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The Single Plan for Student Achievement

School: Stephens Elementary

District: Chowchilla Elementary School District

County-District School (CDS) Code: 60-23899

Principal: Eric Griffin

Date of this revision: June 2017

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

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

Contact Person: Eric Griffin

Position: Principal

Telephone Number: 559-665-8060

Address: 355 N. 5th Street Chowchilla, CA 93610

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on July 2017.

Table of Contents

Single Plan for Student Achievement

School Vision/Mission

School Profile and Description

Analysis of Current Educational Practice

School Accountability Report Card

Chowchilla Elementary School District 2017-2020 LCAP Goals

Student Safety (Goal #1)

Student Engagement (Goal #2)

Writing (Goal #3)

Reading (Goal #4)

Math (Goal #5)

Parent Participation (Goal #6)

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8

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10

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15

17

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Centralized Services for Planned Improvements in Student Performance 21

Programs Included in This Plan 22

School Site Council Membership 25

Recommendations and Assurances 26

Single Plan for Student Achievement Annual Evaluation

Appendix A: Parent Involvement Policy

Parent Compact

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30

33

Data 34

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School Vision and MissionThe mission of the Chowchilla Elementary School District is to provide each student a superior education in a safe and positive climate that promotes high academic performance, personal responsibility and respect for self and others.

School Profile and DescriptionStephens School is a Kindergarten only campus which serves 12 kindergarten classrooms in the Chowchilla Elementary School District. All classrooms consist of English Only Students and English Learner Students. The ethnic make-up of Stephens School represents a diverse community comprised of Hispanic, white, African American, Asian, Punjabi, and Arabic students. Stephens School has 8 instructional aides that assist in the classrooms for 3 hours each day. A part-time speech/language therapist, resource specialist and school counselor/psychologist provide additional support services to help meet the needs of our qualified students on a regular basis.

The goal of Stephens School is to provide students on a daily basis, highly motivational lessons in each of the core curricular areas: reading, writing, math and oral language. Academic goals are developmentally appropriate and aligned with the state standards. Curriculum is enriched with social awareness activities and character development. We strive to bridge school, home, and community to ensure our students will become life-long learners.

ANALYSIS OF CURRENT EDUCATIONAL PRACTICEThe following statements characterize educational practice at this school:

1. Alignment of curriculum, instruction and materials to content and performance standards: Curriculum Guide State adopted core curriculum The Board of Trustees has formally adopted the state standards in the core subject groups.

The district has adopted and currently uses materials from the state approved adoption lists in addition to teacher and student generated materials in these core subjects. The materials are aligned with the standards at each grade level and in each subject.

Stephens Elementary School has aligned the curriculum, instruction and materials to content and performance standards by implementing state adopted core materials and board approved programs. Teachers have been provided staff development opportunities and grade level articulation time weekly to focus on the California State Content and Performance Standards, adopted core materials, and the opportunity to share and discuss best teaching practices and strategies. Weekly, dedicated staff development time and 4 days of embedded training has equipped the staff with skills to effectively integrate the standards and adopted text materials throughout the lesson planning and delivery process. Student performance and progress is assessed and recorded on a trimester basis. Assessment is ongoing, with the results reported each trimester on an assessment composite. Teachers have created and implemented pacing guides for use in language arts and mathematics. The benchmark assessments are another measurement to help ensure the alignment of curriculum, instruction and materials to the content and performance standards.

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2. Availability of standards-based instructional materials appropriate to all student groups: Chowchilla Elementary School District supports a rigorous plan for English Language

Learners. The program is based on the state grade level English Development Standards. The program offerings include structured English immersion, transitional programs, mainstreaming and alternative programs.

Good-first teaching has become a focus within the District. Ongoing staff trainings in the areas of writing, Cognitively Guided Instruction and Cooperative Structures are in place to support staff in developing a wider repertoire of instructional strategies. Implementing strategies that best meet the needs of every student is our goal.

Adopted state material and supplemental materials in all classrooms Additional materials available All students have access to sufficient and appropriate textbooks and instructional materials in

the core subjects of Reading Language Arts (Houghton Mifflin), Mathematics (Bridges), Science (Harcourt), and Social Studies (McMillan Mc Graw-Hill) consistent with the content and cycles of the curriculum frameworks adopted by the state board of education.

3. Alignment of staff development to standards, assessed student performance and professional needs:

Student data analysis Grade level collaboration meetings Professional Learning Communities (PLCs) Trainings on Cooperative Structures began in 2012-2013, with the entire district receiving

trainings at the start of the 2013-2014 school year. All new staff attend Cooperative trainings and cooperative structure support is available through our coaches

Cognitively Guided Instruction (CGI) began in 2007-2008 and is in the process of moving up through the 8th grade as a result of the effectiveness seen in the K-2 arena. It is this year’s focus for PD on campus.

Writing Trainings came about as a result of members of the District Assessment Team (two teachers representing each grade level and site admin make up the team) expressing a desire to access trainings to improve their instructional strategies in the teaching of writing. Units of Study by Lucy Calkins. The initial trainings ranged from 30-45 hours of class time and reflections. Ongoing review of focus student writing samples during Monday PD is used to monitor the effectiveness of the classroom application of the instructional strategies used.

Staff development is central to our efforts to increase academic achievement for all students. Regularly scheduled minimum days allow for staff development to take place and also promote opportunities for teachers to work collaboratively on ensuring all students meet the grade level standards.

4. Services provided by the regular program to enable underperforming students to meet standards:

Comprehensive Student Reviews 2 times per year Universal Access/ELD Instruction Small group instruction in classroom setting Language Arts intervention Imagine Learning! Stephens After School Program CAST (Site based Review team for struggling students)

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SST (Student Study Team - Special Education Review of Students progress)

All students at Stephens Elementary School participate in core instruction and take part in supplemental activities to support the core program. All teachers implement the standards-based instructional materials described above in coordination with good-first teaching. The district adopted materials and instructional strategies address the needs of all students, including underperforming students. During initial instruction, teachers use explicit instructional strategies and techniques to address the needs of the underperforming students.

Stephens School has a Student Study Team process for students who are showing either academic or social difficulties. Two times each year a Comprehensive Student Review is conducted to pinpoint the student needs of every student. At this time students are provided an intervention matching the concern. Timely monitoring of student progress is used to determine if the intervention remains in place, or if the child requires a different level of service. Services may be discontinued at this time, or bumped up to a more supportive service. Students can be referred for an SST where a team, which includes the School Psychologist, Resource Program Specialist, Speech Therapist (if necessary), the classroom teacher, parents, and principal, meets and discusses the needs of the student. This team works together to create accommodations, modifications, goals and a plan for the student. Follow-up meetings and conferences are conducted to ensure the student is making adequate progress and/or to rewrite the goals if necessary.

Stephens School students have the opportunity to attend Stephens After School Program. Stephens After School Program provides instructional learning activities as well as some enrichment activities. Stephens After School Program is offered to the students 5 days a week for 3 hours each day. The students that attend Stephens After School Program are instructed and supported by specially trained paraprofessionals and high school students.

5. Services provided by categorical funds to enable underperforming students to meet standards:

Supplemental support services Writing Instruction English Learner Language Development Strategies Instructional Aides Summer Academy

Categorical funds are used to strengthen and support the core curriculum program. Title I funds are used to provide programs and materials for at-risk students in the District

such as Rigby Readers which are used in small group instruction within the classroom. Title II Part A funds are used to provide quality staff development for all teachers such as

peer coaching to enhance the Writing and EDI trainings. Title III funds are used to provide programs and materials for the EL students in the District

such as writing training materials, Imagine Learning! and tutoring There are instructional materials provided for these ELL classrooms which are funded

throughout EIA/LEP monies. These monies also help fund the Instructional Assistants that are assigned to these classrooms.

6. Use of state and local assessments to modify instruction and improve student achievement:

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Computer data system (Data Driven Classroom)

Analysis of student data (benchmarks, reading levels, and other classroom assessments) is used to judge the overall achievement of the school and the subgroups. All test results and achievement data is disaggregated to identify student needs. A variety of standards-based assessments are administered and used throughout the year to modify instruction and improve student achievement. Local assessments consist of pre/post benchmark assessments for English Language Arts and mathematics.The California English Language Development Test (CELDT) is administered to English Learners in the beginning of the school year. This assessment is analyzed by the curriculum office and utilized to instruct students. Stephens Elementary School is in Year 3 of Program Improvement. To address the needs of those student groups who have not achieved the established Annual Measureable Objectives (AMO), the School Site Council has adopted a curriculum restructuring which will be monitored by an Alternative Governance Board.

7. Number and percentage of teachers in academic areas experiencing low student performance:

Student Study Team As noted by teacher trimester data to PrincipalAll teachers at Stephens School have some students with low student performance as well as students with superior performance. Efforts to meet the needs of the students not meeting standards are continual throughout the year. Information for students in need to promotion with Intervention will be passed on to Fuller Site administration. Retained students will be processed using district protocols.

8. Family, school, district and community resources available to assist these students: ELAC Family Club ELA and Math Family Nights School Site Council DELAC District Advisory Council Stephens After School Program Nonprofit organizations that provide rich educational experiences

There are a variety of resources available to assist students in reaching their potential. There are frequent teacher-home communication, parent conferences twice a year, and referrals to outside agencies (counseling, medical needs). The district also has a variety of educational placements available to assist these students (on site intervention, Independent Studies, Home Hospital, RSP and SDC options).

9. School, district and community barriers to improvements in student achievement: Family awareness of nonprofit organizations Transportation Parent Trainings

10. Limitations of the current program to enable underperforming students to meet standards: Transportation

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School Accountability Report CardThe School Accountability Report Card is available at the school office, district office or online (www.chowchillaelem.k12.ca.us). The School Accountability Report Card provides information on: Parent Involvement Opportunities, School Facilities, School Safety, School Demographics, Curriculum and Instructional Materials, Class Sizes, Teacher/Staff Information, Types of Funded Services, and Williams Settlement Requirements.

Chowchilla Elementary School District2016-2020 LCAP Goals

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http://www.chowchillaelem.k12.ca.us/

1. BASIC - Availability of Textbooks, Adequate Facilities and Correctly Assigned Teachers Through the 2017-2018 school year, all sites be safe and clean, have sufficient materials, correctly

assigned teachers and student enrolled in a broad course of study, as measured through Williams compliance forms and Human Resources files.

2. IMPLEMENTATION OF STATE ACADEMIC STANDARDS – CESD staff will share DASHBOARD performance indicator data and a completed state’s reflection tool with staff, the Board and stakeholders, in addition to the SARCs.

3. PARENT ENGAGEMENT Survey or Local Measures and Reported to Board1) Seek input in decision making - ie. SSC, SSTs, Family Club, Parent Night Parking Lot

PostersDemonstrated through Parent Survey results

2) Promoting parent participation in programs – ie. Family Nights, Open House, Back to School, SSC, Family ClubDemonstrated through increased Parent Sign-Ins

4. PUPIL ACHIEVEMENTS – Students will gain in ELA and Math mean scaled scores and advance towards green on the state’s Dashboard Performance Indicator.

5. PUPIL ENGAGEMENT – In the 2017-2018 school year, all staff will participate in content rich instructional strategy trainings to increase student engagement as measured by student survey results.

6. SUSPENSION/EXPULSION RATE - Reduce the % of suspensions and expulsions as reported on the 2017-2018 Performance Indicator. Suspensions by 1.5 % from 7.6% to 6.1% to be reflected in the 2018-2019 Performance Indicators. Expulsion rate from .3% to .2%

7. OTHER PUPIL OUTCOMES – In the 2017-2018 school year, all Reading Intervention students will make measurable growth in reading as measured by the site’s increase in average running record level (K-6) and iReady scores in grades 7-8). There will be an increase the number of intervention students reading within 6 months of grade level by 10% each year until the target of 100% of students have met this goal.

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Planned Improvements in Student Performance

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:

LEA GOAL 1: All students in the Chowchilla Elementary School District will be educated in a safe and healthy learning environment. Through the 2017-2018 school year, all sites be safe and clean, have sufficient materials, correctly assigned teachers and student enrolled in a broad course of study, as measured through Williams compliance forms and Human Resources files. SCHOOL GOAL 1: By June 2018, the percentage of students that report feeling “safe” or “very safe” on the CESD Stakeholder Survey will remain in excess of 90%. Williams’ compliance findings will concur with having appropriately assigned teachers, adequate facilities and sufficient materials.

What data did you use to form this goal? CESD Stakeholder Survey of

students, staff, parents, and community

Comments and testimonials of CESD students and staff

Williams Compliance forms

What were the findings from the analysis of this data?

In 2016-2017 Stakeholder Survey, <10% of CESD students said they felt “unsafe” at school

Williams Compliance forms – Minor repairs needed

Teachers Appropriately Assigned Sufficient materials Broad Course of Study Available to all

Students

How will the school evaluate the progress of this goal?

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

Williams Compliance forms As evidenced through the Stakeholder

Survey

STRATEGIES: The site will use an inquiry-based approach to identify major student safety issues, review current practices, and identify potential strategies or interventions to increase student safety. Issues noted on Williams Compliance forms will be addressed. Site admin will ensure staff are appropriately placed, students are enrolled in a broad course of study and there are sufficient materials in all classrooms.

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

(Itemize for Each Source)Each site will have a school safety planning committee

Administration will ensure sufficient materials, appropriately assigned teachers and students enrolled in a abroad course of study

Site AdminSafety Plan Committee

Administration

August of each year – Williams’ Compliance walk-through – Appropriately assigned teachers, sufficient materials and a broad course of study in place for all students.

A new survey will be developed and given to staff to prioritize new safety goals

October 1–December : SSC meets to identify

None

None

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The site leadership team will review SSC recommendations, develop implementation plans, and present ideas to stakeholders

Principal and site Safety Plan Committee

major safety issues and review current practices, Survey results will be tallied and reviewed

January : SSC meets to identify potential strategies to remedy issues and make recommendations to site leadership

March :Safety Planning team presents remedies taken to stakeholders and makes revisions to plan, if necessary

Sept/ Oct. : Administer new survey

LEA GOAL 2: IMPLEMENTATION OF STATE ACADEMIC STANDARDS – CESD staff will share DASHBOARD performance indicator data and a narrative of progress made or completed state’s reflection tool (Will be shared at a Monday Staff PD day) with the Board and stakeholders, in

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addition to the SARCs.SCHOOL GOAL 2: By the 2017-2018 school year, site admin will share DASHBOARD performance indicator data, completed state’s reflection tool and SARC with staff, parents and students

What data did you use to form this goal? DASHBOARD Indicators

Site SARC

Local Benchmarks


Writing

Reading

Math


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

Increased Mean Scale Scores on ELA and Math CAASPP and Benchmarks

Gather staff/parent/student feedback for improvement through survey

STRATEGIES: CESD staff, parents and students will use information gleaned from the DASHBOARD Indicators and SARC to find areas in need of improvement, create and implement a plan aimed at those determined areas of need.


Make copies of ELA, MATH, Subgroup, Suspensions/Expulsion and Dropout DASHBOARD Indicators and Site SARC - analyze data

Share DASHBOARD and SARC information with staff

Determine strengths and areas of need

Create game plan for improving site performance and implement

Site AdminLead staffCoaches

Site AdminStaff

Site AdminStaff

Site AdminStaff

June – August Analyze Dashboard and SARC information

August-Sept. have discussions with stakeholders using DASHBOARD, SARC and local Benchmark data to determine areas of need

Sept. – Nov. Explore/discuss with staff, parents and students

Oct. – Dec. Develop strategies for improving site success to be measured through DASHBOARD and SARC

Dec. – June Implement plan for improvement May – June Monitor effectiveness

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LEA GOAL #3: INCREASE PARENT ENGAGEMENT Survey data and sign-in sheets are shared with the Board1) Seek input in decision making - ie. SSC, SSTs, Family Club, Parent Night Parking Lot Posters Demonstrated through Parent Survey results

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2) Promoting parent participation in programs – ie. Family Nights, Open House, Back to School, SSC, Family Club Demonstrated through increased Parent Sign-ins

SCHOOL GOAL #3: INCREASE PARENT ENGAGEMENT Survey or Local Measures and Reported to Board1) Seek input in decision making - ie. SSC, SSTs, Family Club, Parent Night Parking Lot Posters Demonstrated through Parent Survey results2) Promoting parent participation in programs – ie. Family Nights, Open House, Back to School, SSC, Family Club Demonstrated through increased Parent Sign-ins

What data did you use to form this goal?Research shows that parent involvement in school correlates to student performance In the 2002 research review A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement, Anne T. Henderson and Karen L. Mapp conclude that there is a positive and convincing relationship between family involvement and student success…. Finding 1: Involvement programs that link to learning improve student achievement. It’s simple: The more parent and community involvement activities focus on improving student learning, the more student learning improves. Noted areFamily nights on math or literacy.


In 2016-2017 CESD Stakeholder Survey, >90% of parents felt that CESD provides opportunities for participation, but singular comments were made about wanting more information about Common Core and how to help their children with homework.

DELAC survey indicated that parents would like support in knowing better how to help their children.

Parents very much appreciate the Family Night Events held at each site.


This school goal will be evaluated on an annual basis through the CESD Stakeholder Survey and parent sign in sheets.

STRATEGIES: CESD will offer two Parent Nights each year during the 2016-2020 timeframe per site aimed at addressing the student literacy and math needs.to increase student parent participation. Cooperative structures will be employed to insure engagement.Parents will be trained in responsibilities related to ELAC, DELAC, SSC and LCAP Steering Committee membership.

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(Itemize for Each Source)District Coaches will present two parent night trainings during the 2017-2020 school years. One in the area of literacy and the other focused on mathematics.

Alternative Governance Board

ELAC/DELAC & SSC Events

Family Club

Add meeting notices and minutes online

District Literacy, Math and Kagan/Tech CoachAssistant SuperintendentPrincipalsTeachersPrincipals, Teachers, MCOE StaffPrincipal, Site Reps

Principal, Site Reps

Site admin designees

January Parent Night 2017: March Parent Night 2017 Future Parent Nights dates still to be established

2 meetings yearly to review Action Plan in place, monitor progress and make revisions as necessary

DELAC (2 times per year) & ELAC/SSC (4 times per year)

Monthly

Monthly

$ Blue sheet time$ Materials$ Food$ Child Care$ Interpreters

$Blue sheet time for attending staffNone

None

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LEA GOAL #4: Students will gain in ELA and Math mean scaled scores and advance towards green on the state’s Dashboard Performance Indicator.SCHOOL GOAL #4: Students will gain in ELA and Math mean scaled scores and advance towards green on the state’s Dashboard Performance Indicator.

What data did you use to form this goal?

CAASPP scores through the 2017-2020 school years

Benchmark Assessments CELDT results (reading and writing scores) Re-designation rates

What were the findings from the analysis of this data?Although this site showed improvement in both ELA and Math CAASPP scores, the desire is for continued improvement. CAASPP 2016 for Reagan as Stephens does not test

Subgroup ELA MathAll +12.2 +5.5English Learner +6.9 +4.7Socioeconomically Disadvantaged +9.3 +2.7

Special Education -4.9 -4.5Hispanic +11.3 +4White .13.4 +5

LOCAL BENCHMARKS:AveragesBenchmarkAverage Score

2016-2017

2017-2018

2018-2019

2019-2020

Writing 61.40%Reading 3.9 RRMath

CELDTBenchmarkAverage Score

2016-2017

2017-2018

2018-2019

2019-2020

Overall 2.16Reading 2.19Writing 1.98Listening 2.03Speaking 2.48

Reclassification Count: 0 out of 124 for 16-17 due to lack of State data

How will the school evaluate the progress of this goal? The site will reflect on CELDT scores, student work samples, site and District benchmarks, as well as, CAASPP assessment data.

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STRATEGY: During 2017-2020 school years, the school will implement a school-wide reading intervention program to address the reading comprehension needs of struggling readers and English learners as measured by running records and student work samples (weekly, monthly, quarterly, annually).

Action/Date Person(s) Responsible Task/Date

Cost and Funding Source

(Itemize for Each Source)1. (by June 30, 2017 and each year through 2020)

Identify student readers who did not meet the established rise in guided reading by the end of year. Determine site level intervention for the upcoming year.

Review reading data at the end of each month, trimester and year to monitor student progress and suggest instructional refinements and/or movement for struggling students into intervention.

SSCSite AdministrationTeaching staff

In accordance with the Program Improvement Plan to revise instructional practices, staff will conduct ongoing team collaboration to review grade level formative assessments, summative assessments, intervention progress, and student work samples in the area of Language Arts to identify struggling readers. Teachers will review students’ running records to monitor the progress of students, create interventions, and plan for addressing future standards.

$ Blue Sheet time for staff on Alternative Governance Board

Assistant Superintendent Site Administration

End of Year: Collect and analyze Guided Reading Levels, Running Records of low scoring students and CELDT Data; identify students from each grade level for reading interventions.

$ Literacy Coach$ Blue Sheet time for grade level leads to meet outside of contracted hours

Grade Level Literacy LeadsAdministration

School Site Council Members

End of Year, End Of Trimester and Monthly: Determine struggling students and determine appropriate intervention. Determine areas of instructional practice in need of additional staff training.Schedule students into intervention schedule. Consider possible intervention needs of students which enroll or arise mid-year. Findings will be reflected in the SSC minutes.

Literacy Coach Monthly: Guided Reading has proven to be effective. Continue to provide coaching and training to best support the refinement instructional reading and collaboration strategies of staff

2. (Professional Development Mondays Through 2020)Monday Staff Development – Analyze and discuss guided reading levels, running records and reading related student work samples. Continue to calibrate scoring and instruction though conversations, use of District Literacy Coach for modeling, demonstrations and team teaching. Purchase additional reading materials as needed.

Literacy Coach

Grade Level Literacy Leads

Cooperative Learning/Tech Coach

Monthly: Collect and analyze student guided reading level data and student reading related work samples to determine areas of student reading needs. Determine methods for best supporting the increase in those areas of need. Purchase additional reading materials as needed.

Weekly: Continue to provide coaching and training to best support the refinement instructional reading and collaboration strategies of staff.

Cooperative Learning/ Tech Coach supports use of collaborative structures and Technology in support of meeting common core standards interwoven through specific content.

3. ( Professional Development – Literacy Coach 5 Times Throughout Year: Having defined areas of student

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Supersub Trainings through 2020)Hold 5 Supersub (provide subs for grade level leads to train during the workday) days to provide leads with training skills and content knowledge to share back with their site staff to improve reading instruction.


reading needs, create a plan to refine the instructional reading practices which in turn will raise student reading proficiency.

4. In accordance with the Program Improvement Plan to revise instructional practices, Lucy Calkins’ Units of Study- Reading, Fountas and Pinnell Literature Circles and Mari Clay’s Guided Reading have been implemented schoolwide to address the reading needs of all learners with additional focus on our EL subgroup(Professional Development through coaching through 2020)Coach will model lesson or provide demonstrations aimed at improving the reading proficiency of students through the implementation of Whole Class Reading, Guided Reading and Lit Circles.

Literacy CoachCooperative Learning/Tech CoachGrade Level Lit LeadsTeachers and Administration

As directed by the Program Improvement Plan to revise instructional practices, implementation of Guided Reading, whole class reading and Literature Circles will be used with fidelity to support improved learning opportunities.

Coaching: Using data from student reading assessments, train staff to refine Instructional practices best aligned to Effective Literacy practices. Work with ELA leads to create model classrooms for future trainings.

Guided Reading, Mari Clay and Fountas and PinnellNotice and Notes,

5. Professional DevelopmentSummer Session - 20164 day Guided Reading Training for K-6 staff

Literacy CoachConsultantGrade Level Lit Leads

4 Half Day Trainings: Guided Reading training in a lab type setting. Staff worked on developing appropriate centers and components of Guided reading lesson design and delivery.

$ Consultant$ Blue sheet time

6. Professional DevelopmentSummer Session –20174 day Literature Circle Training for 2-6 staff

Literacy CoachGrade Level Lit Leads

4 Half Day Trainings: Literature Circle Reading training. Staff will work on gaining knowledge about the implementation of Literature Circles. The training will consist of staff members taking part and participating themselves in a literature circle.


7. Increasing Student Engagement – recognize students for achievements in academics

Grade level Teachers, Reading Intervention staffAdmin

30 Word Club etc

STRATEGY: During the 2017-2020 school years, the school will implement a school-wide writing intervention program to address the written communication needs of struggling writers and English learners as measured by student work samples and district benchmark assessments (weekly, monthly, quarterly, annually).

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Identify student writers who did not meet the established rise in writing by the end of year.

Assistant Superintendent Site AdministrationTeaching staff

End of Year: Collect and analyze District Writing Benchmark work, of low scoring students and CELDT Data; identify students from each grade level for writing intervention.In accordance with the Program Improvement Plan to revise instructional practices, staff will conduct ongoing team collaboration to review grade level formative assessments, summative assessments, intervention progress, and student work samples in the area of Language Arts to identify struggling writers. Teachers will review students’ benchmark writing to monitor the progress of students, create interventions, and plan for addressing future standards.


1. ContinuedDetermine site level intervention for the upcoming year and throughout the year.

Review student writing data by the end of each trimester to monitor student progress.

Monthly monitoring and discussions of students found not to be making sufficient progress will take place as needed.



End of Year, End Of Trimester and Monthly: Determine struggling students and determine appropriate intervention. Determine area of instructional practice in need of additional staff training.Schedule students into intervention schedule. Consider possible intervention needs of students which enroll or arise mid-year. Findings will be reflected in the SSC minutes.

Literacy Coach Monthly: A Writer’s Workshop model (Units of Study, by Lucy Calkins) has proven to be effective. Continue to provide coaching and training to best support the refinement instructional writing and collaboration strategies of staff.

Teachers will discuss students struggling to improve writing practices monthly with Literacy Coach as needed. Instructional remedies will be discussed and utilized to raise student writing proficiency

2. (Professional Development Mondays Through 2020)Monday Staff Development – Analyze and discuss benchmark writing prompts, student work samples created in response to writing prompts and data collected in each of the strands of the writing rubric. Continue to calibrate scoring and instruction though conversations, and use of District Literacy Coach for modeling, demonstrations and team teaching.

Literacy Coach



Monthly: Collect and analyze District Writing Benchmark data to determine areas of student writing needs. Determine methods for best supported the increase in those areas of need. Continue to calibrate teacher scoring of writing rubrics.

Weekly: Continue to provide coaching and training to best support the refinement instructional writing and collaboration strategies of staff in order to calibrate writing instruction.

As Needed: Cooperative Learning/ Tech Coach supports use of collaborative structures and Technology in support of meeting common core standards interwoven through specific content.

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3. ( Professional Development – Supersub Trainings through 2020)Hold 5 Supersub (provide subs for grade level leads to train during the workday) days to provide leads with training skills and content knowledge to share back with their site staff to improve writing instruction.

Literacy CoachGrade Level Literacy Leads Individuals. POD time as needed

5 Half Days Yearly: Having defined areas of student writing needs, create a plan to refine the instructional writing practices which in turn will raise student writing proficiency.

4. In accordance with the Program Improvement Plan to revise instructional practices, Lucy Calkins’ Units of Study has been implemented schoolwide to address the writing needs of all learners with additional focus on our EL subgroup (Professional Development through coaching through 2020)Coach will model lesson or provide demonstrations aimed at improving the writing proficiency of students through the implementation of Units of Study.

Literacy CoachCooperative Learning/Tech CoachGrade Level Literacy LeadsFairmead Teachers and Administration

As directed by the Program Improvement Plan to revise instructional practices, implementation of Units of Study will be used with fidelity to support improved learning opportunities.

Use Units of Study, Writer’s Workshop model to continue making growth in writing. Use POD times as needed to assist in helping teachers become better prepared to teach writing.

5. Professional DevelopmentSummer Session5 day CARE for K-6 staff

Literacy CoachGrade Level Literacy Leads

5 Half Day Trainings: CARE (Content Accessed through Repeated Exposure) training in a lab type setting. Staff train on components of effective lesson design using research based strategies for EL instruction. Accessing core content at a high level of rigor in order to write effectively using elaboration and powerful word choice.


STRATEGY: During the 2017-2020 school years, the school will implement Bridges/CPM/CGI instruction school-wide to address the math problem solving needs of all students inclusive of English learners as measured by student work performed daily and district benchmark assessments (trimesterly, annually).

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Identify students struggling in mathematics who did not meet the established rise in their math rubric score by the end of year. Determine site level intervention for the upcoming year.

Review reading data at the end of each trimester to monitor student progress and suggest refinements for instructional practices and/or movement for struggling students into intervention.

SSCSite AdministrationTeaching staff

In accordance with the Program Improvement Plan to revise instructional practices, staff will conduct ongoing team collaboration to review grade level formative assessments, summative assessments, intervention progress, and student work samples in the area of Mathematics. Teachers will reflect on students’ data, set goals, and provide intervention and/or adjust instruction as needed.In accordance with the Program Improvement Plan to revise instructional practices, newly-adopted (Bridges/CPM/CGI) math program components will be used with fidelity by all teachers.



End of Year: Collect and analyze student math work samples. Identify students from each grade level for math interventions. (First year of Bridges Implementation – reviewing math assessments prior to adopting one to implement district wide moving forward.

$ Math Coach$ Blue Sheet time for grade level leads to meet outside of contracted hours

Grade Level Math LeadsAdministration


End of Year, End Of Trimester and Monthly: Determine struggling students and determine appropriate intervention. Determine area of instructional practice in need of additional staff training.Schedule students into intervention schedule. Consider possible intervention needs of students which enroll or arise mid-year. Findings will be reflected in the SSC minutes.

Math Coach Monthly: CGI has proven to be effective. Continue to provide coaching and training to best support the refinement instructional math and collaboration strategies of staff.

2. (Professional Development Mondays Through 2020)Monday Staff Development – Analyze and discuss math rubric scores, and related student math work samples. Continue to calibrate scoring and instruction though conversations, use of District Math Coach for modeling, demonstrations and team teaching. Purchase additional math manipulatives as needed.

Math CoachGrade Level Math Leads

Site Leads


Monthly: Collect and analyze student math rubric scores and student related math work samples to determine areas of student math needs. Determine methods for best supporting the increase in those areas of need. Purchase additional math materials as needed.

Weekly: Continue to provide coaching and training to best support the refinement instructional math and collaboration strategies of staff.


3. ( Professional Development – Supersub Trainings through 2020)Hold 5 Supersub (provide subs for grade level leads to train during the

Math CoachGrade Level Math Leads

5 Times Throughout Year: Having defined areas of student math needs, create a plan to refine the instructional CGI practices which in turn will raise student math proficiency.

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workday) days to provide leads with training skills and content knowledge to share back with their site staff to improve math instruction. 4. 2017-2020 (Professional Development through Embedded Days through 20120)Hold 4 half day embedded Bridges/CPM/CGI trainings within the workday aimed at improving the math proficiency of students through the implementation of CGI

Literacy CoachCooperative Learning/Tech CoachGrade Level Math LeadsTeachers and Administration

As directed by the Program Improvement Plan to revise instructional practices, implementation of Cognitively Guided Instruction will be used with fidelity to support improved learning opportunities.4 Half Days Yearly: Using data from student math rubrics and daily student work, train staff to refine Instructional CGI practices using Bridges / CPM materials.CGI, CSU Fresno

5. Professional DevelopmentEnd of Year / Summer - 20172 day Bridges/CPM Training for K-8 staff

Math CoachCSU Fresno StaffConsultantGrade Level Math Leads

2 Full Day Trainings: 1 day of Bridges training at the end of year and another day prior to the start of next year.4 Full Day Trainings: 4 days of CPM training at start of summer, another day prior to the start of next year and 3 additional days interspersed throughout 2017-2018 school year.


6. Increase Student Engagement Principal, Teachers Math Madness competition March/April classes compete with multiplication factsBLOCK R – in effect all year. –Promotes good grades

STRATEGY: During the 2017-2020 school years, the school will implement a school-wide GATE program to enrich and deepen learning in class offerings

6. GATE Support – Site staff will determine an area of interest to create enrichment coursework

Site staff 35 hours of enrichment coursework per year in area to be chosen by site staff

$ 1548 (43 hours)$1000 materials

LEA GOAL # 5: In the 2017-2018 school year, all staff will participate in content rich instructional strategy trainings to increase student engagement as measured by student survey results.SCHOOL GOAL # 5: In the 2017-2018 school year, all staff will participate in content rich instructional strategy trainings to increase student

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engagement as measured by student survey results.What data did you use to form this goal?When teachers receive well-designed professional development, an average of 49 hours spread over six to 12 months, they can increase student achievement by as much as 21 percentile points (Yoon, Duncan, Lee, Scarloss, and Shapley, 2007). On the other hand, one-shot, "drive-by," or fragmented, "spray-and-pray" workshops lasting 14 hours or less show no statistically significant effect on student learning (Darling-Hammond, Wei, Andree, Richardson, and Orphanos, 2009). Above all, it is most important to remember that effective professional-development programs are job-embedded and provide teachers with five critical elements (Darling-Hammond et al., 2009):

Collaborative learning Links between curriculum, assessment,

and professional-learning decisions in the context of teaching specific content

Active learning Deeper knowledge of content and how to

teach it Sustained learning, over multiple days and

weeks

What were the findings from the analysis of this data?Staff which implemented new learnings showed in increase in the effectiveness of instruction on student learning as evidenced through student work samples

Reading levels where Lit Circles were employedAdd Data

Writing levels where Units of Study – Writing was employed

Add Data Math levels where CGI strategies were utilized

Add Data

How will the school evaluate the progress of this goal? Weekly, monthly, quarterly, and annual review of student work samples in reading, writing and mathematics and end of year CAASPP results

STRATEGY: During 2017-2020 school years, the District and schools will align and implement staff development offerings consistent with ideal that students support should be predicated on the skills demonstrated today and built upon to support student attainment of state standards in all content areas using best instructional practices. Among these best instructional practices are those outlined in Lucy Calkins’ Units of Study – Writing, Cognitively Guided Instructional Practices – Math, as well as, Guided reading and Literature Circles for Reading instruction.



(Itemize for Each Source)

1. (by June 30, 2017 and each year through 2020)Through coach provided trainings and support of instructional best practices raise the instructional prowess of teaching staff.

Assistant SuperintendentCoachesSite AdministrationTeaching staff

Through surveys and discussions, define areas of instructional need specifically in the areas of reading, writing and mathematics utilizing the additional practices of cooperative structures and CARE.

$ Blue Sheet time for staff

CoachesAssistant Superintendent Site Administration

End of Year: Collect and analyze Guided Reading Levels, Writing Rubric Scores and Math Benchmark data


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Grade Level Content LeadsAdministration

End of Year, End Of Trimester and Monthly: Determine areas of instructional need for staff through data points and conversations. Relay information to coaches or administrative staff to plan professional development support

Coaches Monthly: Continue to provide coaching and training to best support the refinement instructional reading and collaboration strategies of staff in reading, writing, and math instruction, as well as cooperative structures and CARE

2. (READING Professional Development Mondays Through 2020)Monday Staff Development – Analyze and discuss guided reading levels, running records and reading related student work samples. Continue to calibrate scoring and instruction though conversations, use of District Literacy Coach for modeling, demonstrations and team teaching. Purchase additional reading materials as needed.

Literacy Coach






3. (WRITING Professional Development Mondays Through 2020)Monday Staff Development – Analyze and discuss guided writing levels as seen through related student work samples. Continue to calibrate scoring and instruction though conversations, use of District Literacy Coach for modeling, demonstrations and team teaching.

Site AdminLiteracy CoachGrade Level Literacy Leads


Twice Yearly: Collect and analyze student writing level data and related work samples to determine areas of student writing needs. Determine methods for best supporting the increase in those areas of need. Develop course of action and implement.



4. (MATH Professional Development Mondays Through 2020)Monday Staff Development – Analyze and discuss student writing levels through related student work samples. Continue to calibrate scoring and instruction though conversations, use of District Math Coach for modeling, demonstrations and team teaching.

Site AdminLiteracy CoachGrade Level Literacy Leads


Twice Yearly: Collect and analyze student math work samples to determine areas of student math needs. Determine methods for best supporting the increase in those areas of need. Develop course of action and implement.

Weekly: Continue to provide coaching and training to best support the refinement instructional reading and collaboration strategies of staff.Cooperative Learning/ Tech Coach supports use of collaborative structures and Technology in support of meeting common core standards interwoven through specific content.

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5. ( Professional Development – Supersub Trainings through 2020)Hold 5 Supersub (provide subs for grade level leads to train during the workday) days to provide leads with training skills and content knowledge to share back with their site staff to improve reading instruction.

Literacy and Math CoachesGrade Level Literacy Leads

5 Times Throughout Year: Having defined areas of student reading, writing or math needs, create a plan to refine the instructional reading practices which in turn will raise student proficiency.

6. EL subgroup(ELD Professional Development through Monday PDs 2017)Monthly ELD trainings will be held on topics provided by the Director of English Learner Services

Director of English Learner ServicesGrade Level LeadsTeachers and Administration

Monthly Newsletters will accompany monthly ELD District-wide Professional Development

7. 2017-2020 (Professional Development through Embedded Days through 2020)Hold 4 half day embedded trainings per site. Site will determine that this additional support is needed for reading, writing or math.

CoachesGrade Level Math LeadsTeachers and Administration

As a part of the effort to revise instructional practices due to the Program Improvement standing of this site, grade level leads and administration will determine the area of focus for embedded day Professional development. The plan conceived and implemented will be reflected in the SSC minutes as it will develop over the course of the year.


CoachConsultantGrade Level Lit Leads



9. Professional DevelopmentSummer Session – August 20174 day Literature Circle Training for 2-6 staff


4 Half Day Trainings: Literature Circle Reading training. Staff will work on gaining knowledge about the implementation of Literature Circles. The training will consist of staff members taking part and participating themselves in a literature circle.


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LEA GOAL # 6: Reduce the % of suspensions and expulsions as reported on the 2017-2018 Performance Indicator. Suspensions by 1.5 % from 7.6% to 6.1% to be reflected in the 2018-2019 Performance Indicators. Expulsion rate from .3% to .2%

SCHOOL GOAL # 6: Reduce the % of suspensions and expulsions as reported on the 2017-2018 Performance Indicator. Suspensions by 1.5 % from 7.6% to 6.1% to be reflected in the 2018-2019 Performance Indicators. Expulsion rate from .3% to .2%

What data did you use to form this goal? Student suspensions and expulsions


Site Suspensions Expulsions2016 2017 2016 2017

Stephens 0 3 0 0Fuller 2 1 0 0

Reagan 29 30 0 0Fairmead 55 36 2 1

Wilson 49 80 2 1


This school goal will be evaluated on an annual basis through the CESD Stakeholder Survey and parent sign in sheets.

STRATEGIES: Site staff, district counselors and psychologists will work with students, teachers and parents to create a verbal or written plan to address behaviors for any student nearing suspension or expulsion. (this does not include zero tolerance incidences)


(Itemize for Each Source)Site staff, district counselors and psychologists will work with students, teachers and parents to create a verbal or written plan to address behaviors for any student nearing suspension or expulsion. (this does not include zero tolerance incidences)

AdminSite StaffDistrict Counselor and PsychologistStudentParents

Students who exhibit behaviors which may lead to suspension or expulsion will meet with site admin, teachers, a District counselor or psychologist to determine a plan which will outline and clarify problem behaviors and corresponding alternatives to avoid suspension or expulsion

Plan will be shared with the students’ parents/guardians

Students suspended for zero tolerance offenses will have plan created for future behaviors upon return.

Students who revise poor behaviors will attend the Principals’ Luncheon – Ideas??

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LEA GOAL #7: To increase the number of intervention students reading within 6 months of grade level by 20% each year until the target of 100% of students have met this goal.SCHOOL GOAL #7: To increase the number of intervention students reading within 6 months of grade level by 20% each year until the target of 100% of students have met this goal.

What data did you use to form this goal?

Student Guided Reading Levels 2016-2017 CELDT results (reading and writing scores) Re-designation rates

What were the findings from the analysis of this data?School-wide achievement in reading has improved over the past three years; however, we have not reached proficiency. Consistent growth in achievement for the English learner subgroup in reading has begun to rival other high scoring CELDT domains. We are working to further strengthen the student’s reading as reading and writing are reciprocal processes. It is working, so we will continue to monitor progress and refine instructional reading practices.

How will the school evaluate the progress of this goal? Weekly, monthly, quarterly, and annual program monitoring and evaluation—see action item #1 below.

STRATEGY: During 2017-2020 school years, the school will implement a school-wide reading intervention program to address the reading comprehension needs of struggling readers and English learners as measured by running records and student work samples (weekly, monthly, quarterly, annually).



(Itemize for Each Source)

1. (by June 30, 2017 and each year through 2020)

Identify student readers who did not meet the established rise in guided reading by the end of year. Determine site level intervention for the upcoming year.

Review reading data at the end of each month, trimester and year to monitor student progress and suggest instructional refinements and/or movement for struggling students into intervention.

Alternative Governance BoardSSCSite Administration

In accordance with the Program Improvement Plan to revise instructional practices, staff will conduct ongoing team collaboration to review grade level formative assessments, summative assessments, intervention progress, and student work samples in the area of Language Arts to identify struggling readers. Teachers will review students’ running records to monitor the progress of students, create interventions, and plan for addressing future standards.



End of Year: Collect and analyze Guided Reading Levels, Running Records of low scoring students and CELDT Data; identify students from each grade level for reading interventions.

$ Literacy Coach$ Blue Sheet time for grade level leads to meet outside of contracted hrs



End of Year, End Of Trimester and Monthly: Determine struggling students and determine appropriate intervention. Determine areas of instructional practice in need of additional staff training.Schedule students into intervention schedule. Consider possible intervention needs of students which enroll or arise mid-year. Findings will be reflected in the SSC minutes.

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Literacy Coach Monthly: Guided Reading has proven to be effective. Continue to provide coaching and training to best support the refinement instructional reading and collaboration strategies of staff

2. (Professional Development Mondays Through 2020)Monday Staff Development – Analyze and discuss guided reading levels, running records and reading related student work samples. Continue to calibrate scoring and instruction though conversations, use of District Literacy Coach for modeling, demonstrations and team teaching. Purchase additional reading materials as needed.

Literacy Coach






3. ( Professional Development – Supersub Trainings through 2020)Hold 5 Supersub (provide subs for grade level leads to train during the workday) days to provide leads with training skills and content knowledge to share back with their site staff to improve reading instruction.

Literacy CoachGrade Level Literacy Leads

5 Times Throughout Year: Having defined areas of student reading needs, create a plan to refine the instructional reading practices which in turn will raise student reading proficiency.

4. In accordance with the Alternative Governance Board Action Plan, Lucy Calkins’ Units of Study- Reading, Fountas and Pinelll Literature Circles and Mari Clay’s Guided Reading have been implemented schoolwide to address the reading needs of all learners with additional focus on our EL subgroup(Professional Development through coaching through 2017)Coach will model lesson or provide demonstrations aimed at improving the reading proficiency of students through the implementation of Whole Class Reading, Guided Reading and Lit Circles.

Literacy CoachCooperative Learning/Tech CoachGrade Level Lit LeadsTeachers and Administration

As directed by the Program Improvement Plan to revise instructional practices, implementation of Guided Reading, whole class reading and Literature Circles will be used with fidelity to support improved learning opportunities.

Coaching: Using data from student reading assessments, train staff to refine Instructional practices best aligned to Effective Literacy practices. Work with ELA leads to create model classrooms for future trainings.

Guided Reading, Mari Clay and Fountas and PinnellNotice and Notes

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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 Goals #: 1-5,7

Actions to be Taken to Reach This Goal

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

Learning, Staffing, and Professional Development)

Start Date

Completion Date

Proposed Expenditures EstimatedCost

FundingSource

(itemize for each source)

Goal 1Purchase of Math Instructional Materials/Training –Bridges/CPM

March 2017

Textbooks

Goals 2-5, 7District supported coaches in the areas of math, literacy, special education and cooperative learning/technology

2017-2020(end of plan not coaches)

Salaries (yearly)

Materials(yearly)

$470K

$6K

Supp /ConTitle I

Goals 4,5Summer Session Trainings

Summer 2017

Blue Sheet, Materials, (yearly)

$48.3K Supp /ConTitle I Migrant

Goals 4,5 Sub Costs for Embedded & Supersub Trainings

2017-2020 Sub Costs (yearly) $ 44.5K Supp /ConTitle II

Goals 4,5Leadership Trainings

2017-2020 Extra Time Staffing Costs (yearly)

$5.5K Supp/Con

Goals 4,5CARE trainings for content trainings to support reading and writing proficiency of EL students

2017-2020 Extra Time Staffing Costs (yearly)

$10.7K Supplemental and Concentration

Goal 4Reading/Math After School Intervention

2017-2020 Staffing / Trans / Materials (yearly)

$58.5K Supp/ConMigrantTitle III

Goal 4 GATE

2017-2020 Staffing (yearly)Materials (yearly)

13.2K Supp/Con

Goal 4Fuller Reading Intervention staffingFairmead Reading Lab

2017-2020 Reading Lab Aides(yearly)

$30k

$15K

Title I

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 program Data analysis services, software, and training for assessment of student progress

Centralized services do not include administrative costs.

Single Plan for Student Achievement 28California Department of Education, February 2014

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), which are described at http://www.cde.ca.gov/fg/aa/co/ca12sguiappcatprog.asp.

Of the four following options, please select the one that describes this school site:

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

X 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 AllocationConsolidated

in the SWP

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

$ 2,501,403

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

$ $ 80,033$ 0$ 18,236$ 0$ 29,981

00150 0709007140071560739307395

X LCFF – CARRYOVER from 2016

$ 0$ 0$ 0$ 0$ 0$ 0

00150 0709007140071560739307395

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

$ 0


http://www.cde.ca.gov/fg/aa/co/ca12sguiappcatprog.asp

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

$ 0

Summary Detail for Base, Supplemental and Concentration Funds Carryover Only

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

$ 0 70900carryover

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

$ 0 07393

X List and Describe Other State or Local Funds $ 0

Total amount of state categorical funds allocated to this school $ 128,250

Federal Programs Allocation Consolidated in the SWP

XTitle I, Part A: AllocationPurpose: To improve basic programs operated by local educational agencies (LEAs)

$ 48,205 (Allocation) 0 (Offset) $ 48,205 (Total)

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).

$

See District $ above

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 QualityPurpose: Improve and increase the number of highly qualified teachers and principals

$ 0


X

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

$ 5,195 (Allocation) 0 (C/O) $ 5,195 (Total)

Title III funds may not be

consolidated as part of a SWP1

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

$ 0

Other federal funds (list and describe) $ 0

Total amount of federal categorical funds allocated to this school $ 53,400

Total amount of state and federal categorical funds allocated to this school $ 181,650

Salaries Title ISalaries Title IIISalaries State Funded

$ 40,754$ 5168 $ 73,793

Total Salaries $ 119,715

Discretionary Funds $ 61,935

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

1 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.


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.2 The current make-up of the SSC is as follows:

Names of Members

Prin

cipa

l

Cla

ssro

omTe

ache

r

Oth

er S

choo

l S

taff

Par

ent o

rC

omm

unity

Mem

ber

Sec

onda

ryS

tude

nt

Eric Griffin, Principal X

Kimberly Whisenhunt, Classroom Teacher X

Yesenia Campos, Other School Staff X

Andrea Dunn, Parent X

Brandi Douglas, Parent X

Amanda Benefield, Parent X

Carelly Duenas, Parent X

Numbers of members in each category 1 1 1 4

2 EC Section 52852


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 district governing board policy and state law.

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

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

State Compensatory Education Advisory Committee______________________Signature

English Learner Advisory Committee___________________________________Signature

Special Education Advisory Committee_________________________________Signature

Gifted and Talented Education Advisory Committee_______________________Signature

District/School Liaison Team for schools in Program Improvement___________Signature

Compensatory Education Advisory Committee___________________________Signature

Other committees established by the school or district (list)_________________Signature

4. The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

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

6. This SPSA was adopted by the SSC at a public meeting on: .

Attested:

_________________________ _______________________ ________Typed name of School Principal Signature of School Principal Date

_________________________ _______________________ ________Typed name of SSC Chairperson Signature of SSC Chairperson Date


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.

QUESTIONS FOR SPSA ANNUAL EVALUATIONPlan Priorities

Identify the top priorities of the current SPSA Safe and Clean Environment Student Engagement Writing Reading Intervention Math Parent Participation

Identify the major expenditures supporting these priorities. Compensation for work completed outside of the duty day (Blue Sheet Time) Staff Training (Registration Fees) (Transportation Costs) Instructional Coaches Instructional Supplies Super Sub Days

Plan Implementation

o Identify strategies in the current SPSA that were fully implemented as described in the plan. Teachers were trained to be instructional leaders in reading and mathematics on the campus.

Blue Sheet time was given for additional planning time. District Coaches were hired and worked at the various sites within the district Instructional supplies were purchased (guided reading books and materials) Sub days were utilized for District Coaches to meet with Site Leads


o Identify strategies in the current SPSA that were not fully implemented as described in the plan or were not implemented within the specified timelines.

Creation of a new Safety Survey to be administered to staff Additional time should be spent analyzing student data and developing lessons to meet

individual student needs - Intervention.

o What specific actions related to those strategies were eliminated or modified during the year? The staff safety survey will be modified to meet the current site needs. Reading Intervention Strategies

o Identify barriers to full or timely implementation of the strategies identified above. Time for collaboration. Parent participation

o What actions were undertaken to mitigate those barriers or adjust the plan to overcome them? Time will be scheduled on a regular basis for collaboration during Monday professional

development time. SSC meetings will be scheduled at the start of the year. Work with parents to build desire to be on SSC

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?

Additional time would better allow for more targeted instruction, which would more fully meet student needs.

More parents would provide input into how we best meet student needs.

Stephens Parent Involvement PolicySingle Plan for Student Achievement 35California Department of Education, February 2014

Stephens Elementary has developed a written Title I parental involvement policy with input from Title I parents. This policy was created with parent, staff and student input through SSC meetings and surveys. It has distributed the policy to parents of Title I in Parent Handbooks, as well as being located on the Stephens website. The policy describes the means for carrying out the following Title I parental involvement requirements [20 USC 6318 Section 1118(a)-(f) inclusive].

INVOLVEMENT OF PARENTS IN THE TITLE I PROGRAM

To involve parents in the Title I program at Stephens Elementary the following practices have been established: The school convenes an annual meeting to inform parents of Title I students about Title I requirements

and about the right of parents to be involved in the Title I program. Four School Site Council meetings are held each year afterschool in the Stephens Computer Lab from 4:00-5:00pm.

The school offers a flexible number of meetings for Title I parents, such as meetings in the morning or evening.Parents are given the opportunity to provide input on meeting times. Meetings are scheduled to best meet the scheduling demands of the parents.

The school involves parents of Title I students in an organized, ongoing, and timely way, in the planning, review, and improvement of the school’s Title I programs and the Title I parental involvement policy.The Title I policy is discussed and reviewed at each meeting. Elements of the SPSA are strategically scheduled throughout the year to ensure parent input in all key areas without overwhelming those present.

The school provides parents of Title I students with timely information about Title I programs.Updates regarding Title I programs’ staffing and data are shared at each of the SSC meetings.

The school provides parents of Title I students with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet.The SPSA includes an explanation of the curriculum and assessments used to gauge student proficiency, in addition to the rubrics which detail the proficiency level criteria.

If requested by parents of Title I students, the school provides opportunities for regular meetings that allow the parents to participate in decisions relating to the education of their children.An additional meeting TBD is added to each year’s calendar should parents wish to have additional time to discuss, review and refine the SPSA. Parents are surveyed to determine if additional meetings are needed.

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SCHOOL-PARENT COMPACT

Stephens Elementary distributes to parents of Title I students a school-parent compact. The compact, which has Single Plan for Student Achievement 36California Department of Education, February 2014

been jointly developed with parents, outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. It describes specific ways the school and families will partner to help children achieve the State’s high academic standards. It addresses the following legally required items, as well as other items suggested by parents of Title I students.

The school’s responsibility to provide high-quality curriculum and instruction

The ways parents will be responsible for supporting their children’s learning

The importance of ongoing communication between parents and teachers through, at a minimum, annual parent-teacher conferences; frequent reports on student progress; access to staff; opportunities for parents to volunteer and participate in their child’s class; and opportunities to observe classroom activities

The School-Parent-Student Compact was developed with input from students, parents and teachers. The compact is reviewed each year and possible revisions are brought forward for review by the SSC. The School –Parent -Student Compact is included in the Stephens Parent handbook. Signatures of the student, parent and teacher are collected each year on the form which is then returned to the office.

BUILDING CAPACITY FOR INVOLVEMENT

Stephens Elementary engages Title I parents in meaningful interactions with the school. It supports a partnership among staff, parents, and the community to improve student academic achievement. To help reach these goals, the school has established the following practices.

The school provides Title I parents with assistance in understanding the State’s academic content standards, assessments, and how to monitor and improve the achievement of their children. Math, ELA and Parenting Family Nights are held each year to share elements of the State’s academic content standards and State and local assessments. Parent teacher conferences are held each year to inform parents of student progress.

The school provides Title I parents with materials and training to help them work with their children to improve their children's achievement. Math, and ELA Family Nights are held each year to provide parents with strategies for supporting the academic success. Parenting classes which focus on improving communication with each child are also conducted.

With the assistance of Title I parents, the school educates staff members about the value of parent contributions, and in how to work with parents as equal partners. Block R is a Stephens entity which unites the child and parents as partners in conjunction with staff members to “DO GOOD” in the community. Parents learn that their guidance is a key factor in a child determining what is important and how they can give back to the community.

Page 3

The school coordinates and integrates the Title I parental involvement program with other programs, and conducts other activities, such as parent resource centers, to encourage and support parents in more fully


participating in the education of their children. The school’s library is available to parents, as are the Parenting trainings. These resources both encourage a parent’s involvement in the education of the child.

The school distributes Information related to school and parent programs, meetings, and other activities to Title I parents in a format and language that the parents understand. All communication with Stephens parents is regularly provided in English and Spanish.

The school provides support for parental involvement activities requested by Title I parents.Parents requested through a survey to have access to English for Spanish speaking parents and parenting classes. Both are now available.

AccessibilityStephens Elementary provides opportunities for the participation of all Title I parents, including parents with limited English proficiency, parents with disabilities, and parents of migratory students. Information and school reports are provided in a format and language that parents understand.

Parenting classes are held in both English and Spanish. Forms, documents and plans are provided in paper form and online in both English and Spanish. Interpreters are made available to all meetings and parent teacher conferences. Large print materials are available upon request.

Parents and staff will conduct an annual evaluation of the content and effectiveness of the parental involvement policy in improving the academic quality of the schools served under this part, including identifying barriers to greater participation by parents in Title I activities (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background). Findings from the evaluation will be used to design strategies for more effective parental involvement, and to revise, if necessary, the parental involvement policies.”

Exhibit 6020 Site Parent Involvement PolicyBoard Policy 6020 is available at the Chowchilla Elementary School District Office

PARENT-STUDENT TEACHER COMPACTSingle Plan for Student Achievement 38California Department of Education, February 2014

Chowchilla Elementary School District

District Mission: The mission of the Chowchilla School District is to provide each student a superior education in a safe and positive climate that promotes high academic performance, personal responsibility and respect for self and others.

HAND IN HAND WE CAN WORK TOGETHER TO BUILD A BETTER COMMUNITY

As a Teacher I will: Believe that each student can learn; Show respect for each child and his or her family; Come to class prepared to teach; Provide an environment that is conducive to learning; Help each child grow to his or her fullest potential; Provide meaningful and appropriate homework assignments; Enforce school and classroom rules fairly and consistently; Maintain open lines of communication with students and parents; Seek ways to involve parents in the school program; and Demonstrate professional behavior and a positive attitude.

Signature:

As a Student I will: Always try to do my best in my work and my behavior; Work cooperatively with my classmates Show respect for myself, my school and other people; Obey the school and bus rules; Take pride in my school; Come to school prepared to learn; Complete and turn in my homework on time; and Believe that I can and will learn.

Signature:

As a Parent/Guardian I will: See that my child attends school regularly and on time; Provide a home environment that encourages my child to learn; Insist that all homework and assignments be completed; Communicate regularly with my child's teacher; Support the school in developing positive behaviors; Talk with my child about his/her school activities each day; Encourage my child to read at home and monitor his/her TV viewing; Volunteer time at my child's school; and Show respect for my child, the teacher and the school.

Signature:

APPENDIX ASingle Plan for Student Achievement 39California Department of Education, February 2014

Data

LCAP/SPSA READING GOAL:By the 2017-2018 school year, all students will make measurable growth in reading as measured by the site’s increase in average running record level and meeting API targets. GOAL: To increase the number of intervention students reading within 6 months of grade level by 20% each year until the target of 100% of students have met this goal.Method: Guided reading instruction and intervention.

Reading Intervention Table 2015-2016 School Year

Grade # Intervention Students Served

% of intervention Students within 6

months of grade level

# Exited Intervention Students


months of grade levelKinder 93 84% 14 90%

1-2 118 68% 1 58%3-4 160 56% 23 70%5-6 92 16% 3 20%7-8 Site has moved using Lexile levels moving forward

Reading Intervention Table 2016-2017 School Year

Grade # Intervention Students Served

# of intervention Students within 6

months of grade level

# Exited Intervention Students


months of grade levelKinder 141 37 84 86%

1-2 111 51 1 41%3-4 117 68 17 56%

5-6 94 20 25 + 8 ending w/ Writing support only 35%

7-8 78 13 2 23%Total 541 189 137 326 or 60%

LCAP/SPSA Writing Goal:GOAL: The student grade level overall average scores on the district writing benchmark assessments are expected to rise by .3 out of a total score of 4 points each year until proficiency is reached. Students will retain level of proficient once it is reached.


METHOD: UNIT OF STUDY, Lucy Calkins (Writer’s Workshop)

Kinder Writing Rubric Table 2015-2016 School YearWriting Rubric

DomainsKinder Point Difference 2015-2016 SED Kinder Point Difference 2015-2016

Pre Post Kinder Pre Post KinderWriting Process 0 4 4.0 0.0 3.9 3.9Spelling .2 3.8 3.6 .1 3.6 3.5Spacing .4 4.1 3.7 .3 4.0 3.7Conventions .1 3.3 3.2 .1 3.2 3.1Structure/Variety 0 3.8 3.7 .0 3.7 3.7Penmanship .2 3.7 3.5 .2 3.6 3.4

Overall 2015 .8 22.8 22 .7 22.1 14.4Average per Domain .13 3.8 3.7 .12 3.7 3.6

Kinder Writing Rubric Table 2016-2017 School YearWriting Rubric

DomainsKinder Point Difference 2016-2017 SED Kinder Point Difference 2016-2017

Pre Post Kinder Pre Post KinderWriting Process 0 4 4 0 3.8 3.8Spelling .1 3.7 3.6 .1 3.5 3.4Spacing .5 4.1 3.6 .4 3.9 3.5Conventions .2 3.2 3 .3 3.0 2.7Structure/Variety 0 3.8 3.8 0 3.6 3.6Penmanship .1 3.6 3.5 .1 3.4 3.3Overall 2016 .9 22.3 21.5 .8 21.2 20.3Average per Domain .15 3.71 3.58 0.13 3.53 3.38

First/Second: Writing Rubric Table 2015-2016 School Year Writing Rubric

DomainsAll 1st All 2nd Difference

2015-2016 SED 1st SED 2nd SED Difference 2015-2016

Pre Post Pre Post 1st 2nd Pre Post Pre Post 1st 2nd

Lead .7 2.5 1.4 2.2 1.8 .8 .6 2.3 1.3 2.1 1.7 .8Transition .2 2.3 1.0 2.0 2.1 1 .2 2.2 .9 1.9 2.0 1.0Ending .2 2.1 .9 2.1 1.9 1.2 .2 2.0 .8 2.0 1.8 1.2Organization .3 2.0 1.1 2.2 1.7 1.1 .2 1.9 1.1 2.0 1.7 .9Elaboration 1.3 3.8 2.2 4 2.5 1.8 1.2 3.6 2.1 3.8 2.4 1.7Craft 1 3.5 2.1 4.1 2.5 2.0 .9 3.4 1.9 3.9 2.5 1.4Spelling 1.1 2.2 1.5 2.4 1.1 .9 1.1 2.1 1.4 2.3 1.0 .9Punctuation .9 1.9 1.2 2.2 1 1.0 .9 1.8 1.1 2.1 .9 .0Overall 2015 5.7 20.3 11.4 17.6 14.6 9.9 6.4 22.4 12.1 22.7 16.0 10.6Average per Domain .71 2.54 1.43 2.2 1.83 1.24 .8 2.8 1.5 2.8 2 1.3

First/Second: Writing Rubric Table 2016-2017 School Year Writing Rubric

DomainsAll 1st All 2nd Difference

2016-2017SED 1st SED 2nd SED Difference

2016-2017


Pre Post Pre Post 1st 2nd Pre Post Pre Post 1st 2nd

Lead .9 2.5 1.3 2.6 1.6 1.3 .8 2.3 1.2 2.5 1.5 1.3Transition .6 2 .6 2.0 1.4 1.4 .5 1.9 .6 1.9 1.4 1.3Ending .4 2 .7 2.1 1.6 1.4 .3 1.9 .6 2.0 1.6 1.4Organization .5 2.2 1.3 2.7 1.7 1.4 .5 2.1 1.1 2.6 1.6 1.5Elaboration 1.9 4.2 1.8 404 2.3 2.6 1.8 4.0 1.7 4.2 2.2 2.5Craft 2 4 1.8 404 2.0 2.63 1.9 3.8 1.7 4.1 1.9 2.4Spelling 1 2.2 1.1 2.4 1.2 1.3 .9 2.1 1.0 2.3 1.2 1.3Punctuation .9 1.8 1.0 2.1 .9 1.1 .5 1.7 .9 2.1 .9 1.2

Overall 2016 8.2 20.9 11.3 30.6 12.7 19.3 7.2 19.8 10.5 25.7 12.3 15.2Average per Domain 1.025 2.6 1.2 2.8 1.59 1.6 .9 2.48 1.8 2.7 1.54 .9

Third/Fourth: Writing Rubric Table 2015-2016 School Year Writing Rubric

DomainsAll 3rd All 4th Difference

2015-2016 SED 3rd SED 4th SED Difference 2015-2016

Pre Post Pre Post 3rd 4th Pre Post Pre Post 3rd 4thPurpose 2.0 3.0 1.9 2.6 1.0 .7 1.9 2.7 1.9 2.5 .8 .6Organization 1.7 2.5 1.8 2.4 .8 .6 1.6 2.3 1.8 2.3 .7 .5Elaboration 1.7 2.5 1.9 2.3 .8 .4 1.6 2.3 1.8 2.3 .7 .5Word Choice 1.6 2.5 1.8 2.3 .9 .5 1.6 2.2 1.8 2.2 .6 .4Sentence Variety 1.6 2.5 1.8 2.5 .9 .7 1.5 2.2 1.8 2.4 .7 .6Conventions 2.2 2.8 2.1 2.7 .6 .6 2.1 2.6 2.1 2.6 .5 .5

1 11.1 14.1

Overall 2015 10.9 15.9 11.3 14.7 5 3.4 10.4 14.2 11.1 14.1 4.0 3.1Average per Domain 1.8 2.6 1.9 2.5 .8 .57 1.73 2.34 1.85 2.34 .64 .52

Third/Fourth: Writing Rubric Table 2016-2017 School Year

Writing Rubric Domains

All 3rd All 4th Difference 2015-2016 SED 3rd SED 4th SED Difference

2015-2016Pre Post Pre Post 3rd 4th Pre Post Pre Post 3rd 4th

Purpose 2.1 3.1 1.7 2.3 1 .6 2.1 3.0 1.5 2.2 .9 .7Organization 1.4 2.5 1.47 2.2 1.1 .5 1.4 2.5 1.5 2.1 1.1 .6Elaboration 1.7 2.5 1.8 2.1 .8 .3 1.6 2.5 1.6. 2.0 .9 .4Word Choice 1.6 2.6 1.89 2.2 1 .9 1.6 2.5 1.6 2.1 .9 .5Sentence Variety 1.5 2.5 1.8 2.9 1 .6 1.5 2.4 1.7 2.2 .9 .5Conventions 2.1 2.7 2.0 2.5 .6 .5 2.0 2.6 1.9 2.4 .6 .5

Overall 2016 10.4 16.0 10.8 13.7 5.6 2.9 10.2 15.6 9.8 13.0 5.3 3.2Average per Domain 1.73 2.7 1.8 2.3 .93 .5 1.7 2.6 1.6 2.2 .9 .5

Fifth/Sixth: Writing Rubric Table 2015-2016 School Year - Narrative to Narrative/Expository TextWriting Rubric

DomainsAll 5th All 6th Difference

2015-2016 SED 5th SED 6th Difference 2015-2016

Pre Post Pre Post 5th 6th Pre Post Pre Post 5th 6thPurpose 1.5 2.5 1.8 2.6 1 .8 1.5 2.4 1.7 2.5 .9 1.7Organization 1.5 2.4 1.7 2.6 .9 .9 1.5 2.3 1.6 2.6 .8 1Elaboration 1.4 2.3 1.8 2.6 .9 .8 1.3 2.3 1.8 2.5 1 .7Word Choice 1.3 2.3 1.8 2.6 1 .8 1.3 2.2 1.7 2.5 .9 .8Sentence Variety 1.5 2.4 1.9 2.6 .9 .7 1.5 2.4 1.8 2.5 .9 .7Conventions 1.7 2.4 1.9 2.4 .7 .5 1.7 2.3 1.5 2.4 .6 .9

14

Overall 2015 8.9 14.3 10.9 15.4 5.4 4.5 8.7 14 10.6 15.1 5.3 4.5Average per Domain 1.48 2.38 1.82 2.57 .9 .75 1.45 2.33 1.77 2.52 .09 .75

Fifth/Sixth: Writing Rubric Table 2016-2017 School Year - Narrative to Narrative/Expository TextWriting Rubric

DomainsAll 5th All 6th Difference

2015-2016SED 5th SED 6th SED Difference

2015-2016


Pre Post Pre Post 3rd 4th Pre Post Pre Post 3rd 4thPurpose 1.4 2.3 2.2 2.7 0.9 0.5 1.4 2.2 2.1 2.6 0.8 0.5Organization 1.6 2.3 2 2.6 0.7 0.6 1.5 2.2 2 2.6 0.7 0.6Elaboration 1.5 2.3 1.9 2.6 0.8 0.7 1.5 2.1 1.8 2.5 0.6 0.7Word Choice 1.7 2.3 1.8 2.6 0.6 0.8 1.6 2.1 1.8 2.5 0.5 0.7Sentence Variety 1.6 2.3 2 2.8 0.7 0.8 1.5 2.2 2 2.6 0.7 0.6Conventions 1.8 2.4 2.1 2.7 0.6 0.6 1.7 2.3 2 2.6 0.6 0.6

12 0 -12 0 0

Overall 2016 9.6 13.9 12.1 16 4.3 3.9 9.2 13.2 11.6 15.3 4 3.7Average per Domain 1.6 2.3 2 2.7 0.72 0.67 1.53 2.18 1.95 2.57 0.65 0.62

Seventh/Eighth: Writing Rubric Table 2015-2016 School Year


All 7th All 8th Difference 2015-2016 SED 7th SED 8th Difference

2015-2016Pre Post Pre Post 7th 8th Pre Post Pre Post 7th 8th

Focus Claim 2.3 3.7 2.4 2.9 1.4 .5 2.2 3.6 .3 2.7 1.4 2.4Structure 1.9 3.5 2.5 3.0 2.6 .5 1.8 3.4 .2 2.9 1.6 2.7Evidence/Support 1.9 3.2 2.4 2.3 2.3 -.1 1.8 3.0 .3 2.0 1.2 1.7Analysis 2.0 3.7 2.6 3.2 1.7 .6 1.9 3.0 .4 3.1 1.1 2.7Language 2.7 3.6 3.0 2.9 .3 -.1 2.6 3.5 .2 2.7 1.1 2.5

1416.5

Overall 2015 10.8 17.7Out of

20

12.9 14.3Out of

20

8.3 1.4 10.2 16.5 1.4 13.4 6.3 12

Average per Domain 2.16 3.5 Out of

4

2.58 2.86Out of

4

1.66 .28 2.04 3.3 .28 2.68 1.26 2.4

Seventh/Eighth: Writing Rubric Table 2016-2017 School Year


All 7th All 8th Difference 2016-2017 SED 7th SED 8th Difference


Focus Claim 2.2 3.8 2.3 2.9 1.6 .6 1.45 1.77 .9 1.71 .32 .81Structure 1.9 3.6 2.6 3.1 1.7 .5 .64 1.86 .87 1.72 1.22 .85Evidence/Support 1.6 3.1 2.1 2.6 1.5 .5 .68 1.94 .58 1.82 1.26 1.24Analysis 2.1 3.9 2.6 3.0 1.8 .4 .82 1.92 1.15 2.13 1.1 .98Language 2.5 3.7 2.7 2.9 1.2 .2 1.74 2.33 1.06 1.69 .59 .63

Overall 2016 10.3 18.1 12.4 14.5 7.8 2.1 5.33 9.82 4.56 9.07 4.89 4.51Average per Domain 2.06 3.62 2.48 2.9 1.56 .42 1.066 1.964 .912 1.814 .978 .902

LCAP/SPSA MATH Goal:GOAL: In Mathematics, students are expected to raise their overall rubric score by 10% each year until proficiency is

reached. Students will retain level of proficient once it is reached using Cognitively Guided instruction (CGI)


Kinder 2015-2016Math Rubric Domains Kinder Growth 2015-2016 SED Kinder SED Growth 2015-2016

Pre Post Kinder Pre Post KinderCount to 100 by 1’s 1.0 .1 .5 .4 .1 .4 .3Count Object to 20 1.0 .6 .9 .3 .6 .9 .3Identifies, sorts… 1.0 .5 .8 .3 .5 .8 .3Identifies 10 basic shapes 1.0 .1 .5 .4 .1 .4 .3Identifies 10 colors 10.0 .9 .9 0 .8 .9 .1Number Identification 1.0 .2 .7 .5 .1 .6 .5Addition 5.0 0 4.3 4.3 0 4.2 4.2Subtraction 5.0 0 4.1 4.1 0 4.0 4.0Place value 1.0 0 .5 .5 0 .5 .5Overall 2014 2.4 13.2 10.8 2.2 12.8 10.6Average per Domain .27 1.47 1.2 .24 1.42 1.18

Kinder 2016-2017

Math Rubric DomainsKinder Growth 2016-2017 SED Kinder SED Growth 2016-2017

Pre Post Kinder Pre Post KinderCount to 100 by 1’s 1.0 .1 .6 .5 .1 .6 .5Count Object to 20 1.0 .6 .93 .33 .5 .93 .43Identifies, sorts… 1.0 .5 .81 .31 .4 .81 .41Identifies 10 basic shapes 1.0 .2 .6 .4 .2 .6 .4Number Identification 1.0 .3 .67 .37 .2 .67 .47Addition 5.0 - 4.54 4.54 - 4.5 4.5Subtraction 5.0 - 3.97 3.97 - 3.8 3.8Place value 1.0 - .3 .3 - .3 .3

Overall 2016 2.6 14.42 11.82 1.4 12.21 10.81Average per Domain .43 1.55 1.48 .18 1.53 1.35

First Grade 2015-2016

Math Rubric Domains 1st Growth 2015-2016 SED 1st SED Growth 2015-2016Pre Post 1st Pre Post

Question 1 10 Pts Poss 2.0 7.7 5.7 1.8 7.4 5.6Question 2 10 Pts Poss 1.6 8.2 6.6 1.5 8.0 6.5Question 3 10 Pts Poss 2.0 8.2 6.2 1.9 8.1 6.2Question 4 10 Pts Poss 2.3 8.5 5.2 2.2 8.3 6.1

Average per Domain 1.98 8.15 5.93 1.85 7.975 6.1

First Grade 2016-2017

Math Rubric Domains1st Growth 2016-2017 SED 1st SED Growth 2016-2017

Pre Post 1st Pre Post

Question 1 10 Pts Poss 2.0 7.6 5.6 1.8 7.3 5.5

Question 2 10 Pts Poss 2.4 7.8 5.4 2.2 7.7 5.5Question 3 10 Pts Poss 2.1 7.9 5.8 1.9 7.8 5.5Question 4 10 Pts Poss 2.3 8.4 6.1 2.1 8.3 5.9


Second Grade 2015-2016

Math Rubric Domains2nd Growth 2015-2016 SED 2nd SED Growth 2015-2016

Pre Post 2nd Pre Post 2nd


Question 1 5 Pts Poss 4 4.8 .8 4.0 4.7 .7Question 2 5 Pts Poss 3.5 4.4 .9 3.3 4.3 1.0Question 3 5 Pts Poss 2.1 4.1 2.0 2.0 4 2.0Question 4 5 Pts Poss 1.6 3.7 2.1 1.5 3.6 2.1Question 5 5 Pts Poss 3.7 4.6 .9 3.6 4.5 .9Average per Domain 2.98 4.32 1.34 2.88 4.24 1.34

Second Grade 2016-2017

Math Rubric Domains2nd Growth 2016-2017 SED 2nd SED Growth 2016-2017

Pre Post 2nd Pre Post 2nd

Question 1 5 Pts Poss 3.0 4.7 1.7 2.9 4.7 1.8Question 2 5 Pts Poss 3.1 4.4 1.3 3 4.3 1.3Question 3 5 Pts Poss 2 4.3 2.3 1.9 4.2 2.3Question 4 5 Pts Poss 1.7 4.2 1.5 3 4.6 1.6Question 5 5 Pts Poss 3.1 4.6 1.5 3 4.6 1.6


Third/Fourth Grades 2015-2016 All Students

Math Rubric Domains3rd 4th Growth 2015-2016

Pre Post Pre Post 3rd 4th

Understanding the Story 1.4 1.8 2.1 3.2 .4 1.1Strategies 1.3 1.8 2.4 3.0 .5 .6Communication of Solution 1.2 2.3 2.1 3.9 1.1 1.8Getting an Answer 1.4 2.2 2.1 3.5 .8 1.4Overall 2015 5.3 8.0 8.7 13.5 2.7 4.8Average per Domain 1.3 2.0 2.2 6.8 .7 1.2

Third/Fourth Grades 2015-2016 SEDMath Rubric Domains 3rd 4th Growth 2015-2016


Understanding the Story 1.5 1.7 1.6 3.1 .2 1.5Strategies 1.4 1.8 1.5 2.9 .4 1.4Communication of Solution 1.3 2.2 2.0 3.8 .9 1.8Getting an Answer 1.5 2.1 1.9 3.3 .6 1.4Overall 2015 SED 5.8 7.9 6.9 13.1 2.1 6.1Average per Domain 1.45 1.975 1.38 3.35 .525 1.525

Third/Fourth Grades 2016-2017 All Students

Math Rubric Domains3rd 4th Growth 2016-2017


Understanding the Story 6.0 10.6 8.1 9.4 4.6 1.3Strategies 5.6 10.1 7.3 9.0 4.5 1.7Communication of Solution 5.0 9.5 7.3 8.8 4.5 1.5Getting an Answer 5.9 9.7 6.2 8.4 3.8 2.2Overall 2015 22.5 39.9 28.8 35.6 17.4 6.8Average per Domain 5.6 10 7.2 8.9 4.4 1.7

Third/Fourth Grades 2016-2017 SED StudentsMath Rubric Domains 3rd 4th Growth 2016-2017



Understanding the Story 5.6 10.9 7.8 9.1 4.8 1.3Strategies 5.2 10.0 7.0 8.7 4.8 1.7Communication of Solution 4.6 9.3 7.0 8.4 4.7 1.4Getting an Answer 5.6 9.5 6.1 8.2 3.9 2.1Overall 2015 21.0 39.2 27.8 34.6 18.2 6.5Average per Domain 5.3 9.8 7 8.7 4.6 1.6

Fifth Grade 2015-2016

Math Rubric Domains 5th Growth 2015-2016 SED 5th SED Growth 2015-2016Pre Post All 5th Post Pre

Understanding the Problem #1 1.7 1.8 .1 1.7 1.8 .1Communication of Solution #1 2.6 3.3 .7 2.5 3.2 .7Getting the Right Answer #1 3.3 3.5 .2 3.3 3.5 .2Understanding the Problem #2 1.4 1.7 .3 1.4 1.7 .3Communication of Solution #2 2.0 3.0 1 2.0 2.9 .9Getting the Right Answer #2 2.6 3.1 .5 2.7 3.1 .4Overall 2014 13.6 16.4 2.8 13.7 16.2 2.7Average per Domain 2.27 2.73 .47 2.28 2.7 .45

Sixth Grade 2015-2016

Math Rubric Domains 6th Growth 2015-2016 SED 6th Growth 2015-2016Pre Post All 6th Pre Post SED 6th

Question A 1 10 Possible 2.7 4.3 4.6 2.7 4.1 1.4Question A 2 10 Possible 3.1 4.5 1.4 3.0 4.4 1.4Question B 1 10 Possible 2.5 3.9 1.4 2.3 3.8 1.5Question B 2 10 Possible 3.0 3.9 .9 2.9 3.7 .8Question C 1 10 Possible 7.6 8.0 .4 7.6 7.8 .2Question C 2 10 Possible 4.5 6.2 1.7 4.4 6.2 1.8Question D 20 Possible 12.9 15.9 3 12.5 15.6 3.1Question E 20 Possible 6.3 7.8 1.5 6.3 7.6 1.3Overall 2015-2016 42.06 54.50 14.9 41.8 53 115Average per Domain 5.33 6.81 1.86 5.225 6.625 1.4

Fifth and Sixth Grade 2016-2017

Math Rubric Domains All 5th All 6th

Point Difference 2016-2017

SED 5th SED 6th Point Difference


Question 1 3.9 6.3 5.3 7.1 2.4 1.8 3.8 6.1 5.2 7.1 2.3 1.9Question 2 3.5 5.9 4.2 6.6 2.4 2.4 3.4 5.9 4.1 6.4 2.5 2.3Question 3 4.2 5.9 3.1 4.6 1.7 1.5 3.9 5.6 3.1 4.3 1.7 1.2Question 4 4.3 7.2 5.4 6.4 2.9 1 4.1 6.9 5.2 6.3 2.8 1.1 0 0 0 0

Overall 2016/2017 15.8 25.2 18 24.7 9.4 6.7 15.3 24.6 17.6 24.1 9.3 6.5Average Per Domain 3.975 6.325 4.5 6.175 2.35 1.675 3.8 6.125 4.4 6.025 2.325 1.625

Seventh Grade Using MDTP Starting 2015-2016 School Year – Nationally Acknowledged AssessmentStudent Results from these assessments will drive instruction and inform math placements at the high school. Seventh grade 2014-2015


Seventh Grade 2015-2016Math Rubric Domains 7th Growth 2015-2016 SED 7th SED Growth 2015-2016

Pre Post 7th Pre Post 7th

MDTP- Data Analysis & Statistics 1.25 1.3 .05MDTP- Decimals, their Operations & Applications; Percent 2.21 2.31 .1

MDTP- Fractions and their Applications 2.92 3 .08MDTP- Measurement of Geometric Objects 2.03 2.16 .13 Data Not Currently AvailableMDTP- Integers 3.6 3.75 .15MDTP- Literals and Equations 2.17 2.24 .07MDTP- Proportional Reasoning 1.73 1.81 .08

Overall 2015-16 15.91 16.75 .84Average per Domain 2.27 2.39 .12

Seventh Grade 2016-2017

Math Rubric Domains7th Growth 2016-2017 SED 7th SED Growth 2016-2017


MDTP- Data Analysis & Statistics 1.19 1.21 .02 1.09 1.13 .04MDTP- Decimals, their Operations & Applications; Percent 2.22 2.7 .48 2.18 2.55 .37

MDTP- Fractions and their Applications 2.56 2.91 .35 2.56 2.87 .31MDTP- Measurement of Geometric Objects 2.04 2.11 .07 2.03 2.08 .05MDTP- Integers 2.9 3.5 .6 2.8 3.4 .6MDTP- Literals and Equations 2.2 2.53 .33 2.0 2.41 .41MDTP- Proportional Reasoning 1.67 1.87 .2 1.63 1.76 .13

Overall 2016-17 14.78 16.8 2.02 14.29 16.2 1.91Average per Domain 2.11 2.4 .29 2.04 2.31 .27

Eighth Grade 2015-2016

Math Rubric Domains 8th Growth 2015-2016 SED 8th SED Growth 2015-2016Pre Post 7th Pre Post 8th

MDTP- Data Analysis, Probability & Statistics 1.36 1.39 .03MDTP- Decimals, their Operations & Applications; Percent 2.1 2.09 -.01

MDTP- Fractions and their Applications 1.66 1.68 .02 Data Not Currently AvailableMDTP- Measurement of Geometric Objects 2.89 2.85 -.04MDTP- Integers 3.21 3.25 .04MDTP- Literals and Equations 2.58 2.59 .01MDTP- Proportional Reasoning 1.67 1.68 .01

Overall 2015-16 15.47 15.53 .06Average per Domain 2.21 2.22 .01

Eighth Grade 2016-2017Math Rubric Domains 8th Growth 2016-2017 SED 8th SED Growth 2016-2017



MDTP- Data Analysis, Probability & Statistics 1.27 1.41 .14 1.34 1.37 .03

MDTP- Decimals, their Operations & Applications; Percent 2.2 1.9 -.3 1.98 2.03 .05

MDTP- Fractions and their Applications 1.41 1.72 .31 1.66 1.67 .01MDTP- Measurement of Geometric Objects 2.72 2.83 .11 2.83 2.85 .02MDTP- Integers 3.01 3.12 .11 3.18 3.24 .06MDTP- Literals and Equations 2.1 2.62 .41 2.50 2.54 .04MDTP- Proportional Reasoning 1.38 1.41 .03 1.62 1.64 .02

Overall 2015-16 14.09 15.01 .92 15.11 15.34 .03Average per Domain 2.01 2.14 .13 2.15 2.19 .04

2012-2017 SUSPENSION and EXPULSION Figures (9 Month)


Code Disposition 2016-2017 Frequency

2015-2016 Frequency

2014-2015 Frequency

2013-2014 Frequency

2012-2013 Frequency

ARR Arrested 0 0 0 1 0BEH Behavior Contract 3 8 6 2 0COU Counseled 97 89 62 59 71DET Detention 3 363 78 51 27DET-B Detention-Break 93 57 24 13 17DET-BL Detention-Break-Lunch 426 316 283 356 328DET-L Detention-Lunch 674 286 693 487 95EXP Expulsion 0 1 1 1 1EXP P Expulsion Pending 1 0 0 1 1HOME Sent Home 27 14 15 17 22OR Opportunity Room/Center 196 97 98 89 124PC Parent Conference 51 45 41 34 14PN Parent Notification 86 192 92 424 137SIH Suspension, In House 94 170 123 80 78SPD Suspension, Class Period 6 85 73 63 22SRO School Resource Officer Referral 2 7 6 0 0SS Saturday School 109 110 190 488 645SUS Suspension 134 132 146 213 131TLS Truancy Letter Sent 637 913 386 479 235TO Time Out 54 40 14 17 55WARN Warning 383 334 361 271 196WD Work Detail 84 16 36 31 8

Totals 3159 3275 2728 3177 2207

2012-2017 Attendance Figures (9 month)School Grade

SpanAttendance Percentage

2016-2017 2015-2016 2014-2015 2013-2014 2012-2013

Stephens K-3 95.48 94.10 94.24 93.38 93.90Fuller K-3 94.94 95.39 94.71 95.63 94.89

Fairmead K-3 95.91 95.93 95.76 95.96 95.37Fairmead 4-6 95.96 96.37 95.47 96.09 96.03Fairmead 4-6 95.84 95.72 94.93 95.78 95.44

Wilson 7-8 97.69 96.38 95.52 95.71 95.72Overall 95.73 95.65 95.10 95.52 95.26

Chronic Absentee Rate 2013-2014 = 16.2% 2016-2017 = 13.2%Reclassification Counts 2014-2015 = 84 Students 2016-2017 = 98 StudentsDropout Rate 2013-2014 = 3 students 2016-2017 1 student = ** % reported(State Dropout data is too old to be useful. We track current 9 month attendance each year in order to analyze real time data prior to the end of each year with staff. Those figures can be found above.


2016-2017 Student, Parent and Staff Survey Overall ResultsSurvey Area

Response

Parents Classified Staff Student S F R FM W D % F W D%

Safe Yes 51 18 78 33 2 93% 93% 209 74 91%No 2 1 0 1 0 2% 2% 0 27 9%Comment 0 2 7 2 0 5% 5% 0 0 0%

Clean Yes 52 21 81 36 2 96% 98% 171 46 70%No 0 0 2 0 0 1% 2% 0 54 18%Comment 1 0 3 2 0 3% 5% 38 Some of the time 0 12%

Questions Parent Responses Classified Responses LCAP Result

#06Career Ready

Technology - More and more creative use ofCareer Info – Career DayListen to KidsEncouragementGATE / STEMTeach about college

Stress the importance of homeworkCareer InformationTechnologyReal Life Situation ProjectsReading writing Emphasis

Explore new tech usesSearch Out Effective CC Science and History SourcesContinue High ExpectationsAdd Advanced offering for studentsCREATE CAREER DAY / College Dress Thursdays

#07Discipline /Suspension

Increase student involvement in communityMore peer mediationMore STEM afterschool offerings

Conversations with administrationBuild extracurricular programsDe-escalation programParent Night for DisciplineParent Involvement

Bring Parents into the Discipline Conversation EarlierAdmin Continue to Supervise Arrival, Recess. Lunch and DismissalCounselor an Psych Intern HiredInsure Process in Place for Referrals and DisciplineDiscuss Options in Lieu of Suspension

#08EL

Website for parentsOnline activities to access from homeMore reading helpersAdvertise family Night for all families to attend all sites

Examples of Expected WorkShare Ideas w/ParentsDual ImmersionEncourage Parents to Learn English

Expand InterventionContinue PDExpand District Interpreter StaffStarting Lunch Portal and Online Student Access for ParentsPurchase ComputersEnglish Language Classes for ParentsParenting Skills Trainings

#09Parent Involvement

More activities tied to giving back to communityGet school bucks for parent participationHave parent rep present need for help at assemblies

IncentivesAdvertise more / website?Evening Meetings After 5Send Out AgendasEmailProvide Transportation

Set Flexible Meeting DatesCall Families / Make Home VisitsConsistent Meeting Dates - Office remindersOffer IncentivesExpand Online Options for Parents – Get Staff on Board

#10Attendance

IncentivesImprove parent understanding of attendance policy

Hands on ActivitiesIncentivesHold Parents AccountableBetter Club Yes Program

Continue $2K per site for Site IncentivesMake Learning More EngagingPurchase additional Computers per ClassroomOffer additional Extra-Curricular Events / Electives

#11Williams

Update FacilitiesBathroomsTechnology

Face lift at most sitesMore technologyUpdate TextsInvolve Kids in the Care of their School

Search Out Effective CC Support MaterialsUpdate Facilities – 5-10 year PlansRemodel BathroomsKid Talks About Facilities- Randomly Selected Kids Interviewed as Group

#12Student Outcomes

More TechnologyInterventionsContinue PDIncentivesParent Access Online

Train aides in practices teachers are usingUpper grade students help littler onesDual ImmersionEncourage Parents to Learn English

Continue PDPurchase ComputersOffer IncentivesAdd Online Services – Lunch, Progress Monitoring, Notices, InformationImprove Student EngagementContinue to Address Common Core Concerns


Documents

Single Plan for Student Achievement-Part II - Local ...€¦ · Web viewSingle Plan for Student Achievement Annual Evaluation. ... site’s increase in average running record level