Single Plan for Student Achievement 2016-17€¦ · Single Plan for Student Achievement . 2016-17 . Center Elementary School . Center Elementary School Site Council . Center Elementary

Single Plan for Student Achievement 2016-17

Center Elementary School

Center Elementary School Site Council Center Elementary School

3101 Markeley Lane Fairfield, CA 94533

Approved 12-20-16

The Single Plan for Student Achievement

School: Center Elementary School

District: Travis Unified School District

County-District School (CDS) Code: 48-70565-6051254

Principal: Clay McAllester

Date of this revision: 12-20-16

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA.

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

Contact Person: Clay McAllester

Position: Principal

Telephone Number: 707-437-4621

Address: 3101 Markeley Lane

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on January 10, 2017.

Guide to the Single Plan for Student Achievement iii California Department of Education, February 2014

Table of Contents Form A: Planned Improvements in Student Achievement ...................................................... 6 Form B: Centralized Services for Planned Improvements in Student Performance.............. 21 Form C: Programs Included in This Plan ................................................................................ 22 Form D: School Site Council Membership ............................................................................. 25 Form E: Recommendations and Assurances .......................................................................... 26 Form G: Single Plan for Student Achievement Annual Evaluation ........................................ 27

1

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

3rd 4th 5th 6th All

25.0%36.8%

22.8%13.0%

25.0%

14.5%

19.1%

24.1% 36.4% 14.5%

26.3%

22.1% 34.2% 33.8%

26.3%

34.2%22.1% 19.0% 16.9%

34.2%

Center Smarter Balanced ELA

Standard Not Met Standard Nearly Met Standard Met Standard Exceeded

0%10%20%30%40%50%60%70%80%90%

100%

3rd 4th 5th 6th All

14.5%30.9% 26.6% 19.5% 14.5%

23.7%

42.6%36.7%

36.4%23.7%

31.6%

19.1%26.6%

24.7%

31.6%

30.3%

7.4% 10.1%19.5%

30.3%

Center Smarter Balanced Math

Standard Not Met Standard Nearly Met Standard Met Standard Exceeded

2

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1st 2nd 3rd 4th 5th 6th

12.9% 9.1%16.7%

22.1% 21.8%12.3%

11.3% 15.9%

14.1%

30.9%23.1%

15.1%

29.0%34.1%

29.5%

26.5%

29.5%

35.6%

30.6%29.5% 24.4%

4.4% 14.1%

20.5%

16.1% 11.4% 15.4% 16.2% 11.5% 16.4%

CenterWinter Reading Fluency

Far Below Basic Below Basic Basic Proficient Advanced

3

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1

0.0%3.0%

54.5%

30.3%

12.1%

CenterCELDT Progress

Decreased by two levels Decreased by one level Remained at CELDT Level Increased by one level Increased by two levels

4

0.0%2.6%

19.3%

48.4%

29.5%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

100.0%

CenterA2A Attendance Percentages

Severe Chronic Chronic Manageable Satisfactory Excellent

5

6

Form A: Planned Improvements in Student Performance

Definitions: ELA = English language arts; ELD = English language development; LCAP = Local Control Accountability Plan; LCFF = Local Control Funding Formula, or unrestricted general fund dollars; PLC = Professional Learning Community, collaborative teacher work teams; RtI2 = Response to Instruction and Intervention student academic support system; SGF = Supplemental Grant Funds The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: LCAP Goal #1 (LEA Goal): Narrow the achievement gap while improving academic achievement for all students. Provide students with equitable access to rigorous, standards-based core curriculum and quality Career Technical Education (CTE). Ensure that all students graduate. SCHOOL GOAL: #1 Center Elementary School will increase the percentage of students scoring in Levels 3 & 4 of the Smarter Balanced Math Assessment by 2% in 2017. #2 Center Elementary School will increase the percentage of students scoring in Levels 3 & 4 of the Smarter Balanced English Language Arts Assessment by 2% in 2017.

What data did you use to form this goal?

• Smarter Balanced assessments in ELA and math

• Aimsweb reading data • STAR reading data • CELDT data (measure of English learner

proficiency in English)

What were the findings from the analysis of this data? Progress will be evaluated based on student achievement on the Smarter Balanced Assessments in spring of 2017. Since we made significant growth in the percentage of students scoring in levels 3 & 4 in 2016—16% in math and 18% in ELA—we are realistic about our chances for this type of significant growth in 2017.

How will the school evaluate the progress of this goal? Progress will be evaluated based on student assessment data. Formative data to determine which students are on track to meet yearly reading and ELA progress will come from Aimsweb, STAR, and Smarter Balanced Interim Assessment Blocks, with progress benchmarks analyzed three times each year. The progress of English learners will be measured annually using the CELDT, and Intervention Specialists will use tools available in our ELD curriculum for formative progress checks three times each year.

7

Math data will come from teacher-developed benchmark assessments and Smarter Balanced Interim Assessment blocks, and will be analyzed three times each year. Where can a budget plan of the proposed expenditures for this goal be found? The budget for this goal, including accounting information, is shown in detail in the district’s LCAP and our school budget. Summary financial information is shown in each row of the table of actions below.

STRATEGIES: 1) Provide professional development experiences to enhance the knowledge and skills of instructional staff and time to develop the essential components of a guaranteed and viable curriculum where all students have the time and opportunity to learn essential skills. 2) Implement an academic Response to Instruction and Intervention System (RtI2 ) to improve academic performance. 3) Develop systems to ensure all students graduate prepared for college and career.

Action/Date Person(s) Responsible Task (Date) Cost and Funding Source (Itemize for Each Source)

1.1.01 Implement PLCs for K-6 teachers.

Principal, PLC facilitators 1. Implement pacing guides for ELA and math (Fall, 2016 and Spring, 2017)

2. Administer common assessments, including Aimsweb, STAR, math benchmarks, and Smarter Balanced Interim Assessment Blocks. (As shown on pacing guides, 2016-17)

3. Provide teachers with actionable student performance data through PLC work and use data to group students for instruction and to adjust instruction to improve results. (Each PLC meeting, 2016-17)

$16,699 for Center Elementary site, LCAP Supplemental – Resource 0002

1.1.03/.04/.05 Revise ELA and Math pacing guides K-12 to align with California’s new ELA and Mathematics standards, including integrated ELD.

Principal, PLC facilitators, Teacher Groups

1. Implement pacing guides for ELA and math (Fall, 2016 and Spring, 2017)

2. Administer common assessments, including Aimsweb, STAR, math benchmarks, and Smarter Balanced Interim Assessment Blocks. (As shown on pacing guides, 2016-17)

$7101 for Center Elementary site, Duty LCAP Supplemental – Resource 0002 Aimsweb $2,291 Each paid at District Level

8

Continue work on the use of data and the development of common pacing guides, instructional schedules, key assignments, and assessments. Provide clerical support for data entry where needed.

3. Provide teachers with actionable student performance data through PLC work and use data to group students for instruction and to adjust instruction to improve results. (Each PLC meeting, 2016-17)

1.1.9 Provide Math in Focus training for elementary teachers.

Math in Focus consultant from publisher, Educational Services team will handle logistics

Principals will make new and existing staff aware of the training series available. Teachers will begin taking part in the 8 part series beginning September 19, 2016.

14 Elementary Teachers currently taking the trainings. $5,500 Allotted in extra duty LCAP Supplemental – Resource 0002

1.1.11 Provide teachers with training in ELA core instructional materials and intervention programs

Educational Services Staff, Principal, Teachers

1) District planning team of grade level representatives will work with Educational Services staff to plan this training, including selection of consultants to present. 2) Educational Services department will provide ongoing training to teachers in areas of need.

On going – Center Elementary $ 24,854.73 LCAP Supplemental – Resource 0002

1.1.12 Provide training in Kagan Cooperative Learning

Principal, Teachers Two separate Kagan trainings took place in August, 2016; Win-Win Discipline and Cooperative Learning Structures. Kagan Cooperative Learning Days 1 & 2 Center 2 participants Kagan Cooperative Learning Days 3, 4, & 5 Center 2 participants

LCAP Supplemental – Resource 0002 Center $1,028 Center $1,542

1.2.01 Increase and improve services to English

Principal, Intervention Specialists

Develop daily instructional schedules that include a minimum of 150 minutes of ELD for each English learner in

Intervention Specialists – LCAP Supplemental – Resource 0002

9

learners and students not meeting expectations in reading by providing Intervention Specialists to support RtI2 in elementary schools, with 1.0 FTE at Scandia and Travis and 2.0 FTE at Cambridge, Center, and Foxboro where there are larger numbers of children needing ELD instruction. Provide instructional materials, technology, and other tools needed for effective intervention, both for Intervention Specialists and for classroom teachers.

blocks of 30 minutes per day, five days a week, and in blocks of 40 minutes per day, four days per week.

Center: $99,673.23 $61,209.61 ----------------- $160,882.84

1.2.02 Improve our ability to provide timely support to students not making adequate progress in reading through the use of monitoring assessments that identify students who need additional support.

Principal, teachers Administer benchmark , progress monitoring, ELD, and summative assessments according to schedules established by teacher teams and the state. (2016-17 school year)

Intervention Specialists – see expenses in 1.2.01

1.2.03 Increase learning time by providing a Tutoring Center (M, Tu, Th for one hour) to support English learners and students performing below expectations in

Principal, district Student Success Coordinator

Principal will work with the district Student Success Coordinator to hire high school student tutors to support foster children with after school tutoring. The principal will work with foster parents to plan customized schedules for this support.

Total cost for Center school $14,862 LCAP Supplemental – Resource 0002

10

ELA and math. Provide student tutors for the Tutoring Center and elementary foster and homeless children, working with foster families to meet their unique scheduling needs. 1.2.04 Increase and improve ELD services by providing elementary English learners with a minimum of 150 minutes of designated ELD per week, integrated ELD during ELA lessons, and access to software and other specialized learning materials to improve their mastery of ELD and ELA standards

Principal, Intervention Specialists

Develop daily instructional schedules that include a minimum of 150 minutes of ELD for each English learner in blocks of 30 minutes per day, five days a week, and in blocks of 40 minutes per day, four days per week.

Intervention Specialists – see expenses in 1.2.01

1.2.06 Increase teacher time with individual students and small groups by reducing class size to an average of 24:1 across all TK-3 classes in each elementary school to improve student learning and success.

Director of Human Resources, Principals

Maintain class sizes in accordance with class size reduction regulations (monthly, ongoing throughout 2016-17 school year).

Unrestricted General Fund Expenditure in district LCFF

LCAP Goal #2: (LEA GOAL): Provide positive, nurturing school environments enriched by experiences in the arts, music, STEM (science, technology, engineering, and mathematics) where students feel safe, welcome, and connected to the school community. Extend learning beyond the school day. SCHOOL GOAL: #3 Center Elementary School will continue to focus on a positive learning environment and emphasize kindness. #4 Center Elementary School will continue to emphasize art, music and STEM.

11

What data did you use to form this goal? We used attendance and discipline data to form this goal.

What were the findings from the analysis of this data? Although our school is safe and attendance is generally good, we have some areas where we can improve. The number of chronic absentees in Kindergarten is a concern, and there is always room for growth in bullying reduction, behavior improvement, and support for students who

How will the school evaluate the progress of this goal? Data will be collected as part of LCAP progress monitoring on a districtwide and school site basis. Where can a budget plan of the proposed expenditures for this goal be found? The budget for this goal, including accounting information, is shown in detail in the district’s LCAP and our school budget. Summary financial information is shown in each row of the table of actions below.

STRATEGIES: 1) Enhance the knowledge and skills of instructional staff related to PBIS, classroom management, and managing the behavior of challenging students. 2) Implement a behavioral Response to Instruction and Intervention System (RtI2) to improve socio-emotional wellness and to maintain calm classrooms focused on learning. 3) Provide enrichment and hands-on learning in the arts, music, and STEM (science, technology, engineering, and mathematics) to improve academic achievement and enhance socio-emotional wellness

Action/Date Person(s) Responsible Task (Date) Cost and Funding Source (Itemize for Each Source)

2.1.01 Provide online Second Step training for elementary teachers

Educational Services Staff, Principals, Teachers

1. Principals will make new and existing staff aware of this training. Teachers will sign up and attend this online training. 8 elementary teachers have taken this course so far.

2. Allocate 30 minutes per week for socio-emotional learning to provide time to implement Second Step and to provide instruction related to implementation of PBIS Tier I.

No cost

2.1.02 Provide Kagan Win-Win Discipline training, with summer training for elementary teachers.

Kagan and classroom management trainers (district teachers)

Kagan training took place in August, 2016. 08/08/2016 - 08/09/2016 Center 5 participants

LCAP Supplemental – Resource 0002 Center $6,570

12

2.1.03 Provide ongoing training to Instructional Assistants on instructional strategies, behavior management, and IEP and behavior plan implementation.

Educational Services Staff, Special Education District Staff, Instructional Assistants, Special Education Teachers

Instructional Aide Continuing Education 11/14/2016 - 11/18/2016 38 people registered A series of presentations and interactive activities. Participants will gain knowledge about factors influencing student learning, evidenced based practices, and behavior strategies.

Special Education Funds Resource 6500

2.1.05 Provide training for elementary teachers in PBIS, classroom management, establishing effective partnerships with parents, and strategies for working with students whose behavior interferes with learning.

Principals, Teachers and PBIS Coordinators

PBIS/Anti bullying training was provided to staff members in numerous workshops on the following dates: October 12 November 9th December 14th

2.2.01 Fully implement PBIS, with matrices of behavioral expectations and a year-long plan to teach and re-teach expectations. Develop and implement multiple tiers of support. Provide students with weekly lessons to develop social skills and increase socio- emotional wellness.

Educational Services Staff, Special Education District Staff, Teachers

The principal and PBIS Coordinators work together to create

a PBIS plan to implement throughout the year. The PBIS matrices of behavioral expectations will be posted

in classrooms, hallways, bathrooms and the MPR to help remind students of the expectations in each area.

Teachers will reteach rules as needed throughout the school

year to support all students. Teachers teach the Second Step curriculum for 30 minutes

once a week, to give students socio-emotional skills. New teachers will attend on-line Second Step Training

No cost

2.2.02 Use enhanced SART/SST/SARB processes to address

Director Student Services, Principals, Student Support Specialists, Teachers

We continue to meet with parents of students with unexcused absences and excessive tardies/lates.

13

attendance and behavioral issues early. Implement an annual progress and performance review process for students attending under special agreements. Provide hourly compensation for two PBIS Coordinators per site to manage these processes and to support PBIS implementation

2.2.03 Increase and improve Tier II PBIS services, including individual counseling, support groups, and work with families by providing a School Social Workers. Provide a Student Support Specialist at each elementary school to support PBIS activities and to provide support for students struggling with behavior.

Director Student Services, Principals, Student Support Specialists, Social Workers, Teachers

Social Workers: Center – 0.50 Isabel Ott Student Support Specialists: 1.0 (.875 FTE) per site – Center – Sandra Vanderlaan

Social Workers: $ 125,214.00 Center – 0.50 Isabel $ 109,721.00 LCAP Supplemental – Resource 0002 Student Support Specialists: 1.0 Center – Sandra Vanderlaan $$33,397 LCAP Supplemental – Resource 0002

2.2.04 Increase and improve services to students needing Tier III behavior support by providing three Behavior Teams (a Behavior Intervention Specialist teamed with a Behavior Assistant) to

Principals, Student Support Specialists, Behavior Intervention Specialists, Behavior Assistant, Teachers

Center School continues to elicit expertise of District experts such as the Behavioral Specialists and Behavioral Assistants to support all aggressive students.

District services, allocated by student need

14

support both Special Education students and students in the general program 2.3.01 Expand learning and increase connectedness to school through STEM-themed summer day camp programs with embedded ELA and math skill development for elementary students. Establish a process for priority registration for unduplicated pupils while also including additional students to create heterogeneous learning environments.

District planning team of Intervention Specialists, teachers selected to teach in the summer, Educational Services support staff

1. Plan program based on diagnosed learning needs of English learners, foster children, and invited students who are performing below expected levels. Intervention Specialists will take the lead role in this planning and will plan the pre- and post-assessment.

2. Implement program. 3. Use pre- and post-assessment data to evaluate program. Grades 2-5 Program Mad Science STEM Camp Camp Athena (Incoming 6th Grade) ELD program (current grade) 55 students Science Exploration

Camp

LCAP – 1/5 of Summer School Cost

- Comes from both DODEA and SGF

$79,317 – All Five elementary schools funded together. LCAP Supplemental – Resource 0002 DoDEA Project Connect Resource 5813 $79,317 – All Five elementary schools funded together.

2.3.03 Increase learning time by providing elementary after school enrichment mini-courses including Arts Adventures, STEM classes, and competitive robotics. The mini-courses use engaging context to teach ELA and math skills as well as art, science, and engineering.

District planning team of Intervention Specialists, teachers selected to teach in the summer, Educational Services support staff

We will provide after school classes for: - Arts Adventure - STEM - VEXIQ Robotics

LCAP Supplemental – Resource 0002 Center $27,170 DoDEA Project Connect Resource 5813 Center $9,443

2.3.04 Provide music instruction in elementary schools by providing general music for all 4th grade students and a

Director of Human Resources for hiring and Principals for scheduling.

Hire teachers, develop schedule, implement program. (August, 2016)

1/5 of Salary to Each School: GENERAL FUND – Resource 0000 Total for each site: $30,447

15

choice of general music or elective band for 5th and 6th grade students.

2.3.05 Support after school K-8 competitive robotics

Participating teachers, Educational Services support, PRISM Project Director support

Hire teachers, develop schedule, implement program. General Fund: Center $1,804

2.3.06 Increase the time available to learn keyboarding in elementary schools through an online program that can be used at school or at home

Principals, teachers, Educational Services staff

1. Implement keyboarding software with all K-6 students. (By October, 2015)

2. District team will develop scope and sequence for the development of technology skills.

General Fund $5,310

2.3.07 Teach programming and robotics within the school day using resources including Code.org and the PRISM program from the UC Davis C- STEM Center. Enlist teachers with expertise to design lessons and train others.

Participating teachers, Educational Services support, PRISM Project Director support

We currently have one 6th grade teacher working to provide coding and robotics during the school day. Robotics is also offered after school for interested students. SCHEDULED: Code.Org K-5 Curriculum Workshop 01/30/2017 | 02/06/2017

General Fund DoDEA Project Connect Prism grant from SCOE

LCAP GOAL #3 (LEA GOAL): Provide basic services and manage resources responsibly. SCHOOL GOAL: #5 All teachers at Center School are appropriately credentialed.

What data did you use to form this goal? Williams Act and other legal requirements, class size regulations, instructional materials needs, data from FIT facilities condition instrument, information about technology needs.

What were the findings from the analysis of this data? We are compliant with Williams Act requirements and will maintain that status. There are areas where the condition of our facilities can be improved.

How will the school evaluate the progress of this goal? Data will be collected as part of LCAP progress monitoring on a districtwide and school site basis. Where can a budget plan of the proposed expenditures for this goal be found? The budget for this goal, including accounting information, is shown in detail in the district’s

16

LCAP and our school budget. Summary financial information is shown in each row of the table of actions below.

STRATEGIES: 1) Ensure all teachers are appropriately credentialed (Williams Act).2) Provide all students with instructional materials as required (Williams Act).3) Provide facilities that are safe and well maintained. Provide equipment and technology that supports learning.

Action/Date Person(s) Responsible Task/Date Cost and Funding Source (Itemize for Each Source)

3.1.01 Students receive instruction from teachers who are appropriately assigned and fully credentialed in the subject area and for the students they are teaching (Williams Act).

Human Resources Director, Principals.

All teachers at Center are appropriately credentialed. Varies by position based upon placement on the salary schedule.

3.2.01 Students have required instructional materials (Williams Act).

Principal, Educational Services staff

Ensure that all students have instructional materials as required by the Williams Act (by September, 2016).

Instructional Materials Block Grant – Resource 0156 Center $8,102

3.2.02 Implement new ELA materials K-12, including materials for intervention, regrouping, and enrichment in K-6. Support student mastery of ELA/ELD standards, acquisition of academic English, and development of reading comprehension and critical thinking skills by providing high interest supplemental

Educational Services staff, teachers

With the support of the Educational Services staff, all teachers will implement the new adopted curriculum to ensure that the students are meeting the standards in ELA.

Instructional Materials Block Grant – Resource 0156 Center $3,502

17

issue-based informational texts

3.2.03 Add four additional work days for Library Media Technicians for barcoding, book inventory, and distribution of instructional materials before school starts

Sue Brothers, Library Media Technicians

The Library Tech worked an extra four days to prepare the instructional materials for students.

Unrestricted General Fund Center $638

3.3.04 Continue to upgrade technology through hardware and software purchases. Create a standard basic technology configuration for classrooms.

Director of IT, Principal Center: Document Cameras & Projectors Laptop for Student Support Provider

Unrestricted General Fund Center $5,355 LCAP Supplemental – Resource 0002 Center $976

LCAP GOAL #4 (LEA GOAL): Involve parents as active partners in their child’s education. SCHOOL GOAL: #6 Increase the number of volunteers and the Dads participating in Watch D.O.G.S.

What data did you use to form this goal? We used information about parent participation at school and on district advisory groups to form this goal.

What were the findings from the analysis of this data?

How will the school evaluate the progress of this goal? Data will be collected as part of LCAP progress monitoring on a districtwide and school site basis.

18

We found that we have many parents involved at school, but we believe we can increase participation at school and on district advisory groups.

Where can a budget plan of the proposed expenditures for this goal be found? The budget for this goal, including accounting information, is shown in detail in the district’s LCAP and our school budget. Summary financial information is shown in each row of the table of actions below.

STRATEGIES: 1) Involve parents in decision making. 2) Involve parents at school. 3) Provide parent education programs.

Action/Date Person(s) Responsible Task/Date Cost and Funding Source (Itemize for Each Source)

4.1.01 Continue to involve the Superintendent’s Parent Advisory Group, the Foster Parent SPAG subcommittee, and the District English Learner Advisory Committee (DELAC) in LCAP development, data analysis, and revision.

Educational Services Staff, Student Services Staff, Principals.

Provide parent representatives to the Superintendent’s Parent Advisory Group, and District English Learner Advisory Group

4.1.02 Meet with Foster Parents to plan how the district can better meet the needs of foster children and to share information about resources

Director of Student Services

The Director of Student Services will contact foster parents to inform them of meetings of how to support them.

4.1.04 Continue to involve School Site Councils in the analysis of data and the development of school plans, including the SPSA.

Principal Provide Site Council with updates as to the progress in meeting our school-wide goals for SPSA.

4.1.05 Continue to involve parents of children with exceptional

Principal, Special Education Staff

Continue to meet special education timelines and improve communication with parents of exceptional needs students.

19

needs in the Solano County Special Education Local Plan (SELPA) Community Advisory Committee (CAC). 4.2.01 Continue the Watch D.O.G.S. program where male role models (fathers, stepfathers, grandfathers, uncles) volunteer at school through participation in a variety of activities as assigned by the principal, including greeting students, helping in classrooms, and helping to supervise lunch, recess, and passing periods.

Principal Principal and parent leaders will participate in an implementation phone call. The district will order materials. Our school will order some T-shirts and vests for participants. Watch D.O.G.S. will need to be cleared through the district’s volunteer clearance system. Participation data will be collected.


4.2.02 Provide translators as needed for IEPs, SSTs, and other family-school communication.

Principal, Special Education Staff

Continue to elicit the help of our bilingual staff members who have provided exceptional translation services in the past.

District provided as needed

4.2.03 Provide outreach to parents of unduplicated students and other families where enhanced communication is needed (personal phone calls, personal invitations to participate in meetings, home visits).

Principal, Teachers Contact parents intermittently to provide updates and improve communication.

4.2.04 Work with parents to explore possibilities for elementary school level academic competitions

Principal, Teachers Continue to hold poster contests and provide incentives such as our Read to Succeed Program.

4.3.01 Provide Parent Project training in the district and continue to

Student Services Staff Information on Parent Project is posted and available to parents at Center School.

LCAP Supplemental – Resource 0002 Paid at District Level

20

refer parents to other regional Parent Project classes.

$21,562 Budgeted

4.3.03 Provide parent curriculum nights K-8 where parents can learn about our curriculum and explore any online components

Principal, teachers 1. Plan and publicize curriculum nights 2. Hold sessions 3. Track participation


4.3.04 Provide family math nights K-6 where parents come with their children to participate in math activities.

Principal, teachers 1. Plan and publicize curriculum nights 2. Hold sessions 3. Track participation

Elementary nights that include math, ELA, math make and take*

See 4.3.03 Combined

4.3.05 Provide parents of incoming Kindergartners and students moving into first and second grade with materials and instructions for learning activities to promote summer learning at home.

Educational Services Staff Educational Services will offer meetings and provide learning materials for children entering Kindergarten. At the end of the school year all Kindergarten and first grade students will receive a summer learning packet to help combat summer learning loss and be better prepared for the next grade level.

LCAP Supplemental – Resource 0002 $3,000 – Budgeted at district level.

4.3.06 Use IEP meetings to inform parents about opportunities to participate at school and about upcoming parent education programs.

Special Education Staff, Principals, Teachers

Briefly give parents information about up-coming events on campus during IEP meetings.

No cost

4.3.07 Develop a system that allows parents easy access to online learning resources

IT Department The IT department will work with Students Services and Special Education Department to develop systems for parents to access online learning resources.

No cost

Guide to the Single Plan for Student Achievement 21 California Department of Education, February 2014

Form B: Centralized Services for Planned Improvements in Student Performance The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each categorical program in Form B must be aligned with the Consolidated Application. School Goal # 7: Increase the percentage of English Learners in levels 3 and 4 of both the math and ELA portion of the Smarter Balanced assessments 2% in 2017 through centralized services provided by Educational Services.

Actions to be Taken to Reach This Goal1

Consider all appropriate dimensions (e.g., Teaching and

Learning, Staffing, and Professional Development)

Start Date2

Completion Date

Proposed Expenditures

Estimated Cost

Funding Source (itemize for each source)

1. Provide high quality language instruction based on scientifically-based research. 2. Ensure that EL students make adequate yearly progress by providing supplemental instructional materials to address EL students’ needs. 3. District English Learner Coordinator will provide appropriate services to support English Learner students. 4. Provide professional development that will facilitate learning and improve EL student English proficiency. 5. Provide trainings for parents, translation services, and activities at school sites.

July 1, 2016 through June 30, 2017

1. Supplementary technology support for EL students 2. Supplemental instructional materials 3. Portion of coordinator’s salary from Title III 4. Professional development for Reach, Inside, and Imagine Learning. 5. Materials for trainings, costs for translation

$8,000.00 $3,200.00 $11,418.15 $2,500.00 $2,500.00

Title III: LEP and Immigrant (for all actions)

Note: Centralized services may include the following direct services:

• Research-based instructional strategies, curriculum development, school climate, and data disaggregation for instructional staff

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

• After–School and Summer School programs funded by categorical programs • Data analysis services, software, and training for assessment of student progress

Centralized services do not include administrative costs.

1 See Appendix A: Chart of Legal Specifics for the Single Plan for Student Achievement for content

required by each program or funding source supporting this goal. 2 List the date an action will be taken, or will begin, and the date it will be completed.


Form C: Programs Included in this Plan Check the box for each state and federal program in which the school participates. Enter the amounts allocated for each program in which the school participates and, if applicable, check the box indicating that the program’s funds are being consolidated as part of operating a schoolwide program (SWP). The plan must describe the activities to be conducted at the school for each of the state and federal programs in which the school participates. The totals on these pages should match the cost estimates in Form A and the school’s allocation from the ConApp. Note: For many of the funding sources listed below, school districts may be exercising Categorical Program Provisions options (flexibility) with information available at http://www.cde.ca.gov/fg/ac/co/documents/sbx34budgetflex.doc. Of the four following options, please select the one that describes this school site: (N/A: this is not a Title I school)

This site operates as a targeted assistance school (TAS), not as a schoolwide program (SWP).

This site operates a SWP but does not consolidate its funds as part of

operating a SWP.

This site operates a SWP and consolidates only applicable federal funds as part of operating a SWP.

This site operates a SWP and consolidates all applicable funds as part of operating a SWP.

State Programs Allocation Consolidated

in the SWP

Local Control Funding Formula (LCFF) – Base Grant Purpose: To provide flexibility in the use of state and local funds by LEAs and schools

$

LCFF – Supplemental Grant Purpose: To provide a supplemental grant equal to 20 percent of the adjusted LCFF base grant for targeted disadvantaged students

$

LCFF – Concentration Grant Purpose: To provide an additional concentration grant equal to 50 percent of the adjusted LCFF base grant for targeted students exceeding 55 percent of an LEA’s enrollment

$

California School Age Families Education (Carryover only) Purpose: Assist expectant and parenting students to succeed in school

$

Economic Impact Aid/State Compensatory Education (EIA-SCE) (Carryover only) Purpose: Help educationally disadvantaged students succeed in the regular program

$

http://www.cde.ca.gov/fg/ac/co/documents/sbx34budgetflex.doc


Economic Impact Aid/Limited English Proficient (EIA-LEP) (Carryover only) Purpose: Develop fluency in English and academic proficiency of English learners

$

Peer Assistance and Review (Carryover only) Purpose: Assist teachers through coaching and mentoring $

Professional Development Block Grant (Carryover only) Purpose: Attract, train, and retain classroom personnel to improve student performance in core curriculum areas

$

Pupil Retention Block Grant (Carryover only) Purpose: Prevent students from dropping out of school $

Quality Education Investment Act (QEIA) Purpose: Funds are available for use in performing various specified measures to improve academic instruction and pupil academic achievement

$

School and Library Improvement Program Block Grant (Carryover only) Purpose: Improve library and other school programs

$

School Safety and Violence Prevention Act (Carryover only) Purpose: Increase school safety

$

Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students $

List and Describe Other State or Local Funds (e.g., Career and Technical Education [CTE], etc.) $

Total amount of state categorical funds allocated to this school $

Federal Programs Allocation Consolidated in the SWP

Title I, Part A: Allocation Purpose: To improve basic programs operated by local educational agencies (LEAs)

$

Title I, Part A: Parental Involvement (if applicable under Section 1118[a][3][c] of the Elementary and Secondary Education Act) Purpose: Ensure that parents have information they need to make well-informed choices for their children, more effectively share responsibility with their children’s schools, and help schools develop effective and successful academic programs (this is a reservation from the total Title I, Part A allocation).

$


For Program Improvement Schools only: Title I, Part A Program Improvement (PI) Professional Development (10 percent minimum reservation from the Title I, Part A reservation for schools in PI Year 1 and 2)

$

Title II, Part A: Improving Teacher Quality Purpose: Improve and increase the number of highly qualified teachers and principals

$

Title III, Part A: Language Instruction for Limited-English-Proficient (LEP) Students Purpose: Supplement language instruction to help LEP students attain English proficiency and meet academic performance standards

$

Title III funds may not be

consolidated as part of a SWP3

Title VI, Part B: Rural Education Achievement Program Purpose: Provide flexibility in the use of ESEA funds to eligible LEAs

$

For School Improvement Schools only: School Improvement Grant (SIG) Purpose: to address the needs of schools in improvement, corrective action, and restructuring to improve student achievement

$

Other federal funds (list and describe) $



Total amount of federal categorical funds allocated to this school $

Total amount of state and federal categorical funds allocated to this school $

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

3 Title III funds are not a school level allocation even if allocated by the district to a school site. The LEA is

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


Form D: School Site Council Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school.4 The current make-up of the SSC is as follows:

Names of Members

Prin

cipa

l

Cla

ssro

om

Teac

her

Oth

er S

choo

l St

aff

Pare

nt o

r C

omm

unity

M

embe

r

Seco

ndar

y St

uden

t

Tracey Patterson X

Susan Harris X

Serena Scott X

Melissa Gay X

Francis Armfield X

Saun Rushford X

Molly Carlson X

Kerry Sullivan X

Holly Wright X

Stacey Johnston X

Carissa Cook X

Clay A. McAllester X

Numbers of members in each category 1 5 1 5 0

4 EC Section 52852

Form E: Recommendations and Assurances

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

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

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

3. The SSC sought and considered all recommendations from the following groups orcommittees before adopting this plan (Check those that apply):

D State Compensatory Education Advisory Commzitt -�-=-,...,._---� --- Signature

[8J English Learner Advisory Committee � :____ �""':., 1 Signature

D Special Education Advisory Committee _____________ Signature

D Gifted and Talented Education Advisory Committee _________ Signature

D District/School Liaison Team for schools in Program Improvement ____ Signature

D Compensatory Education Advisory Committee---------- Signature

D Departmental Advisory Committee (secondary) ---------- Signature

D Other committees established by the school or district (list) ______ Signature

4. The SSC reviewed the content requirements for school plans of programs includedin this SPSA and believes all such content requirements have been met, includingthose found in district governing board policies and in the local educational agencyplan.

5. This SPSA is based on a thorough analysis of student academic performance. Theactions proposed herein form a sound, comprehensive, coordinated plan to reachstated school goals to improve student academic performance.

6. This SPSA was adopted by the SSC at a public meeting on: December 20, 2016.

Attested:

T��'tia�� oN�h�!! ��h;;al

f\,1 e I t ss0 G""I Typed name of SSCChairperson

Guide to the Single Plan for Student Achievement California Department of Education, February 2014

Signatk of School Principa 11- - 'Zo- I.Jo

Date


Form G: Single Plan for Student Achievement Annual Evaluation Pursuant to California Education Code Section 64001(g), the School Site Council (SSC) must evaluate at least annually the effectiveness of planned activities. In the cycle of continuous improvement of student performance, evaluation of the results of goals will provide data to inform and guide subsequent plans. Annual evaluation by the SSC and local educational agency (LEA) is a critical part of the continuous cycle of improvement for a school. Furthermore, it is an integral component of the Compensatory Education (CE) Federal Program Monitoring (FPM) review process for Single Plan for Student Achievements (SPSAs). During an FPM review, the SSC and LEA must be able to provide evidence of the evaluation process to determine if the needs of students are being met by the strategies described in the SPSA. The SPSA annual evaluation may be a summary description of the school’s progress toward implementation of the strategies and actions in the SPSA. The report may also include a data analysis of the school’s progress towards its student achievement goals based on local, state, or national assessment data. During the evaluation process, it is important for the SSC and LEA to exercise caution about jumping to conclusions about the effectiveness or non-effectiveness of specific activities and programs without examining the underlying causes. The SSC and LEA should consider all relevant factors when evaluating the plan, such as the degree of implementation, student enrollment changes, and health and safety issues.

SPSA ANNUAL EVALUATION: 2015-16 Plan Plan Priorities

• Identify the top priorities of the current SPSA. (No more than 2–3.) 1. Increase the percentage of students in levels 3 & 4 in the Smarter Balanced math

assessment by 5%. 2. Increase the percentage of students in levels 3 & 4 in the Smarter Balanced ELA

assessment by 5%. • Identify the major expenditures supporting these priorities.

1. Funding for Intervention Specialists 2. Funding to pay teachers for math tutoring


Plan Implementation

• Identify strategies in the current SPSA that were fully implemented as described in the plan.

1. We have provided extensive professional development training for staff 2. We have provided a Response to Intervention system to support students 3. We have provided hands-on learning of the arts

• Identify strategies in the current SPSA that were not fully implemented as

described in the plan or were not implemented within the specified timelines.

o What specific actions related to those strategies were eliminated or modified during the year?

We provided Math in Focus trainings for teachers. We worked hard to streamline all RtI process through the SST process initially, and we implemented new paperwork as a result. We began the Arts in Adventures program.

o Identify barriers to full or timely implementation of the strategies identified above.

Center has the highest number of EL students in the District, and we have a large special needs population as well.

o What actions were undertaken to mitigate those barriers or adjust the plan to overcome them?

One way we mitigated barriers was to raise the awareness with the entire school community of the goals we were trying to achieve.

o What impact did the lack of full or timely implementation of these strategies have on student outcomes? What data did you use to come to this conclusion?

One strategy that was not fully implemented that we continue to work toward is to provide facilities that are safe and well maintained. While Center is well maintained, we are currently in the process of updating our school’s intercom system to improve our communication in the event of an emergency. Another strategy that was not fully implemented is providing parent education programs. We began the process of training our parents of kindergarten students with early-literacy strategies, but our reading intervention teachers have struggled to find the time to continue this important parent education program. We embraced the Ready for Kindergarten program as an alternative.


Strategies and Activities

• Identify those strategies or activities that were particularly effective in improving student achievement. What evidence do you have of the direct or indirect impact of the strategies or activities on student achievement?

Setting a school-wide goal and communicating it We increased test scores by 16% in math Holding assemblies for test-taking strategies We increased test scores by 18% in ELA Incorporating the Interim Assessment Blocks Providing math tutoring for our 2s

• Identify those strategies or activities that were ineffective or minimally effective in improving student achievement.

o Based on an analysis of the impact of the strategies/activities, what

appears to be the reason they were ineffective in improving student achievement?

Lack of timely implementation

Limited or ineffective professional development to support

implementation

Lack of effective follow-up or coaching to support implementation

Not implemented with fidelity

Not appropriately matched to student needs/student population

o Based on the analysis of this practice, would you recommend:

Eliminating it from next year’s plan Continuing it with the following modifications: Make PD

appropriate for those who need it.

Ineffective strategy Reason this was ineffective Recommendation for 2016-17 Provide teachers with professional development in technology

With other PD priorities, we did not have the time to provide the PD with fidelity

Provide PD in technology only for teacher with specific deficiencies.


Involvement/Governance

• How was the SSC involved in development of the plan? Our SSC was involved in making recommended changes to the plan.

• How were advisory committees involved in providing advice to the SSC?

Our English Learner Advisory Committee President also reviewed the plan.

• How was the plan monitored during the school year? The SSC received periodic updates and made recommendations for improvements.

• What changes are needed to ensure involvement of all stakeholders and adequate monitoring of planned activities and outcomes? We plan to merge the monitoring of the SPSA with the monitoring of the LCAP and to produce data reports throughout the year to monitor implementation of both plans. We plan to review the monitoring data with teachers and the SSC.

Outcomes

• Identify any goals in the current SPSA that were met. These goals were met:

Implement the Math in Focus curriculum and benchmark assessments Develop writing prompts and rubric-based scoring process Make recommendations for a new language arts program

• Identify any goals in the current SPSA that were not met, or were only partially met.

•

o List any strategies related to this goal that were identified above as “not fully implemented” or “ineffective” or “minimally” effective.

Goals not met Strategies that were ineffective or not implemented

Provide all students with Robotics We were unable to work out a schedule for this. Provide all students with STEM We are working to provide STEM opportunities

in the after-school program.

• Based on this information, what might be some recommendations for future steps to meet this goal? Based on this information, we recommend that we build a schedule that allows all 6th grade students to rotate into a class for Robotics. Also, we need to elicit STEM instructors outside of Center School for our after-school program.

Documents

Single Plan for Student Achievement 2016-17€¦ · Single Plan for Student Achievement . 2016-17 . Center Elementary School . Center Elementary School Site Council . Center Elementary