office. Work with the teacher in advance to schedule a time to 

volunteer in the classroom and identify the type of work you will be doing. In addition, we 

often support school wide activities and projects by working in the parent room as a team 

with groups of parents, Our Parent Academic Liaison (PAL), Dolores Duron, is always 

looking for volunteers to support these projects, again inquire at the front office. Any time 

you visit the school, remember to sign in at the front counter and wear a volunteer badge 

during the time you are at school. 

Parent Responsibilities 

We, as parents, will support our child’s learning by: 

� Monitoring attendance. 

� Encourage my child to wear the school uniform. 

� Making sure that homework is completed and asking for help if your child has trouble completing 

the work. 

� Monitoring amount of television my child watches. 

� Volunteering in my child’s classroom. 

� Reinforcing the character traits that are being taught at school and support the responsibility of 

making good choices every day. 

� Ensuring that my child is rested, clean, and ready to learn. 

� Participating, as appropriate, in decisions relating to my child’s education. 

� Promoting positive use of my child’s extra curricular time such as after school sports, visiting 

museums, the zoo, crafts activities, and reading as a family. 

� Staying informed about my child’s education and communicating with the school by promptly 

reading all notices form the school or the school district either received by my child or by mail 

and responding, as appropriate. Communicate often with my classroom teacher and come to the 

office for help if problems or concerns arise. 

� Serving, to the extent possible, on advisory groups, such as the School Site Council, the District 

Advisory Council for Compensatory Education, the English Learner Advisory Committee, or 

other school advisory groups. 

� Maintaining high expectations for the academic progress of my child and reinforcing the 

importance working hard today to have options tomorrow in college and careers. 

Student Responsibilities 

We, as students, will share the responsibility to improve our academic achievement and achieve 

California’s high standards. 

� Coming to school prepared to learn every day. 

� Wearing the school uniform. 

� Practicing the character traits that we are learning at school and make the commitment to make 

good choices every day. 

� Doing my homework every day and ask for help when I need it. 

� Reading every day outside of school time. 

� Giving my parents or the adult who is responsible for my welfare all notices ad information 

received by me from my school every day. 

Page 2 of 2


APPENDIX F 

CATEGORICAL BUDGET ALLOCATIONS SUMMARY GRID 

(Provided by Monitoring and Accountability Reporting Department) 


San Diego Unified School District 

Site: 0162 Kimbrough Elementary 

As of Date 11-04-2011 

Extended Summary 

30100 Title I Basic Program 30103 Title I Parent Involvement 30106 Title I Supplmnt Prog 

70900 EIA-SCE 70910 EIA: Limited English 

Name FTE MONTHS/ TOTAL FTE MONTHS/ TOTAL FTE MONTHS/ TOTAL FTE MONTHS/ TOTAL FTE MONTHS/ TOTAL 

AMOUNT 

AMOUNT 

AMOUNT 

AMOUNT 

AMOUNT 

Allocated: $228,650.00 Allocated: $3,056.00 Allocated: $43,319.00 Allocated: $66,373.00 Allocated: $123,452.00 

Distributed: $228,649.98 Distributed: $3,056.14 Distributed: $43,319.00 Distributed: $66,372.99 Distributed: $123,451.99 

Remaining: $0.02 Remaining: -$0.14 Remaining: $0.00 Remaining: $0.01 Remaining: $0.01 

Certificated Salaries / Monthly 2.00 143,114.55 $143,114.55 0.00 0.0000 $0.00 0.40 26,178.51 $26,178.51 0.715 47,629.54 $47,629.54 1.385 92,408.4827 $92,408.48 

2000 Regular Teacher 0.30 19,633.89 $19,633.89 0.00 0.0000 $0.00 0.40 26,178.51 $26,178.51 0.100 6,544.63 $6,544.63 0.200 13,089.2567 $13,089.26 

2040 Inschool Resource Tchr 0.00 0.00 $0.00 0.00 0.0000 $0.00 0.00 0.00 $0.00 0.000 0.00 $0.00 0.500 34,151.3148 $34,151.31 

2500 School Nurse 0.50 34,535.10 $34,535.10 0.00 0.0000 $0.00 0.00 0.00 $0.00 0.300 20,721.06 $20,721.06 0.200 13,814.0391 $13,814.04 

2605 School Counselor 0.20 12,929.43 $12,929.43 0.00 0.0000 $0.00 0.00 0.00 $0.00 0.315 20,363.86 $20,363.86 0.485 31,353.8721 $31,353.87 

2720 Project Resource Teacher 1.00 76,016.14 $76,016.14 0.00 0.0000 $0.00 0.00 0.00 $0.00 0.000 0.00 $0.00 0.000 0.0000 $0.00 

Certificated Salaries 20,450.00 $20,450.00 0.0000 $0.00 4,900.00 $4,900.00 300.00 $300.00 150.0000 $150.00 

1157 Classroom Teacher Hrly 10,000.00 $10,000.00 0.0000 $0.00 2,150.00 $2,150.00 0.00 $0.00 0.0000 $0.00 

1162 Short Term Leave Visiting Tchr 450.00 $450.00 0.0000 $0.00 600.00 $600.00 300.00 $300.00 150.0000 $150.00 

1192 Prof&Curriclm Dev Vist Tchr 10,000.00 $10,000.00 0.0000 $0.00 2,150.00 $2,150.00 0.00 $0.00 0.0000 $0.00 

Classified Salaries 0.00 $0.00 2,000.0000 $2,000.00 0.00 $0.00 0.00 $0.00 0.0000 $0.00 

2281 Other Support Prsnl PARAS Hrly 0.00 $0.00 2,000.0000 $2,000.00 0.00 $0.00 0.00 $0.00 0.0000 $0.00 

Employee Benefits 48,401.38 $48,401.38 446.1400 $446.14 9,441.34 $9,441.34 15,841.20 $15,841.20 30,647.5600 $30,647.56 

Books and Supplies 13,684.05 $13,684.05 610.0000 $610.00 2,799.15 $2,799.15 1,122.47 $1,122.47 245.9500 $245.95 

4301 Supplies 13,684.05 $13,684.05 610.0000 $610.00 2,799.15 $2,799.15 1,122.47 $1,122.47 245.9500 $245.95 

Services and Other Operating 3,000.00 $3,000.00 0.0000 $0.00 0.00 $0.00 1,479.78 $1,479.78 0.0000 $0.00 

5209 Conference Local 3,000.00 $3,000.00 0.0000 $0.00 0.00 $0.00 0.00 $0.00 0.0000 $0.00 

5614 Lease of printer/duplicator 0.00 $0.00 0.0000 $0.00 0.00 $0.00 1,479.78 $1,479.78 0.0000 $0.00 

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Kimbrough Elementary - San Diego City Schools

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