Completing the SPSA Modification Template: Los Angeles ...
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Completing the
SPSA Modification Template:
An SOS Technical Guide
The purpose of this guide is to provide step-by-step technical assistance to Local District
Northwest (LDNW) Title I schools in completing the SPSA (School Plan for Student
Achievement) Modification template. Please refer to Developing and Writing Common
Title I Expenditures for the SPSA: An SOS Guide, posted on the LDNW Title I webpage
(https://achieve.lausd.net/site/Default.aspx?PageID=9130), for additional information
and guidance on how to develop and write high quality provisions for the SPSA
Modification. For specific information regarding Title I Program and budget
requirements, please see the current LAUSD Program and Budget Handbook, which is
posted and linked on the LDNW Title I webpage as well. Please also see the two sample
SPSA Modifications and Budget Adjustment Requests (BARs) attached to this guide as
Appendix A.
Step-by-Step Guide
The SPSA Modification template is a two-page document template, as shown below. It
needs to be typed (except for signatures), using the electronic version of the document
posted on the LDNW Title I webpage.
LDNW T1Cs – rev 08/06/20 Page 1 of 4
1) Please check the box that corresponds to the specific federal program that is the subject
of the proposed modification. Please be sure to complete separate documents for each
program even if the SSC approves changes to more than one federal program at the same
meeting.
2) Please check the Title I Program model implemented at the school. Currently, all LDNW
Title I schools are SWP (Schoolwide Program) schools, so the template has been pre-
checked.
3) Please insert the full school name. (NOTE: The template already identifies the Local
District.)
4) Please insert the seven-digit “School” part of the school’s CDS (County-District-School)
code issued by the CDE. One way to find a school’s complete CDS code is by looking up
the school’s profile at the following link: https://www.cde.ca.gov/SchoolDirectory/
CAUTION: DO NOT USE the school’s location code or cost center code.
5) Please insert the name and phone number of the person who will serve as the school’s
main point of contact for any questions or issues related to the SPSA Modification.
(Typically, it is the Title I Coordinator/Designee, who presumably prepared the SPSA
Modification template and is usually, but not necessarily, the SPSA Contact identified on
the “School Identification” tab of the SPSA Online platform.)
6) Please check the box(es) that describe the reason(s) that the school is modifying its SPSA.
NOTE: Most modifications that entail any changes to the program’s existing budget fall
under #4 (“Revision of SPSA content and budget”). Box #1 applies only if the school is
budgeting funds that have been placed in “Pending Distribution” due to one or both of
the following circumstances:
▪ Additional allocation of Title I funds and/or release of Potential Funding Variance
funds by the District
▪ Recovery of salary savings (e.g., from a position that the school has closed or has
experienced a significant delay in filling) in consultation with the school’s assigned
LDNW Fiscal Specialist
LDNW T1Cs – rev 08/06/20 Page 2 of 4
7) For all SPSA Modifications, regardless of reason, please state the total amount of funds
being budgeted (e.g., “This SPSA Modification budgets a total of $28,430.”).
In addition:
a. For Reason #4: If the school is proposing to defund (take out) all or part of the funds
already allocated to one or more budget items in its SPSA in order to fund one or
more different items, please provide a brief statement of the school’s rationale for
defunding the existing item(s) and funding the new item(s) instead.
b. For Reason #1: Please state the source, as well as the total amount, of the funds
being budgeted. (E.g., “Salary savings from closing one TA position: $7,341.”)
c. For Reason #1: If the school is leaving any funds in the “Pending Distribution”
budget line, please provide a statement explaining when the school’s SSC plans to
budget the balance remaining (e.g., “The SSC plans to budget the balance of $2,598
remaining in Pending Distribution at its next meeting.”).
8) Please check all of the SPSA Goals and Focus Areas to which the SPSA Modification
specifically pertains. At least one Goal and at least one Focus Area must be checked.
9) Please provide a clear description of each planned strategy/action/expenditure. Please
organize the entries by strategy. Please indicate in parentheses whether the strategy is
already in the SPSA (“Existing”) or new to the school’s SPSA (“New”). If the strategy is new
to the SPSA, please provide a brief description of the strategy, including how it will help
the school meet its measurable objective(s) and the needs of its at-risk students. Please
see the model descriptions in the sample SPSA Modifications in Appendix A. Please also
refer to Developing and Writing Common Title I Expenditures for the SPSA: An SOS Guide
for additional support to ensure that the description meets all applicable requirements,
including calculation of costs.
LDNW T1Cs – rev 08/06/20 Page 3 of 4
10) Please complete this item with the appropriate date span. If the strategy/action will take
place on several specific dates, please include that information in the description
narrative in the previous column, and provide in this column a date span that covers the
entire period within which these events will occur. Depending on the nature of the
described strategy/action, it may be appropriate to specify “##/##/## [approximate date
of approved modification] – 06/30/20” or something similar. Please see samples in
Appendix A.
11) Please describe how the school will (1) ensure high quality implementation of the
strategy/action, and (2) measure whether and to what extent the strategy/action is
effective in achieving its purpose(s). Please see the samples in Appendix A.
12) Please use Title I Commonly Budgeted Items to identify the appropriate budget item
name(s) and number(s) for inclusion in these respective columns.
CAUTION: Please be sure to use Budget Item #s and not Commitment Item #s. Please see
the samples in Appendix A.
13) Please insert the total amount of the described expenditure. It should match the amount
of that item on the BAR (“Budget Adjustment Request” aka “School Budget Signature
Form”). Any break-down of costs should be included in the description narrative (in
Column 9) and not in this column. Please see the samples in Appendix A.
14) Please leave this column blank, unless the school is purchasing a new position or changing
the hours/assignment of an existing position. In that instance, please consult with one of
the LDNW Title I Coordinators to ascertain the appropriate information, if any, to be
included in this column.
15) Please specify the program fund code to which the modification pertains. This provision
needs to match the box check-marked at the top of the template (see #1 above).
NOTE: Please be sure that the provisions in Columns 10-15 corresponding to each strategy/expenditure described in
Column 9 are horizontally aligned across all seven columns. Please see the samples in Appendix A.
NOTE: Please make sure that the BAR (i.e., School Budget Signature Form), if any, exactly matches the SPSA Modification
in terms of the reason(s) for request, budget items, and budget amounts.
LDNW T1Cs – rev 08/06/20 Page 4 of 4
APPENDIX A1
LDNW T1C 12/18/19
Check One: Check One:
LOS ANGELES UNIFIED SCHOOL DISTRICT
X Title I (7S046) Title I (7E046) X SWP
2019-2020 School Plan for Student Achievement Modification
CSI (7T691) Title III (7T197) TAS
School: LD: County District School
SAMPLE SCHOOL Northwest
1 9 6 4 7 3 3 1 2 3 4 5 6 7
School
Jane Smith Contact Phone: 818-555-5555
Contact Name:
Check reason for modification:
1. New allocation, salary savings, or release of Potential Funding Variance (PFV) 3. Exceptions Report correction
2. Revision of SPSA content with no change to budget X 4. Revision of SPSA content and budget
For reasons 1, 3 or 4 above, state what This SPSA Modification budgets a total of $12,515. All three purchases will be budgeted by moving $12,515 from Software License
will be defunded (if applicable): Maintenance (originally budgeted to purchase ALEKS) to Supplemental Instructional Materials. The school has decided not to purchase
ALEKS after all. The Math Department reviewed curricula, standards, and intervention goals at the beginning of the year and
recommended to the SSC that the school instead purchase IXL as our primary online personalized support tool in math, which we have
determined to be a better platform to meet our current needs. The other purchases similarly will support the school’s implementation of
other improvement strategies. SSC concurred and approved these changes. (The IXL purchase is SIM and not SLM because this will be
the first time that the school has used IXL.)
Goals Focus Areas Describe the evidence-based Strategies selected On what How will the school What is the What is How What is What is
to achieve the School’s Measurable Objective(s) dates will measure the school the much the the
and the Action(s) the school will take to the effectiveness of each buying? Budget does it FTE? program
implement the Strategies. Action(s) / Strategy/Action? Item cost? funding
Tasks begin No.? source?
and end? (Name of
Budget Item)
(mm/dd/yy)
IMPROVEMENT STRATEGY: IN ORDER TO
PROVIDE SUPPLEMENTAL OPPORTUNITIES TO
X 100% Graduation X PD, Lesson LEARN AND PRACTICE CORE KNOWLEDGE
X ELA Planning, Data AND SKILLS AND ENSURE MEANINGFUL AND
Analysis EQUITABLE ACCESS TO CORE CURRICULUM &
INSTRUCTION, THE SCHOOL WILL PROVIDE
X Mathematics X Effective Classroom PERSONALIZED ONLINE SUPPLEMENTAL
Instruction INSTRUCTIONAL SUPPORT IN CORE
EL Programs
SUBJECTS (ACCESSIBLE 24/7)(Existing
X Interventions During Strategy)
and After the School
Day and Other Action:
Supports
IXL MATH 10/12/19- Math teachers will start Supplemental 40269 $7,700 7S046
Building Parent In order to implement our strategy of providing 06/30/20 with pre-test for each Instructional
Capacity and students with personalized online instructional student. Students will Materials
Partnership support in core subjects that is available 24/7, the take assessments along
school will purchase IXL. The IXL online math the way, which will be
program will engage our 6th,7th, and 8th grade used to measure the IXL
students in real-world scenarios aligned to Math Math program’s
1
Common Core standards at their individual level and effectiveness. The
pace. It will serve as a support in core math classes students will take the
as well as providing an intervention tool in summative assessment
supplemental programs (e.g., after-school and at the end of the year to
Saturday school intervention) for students struggling measure EOY math level.
to stay at grade level. Every student (and every
math teacher) will have an account that will measure
his/her math level and allow the student to access
the content 24/7, which will provide support on
demand and aid homework completion.
Note: IXL Math also supports the school’s
implementation of its technology strategy described
below.
1 site license = $11
700 students (6+7+8) x $11 = $7700
IMPROVEMENT STRATEGY: THE SCHOOL WILL
USE TECHNOLOGY TO PROVIDE STUDENTS
WITH HIGHLY ENGAGING MATERIAL AND
EXPANDED ACCESS TO REAL-WORLD
EXPERIENCES (Existing Strategy)
Action:
MOSA MACK 10/12/19 – Science teachers will Supplemental 40269 $2,115 7S046
In order to support our strategy of using technology 6/30/20 measure effectiveness by Instructional
to provide students and teachers with highly using formative Materials
engaging curricular material that also provides assessments during the
access to real-world experiences, the school will use of the program
purchase Mosa Mack for our 6th grade classes. The Students will also take
Mosa Mack program is an award-winning NGSS- the pre and post tests in
aligned science software that engages students in the Mosa Mack program
exploring and mastering science concepts and to gauge the
engineering science-informed solutions to real-world effectiveness of the
challenges. different lessons.
Students will also be
235 6th Graders surveyed about how the
1 site license = $9 program has supported
235 6th graders x $9 = $2,115 their understanding of the
NGSS.
Action:
IXL MATH
As a highly engaging online instruction platform, IXL
Math also supports this strategy. See description of
action and expenditure above.
Student, Staff, Student, Staff,
Parent & Parent Engagement
Community
Engagement Student, Staff,
Parent
Communication
2
X 100% Lesson Planning, IMPROVEMENT STRATEGY: THE SCHOOL WILL
Attendance, Data Analysis, and HELP STUDENTS TO DEVELOP THE SOCIAL-
Suspensions, Professional EMOTIONAL AND OTHER SKILLS, HABITS, AND
DEVELOPMENTAL ASSETS OF SUCCESSFUL
School Safety, Development
LIFE-LONG LEARNERS (New Strategy)
and Other
Supports Based on analysis of both quantitative and
X 100% Attendance, qualitative data and our root-cause analysis of the
reasons that many of our students are still not
Suspensions, succeeding academically, our school has
School Safety, and determined that many students are facing numerous
Other Supports non-academic internal and external barriers to
success in school. We therefore are pursuing a new
Building Parent
strategy to learn, teach and reinforce fundamental
Capacity and social-emotional and other skills and habits that will
Partnership help our students to believe in themselves,
overcome adversity, cope with problems and
challenges, and develop the assets and mindset of
successful life-long learners. This strategy also
entails developing teacher knowledge and skills to
recognize and understand student needs and
support students more effectively in these areas.
Action: To start implementing this new strategy, the
school will take the following action:
TWO CLASS SETS OF TWO BOOKS 10/12/19- Teachers will gather Supplemental 40269 $2,200 7S046
6/30/20 observation data to Instructional
Two class sets each of The 7 Habits of Highly measure the extent to Materials
Effective Teens and Mindfulness for Students will be which students effectively
purchased for use in our two sixth grade Advisory use the specific taught
classes. These books will support our school’s new habits and skills in core
focus on helping students to develop the non- classes. Students also
academic yet critical social-emotional and other will be surveyed pre- and
skills and habits necessary to succeed in school and post-lessons/units
become life-long learners. The books also will be regarding their
used to support targeted intervention for 7th and 8th perceptions of the utility
students at potential risk of failing in core classes. of these skills/books.
The 7 Habits of Highly Effective Teens
76 copies x $12.75 = $969.00
Mindfulness for Students
76 copies x $16.19 = $1231.00
$969.00 + $1231.00 = $2200
3
Type or Print Name of SSC Chairperson Signature of SSC Chairperson Date
Type or Print Name of Principal Signature of Principal Date
Type or Print Name of Local District Director Signature of Local District Director Date
Type or Print Name of Local District Title I Coordinator Signature of Local District Title I Coordinator Date
Type or Print Name of Local District EL Coordinator Signature of Local District EL Coordinator Date
Type or Print Name of Local District PACE Administrator Signature of Local District PACE Administrator Date
The SPSA Modification must be approved by the school’s Director and reviewed by the appropriate Local District Program
Coordinator/Administrator.
4To move unused funds in the amount of $12,515 from SLM to SIM in order to purchase books and new software licenses (see SPSA Modification) SCHOOL OBTAINS
APPENDIX A2
LDNW T1Cs 08/04/20
Check One: LOS ANGELES UNIFIED SCHOOL DISTRICT Check One:
X Title I (7S046) Title I (7E046) X SWP
CSI (7T691) Title III (7T197)
2020-2021 School Plan for Student Achievement Modification TAS
School: LD: County District School
SAMPLE SCHOOL Northwest
1 9 6 4 7 3 3 1 2 3 4 5 6 7
School
Jane Smith 818-555-5555
Contact Name: Contact Phone:
Check reason(s) for modification:
X 1. New allocation, salary savings**, or release of Potential Funding Variance (PFV) 3. Exceptions Report correction
2. Revision of SPSA content with no change to budget 4. Revision of SPSA content and budget
**Please be sure to confirm the amount of salary savings available for budgeting with the school’s Fiscal Specialist.
For reasons 1, 3 or 4 above, state the total This SPSA Modification budgets a total of $50,748, which is the amount that our school recently received as its
amount being budgeted. Then identify the
source(s) and corresponding amount(s) of the
second Title I allocation this year. Based on careful review of the current needs of our Title I Program, including
funds being budgeted, and what is being review of student progress data and the other components of our SPSA, our SSC has decided to propose the SPSA
defunded (if applicable). Last, identify any and budget modifications described below.
amount that will remain in Pending Distribution.
Goals Focus Areas Describe the improvement strategies selected On what How will the school What is the What is How much What What is
to achieve the school’s Measurable Objective(s) date(s) will the measure the school the does it is the the
and the Action(s) the school will take to Action(s) / effectiveness of buying? Budget cost? FTE? progra
implement the strategies. Task(s) begin each Item m
and end? strategy/action? No.? funding
(Name of source
(mm/dd/yy) Budget Item) ?
100%
X
PD, Lesson IMPROVEMENT STRATEGY: In order to In order to 7S046
Graduation Planning, Data address our need to improve all tiers of measure the (all
Analysis
ELA our math instructional program, we effectiveness of items)
X Mathematics Effective have adopted a new dual strategy of this strategy,
Classroom (a) imbuing our core math instruction in intervention
EL Programs Instruction
grades 3-5 with high interest and teachers and
X Interventions Culturally and Linguistically Responsive school
During and After
the School Day (CLR) lesson design, activities, leadership will
and Other technology-based resources, and collect and
Supports materials, and (b) providing additional review ST Math
1Building Parent instructional time and opportunities for benchmark and
Capacity and
Partnership
highly engaging and effective other
mathematics learning. (New Strategy) assessment
data, student
Through root cause analysis, we have work, student
determined that many of our upper and teacher
grade students are still struggling in feedback,
mathematics. One significant attendance
contributing factor is that a substantial data, and other
number of our students are losing relevant
interest and engagement in math evidence to
learning as they enter the upper grades, assess the
regardless of prior success in math. They impact of the
report that they feel bored and do not revamped
see the relevance of math learning. intervention
Attendance in our after-school program on
intervention program has been low. Our student
at-risk students nonetheless still need academic
more time in individual or small group progress and
instruction to process and internalize achievement in
upper grade math concepts than can be the targeted
provided during the instructional day. areas. To ensure
high quality
To implement the above strategy, the implementation,
school plans to transform our existing teachers will
after-school intervention program into a debrief
high interest technology-supported periodically, and
program designed to attract and engage school
students in grades 3-5 who are leadership will
potentially at risk of failing in periodically
mathematics. Accordingly, we will take observe lesson
the following actions: planning and
delivery.
Access to Technology-Based Instruction: 10/01/20 –
The school will purchase 100 06/30/20
Chromebooks and headphones, and 3
Carts, to provide upper grade students
with meaningful access to high quality
individualized math lessons, delivered
2through online software programs/apps
and downloaded software as well as via
remote teacher instruction during
distance learning. The headphones will
enable to students to access the full
audio power of the technology in any
setting (school or home). The carts will
be used to store and charge class sets of
Chromebooks to ensure that they are
ready for student use on campus. The
school will also purchase ST Math (100
student licenses), which is a proven high
quality online math program that
provides highly engaging individualized
lessons and support online. ST Math will
be used primarily during after-school
intervention, but will also be used during
the instructional day as well.
CHROMEBOOKS AND HEADPHONES GEN 40127 $32,779
(GST): SUPPLIES
1 Chromebook = $309.43 (including tax, TECH
shipping, and ancillary costs)
$309.43 x 100 = $30,943
1 Set of Headphones = $18.36
(including tax, shipping, and ancillary
costs)
$18.36 x 100 = $1,836
$30,943 + $1,836 = $32,779
CARTS (Non-Cap Equip – Classroom): NON-CAP 40124 $2,513
1 Cart = $837.66 (including tax, shipping, EQUIP
and ancillary costs) CLSRM
$837.66 x 3 = $2,512.98
ST MATH (Suppl Instr Material): SUPPLMTL 40269 $1,771
1 Student License = $17.71 INSTRL
100 students x $17.71 = $1,771 MAT
(includes 10 teacher licenses gratis)
3High Quality Collaborative Design and 10/01/20 –
Implementation of Intervention Program 06/30/20
The school will purchase approximately
164 hours of Teacher X (Non-Tutor) to
provide time outside the regular
assignment for eight (8) teachers to
engage in collaborative in-depth
planning, debriefing, and analysis
throughout the year (specific dates TBD)
to ensure the design and delivery of a
high quality afterschool intervention
program.
COLLABORATIVE PLANNING (Teacher X TCHR X 14693 $13,685
(Non-Tutor Time): (NON-
8 Ts x 2 hrs. x 10 sessions = 160 hours; TUTOR)
plus an extra 4-5 hrs. for agenda and
materials prep by lead teacher
164.91 hours x $82.98 = $13,684.23
Student, Staff, Student, Staff,
Parent & Parent
Community Engagement
Engagement
Student, Staff,
Parent
Communication
100% Lesson
Attendance, Planning, Data
Suspensions, Analysis, and
School Safety, Professional
and Other Development
Supports
100%
Attendance,
Suspensions,
School Safety,
and Other
Supports
4Building Parent
Capacity and
Partnership
Type or Print Name of SSC Chairperson Signature of SSC Chairperson Date
Type or Print Name of Principal Signature of Principal Date
Type or Print Name of Local District Community of Schools Administrator Signature of Local District Community of Schools Administrator Date
Type or Print Name of Local District Title I Coordinator Signature of Local District Title I Coordinator Date
Type or Print Name of Local District EL Coordinator Signature of Local District EL Coordinator Date
Type or Print Name of Local District PACE Administrator Signature of Local District PACE Administrator Date
The SPSA Modification must be approved by the school’s COSA and reviewed by the appropriate Local District Program Coordinator/Administrator, as applicable.
5To budget Teacher Non-Tutor X, Non-Cap Equipment, GST, and SIM from Pending Distribution to meet the needs of our Title I Program.
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