Single Plan for Student Achievement Will Rogers Elementary ... · offers a morning or afternoon session. Will Rogers features an Extended Day Kindergarten program (7:55-1:15) and

Single Plan for Student Achievement

Will Rogers Elementary School 56-72652 6056238

Contact Information: Steven Perfect, Principal [email protected] 316 Howard Street Ventura, CA 93003 (805) 641-5496

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Will Rogers Elementary School Single Plan for Student Achievement October 2017

The Single Plan for Student Achievement ............................................................................................................ 1School Site Council Membership ........................................................................................................................... 1English Learner Advisory Council Membership .................................................................................................. 2Recommendations and Assurances ..................................................................................................................... 3District information ................................................................................................................................................. 4

District Profile ........................................................................................................................................................ 4District Vision ......................................................................................................................................................... 4District Mission ...................................................................................................................................................... 4Governing Principles ............................................................................................................................................. 4

School Information .................................................................................................................................................. 5School Profile ........................................................................................................................................................ 5Student Enrollment by Ethnicity – 2016-17 ........................................................................................................... 6Student Enrollment by Grade – 2016-17 ............................................................................................................... 6Student Enrollment by Subgroup – 2016-17 ......................................................................................................... 7Highly Qualified Teachers ..................................................................................................................................... 7Program Improvement School ............................................................................................................................... 8Magnet School Assistance Program Grant ........................................................................................................... 8Comprehensive Needs Assessment ..................................................................................................................... 9Transition from Preschool to Kindergarten ............................................................................................................ 9Nutrition ............................................................................................................................................................... 10Bully Prevention, Violence Prevention, and Substance Abuse Curricula ............................................................ 11Community Resource Guide ............................................................................................................................... 11Programs Included in This Plan ........................................................................................................................... 12

2017-18 School Goals for Improving Student Achievement ............................................................................. 13VUSD - Local Educational Agency Plan Goals ................................................................................................... 13VUSD - Local Control Accountability Plan (LCAP) Goals .................................................................................... 132017-18 School Goals for Improving Student Achievement ................................................................................ 13

2017-18 Centralized Support for Planned Improvements in Student Performance ........................................ 22VUSD - Program Support Goals .......................................................................................................................... 22

References ............................................................................................................................................................. 25CAASPP – Grade 3 English Language Arts/Literacy 2016-17 ............................................................................ 25CAASPP – Grade 3 Mathematics 2016-17 ......................................................................................................... 26CAASPP – Grade 4 English Language Arts/Literacy 2016-17 ............................................................................ 27CAASPP – Grade 4 Mathematics 2016-17 ......................................................................................................... 28CAASPP – Grade 5 English Language Arts/Literacy 2016-17 ............................................................................ 29CAASPP – Grade 5 Mathematics 2016-17 ......................................................................................................... 30CELDT 2016-17 ................................................................................................................................................... 312017-18 Supplemental Funds Program Budget .................................................................................................. 322017-18 Site Based Funds Program Budget ....................................................................................................... 332017-18 Title I Funds Program Budget ............................................................................................................... 34


School-Parent/Home Compact ............................................................................................................................ 35VUSD - Parent Involvement Policy ...................................................................................................................... 36Will Rogers - Parent Involvement Policy ............................................................................................................. 37Parent Involvement Calendar .............................................................................................................................. 38Districtwide Intervention Programs ...................................................................................................................... 39Teacher Mentoring Programs .............................................................................................................................. 40Professional Development Plan .......................................................................................................................... 41School Accountability Report Card ...................................................................................................................... 42School Site Council Bylaws ................................................................................................................................. 50Evaluation of 2016-17 Single Plan for Student Achievement .............................................................................. 55Title I – School Plan Reference of Required Components .................................................................................. 60Title I – School Plan Reference of Required Components .................................................................................. 61Chart of Requirements ........................................................................................................................................ 62


1

The Single Plan for Student Achievement The Single Plan for Student Achievement (SPSA) for Will Rogers is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code section 41507, 41572, and 64001 and the Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the Consolidated Application and ESEA Program Improvement into the Single Plan for Student Achievement. For additional information on school programs and how you may become involved locally, please contact: Steven Perfect, Principal Will Rogers Elementary School 316 Howard Street Ventura, CA 93003 (805) 641-5496 [email protected] The district’s Governing Board approved this revision of the school plan on .

School Site Council Membership California Education Code Section 64001(g) requires that the Single Plan for Student Achievement be reviewed and updated at least annually, including proposed expenditures of funds allocated through the ConApp, by the School Site Council (SSC). The current make-up of the SSC is as follows:

Name of Members Principal Certificated

Staff Classified

Staff

Parent or Community

Member Student Steven Perfect X

Kristina Ariniello X

Andrew Maxwell X

Kelly Lewis X

Vacant X

Rachel McClanahan X

Rebecca Castro X

Julie Salmonson X

Michelle McEntee X

Jezebel Cabrera X

Number of members in each category 1 3 1 5


2

English Learner Advisory Council Membership Education Code Section 52176 (a) states that each school with more than 20 English Learners shall establish a school level advisory committee. Parents or guardians, or both, of EL pupils who are not employed by the district shall constitute a majority of the committee.

Name of Members Principal Certificated

Staff Classified

Staff

Parent or Community

Member Student Steven Perfect X

Teresa Ramos X

Elizabeth Rodriguez X

Rebeca Castro X

Number of members in each category 1 1 2 (If the members of a properly constituted English Language Advisory Council (ELAC) voted to give over their governance to the School Site Council (SSC), please list the names of those people who voted. Giving over governance needs to be re-voted every 2 years.)

o The ELAC has voted to give governance to the SSC on this date: _________________

o The name of the parent ELAC representative to SSC is: __________________


3

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: Signature of Authorized

Representative English Learner Advisory Committee

All Staff

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:

Steven Perfect, Principal Date

SSC Chairperson Date


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District information

District Profile Ventura Unified School District is the third largest district in the county and located on the California coastline, 63 miles northwest of Los Angeles. More than 17,000 students in grades kindergarten through twelve receive a rigorous, standards-based curriculum from dedicated and highly qualified professionals. The district is comprised of 17 elementary schools, 4 middle schools, 3 comprehensive high schools, 1 continuation high school, and 1 alternative high school.

District Vision In the Ventura Unified School District, all students will receive an exemplary and balanced education fostering a life-long passion for learning and engagement. We demand excellence of ourselves because our supportive community has entrusted us with their children.

District Mission The Ventura Unified School District will educate all students in safe, healthy, and high performing schools. We will inspire all students to excel academically, honor the unique qualities and diverse backgrounds of all students, build supportive relationships, guide all students to reach their full potential, motivate all students to successfully pursue their chosen life path, and engage all students to become responsible and contributing members of society.

Governing Principles • Every student can learn. • We will make decisions in the best interest of students. • We will value and celebrate diversity, and treat all people with dignity and respect. • We will operate in a fiscally responsible manner. • We will work as a team. • We will maintain a working environment that promotes professional growth and excellence. • We will celebrate and recognize success, creativity and achievement through a variety of indicators. • We will embrace families and the community as partners in education.


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School Information

School Profile During the 2016-17 school year, Will Rogers served 538 students in grades K-5. Student enrollment included 7.4% students with disabilities, 45.5% English learners, 69.3% socioeconomically disadvantaged, and 0.4% foster youth. Located in beautiful mid-town Ventura, Will Rogers is a traditional calendar K-5 elementary school that is walking distance to the Pacific Ocean. Single-family residences along with a few moderate income apartment buildings provide housing for our neighborhood students. In addition to servicing neighborhood children, our school is also home to children from the Ventura Avenue corridor, which is made up of low to moderate-income housing. The school is nestled within commercial enterprises that include several fast food restaurants, retail stores, car dealerships, as well as Ventura’s largest retail mall. The Will Rogers two-way immersion program serves kindergarten-fifth grade. The campus also has a VNFL (Ventura Neighborhood for Learning-Family Resource Center), as well as a Jumpstart preschool with 40 spaces for their morning/afternoon programs. The VNFL is a valuable resource to families with very young children. They offer hands on parenting classes (Play and Learn) to families living in mid-town Ventura. They also provide information, guidance and support about various Ventura county medical and social services. Dental and Vision Care (dental van) as well as other community services available to low income families. The Jumpstart Preschool located on our campus serves 40 Low-income students from the city. Approximately 25% live in the Will Rogers attendance area while the other 75% come from other areas of the city. The program offers a morning or afternoon session. Will Rogers features an Extended Day Kindergarten program (7:55-1:15) and an average K-3 enrollment of 24/1 (Class Size Reduction). The instructional program for all students beginning in kindergarten is a 50/50 Sequential 2-Way immersion program. All students will begin reading instruction during K/1 and begin reading instruction in the second language at the beginning of 2nd grade. Will Rogers fourth and fifth grade classes have an average enrollment of 30. Will Rogers has (4) 2-Way immersion kindergarten classrooms, (4) 2-Way immersion first grade classrooms, (4) TWI second grade classrooms, (4) third grade, (3) fourth grade, and (3) fifth grade two-way immersion classes. Will Rogers recently (Spring 2014) upgraded its technology through the addition of a new computer lab with 40 new computers. The library is equipped with four computers respectively making a total of 82 networked classroom computers for student use (Accelerated Reader, educational research, educational games, typing Word documents). All classrooms are equipped with a interactive whiteboard and Docu-Cams to enhance instructional practices. Will Rogers also has a 35 station Computer lab staffed by a three-hour technology paraeducator. Programs include: Accelerated Reader, SuccessMaker, Office 2014, and access to the Will Rogers website which features educational links to Tumblebooks, Everyday Math skill links, Practice Math drill games, among others. The school's library is open daily during lunch and recesses for three hours each day. Children may return/check out books, read quietly, take an AR quiz or research the internet to complete assignments. After school opportunities/services – the school offers several afterschool programs one day a week from 2:20-4:00. Transportation is provided to those who normally ride the bus. Additionally, the Las Posas Childcare program is available until 6:30 pm each weekday. Will Rogers is proud to implement all facets of the VUSD Wellness policy. Our Healthy Schools Grant enables us to offer free breakfast and lunch to all students. The cafeteria features locally grown farm fresh salad bar in addition to the daily entrees. The staff sets high expectations for Health and Fitness by teaching the Sparks physical education program 100 minutes a week, and teaching nutrition and how to care for our earth with its three large gardens.


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Student Enrollment by Ethnicity – 2016-17

Student Enrollment by Grade – 2016-17

1.3%0.4%

0.2%

76.4%

17.7%

4.1%

Black or African American

American Indian or Alaska Native

Asian

Hispanic or Latino

White

Two or More Races

0

20

40

60

80

100

120

Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

8496

101 9577 85


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Student Enrollment by Subgroup – 2016-17

Highly Qualified Teachers The Ventura Unified School District and its governing board desire “to employ the most highly qualified person available for each open position. The Superintendent or designee shall develop recruitment and selection procedures which include:

• Assessment of the district's needs for specific skills, knowledge and abilities • Development of job descriptions which accurately describe all essential and marginal functions and duties

of each position • Dissemination of vacancy announcements to ensure a wide range of candidates • Screening procedures which identify the best possible candidates for interviews • Interview procedures which determine the best qualified candidate for recommendation to the Board

The Superintendent or designee shall recommend only those candidates who meet all qualifications established by law and the Board for the position. Nominations for employment shall be based upon screening devices, interviews, observations and recommendations from previous employers.” (Board Policy 4111) “Recognizing the importance of teacher effectiveness in improving student achievement, the Governing Board desires to recruit and hire teachers for core academic subjects who possess the subject matter knowledge and teaching skills required by the federal No Child Left Behind Act (NCLB). All teachers employed to teach core academic subjects shall be "highly qualified" as defined by federal law and the State Board of Education.” (Board Policy 4112.24) Ventura Unified School District is not considered a high-need district in regards to acquisition of high quality, highly-qualified teachers; therefore its schools do not qualify as “high-need” schools. A “high need local educational agency” is defined (NCLB, Public Law 107–110) as:

• that serves not fewer than 10,000 children from families with incomes below the poverty line; or ‘‘(ii) for which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line; and

• for which there is a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach; or ‘‘(ii) for which there is a high percentage of teachers with emergency, provisional, or temporary certification or licensing.

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

SocioeconomicallyDisadvantaged

EnglishLearners

Students withDisabilities

FosterYouth

69.3

45.5

7.40.4

Perc

enta

ge


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Based upon the most current data available (2010 U.S. Census Bureau http://www.census.gov/cgi-bin/saipe/saipe.cgi, the district’s estimated percentage of student population of children ages 5-17 living in poverty is 12.8%. For the 2016-17 school year, there are no teachers working out of field, on an emergency provision, or temporary certification or licensing. The Ventura Unified School District’s Human Resources Division is responsible, in partnership with Will Rogers Elementary School’s administrative team, for recruiting and placing qualified teachers in the classroom. To date, the district only employs highly qualified teachers to fill vacant teaching positions. When a vacancy exists, teaching positions are posted on the EdJoin.org website. All applicants must have the following to apply:

• Letter of Application • Resume • Three Letters of Reference • Copy of Credentials • Copies of Transcripts* • Copy of CBEST, MSAT, CSET, or PRAXIS Test Scores* (*not required for non-academic Adult Ed

assignments) The Ventura County Office of Education (RCOE) conducts a review of teaching assignments for schools in Deciles 1-3 on an annual basis; any irregularities noted are corrected immediately by the district’s Human Resources Division. In the county’s most recent review of Ventura Unified School District’s teacher assignments, there were no misassignments reported.

Program Improvement School Will Rogers is currently in Year 5 of Title I Program Improvement. At the beginning of each school year, parents are notified in writing and in an understandable language of the school’s identification as a PI school based upon the state’s most recent accountability cycle. Parents may be given the opportunity to transfer their child to another school within the district that is not a PI school.

Magnet School Assistance Program Grant Ventura Unified School District was awarded a federal grant from the Office of Innovation and Improvement in August of 2013. The Magnet School Assistance Program (MSAP) grant was awarded to assist VUSD to implement a voluntary desegregation plan to reduce Hispanic isolation. The grant totaling 10.2 million, given over 3 years, will be used to accomplish 5 goals:

• Reduce Hispanic isolation through magnet schools • Promote increased interaction among students of different backgrounds • Demonstrate achievement of high academic standards in ELA and Math • Promote parental decision making and involvement • Support the development and implementation of magnet schools

The grant provides support for 6 project schools: Academy of Technology & Leadership at Saticoy, EP Foster, Montalvo, Mound, Sheridan Way and Will Rogers. Common practices of the grant include a focus on STEM through a partnership with Cal State University, Channel Islands, integration of technology for teaching and learning, common professional development in math and visible thinking strategies and extensive support staff to encourage change and implementation fidelity


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Comprehensive Needs Assessment Will Rogers completed a comprehensive needs assessment survey of all students enrolled, including migratory students, which included the analysis of student performance in relation to the state academic content standards. During staff meetings, grade level meetings, and leadership team meetings, all staff considered the results of the following to identify areas of strength and weakness:

ü Analysis of Student Performance Data: o CELDT Reports o Benchmark Assessment Results o Curriculum-based Assessment Results o Student Work including journals o Progress Monitoring o DRA o DIBELS/IDEL o CAASPP – English Language Arts, Math & Science o Teacher Created Assessments o Adept o Attendance o Staff/Parent Input o Suspension/Expulsion Data o Theme Projects

ü California School Climate Survey Conclusions from the needs assessment survey were used to identify SPSA goals and program support goals.

Transition from Preschool to Kindergarten Ventura Unified School District Office of Educational Services, Child Development Programs Division, manages and coordinates early childhood programs to support the social, emotional, physical, and educational needs of the child in a safe and healthy environment. Teaching staff are fully credentialed through the California Commission on Teacher Credentialing. Support staff are well trained and knowledgeable of community resources, mental health, social services, health, and nutrition.

• Jumpstart State Preschool Program: designed to prepare children for successful entry to kindergarten. The curriculum offers children opportunities to learn by being actively involved with developmentally appropriate materials in the areas of language, cognitive, social, emotional, creative, and physical development. Staff follow an integrative curriculum that is founded on theories of High Scope and the NAEYC Curriculum Guidelines for Young Children. Reading and literacy instruction are aligned to the district’s Language Arts Standards. Jumpstart utilizes a developmental continuum and benchmarks to document and evaluate student learning. Students are engaged daily in language/literacy lessons, as well as ten developmentally based center activities. Children receive a “no cost” nutritionally balanced meal each day. Each Jumpstart Preschool classroom is composed of a Site Leader (Director) and two qualified classroom teachers. The program is structured to provide back-to-back instruction, more commonly known as team teaching. Morning and afternoon sessions are offered. The Jumpstart State Preschool Program offers morning and afternoon sessions at:

o E.P. Foster Elementary o Montalvo Elementary o Portola Elementary o Sheridan Way Elementary o Academy of Technology and Leadership at Saticoy o Will Rogers Elementary School

• Ventura Neighborhood for Learning (VNfL): funded by First 5, provides early learning and family

support services for children ages 0 - 5 and their families who live within the Ventura Unified School District boundaries.


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Nutrition Ventura Unified School District’s governing board recognizes the link between student health and learning and ensures a comprehensive coordinated school health program approach that supports and reinforces health literacy through health education, physical education, health services, nutrition services, psychological and counseling services, health promotion for staff, a safe and healthy school environment with parent/guardian and community involvement as outlined in Board Policy 5030 (Student Wellness). The board policy was developed with the involvement of parents/guardians, students, school food service professionals, teachers, school administrators, Board representatives, and members of the community.

• Nutrition Education and Physical Activity Goals - the district's health programs, including health, nutrition and physical education, are based on current scientific and educational research, meet state standards, are consistent with the expectations established in the state's curriculum frameworks, and designed to build the skills and knowledge that all students need to maintain a healthy lifestyle. Health, nutrition and physical education are provided as part of the health education program in grades K-12 and, as appropriate, integrated into core academic subjects and offered through before-and-after-school programs.

• Foods and beverages - all foods and beverages available to students, including foods and beverages provided through the National School Lunch Program, student stores, vending machines, fundraisers, or other venues meet or exceed state and federal nutrition standards. It is integral to the district’s culture to support Safe, Healthy and High Performing Schools at every occasion. For example, nutritious items and activities are served at occasional class parties or celebrations which are held after the lunch period. Healthy foods or non-food items only are used as incentives or award.

• Health Education - all students in grades K-12 are afforded opportunities to be physically active on a regular basis. Opportunities for moderate to vigorous physical activity are provided through physical education, recess, school athletic programs, extracurricular programs, before and after-school programs, and other structured and unstructured activities.

Will Rogers provides the following programs on campus to promote healthy lifestyle standards and choices:

• National School Lunch Program - a federally assisted meal program which provides nutritionally balanced, low-cost or free lunches to children each school day. VUSD Child Nutrition Programs’ Nationally acclaimed Farm-to-School Salad Bar program and scratch cooked meals meet and exceed the Healthy, Hunger Free Kids Act of 2010 and the July 1, 2012 Federal meal regulations.

• School Breakfast Program - a federally funded program which provides nutritious breakfasts to children at reasonable prices is available.

• Child Nutrition Services operates the Healthy Schools Project - provides learning opportunities for students to make healthy choices through a variety of hands-on experiences. Classroom lessons are standards-based and include label reading, making good food choices, and cooking. Students learn to recognize the link between food production and consumption by participating in school gardening activities. Exploring nature and gaining real world learning in math and science are two additional and important components of school gardens. These lessons are reinforced by utilizing the school cafeterias as the practical learning lab for these life skills.

• Harvest of the Month (HOM) Program - a different locally grown seasonal fruit or vegetable is featured each month. Classroom teachers offer samples of the produce and give information on the crop. Special salads showcasing the Harvest of the Month produce are served each week at the school salad bar to reinforce classroom lessons. Each month, school libraries feature a storybook for the month's HOM fruit or vegetable.

• Farm-to-School Salad Bar - the cafeteria offers a daily Farm-to-School salad bar with a variety of fresh, seasonal produce purchased from local farmers to the extent possible. Area farmers visit schools to do Farmer in the Classroom lessons and provide mini farmers' markets to students.

• SPARK (Sports, Play & Active Recreation for Kids!) - research-based physical activity/physical education curriculum.

• School Garden - provides the opportunity for children to learn about nutrition, the growing seasons, and the environment. The Healthy Schools Project provides for the creation and operation of the school garden as a collaborative effort and links the school cafeteria, gardens and classrooms with district staff, parents and others, such as UCCE Master Gardeners. School garden produce is featured in the school cafeteria.


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Bully Prevention, Violence Prevention, and Substance Abuse Curricula All persons are to be treated with dignity and respect; therefore, the district, schools, students, parents/guardians and community have an obligation to promote mutual respect and safe, harmonious relations that support dignity and equality. The Ventura Unified School District has in place policies, procedures, and practices that are designed to reduce and eliminate bullying and harassment as well as processes and procedures to address incidents of bullying and harassment when they occur. Will Rogers’ behavior standards are aligned to district standards, including the application of standards for bullying behavior fairly and consistently. Will Rogers follows district guidelines, policies and procedures according to the Education Code as well as school rules pertaining to related matters such as bullying suspension and expulsion, student expression, and the rights and responsibilities of students. School administration and teaching staff are qualified to recognize, manage, and respond to unacceptable behaviors to support a safe and respectful learning environment. Will Rogers’ staff follow Lesson One, Asset Development, and Dr. Randy Sprick’s CHAMPs programs to support student instruction, professional development, and classroom management practices associated with bullying and harassment. Each program focuses on building a healthy environment to reduce classroom disruptions, increase student safety, and motivate student learning. Will Rogers has adopted the following district-approved programs aimed at keeping students safe at all times and promoting healthy habits and choices.

• The Great Body Shop - includes curricula about harassment/bullying for K-5.

Community Resource Guide The Ventura Unified School District publishes a Community Resource Guide for its student, parents, and community. The guide is available at the district office and on the district website www.venturausd.org. The guide provides local and community resource contact information for:

• After School Childcare & Activities • Alcohol, Tobacco, Other Drugs • Clothing, Food, Shelter • Confidential Teen Services • Counseling • Educational Resources • Family Support • Health Information • Healthcare • Hot Line Numbers • Local Alcohol & Drug Intervention List • Low or No-Cost Health Insurance for Children • School-Law Partnership • Student Assistance/Support • Transportation • Tutoring


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Programs Included in This Plan The School Site Council intends for Will Rogers to participate in the following programs:

State Programs Allocation Supplemental Funds Program

2017-18 Budget $ 91,058 + 2016-17 Carryover $16,822 $ 107,880.00

Site Based Funds Program 2017-18 Budget $20,892 + 2016-17 Carryover $13,973

$ 34,955.00

Total amount of state categorical funds allocated to this school:

$

142,835.00

Federal Programs Under the Elementary Secondary Education Act Allocation Title I, Part A: Schoolwide Program

2017-18 Budget $83,297 (includes $1,592 parent involvement) + 2016-17 Carryover $35,667 Purpose: Upgrade the entire educational program of eligible schools in high poverty areas.

$ 118,964.00

Total amount of federal categorical funds allocated to this school:

$

118,964.00

Total amount of state and federal categorical funds allocated to this school: $ 261,799.00


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2017-18 School Goals for Improving Student Achievement

VUSD - Local Educational Agency Plan Goals Goal #1: All students will reach high standards, at a minimum attaining proficient or better in reading and mathematics. Goal #2: All English Learners will become proficient in English and reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Goal#3: All students will be taught by highly qualified teachers. Goal #4: All students will be educated in learning environments that are safe, drug-free, healthy and conducive to learning. Goal #5: All students will graduate from high school.

VUSD - Local Control Accountability Plan (LCAP) Goals Goal #1: Increase Student Achievement – Increase student achievement for all students while decreasing performance gaps. Goal #2: Student Connections to School – Provide a safe and secure environment for all staff and students. Goal#3: Family Involvement – Increase parent and community involvement.

2017-18 School Goals for Improving Student Achievement 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 state standards. As a result, we have adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards. Statewide Smarter Balanced Assessment Consortium testing will be implemented this spring and will serve as a baseline from which we will monitor progress. Goal #1: Bilingualism and Biliteracy- Students will demonstrate increased levels of proficiency in English and Spanish, as well as, increased levels of academic proficiency in English and Spanish.

Goal #2: Greater Student Connectedness to School- Improve Student Connections to School by providing a safe, nurturing and secure environment. Goal #3: Increased Family Participation: Provide more opportunities for parent/family involvement and increase participation in school activities.


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Goal #1: Bilingualism and Biliteracy- Students will demonstrate increased levels of proficiency in English and Spanish, as well as, increased levels of academic proficiency in English and Spanish.

Describe how this goal aligns to the district’s LCAP goals:

Aligns with LCAP Goal #1- Increase Student Achievement: Increase student achievement for all students while decreasing performance gaps

What data was used to form this goal:

California English Language Development Test (CELDT), Spanish IDEA Proficiency Test (IPT, APRENDA, CAASPP, ADEPT, District Benchmarks

Individuals Involved in analyzing data and formulating goal:

All teachers, Principal, School Site Council (SSC), English Learner Advisory Committee (ELAC)

What did the analysis of the data reveal that led to this goal:

English -CELDT Annual Measurable Achievement Objectives (AMAO) #1 English Learner students showing progress to proficiency results show increase: 2014 49.2% 2015 52.0% 2016 55.5% Spanish- IPT 2014: 20% of 1st grade and 68% of 4th grade scored at the D, E, or F level on the Spanish IPT 2015: 27% of 1st grade, 72% of 4th grade, and 82% of 5th grade scored at the D, E, or F level. 2016: 42% of 1st grade, 59% of 4th grade, and 86% of 5th grade scored at the D, E, or level. To be considered fluent, students need to reach the F level by the end of 6th grade. Spanish- APRENDA % Scoring at or Above National Average 2014: 3rd grade 60% Reading 62% Mathematics 2015:3rd grade 72% Reading 74% Mathematics 5th grade 93% Reading 2016: 3rd grade 90% Reading 85% Mathematics 5th grade 82% Reading CELDT, IPT, and APRENDA results generally show students increasing language proficiency. However, there is still a clear need to ensure students are achieving at grade level. California Assessment of Student Performance and Progress (CAASPP)-Smarter Balanced Assessment Consortium (SBAC) Testing 2015 Result 2016 Goal 2017 Result 2015 2016 Goal 2016 Result Grade ELA Math % Met or Exceeded Standard % Met or Exceeded Standard 3 18 23 41 39 44 37 4 34 39 39 39 44 40 5 46 51 42 36 40 29


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Identify targeted student groups and expected growth:

Our CELDT goal for AMAO #1 for 2017: 60% Our IPT goals: 1st 60% 4th 75% 5th 90% APRENDA: 3rd 75% Reading 75% Math 5th 90% Reading 90% Math

What data will be collected to measure student achievement?

California English Language Development Test (CELDT) , Spanish IDEA Proficiency Test (IPT, APRENDA, CAASPP, ADEPT, District Benchmarks data reviewed at staff and PLC meetings

Identify the process for monitoring and evaluating collected data:

CELDT, IPT, APRENDA, CAASPP, ADEPT, district benchmark data reviewed at staff meetings and grade level meetings. Each grade level team will maintain a current data template to monitor student progress.

Describe the actions to improve achievement to exit program improvement (if applicable):

Reach Safe Harbor Goals when established by State of California


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Strategies/Action Plans Start &

Completion Dates

Personnel Responsible

Funding Source & Amount

Process for Evaluation of

Implementation

Continue to implement the Two Way Immersion Language Program (50/50 Sequential Model) K-5 to increase academic achievement and attract diverse families. Will Rogers will need the continued guidance and support of the VUSD Student Performance and Multilingual departments via professional development, supplemental instructional materials, and support staff. Will Rogers will need to focus on the ELD components of the new ELA Benchmark curriculum to determine the best implementation model for TWI. Will Rogers will need training in the new California English Learner assessment (ELPAC) when it becomes available

Ongoing Principal Teachers

Student incentives $1,000 Site Based County trainings $200 Site Based Supplemental instructional materials $5,000 Title 1 Substitutes for professional development for teachers to assess students 1:1 and have grade level PLC and articulation $11,420 Supplemental $11,557 Title 1 Stipends to attend professional development for Job Share Teachers: $590 Site Based $590 Supplemental

Grade level PLC, leadership, and staff meetings will be used to analyze student data every 4-6 weeks. Parent nights, ELAC, PTA, and SSC will be utilized to capture parent input and feedback.

Review grade level CAASPP, benchmark, and curriculum-based assessment data including strand data to plan areas of concentration and emphasis

Release days for assessments, strategic planning and implementation of instruction based on data

Principal, teachers

Sub days for testing and review of data. See cost above

Review of PLC agendas and templates emphasizing areas for follow-up

Continuing implementation of PLC collaboration structures to review common assessment data

Monthly staff meetings

Principal, teachers

Included in sub days above

Review of staff meeting agendas, exit cards from staff meetings, and grade-level PLC templates

Principal and teacher leaders will participate in district ELA/SLA trainings

ongoing Principal, teachers

N/A District sign in forms


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Completion Dates




Implementation

Classroom supplies and copy costs to support instruction

ongoing Principal, All teachers

Graphics: $5,000 Title 1 Instructional Supplies/Books (allocated above)

N/A

Individualized support in ELA/SLA and math and foster lifelong readers with MobyMax and Accelerated Reader programs – Renewal R and Learning A-Z license, and BrainPop Part-time librarian and computer lab tech

Ongoing N/A 3 hr library tech: $4,606 Site Based $9,901 Supplemental $4,749 Title 1 3.5 hr computer lab tech: $23,939 Title 1 BrainPop: $2,500 Restricted Lottery Accelerated Reader: $3,622 Learning A-Z: $2,088 Restricted Lottery\

Student Achievement Data Tech usage reports

Provide small-group differentiated instruction for ELD and RTI with one full time and one part-time hourly teachers and paraeducator support

Ongoing Principal, teachers

Part-time hourly intervention teacher: Supplemental Intervention Funding $22,113 Additional intervention teacher hours: $10,946 Supplemental Testing and assessment extra teacher hours: $583 Site Based Paraeducator student assessment: $2,173 Supplemental $2091 Title 1 Intervention Planning: $1,760 Site Based $2,418 Title 1 2 hr bilingual para: $10,911 Supplemental 3 hr bilingual para: $11,721 Supplemental 3 hr bilingual para: $19,197

Skill-Specific Assessments


18

Goal #2: Greater Student Connectedness to School- Improve Student Connections to School by providing a safe, nurturing and secure environment.


Aligns with LCAP Goal #2- Student Connection to School: Provide a safe and secure environment for all staff and students.


California Healthy Kids survey, Student Support Services Behavior Data, SAP/SST logs, counselor logs


Staff, SSC, ELAC.


Overall trends for Attendance show improvement and suspension rates are on a downward trend though 2016-17 showed a slight increase over previous year.

Identify targeted student groups and expected growth:

Students receiving Notices of Chronic Absenteeism/Students receiving Conduct Referrals

What data will be collected to measure student achievement?

Counselor visits, SAP and SST referrals, SARB referrals, Suspensions, Conduct Referrals, Health Office visits


Share at Staff meetings, SAP and SST Teams, Site Leadership,


19


Completion Dates




Implementation

School counselor on site 8am-1pm Tuesday-Friday

ongoing School counselor

N/A Log visits

Lunch Bunch Social Skills Groups

ongoing Principal, counselor, hourly noon-duty supervisors

Hourly, Supplemental $450

Less Behavior Referrals

Positive Playground supports to foster a bully-free, engaging environment -training for playground supervisors and paras -additional para support -equipment for games, activities, and sports

ongoing Principal, playground supervisors

$2,500 Supplemental Extra para hours: $5,000 $1,000 Title 1

California Healthy Kids Survey data 2018 Student survey data Bullying report forms

Student assemblies supporting enrichment including drama, music, and environmental science

ongoing Principal, teachers

PTA $3,000 Staff and parent feedback

Enrichment opportunities including Cross Country, Leadership, Green Team, Gardening Club, Robotics, LEGO, Code.org, and Talent Show

ongoing Principal, PTA liaison, Hourly Teachers

See afterschool program budget above Garden Club, Talent Show, 5th grade Field Trip, Leadership, Yearbook, Cross Country Coordinators: $3,550 Site Based $500 for garden supplies National Philanthropic Trust

Staff and parent feedback

Student field trips to support classroom instruction and provide enrichment.

ongoing Principal, PTA liaison, teachers

$10,000 PTA $1,500 Title 1

Student, Staff and parent feedback

Provide extra clerical support to manage: student data for academics, behavior, and attendance

Ongoing Office Staff Title 1 $3,900

Timesheets


20

Goal #3: Increased Family Participation: Provide more opportunities for parent/family involvement and increase participation in school activities.


District LCAP Goal #3: Increase parent and community involvement


Underperformance of subgroups at Will Rogers in Academic Achievement. New goal for SPSA. Various measures to be identified for determine participation.


Staff, SSC, ELAC, PTA


Under representation of English Learner boundary families at many school sponsored events. Spanish speaking families underrepresented in PTA and volunteer roles.

Identify targeted groups and expected growth:

Spanish speaking families and all families.

What data will be collected to measure family involvement?

Parent and teacher surveys/ sign in sheets for multicultural events, district PAC, and Dual Language PAC, DELAC, ELAC, PTA, Curriculum Nights-District and Site, VACE enrollments, District Programs like Latino Family Literacy Project


Principal, SSC, PTA, ELAC, Site Leadership Team review

Describe the actions to improve achievement to exit program improvement (if applicable):

N/A.


21


Completion Dates




Implementation

Adult Education Courses and District Initiatives for classes: ESL, Math Family Classes, Latino Family Literacy Project

Ongoing Principal, VACE staff, childcare supervisors, District (Migrant and M&M staff)

$2,500 Supplemental Additional childcare/split with M&M dept. No cost for Migrant/VACE instructors

Rosters and sign in sheets

Student recognition assemblies Ongoing Principal, teachers

PTA $3,000 Staff and parent feedback

Student field trips to support classroom instruction and provide enrichment.

Ongoing Principal, PTA Liaison

$10,000 PTA $1,500 Title 1

Staff and parent feedback

Garden days and nights, Movie Nights, Jog-a-thon, International Day Halloween Parade Dia de los Muertos Celebration First Wednesday Announcements Cross Country events

Ongoing Principal, PTA Liaison, Family Liaison Teachers

See afterschool program budget above Stipend Garden Coordinator $532 Site Based $500 for garden supplies National Philanthropic Trust

Staff and parent feedback Timesheets

Music teacher provides 8 lessons per class throughout the year

Ongoing Teacher PTA funded Staff and parent feedback

Increase Parent/School Collaboration through outreach -STEAM Night to showcase science theme projects and increase parent participation in school activities -Parent tours and participation in community activities to promote family involvement and attract diverse families

Ongoing Spring 2018 Fall 2017 and Spring 2018

Principal, Family Liaison Principal, Family Liaison Principal, office manager, teachers

Family Liaison hrs funded by Supplemental1 hr: $3,083 Title 1 2hr. $6.445 Translation and Child Care: $3,000Title 1 Staff stipends: $2,000 Site Based Teacher stipends: $1,165 Title 1 Sub costs included above Hospitality $1,000 Site-Based

Number of families on Parent Connect Number of Families Applying to School of Choice Parent participation at school events

Cultural Liaison Ongoing Teacher $866 stipend Site Based Funding

Timesheets/collaboration log with AMS/MES/VHS


22

2017-18 Centralized Support for Planned Improvements in Student Performance

VUSD - Program Support Goals The Student Performance and Program Evaluation Department provides direction, coordination, and assistance to schools in carrying out a District Title I program for disadvantaged students. These include areas of program development, Single Plan Review, management, legal compliance, evaluation, fiscal accounting, staff development, and community advisory processes, as well as responsibility for District and state required reports and documents. The Director and teacher specialists provide technical assistance for schools. Multilingual/Multicultural Education The Multilingual and Multicultural Education Department provides centralized services to support English Learners at all schools in accordance with the VUSD English Learner Master Plan. The department supports program design, planning and articulation, professional development, program evaluation, parent involvement, management of fiscal resources, community awareness, and support of world language instruction and multilingualism in VUSD schools through course development and curriculum selection. VUSD promotes and celebrates multilingualism with the VUSD Multilingual Recognition Seal and the California State Seal of Biliteracy. The Department assists schools in providing this recognition for graduating seniors each year. District translation support is offered through the Multilingual and Multicultural De3partment and by staff at many schools. Curriculum & Instruction The Curriculum & Instruction Department provides leadership and support for VUSD staff by coordinating the development, alignment, and implementation of standards, assessments, curriculum, instruction, staff development, and support services to ensure each student meets or exceeds grade level content standards. The education of the whole child, academically, as well as socially and emotionally, is our goal. Gifted and Talented Education The Gifted and Talented Education Office provides direction, coordination, and assistance in carrying out the GATE Program. This includes accounting, management, legal compliance, evaluation, placement and identification, the community advisory processes, as well as providing District and state required reports. Assistance to schools is provided by the GATE Coordinator and secretary. Migrant Education The Migrant Education Program provides for the coordination and implementation of various services in partnership with the Ventura County Office of Education, and the local colleges and universities. Services include identification and recruitment, monthly parent advisory committee meetings, early child development supports, supplemental instruction, summer school, emergency medical services, Spelling, Speech & Debate Tournaments, college tours, academic counseling, credit recovery courses, Family Literacy Programs, Migrant Family Conference, informational events, computer program trainings, accounting, management, legal compliance, evaluation, as well as providing district and state required reports. Services are provided to academically support and ensure that migratory students receive the appropriate opportunities to help reduce with the educational disruption and other problems as a result of repeated moves. Service to the schools are provided by the Migrant Education Coordinator and the Migrant Liaison/Recruiter. Indian Education The Indian Education Program is a federally-funded program serving only American Indian or Alaskan Native students in all grade levels who have an Indian Student Eligibility Certification Form 506 completed by their parents and on file in our Indian Education Office. The main focus of the program is to encourage all students of American Indian descent to finish high school and attend college. The Indian Education program was implemented to reduce the high drop-out rate among Native Americans throughout the United States Elementary grade students (K-6) are engaged in a rigorous, standards-based hands-on Indian Education curriculum and reading development. Students participate in fun activities which explore their Native American history, heritage, and culture. Intervention and tutoring are available based on individual progress in meeting state proficiency standards and basic skills acquisition.


23

All qualifying 6-12 students have access to counselors who are experienced in working with students of American Indian and Native Alaskan descent in the areas of personal and academic counseling as well as tutoring in all areas of the middle school and high school curricula. Students in grades 6-9 are engaged in cultural presentations, heritage lessons, successful time management and study skills lessons, goal setting for middle school success and high school expectations, thinking about college and post high school educational and career planning, and basic skills support for language, reading and mathematics. Students in grades 9-12 are provided career counseling which includes information about special grants, scholarships, and financial assistance, and are engaged in activities to facilitate a better understanding in such areas as individual tribal history and history of other tribes. Instruction and support are administered at each qualifying student’s school site through a series of monthly sessions which may include 1) small group instruction based upon reading and language development, through interactive discussion, 2) hands-on learning activities, 3) booklets, and 4) computerized lessons. The school’s Indian education teacher or 6-12 counselor work with the district’s Indian Education Coordinator to develop a specialized curriculum and appropriate support services. Tutoring services are determined by the school administrator and Indian Education Coordinator. After School Education & Safety Program Addison (Olive) Boys & Girls Club 1440 Olive Street Ventura, CA 93001 West Park Boys & Girls Club 234 Vince Street Ventura, CA 93001 Will Rogers’ students may participate in after school academic intervention and enrichment to support instruction and extend the school day through the ASES Grant. ASES services are provided at two locations: 1) Addison Boys and Girls Club and 2) West Park Boys and Girls Club. The after school program employs a hands-on, student-centered approach to combine academics, youth development, enrichment, and recreation through a variety of activities. Students who have been identified as at-risk or academically deficient (including special education and EL students) are given first priority to participate in the ASES program; however, provided space is available, any student may attend. Each afternoon is divided into three time periods to accommodate homework completion/support, academic intervention/enrichment, and youth development/recreational activities. Students visit the mini computer lab a minimum of 15 minutes daily to access skill-based software programs to support academics and assess student progress. Youth development/recreational activities include yoga classes, gardening, and healthy lifestyle workshops. The district’s ASES Teacher Specialist and school site’s ASES Director use a monthly chart (aka “linking tool”) to communicate academic focus areas, needs, and activities that may be implemented to support after school activities. The monthly communication identifies the focus standards for each grade level in four content areas as well as suggestions for academic support, enrichment, and activities (games, etc.). The ASES Director and ASES staff use the monthly chart to define expectations and structure for afternoon activities (academic intervention, academic enrichment, homework) in language arts, math, science, and social science, with attention to ELD strategies. The ASES Teacher Specialist provides the pacing guides to the ASES Director on a monthly basis. Input from district specialists (math, language arts), benchmark data, and established pacing guides for science and history curricula are used to develop ASES pacing guides for all core subjects. ASES staff receive training to support 1) ancillary/supplemental materials related to the school’s adoptions in language arts and math, and 2) data analysis to increase student achievement in reading and math, and 3) to enhance student understanding of content. Once a month, at a minimum, the ASES Teacher Specialist visits the site’s ASES program to provide staff development for all ASES staff. Training sessions are led by the ASES Teacher Specialist in collaboration with directors and /or program specialists and attended by all ASES staff members. In some cases, the ASES Teacher Specialist will provide training materials to the ASES Teacher Leader who will conduct the month’s training. In 2009-10, the focus for the majority of staff development activities focused on 1) academic vocabulary, 2) Kagan Cooperative Learning Strategies, and 3) the EL learner.


24

During the 2012-13 school year, staff continued to focus staff training activities on prior year’s topics in an effort to develop mastery in applicable skills and knowledge. New training for the 2014-15 school year includes developing the resources and methods to incorporate and deliver academic support addressing the goals of the STEM initiative. The ASES Teacher Specialist coordinates research based regular assessments and evaluations to monitor the program’s effectiveness and student performance. Student assessment results are forwarded to the principal and site directors/teacher leaders on a trimester/quarterly basis; data is used to review and refine program activities, policies, staffing, and professional development. The ASES Teacher Specialist visits the ASES site monthly to observe program operations and effectiveness. Each month, the specialist prepares a summary of findings which includes both program strengths and weaknesses. Deficiencies are immediately addressed and continual efforts are made to improve areas of concern. As a whole, the district’s ASES program has adopted three main goals for improving the ASES program curriculum. Ongoing implementation of the following goals supports 1) program effectiveness, 2) increases mastery of strategies for long-term staff, 3) promotes development of skills in newly hired ASES staff, and 4) enhances opportunities for students to achieve academic success as well as meet state proficiency standards. Goal #1: Increase academic vocabulary

Actions to achieve positive results: • Monthly identification of key vocabulary terms in math, history and science that connect to the

subject matter that students are currently studying during their regular school day • Through training, discuss the various methods to provide vocabulary enrichment (word games,

pictures games, etc.) Self-assessment tools to measure efforts in meeting goal:

• Benchmark data Goal #2: Implement cooperative learning strategies

Actions to achieve positive results: • Identify key strategies which ASES directors are to implement in lesson plans

Self-assessment tools to measure efforts in meeting goal: • Active observation of ASES staff following cooperative learning structure training materials

Goal #3: Adapting academic enrichment to meet the needs of English learners

Actions to achieve positive results: • Use of illustrations to improve understanding of English language • Actively engage students to verbally demonstrate use and understanding of English language • Use of research-based EL teaching strategies such as: TPR, sentence frames, wait time, Think-

Pair-Share Self-assessment tools to measure efforts in meeting goal:

• Benchmark data in language arts


25

References

CAASPP – Grade 3 English Language Arts/Literacy 2016-17

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All Students Tested 96 93 93 11% 25% 24% 41%Male 51 50 50 12% 28% 18% 42%Female 45 43 43 9% 21% 30% 40%African American * * * * * * *American Indian or Alaskan NativeAsianFilipinoHispanic or Latino 76 73 73 5% 25% 27% 42%Hawaiian or Pacific IslanderWhite (not Hispanic) 13 13 13 46% 31% 15% 8%Two or More Races * * * * * * *Socioeconomically Disadvantaged 69 66 66 5% 24% 24% 47%English Learners 43 41 41 2% 17% 20% 61%Students with Disabilities * * * * * * *Migrant EducationFoster Youth

English Language Arts/Literacy2016-17

Grade 3


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CAASPP – Grade 3 Mathematics 2016-17

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All Students Tested 96 95 95 12% 28% 33% 27%Male 51 50 50 12% 36% 30% 22%Female 45 45 45 11% 20% 36% 33%African American * * * * * * *American Indian or Alaskan NativeAsianFilipinoHispanic or Latino 76 75 75 5% 28% 36% 31%Hawaiian or Pacific IslanderWhite (not Hispanic) 13 13 13 46% 38% 15% 0%Two or More Races * * * * * * *Socioeconomically Disadvantaged 69 68 68 6% 29% 31% 34%English Learners 43 43 43 5% 26% 30% 40%Students with Disabilities * * * * * * *Migrant EducationFoster Youth

2016-17

Grade 3

Mathematics


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41% All Students Tested 73 72 72 22% 14% 21% 43%42% Male 31 30 30 17% 10% 13% 60%40% Female 42 42 42 26% 17% 26% 31%

* African AmericanAmerican Indian or Alaskan NativeAsianFilipino

42% Hispanic or Latino 58 57 57 11% 12% 26% 51%Hawaiian or Pacific Islander

8% White (not Hispanic) * * * * * * ** Two or More Races * * * * * * *

47% Socioeconomically Disadvantaged 55 54 54 11% 13% 22% 54%61% English Learners 37 36 36 0% 6% 25% 69%

* Students with Disabilities * * * * * * *Migrant Education * * * * * * *Foster Youth


Grade 4


Grade 3


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* African AmericanAmerican Indian or Alaskan NativeAsianFilipino


0% 69 * * * * * * ** Two or More Races * * * * * * *


* Students with Disabilities * * * * * * *Migrant Education * * * * * * *Foster Youth

2016-17

Grade 3

Mathematics2016-17

Grade 4

Mathematics


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African AmericanAmerican Indian or Alaskan Native * * * * * * *AsianFilipino


* White (not Hispanic) 13 13 13 46% 46% 8% 0%* Two or More Races * * * * * * *


* Students with Disabilities * * * * * * ** Migrant Education * * * * * * *

Foster Youth


Grade 4


Grade 5


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* White (not Hispanic) 13 13 13 31% 31% 38% 0%* Two or More Races * * * * * * *


* Students with Disabilities * * * * * * ** Migrant Education * * * * * * *

Foster Youth

Mathematics2016-17

Grade 4 Grade 5

Mathematics2016-17


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CELDT 2016-17 2016-17

2015-16

2014-15

2016-17

Students Tested BeginningEarly

Intermediate IntermediateEarly

Advanced Advanced

Kinder. 39 36% 13% 31% 13% 8%

Grade 1 39 10% 23% 44% 18% 5%

Grade 2 43 9% 26% 35% 26% 5%

Grade 3 46 11% 20% 46% 20% 4%

Grade 4 42 12% 12% 36% 33% 7%

Grade 5 44 7% 5% 27% 45% 16%

Results Shown as Percentage

2015-16

Advanced Students Tested BeginningEarly


Advanced Advanced

8% Kinder. 45 27% 27% 31% 13% 2%

5% Grade 1 44 9% 23% 34% 20% 14%

5% Grade 2 49 6% 22% 47% 22% 2%

4% Grade 3 45 9% 20% 47% 22% 2%

7% Grade 4 45 16% 7% 40% 29% 9%

16% Grade 5 38 3% 16% 34% 34% 13%

Results Shown as Percentage Results Shown as Percentage

2014-15

Advanced Students Tested BeginningEarly


Advanced Advanced

2% Kinder. 53 38% 23% 23% 13% 4%

14% Grade 1 45 4% 18% 42% 29% 7%

2% Grade 2 44 7% 34% 36% 18% 5%

2% Grade 3 44 14% 18% 43% 16% 9%

9% Grade 4 41 10% 15% 49% 17% 10%

13% Grade 5 34 9% 12% 41% 24% 15%

Results Shown as PercentageResults Shown as Percentage


32

2017-18 Supplemental Funds Program Budget


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2017-18 Site Based Funds Program Budget


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2017-18 Title I Funds Program Budget


35

School-Parent/Home Compact


36

VUSD - Parent Involvement Policy The Governing Board recognizes that parents/guardians are their children’s first and most influential teachers and that continued parental involvement in the education of children contributes greatly to student achievement and positive school environment. In order to engage parents/guardians positively in their children’s education, the superintendent or designee shall ensure that staff members at each school: • Help parents/guardians develop parenting skills and provide home environments that support their children’s

academic efforts and their development as responsible members of society.

• Inform parents/guardians that they can directly affect the success of their children’s learning and provide them techniques and strategies that they may use to improve their children’s academic success and help their children in learning at home.

• Initiate consistent and effective two-way communication between the home and school so that parents/guardians may know when and how to help their children in support of classroom learning activities.

• Receive training that fosters effective and culturally sensitive communication with the home, including training on how to communicate with non-English speakers and how to give parents/guardians opportunities to assist in the instructional process both at school and at home.

• Encourage parents/guardians to serve as volunteers in the schools, attend student performances and school meetings, and participate in site councils, advisory councils and other activities in which they may undertake governance, advisory and advocacy roles.

School plans shall delineate specific measures that shall be taken to increase parental involvement with their children’s education, including measures designed to involve parents/guardians with cultural, language or other barriers, which may inhibit such participation. Parents in Ventura Unified School District are involved in the development of each site’s Single Plan for Student Achievement through surveys, focus groups, and advisory councils. VUSD Board Policy 6020, USC Title 20


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Will Rogers - Parent Involvement Policy Will Rogers will follow the guidelines developed with parent input as listed below in accordance with district, state, and federal guidelines. This policy will be distributed to parents of students enrolled in our Schoolwide Title 1 program, and will be updated periodically. Policy Guidelines • Will Rogers will convene an annual meeting each fall to explain the Will Rogers Title I Program, the school parent involvement policy, and the rights of our Schoolwide Title I parents. Will Rogers will involve parents in an organized, ongoing, and timely way to plan, review and improve planning and policy documents, such as:

• Our School-Parent Compact was developed to ensure that all students have the opportunity to be successful at Will Rogers. It is a written agreement consisting of the expectations Will Rogers has in place for the students, parents and teachers at the school. Compacts are signed by all parties involved during our fall parent conferences.

• Will Rogers shall provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students including providing information and school reports required under Section 6311 in a format and, to the extent practicable, in a language such parents understand.

• The Parent Involvement Policy and a school handbook are distributed to all families at Will Rogers. It is reviewed annually. Single Plan for Student Achievement which is written with input from the principal, the teachers, the ELAC, and the SSC.

• The plan is approved by the SSC, the governing body of the school each February. • The Will Rogers Title One program description is shared in the fall at ELAC, and SSC meetings in

addition to the annual Title I program meeting held each fall. • The Will Rogers SAP and SST meetings are used as a vehicle to strengthen ties between home and

school. • All correspondence to parents is sent home in both English and Spanish. • All of our parents are invited to participate and attend Will Rogers PTA/ELAC/SSC meetings to formulate

suggestions, share experiences with others, and provide input into the school plan. • The Will Rogers Back to School Night and Fall Parent Conferences are utilized to explain information on

specific grade level curriculum and standards. • The following assessments are reviewed with students and parents, and analyzed in collaborative grade

level teams to adjust the instructional program as needed: Universal screening — DIBELS/ADEPT, CST, CELDT, ADEPT/IPT, Math and ELA Benchmarks, Accelerated Reader, DRA, MobyMax, APPRENDA, CAASPP, writing samples, and weekly behavior logs, assessments used to measure and convey student progress to parents on a regular basis.

• Essential Grade level standards that students are expected to meet are shared with parents during the Fall Parent Conferences.

• Materials and training on how to help your child be a successful student are shared during our Fall Parent conferences.

• The Will Rogers website is updated regularly in both English and Spanish.


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Parent Involvement Calendar August First day of school- August 23,2017 Cross Country Parent Meeting –August 30, 2017

February PTA Restaurant Night- February 6, 2018 TWI Orientation- February 8, 2018 PTA Book Exchange- February 9, 2018 Garden Day- February 10, 2018 School Site Council- February 22, 2018 PTA Meeting- February 20, 2018 ELAC Meeting- February 20, 2018 PTA Book Exchange- February 24, 2018

September PTA Book Exchange- September 1, 2017 PTA Restaurant Night- September 5, 2017 Jog-A-Thon Prep- September 12, 2017 Family garden Night- September 14, 2017 PTA Mtg- September 19,2017 Book Fair September 25-29, 2017 Back to School Night- September 28,2017

March Read Across America- March 2, 2018 PTA Family Reading Night- March 2, 2018 PTA Book Exchange- March 2, 2018 PTA Restaurant Night- March 6, 2018 TWI Orientation- March 8, 2018 School Site Council- March 15, 2018 PTA Board Meeting- March 20, 2018 ELAC Meeting- March 20, 2018

October ELAC- October 3, 2017 PTA Book Exchange- October 6,2017 Movie Night October 6, 2017 Family Gardening Night October 12, 2017 PTA Meeting- October 17, 2017 ELAC Meeting- October 17, 2017 School Site Council- October 19, 2017 PTA Book Exchange- October 20,2017 Halloween Parade- October 31,2017

April Restaurant Night- April 10, 2018 TWI Orientation- April 12, 2018 Garden Night- April 12,2018 PTA Meeting- April 17, 2018 ELAC Meeting- April 17, 2018 School Site Council- April 29, 2018 Staff Appreciation Week begins- ? Staff Appreciation Lunch- ? Science Fair-? Carnival – April 27,2018

November PTA Dia de los Muertos- November 3, 2017 PTA Restaurant Night- November 7, 2017 Jog-A-Thon Party- November 9,2017 PTA Meeting- November 15, 2017 ELAC Meeting- November 15, 2017 School Site Council- November 17, 2017 TWI Night- November 17, 2017

May PTA Restaurant Night May 2, 2018 PTA Book Exchange- May 4, 2018 TWI Orientation- May 10, 2018 PTA Board Meet & Greet- May 16, 2018 School Site Council- May 17, 2018 PTA Book Exchange- May 18, 2018 PTA Movie Night- May 18, 2018 ELAC Meeting?

December PTA Book Exchange- December 1, 2017 PTA B & N Restaurant- December 6, 2017 PTA Restaurant Night- December 6,2017 School Site Council- December 15, 2017

June PTA Book Exchange- June 1, 2018 Talent Show- June 7, 2018 STEAM Night -? 5th Gr. Promotion- June 13, 2018 Kinder Promotion- June 14, 2018 Last Day of School- June 14, 2018

January PTA Book Exchange- January 12, 2018 Information Night DATA- January 14, 2018 VUSD Info Night SOC January 18, 2018 PTA Meeting- January 16, 2018 ELAC Meeting- January 16, 2018 School Site Council January 18, 2018 Information Night Anacapa- January 23 , 2018 PTA Book Exchange- January 27, 2018 Read-A-Thon Kick Off Assembly- January 31, 2018


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Districtwide Intervention Programs

Language Arts

Gr. Intervention Model Methodology Research Base Professional Development

K-8 Classroom Teachers Principal PEAK Program ASES Differentiated Instruction Flexible Grouping

Standards-based Instruction Accelerated Reader Gear-Up SuccessMaker RSN Summer Success Write Traits

Graves, 1984 Grade Level Articulation Grade Level LA Liaison Meetings Principals’ Meetings District-based Professional Development

2-8 Before/During (60-90 minutes)/After School Programs Grade Level Groups Intervention Teachers Classroom Teachers District Teacher Specialists

Reading Intervention Corrective Reading

Fountas & Pinnell, 1997 Graves, 1984 Marzano, 2006 DIBELS/IDEL

District-based Professional Development

Mathematics

Gr. Intervention Model Methodology Research Base Professional Development

K-8 Classroom Teachers Principal PEAK Program ASES

Standards-based Instruction Standards-based Instructional Mat’ls Written & Oral Communication Moving with Math The Best Stuff

Graves, 1984 Grade Level Articulation Grade Level Math Liaison Meetings Principals’ Meeting

2-8 Before/During (60-90 minutes)/After School Programs Grade Level Groups Intervention Teachers Classroom Teachers District Teacher Specialists

Math Intervention Classes SuccessMaker

Marzano, 2006 District-based


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Teacher Mentoring Programs The district offers two distinct programs to support professional growth and improve instruction in the classroom. The Beginning Teacher Support and Assessment: Induction Consortium (BTSA) program offers support and assistance to newly credentialed teachers. All participating new teachers are provided peer support over a two-year period. The Peer Assistance and Review (PAR) program is available to veteran teachers who need to improve instructional skills, classroom management strategies, subject knowledge, and/or related aspects of their teaching performance. Experienced and knowledgeable veteran teachers, referred to as “coaches”, are paired with teachers referred to the PAR program to provide individualized guidance, support, and training. Teachers may volunteer for the PSA program or given a formal Improvement Plan as part of their performance evaluation process. The assistance plan may include activities to improve either instructional practice, content knowledge/subject and preparation, or both. Qualified, experienced teachers are assigned to work with PSA teacher volunteers/referrals by demonstrating, observing, coaching, conferencing, referring or by other activities, which, in their professional judgment, will assist in professional growth and improvement. The assigned support provider, PSA participating teacher, and principal work together to establish mutually agreed upon performance goals, develop the assistance plan and develop a process for determining successful completion of PSA Program. Progress is evaluated periodically through written reports which are reviewed with the participating teacher. The Ventura County Office of Education (VCOE) Teacher Support Services has established an integrated system that supports multiple entry points into the teaching profession to provide a skilled, credential teacher for every classroom in Ventura County. The department is a unique blending of support through the learning-to-teach system from pre-service experiences to university teacher preparation to new teacher induction. Teacher Support Services provides a broad range of professional development and services. Program and services are offered locally and within the region reaching VCOE and its 20 districts, charter and private schools, 6 university teacher preparation programs, and Santa Barbara and San Luis Obispo County offices. Classroom Organization and Management Program (COMP) - COMP workshops provide the opportunity to develop Teaching Standard #2-Creating and Maintaining Effective Environments for Student Learning. The program is designed for all teachers; however, new teachers are encouraged to participate in the series. The COMP workshop series includes:

• Module I Organizing the Classroom • Module 2 Planning and Teaching Rules and Procedures • Module 3 Managing Student Academic Work • Module 4 Maintaining Good Student Behavior • Module 5 Planning and Organizing Instruction • Module 6 Conducting Instruction & Maintaining Momentum • Module 7 Getting Off to a Good Start • Module 8 Climate, Communication, and Self-Management


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Professional Development Plan Will Rogers believes strongly in providing all employees opportunities to develop professional skills and abilities as well as acquire training on current trends aimed at improving student achievement. The goals developed for this year’s school plan have identified the areas and groups of teachers that will require additional support and training to ensure students meet state proficiency targets. The School Accountability Report Card, also included in this plan, provides: 1) an overview of the basic structure of staff development practices at the site and district level, and 2) site-based areas of concentration. During the 2016-17 school year, Will Rogers will focus on the following topics for professional development:

• Conversion of 50/50 Model through Data Analysis & Collaboration with District Office Multi-Cultural Department

• Continued Implementation and Refinement of English Language Arts & Mathematics


42

School Accountability Report Card


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44


45


46


47


48


49


50

School Site Council Bylaws


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52


53


54


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Evaluation of 2016-17 Single Plan for Student Achievement


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57


58


59


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Title I – School Plan Reference of Required Components The following components of this plan comply with ESEA Title I, Part A Section 1116 for schools identified for Program Improvement

Addressed in SPSA

Policies and Practices Identify the adoption of policies and practices concerning the school’s core academic subjects that have the greatest likelihood of ensuring that all students (and student subgroups) enrolled in the school become proficient.

Included in Goals and Action Plans

Improvement of Instructional Strategies Identify strategies based on scientifically-based research that will strengthen the core academic subjects in a school and address the specific academic issue that caused a school to be identified for PI.


Specific Annual Measurable Objectives Describe specific AMOs developed for each of the student subgroups and in accordance with state’s measure of adequate yearly progress.


Extended Learning Identify, where appropriate, activities before school, after school, during the summer, and during any extension of the school year.


Professional Development • A minimum of ten percent of Title I funds will be used each year that the school is in PI

for the purpose of providing high-quality professional development of teachers and principal.

• PD meets requirements of ESEA Section 1119 (qualifications for teachers and paraprofessionals)

• PD affords increased opportunity for participation • PD directly addresses the academic achievement problem that caused a school to be

identified for PI • How funds (10%) reserved for PD will be used to remove the school from PI status

Identified in School Information Section of this Report and in the

SARC located in Reference Section of

this report

Parent Notification Description of how the school will provide written notice about the identification of the school for PI in understandable language and format.

School Information Section

Parent Involvement Strategies to promote effective parental involvement.

Parent Involvement Policy & Calendar in Reference Section of

this report

Shared Responsibility for Improvement Specify the responsibilities of the school, the district, the CDE, and a description of the technical assistance and fiscal responsibilities to be provided by the district.

School-Parent/Home Compact in Reference Section of this report

Incorporation of a Teacher Mentoring Program Description provided in Reference Section

of this report


61

Title I – School Plan Reference of Required Components The following components of this plan comply with ESEA Title I, Part A Section 1114 for Title I Schoolwide Schools

Addressed in SPSA?

Comprehensive Needs Assessment Preparation of a comprehensive needs assessment of all children enrolled in the school, including migratory children, which includes the analysis of student performance data in relation to the state academic content standards.

Described in School Information Section of

this report.

Schoolwide Reform Strategies Provide opportunities for all students to meet the academic standards at the proficient and advanced levels:

• Use instructional strategies that are based on scientifically-based research that strengthen the core academic program that: o Increase the amount and quality of learning time such as through an extended

school year, before- and after-school, and summer school programs and help provide an enriched and accelerated curriculum

o Include strategies for meeting the educational needs of historically underserved populations.

Include strategies to address the needs of all children in the school, and in particular, the needs of low-achieving students and those at-risk of not meeting the state content standards:

• Description of a process of revaluating whether the needs of students have been met • Are consistent with the LEA plan


Student Support Strategies Strategies for timely and effective assistance to students that need additional help.


Teacher Involvement in Planning Academic Assessments Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on and to improve student achievement and the overall instructional program.


Transition from Preschool to Kindergarten Plans for assisting preschool children in the transition from early childhood programs, such as Head start, Even Start, Early Reading First, or a state-run preschool program to local elementary school programs.

Identified in School Information Section of

this report.

Highly Qualified Teachers Instruction by highly qualified teachers. Strategies to attract high quality highly-qualified teachers to high-need schools.

Identified in School Information Section of

this Report

Professional Development Provisions for high quality and ongoing professional development for teachers, principals, and paraprofessional and other staff to enable all children to meet the state’s academic achievement standards.

Identified in School Information Section of this report and in the

SARC located in Reference Section of

this report.

Coordination of Programs Coordination and integration of federal, state, and local services and program.

o Violence prevention programs o Nutrition Programs o Housing Programs o Head Start o Adult Education o Vocation and Technical Education o Job Training

Included in Goals and Action Plans and

School Information Section of this report.

Parent Involvement Strategies to increase parental involvement in accordance with Section 1118, such as parents training parents, in-home conferences, parent centers, collaboration with government-sponsored preschool programs, literacy services]

School-Parent/Home Compact included in

the Reference Section of this report.


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Chart of Requirements

REQUIREMENTS LEGAL CITATION

EIA, English Learners

EIA, State C

ompensatory

Education

Title I, Targeted Assistance

Title I, Schoolwide

Title I, Program

Improvem

ent

Quality Education

Investment Act

Title II, Improving

Teacher Quality

Title III, English Learners

School Safety Block G

rant

Pupil Retention

Block Grant

School & Library Im

provement BG

I. Involvement Involve parents and community in planning and implementing the school plan

EC 52055.750(b) X

EC 35294.1(b)(2)(C) X

5CCR 3932 X X X X X X

20 USC 7115(a)(1)(E) X

20 USC 6315(c)(1)(G) X

20 USC 6314(b)(1), (2)(A) X

Advisory committee review and recommendations

EC 64001(a) X X X X X X

EC 52055.755 X

Written notice of program improvement status 20 USC 6316(b)(3) X

II. Governance and Administration

Single, comprehensive plan EC 64001(a), (d) X X X X X X X X X

EC 52853 X X X X X

EC 41572 X

EC 41507 X

EC 35294.1(a) X

20 USC 6315(c)(1)(B) X

20 USC 6314(b)(2)(A) X

School Site Council (SSC) constituted per former EC 52012

EC 64001(g) X X X X X X X X X

SSC developed SPSA and expenditures

EC 64001(a) X X X X X X X X X

EC 41572 X

EC 41507 X

EC 35294.1(b)(1) X

SSC annually updates the SPSA EC 64001(g) X X X X X X X X X

EC 35294.2(e) X

Governing board approves SPSA EC 64001(h) X X X X X X X X X X X

EC 52055.750(a)(5) X

Policies to ensure all groups succeed (specify role of school, LEA, and SEA; and coordination with other organizations)

20 USC 6316(b)(3) X

20 USC 6316(b)(3) X

III. Funding

Plan includes proposed expenditures to improve academic performance

EC 64001(g) X X X X X X X

EC 52853 X X X X X

20 USC 6316(b)(3) X

20 USC 6315(c) X

20 USC 6314(b)(2)(A) X

Describe centralized services expenditures 5 CCR 3947(b) X X


63



EIA, State C

ompensatory

Education


Title I, Schoolwide

Title I, Program

Improvem

ent

Quality Education

Investment Act

Title II, Improving

Teacher Quality



rant

Pupil Retention

Block Grant

School & Library Im

provement BG

IV. Standards, Assessment, and Accountability

Comprehensive assessment and analysis of data

EC 64001(f) X X X X X X X

EC 52055.740(a)(1)(D)(5) X

20 USC 6314(b)(1), (2)(A) X

Evaluation of improvement strategies


EC 52853 X X X X X

EC 35294.2(e) X

EC 32228.5(b) X

Assessment results available to parents

EC 35294.2(e) X

20 USC 6314(b)(2)(A) X

V. Staffing and Professional Development

Provide staff development EC 52853 X X X X X

EC 52055.750I X

EC 32228(b)(2) X

20 USC 6316(b)(3) X

20 USC 6315I(1)(F) X

20 USC 6314(b)(1), (2)(A) X

Budget 10 percent of Title I for staff development 20 USC 6316(b)(3) X

Provide highly qualified staff EC 52055.740(a)(1)(D)(3) X

20 USC 6315I(1)(E) X

20 USC 6314(b)(1), (2)(A) X

Distribute experienced teachers EC 52055.750(a)(10) X

VI. Opportunity and Learning

Describe instruction for at-risk students EC 52853 X X X X X

Describe the help for students to meet state standards


20 USC 6314(b)(1), (2)(A) X

20 USC 6315(c) X

Describe auxiliary services for at-risk students

EC 52853 X X X X X

20 USC 6315(c) X

20 USC 6314(b)(1), (2)(A) X

Avoid isolation or segregation 5CCR 3934 X X X X X


64



EIA, State C

ompensatory

Education


Title I, Schoolwide

Title I, Program

Improvem

ent

Quality Education

Investment Act

Title II, Improving

Teacher Quality



rant

Pupil Retention

Block Grant

School & Library Im

provement BG

VII. Teaching and Learning

Goals based on performance EC 64001(f) X X X X X X X

Define objectives 20 USC 6316(b)(3) X

Steps to intended outcomes 5CCR 3930 X X X X X

Account for all services 5CCR 3930 X X X X X

Provide strategies responsive to student needs


20 USC 6315(c) X

20 USC 6314(b)(2)(A) X

Describe reform strategies that: 20 USC 6314(b)(1), (2)(A) X

-Allow all to meet/exceed standards 20 USC 6315(c) X X

-Are effective, research-based 20 USC 6316(b)(3) X X

20 USC 6315(c)(1)(c) X

20 USC 6314(b)(1)(B) X

-Strengthen core academics EC 52054 X

-Address under-served populations EC 52054 X

-Provide effective, timely assistance 20 USC 6314(b)(1)(I), (2)(A) X

-Increase learning time 20 USC 6316(b)(3); X

20 USC 6314(b)(1)(B),(2) X

-Meet needs of low-performing students

20 USC 6315(c)(A); X

20 USC 6314(b)(1)(B),(2) X

-Involve teachers in academic assessments 20 USC 6314(b)(1)(H), (2) X

-Coordinate state and federal programs

20 USC 6315(c)(1)(H) X

-Transition from preschool 20 USC 6314(b)(1)(J), (2)(A) X

20 USC 6315(c)(1)(D) X

20 USC 6314(b)(1)(G), (2)(A) X

Enable continuous progress Acquire basic skills, literacy


5CCR 3937 X X X X X

Align curriculum, strategies, and materials with state standards or law EC 52853 X X X X X

Provide high school career preparation 5CCR 4403 X

Documents

Single Plan for Student Achievement Will Rogers Elementary ... · offers a morning or afternoon session. Will Rogers features an Extended Day Kindergarten program (7:55-1:15) and