SINGLE PLAN FOR STUDENT ACHIEVEMENT Stevenson Ranch Elementary School 25820 N. Carroll Lane Stevenson Ranch, CA 91381 First in EXCELLENCE, First in PRIDE 2019-2020 County-District (CDS) Code: 19-64832-6113047 School Site Council Approval: June 6, 2019 Newhall School District Governing Board Approval: June 11, 2019
Single Plan For Student AchievementStevenson Ranch Elementary
School 25820 N. Carroll Lane
Stevenson Ranch, CA 91381
2019-2020
Newhall School District Governing Board Approval: June 11,
2019
Kindergarten: Language Arts, Writing and Mathematics
First Grade: Language Arts, Writing and Mathematics
Second Grade: Language Arts, Writing and Mathematics
Third Grade: Language Arts, Writing and Mathematics
Fourth Grade: Language Arts, Writing and Mathematics
Fifth Grade: Language Arts, Writing, Mathematics, Science, and
Physical Ed.
Sixth Grade: Language Arts, Writing and Mathematics
Section III: School Climate and Support
School Climate Analysis
Student Support Analysis
Description of Programs
Instructional Technology
Stevenson Ranch Elementary School Mission and Vision
Statements
It is our mission at Stevenson Ranch School for every child to
flourish in a learning-centered, child-centered environment charged
by rigorous curriculum differentiated to meet the needs of all
learning levels, to be surrounded by a caring community, and to
learn essential skills for success.
Everyone at Stevenson Ranch is a part of a learning community. We
define and measure our expectations according to the following
vision for our school:
Staff Reflect individually and collectively about teaching,
learning, and their role as educators Teach rigorous California
State Standards and District Performance Standards using district
provided
curriculum, with fidelity Collaborate in grade level and
multi-grade teams to support and build a sense of community
and
responsibility Examine assessment data to inform instruction based
on outcomes Strive for continuous improvement and creative
approaches Establish high standards and take responsibility for
results
Students Treat everyone with respect Generate work that shows high
quality and a sense of pride Actively participate in their own
learning Share knowledge and divergent views in a safe, supportive
environment Develop character through school experiences Make
meaningful connections between curriculum and their own experience
Meet established standards of academic excellence Initiate
continuous learning on their own Be respectful to others, self and
school property
Community Supports, models, and instills the drive to persevere and
the value of continued education Models the love of learning
Participates in the teaching and learning process Embraces and
includes the school in significant partnerships Participates in
goal setting and goal achievement
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School Demographics/Profile Stevenson Ranch Elementary School
is located in Stevenson Ranch, California, a suburban area thirty
miles
north of Los Angeles. Built in 1995 and designed to accommodate 930
students, the school currently houses 796 students in transitional
kindergarten through sixth grade with four special day classes. The
school has 759 students in 29 regular education classrooms and 37
students in four special day classrooms. Stevenson Ranch has an
average class size of 24 in all Transitional Kindergarten – 3rd
grade classrooms, an average class size of 30 in 4th – 6th grade,
and serves a population that is 39% White, 19% Hispanic, 24% Asian,
3% African American, 3% Filipino, 2% “other”, and 10% of multiple
ethnicities. The staff, combined with the efforts of the parents
and countless volunteers, create a culture that is warm, caring,
and focused on excellence.
Administration Principal Assistant Principal
Office Staff Office Manager Attendance Clerk Office Assistant-Part
Time Community Liaison – Part Time Health Assistant- Part
Time
Other Support Staff Support Technician of Technology 8 Safety
Supervisors Day Custodian 2 Night Custodians 4 Cafeteria
Staff
Classroom Teachers 33 2 - .47 Teachers
Special Education Staff 1 Psychologist 1 Resource Specialist 1 Full
Time Speech Pathologist 1 Part Time Speech Pathologist 1 Adaptive
Physical Education Teacher – Part
time 1 Occupational Therapist – Part Time 8 Instructional Aides 3
Behavior Support Specialists-Part Time
Other Support Staff 1 Counselor – Part time 1 Library/Media
Technician 2 Curriculum Specialists - Intervention 1 Support
Specialist – Science
Stevenson Ranch has specialized programs for its students such as
intervention, Gifted and Talented Education (GATE), school wide
technology, counseling, student council, in-school enrichment and
awards for attendance. Stevenson Ranch is a school where a
community comes together to achieve the very best for children. It
is in this caring environment that a rich, standards-based
curriculum is taught daily and children, parents, and teachers
learn together.
The community supports the traditional values of honesty,
responsibility, patriotism, and pride in work. Stevenson Ranch
strives to instill these same values and works closely with the
local community in pursuing
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high expectations, academic excellence, and strong community
involvement. We are proud to be named a 1998, 2004, 2008, 2012, and
2018 California Distinguished School, and 2001 and 2012 National
Blue Ribbon School. Our award-winning school has consistently
maintained high academic performance scores. As the California
School Dashboard rating of Blue (Highest Rating) indicates, with
the implementation of Common Core standards, high student
achievement continues to be earned in the areas of Language Arts
and Mathematics.
Our school’s orderly, child-centered environment is conducive to
learning and is a welcoming learning space for all. The spirit on
campus is inclusive and students are eager to share their school
life with those important to them. For example, VIP Day brings in
over 600 guests to our classrooms to partake in the daily
experience of children who attend Stevenson Ranch. Families of
children volunteer in our classrooms daily, serve on our Parent
Teacher Organization, our English Learner Advisory Board, and our
Site Council committees. Volunteers who do not have children
attending the school have served in the library, assisted in
classrooms, and donated goods and services throughout the years, to
support our children’s education.
Stevenson Ranch Elementary operates utilizing Professional Learning
Community (PLC) structures. In grade level and cross-grade level
meetings, our staff continuously analyzes student performance data.
The results of those analyses inform teaching strategies and
support programs to close gaps or extend concepts for individual
students. Trends dictate the focus of professional development. Our
Site Council and parent leaders examine California standards,
student work, rubrics, assessment data, and professional
development in relationship to instructional improvement. This
process allows us to clearly articulate the critical roles staff,
students, and community play in a genuine learning environment.
Based on this practice, we consistently engage in collective
inquiry through data-driven analysis of outcomes. We measure
excellence by results and hold ourselves collectively accountable
for student achievement.
One of the ways we measure our school’s performance and progress is
through The California School Dashboard. The California School
Dashboard is an online accountability tool that provides meaningful
data on school and district progress based on state and local
indicators. The dashboard goes beyond test scores to provide a more
comprehensive scope of how schools and districts are meeting the
needs of all students.
The data collected for the dashboard aids in the improvement of
districts and schools. Performance on state measures is represented
by one of the five colors illustrated below, the color coded
information from the dashboard helps identify strengths and areas
of improvement based on state and local measures.
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Based on the 2018 California Dashboard shown in the charts below,
Stevenson Ranch earned the highest performance rating (blue) in
English Language Arts being 108.6 points above the standard. In
Mathematics, Stevenson Ranch earned the highest rating (blue) being
95 points above the standard. English learners are not color rated,
but the data shows that our English Language Learners are
developing.
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Additionally, Stevenson Ranch also earned the highest performance
rating (blue) in the suspension category with only 0.1% of students
being suspended at least one time. Absenteeism ranked in the second
highest rating (green) with 3.2% of students being chronically
absent.
The data presented on the California Dashboard helps
administration, teachers, and district staff determine next steps
for improvement or maintaining consistency of academic performance
and proficiency.
The 2018-19 academic year brought the implementation of Positive
Behavioral Interventions and Support (PBIS) to the campus to
increase student engagement, student attendance, and student
conduct. Student expectations for conduct are found within the
acronym B.O.O.T.S, standing for Being Respectful, Owning Your
Actions, Operating Safely, Thinking Kindly, and Striving for
Success. With the incorporation of the school-wide PBIS program and
support from teachers and parents, students will continue to learn
how to be problem solvers and work cooperatively together.
As a school, our ongoing work is to provide a positive learning
environment that engages students in the learning process through
the integration of a rigorous curriculum that allows for
differentiated instruction. As we move forward, parents, community
members, and staff will continue to work closely together to
exemplify for our children that school is an important place and a
learning community for all. It is in this caring environment that a
rich, thinking curriculum unfolds each day, and children, parents,
and staff learn together.
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Executive Summary
First in Excellence, First in Pride is a motto that continues to
reflect the culture that is shared between staff, students,
families and the community here at Stevenson Ranch Elementary. The
Stevenson Ranch family believes in the achievement of its students
and everyone here works together to ensure students’ academic
success continues to grow. Students’ accomplishments are not only a
reflection of their hard work but also that of the teachers and the
strong academic programs that we offer. Our teachers work
collaboratively in regular team meetings using Professional
Learning Community (PLC) structures to analyze data and decide on
best teaching practices to meet student needs.
In 2015, we fully implemented the new Common Core Curriculum and
the California Assessment of Student Performance and Progress
(CAASPP) testing. As you progress through the plan, you will see
that our students have maintained extremely impressive
scores.
The staff and administration at Stevenson Ranch are working
diligently to put programs in place that lead to success for ALL
students. In conjunction with our Parent Teacher Organization
(PTO), School Site Council, English Language Advisory Committee
(ELAC) and staff, we have made important decisions about programs,
instruction and curriculum. Through the continued application of
PLC structures and the development of an Instructional Leadership
Team (ILT), a school aligned master schedule to fully encompass a
strong Response to Intervention (RTI), and English Language
Designated Support times, we will continue to offer a high-value
education resulting in eliminating the achievement gap. In the
2018-19 academic year we introduced What I Need (WIN) time. This
structured time organizes students into instructional settings that
reinforce, re-teach, preview and extend learning based on student’s
assessed needs. Together, we will meet the needs of the diverse
population.
Our child-focused programs are the key to our academic success.
There are many programs that systematically work to build on the
“whole child”. To develop not only their academic skills but also
their social/emotional skills, our students participate in programs
such as Student Council, Numeracy & Literacy Leaders,
Intervention, Enrichment, GATE, STAR Student Valet Buddies,
orchestra, chorus and Friendship League. Our school PBIS programs
reinforce expectations for conduct within the acronym BOOTS (Being
respectful, Owning actions, Operating safely, Thinking kindly, and
Striving for success). In addition, we have a school schedule to
ensure that our students are meeting the 200-minute state P.E.
requirement.
The Stevenson Ranch Instructional Leadership Team has worked with
the Center for Educational Leadership (CEL) to identify “Areas of
Focus” based on achievement data. Our ongoing professional growth
is focused on the development and use of learning targets. Research
shows that the use of learning targets will support our school in
maintaining students’ high achievement levels, and continuing to
move students into the Meeting Standards category or Exceeding
Standards category. Through the use of student-friendly learning
targets, teachers are able to provide success criteria to students
so both students and teachers can ensure mastery of standards. Due
to the generous and supportive community, we have funds in place to
hire two part-time credentialed teachers and two curriculum
specialists to support classroom intervention. We also have a
school Response to Intervention team that will focus our
intervention efforts into a school wide program. Furthermore, these
teachers are providing 8-week enrichment opportunities for students
throughout the year. In addition, we are continuing our strong work
in math using our adopted math programs, Bridges and College
Preparatory Math. This year will mark the third year of our adopted
English Language Arts program, Benchmark Advance. Together we will
focus our dedication in eliminating the achievement gap while
remaining First in Excellence, First in Pride.
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Reference of Acronyms Within education, there are countless numbers
of acronyms to provide a “short hand” for commonly used words and
phrases. Listed below are the common acronyms, which will be used
throughout this document.
CAASPP California Assessment of Student Performance and
Progress
CFA Common Formative Assessment
EO English Only
GLAD Guided Language Acquisition and Development
IAB Interim Assessment Block
ILT Instructional Leadership Team
PLC Professional Learning Community
RACE ELA: Restate the Question, Answer the Question, Cite Evidence,
Explain the Answer
Math: Read and Restate, Assemble a Model, Calculate Your Answer,
and Elaborate
RFEP Reclassified Fluent English Proficient
RtI Response to Intervention
Tier I Core Instruction
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ELA Plan
GOAL: 75% will meet or exceed standards
96% of the students will be proficient on the Benchmark Trimester 3
Assessment.
79% of the students will be proficient on the Benchmark
Trimester 3 Assessment.
Basis for Goal: Why this one over others?
The Benchmark Interim Trimester 3 Assessment measures students’
mastery of reading comprehension as well as the foundational skills
students need to become proficient readers.
2018-2019 DATA: PERCENT PROFICIENT
Tri 2 Interim 3
Tri 3 Interim 4
All 94 73% (69) 93.48% 79% 64.21% 93.62% 80%
White 38 74% (28) 87.18% 69% 55% 92.31% 76.3%
Hispanic 16 50% (8) 92.86% 81% 43.75% 87.5% 68.7%
Asian 33 82% (27) 100% 98% 79% 100% 88%
EL 7 71% (5) 100% 86% 57.14% 100% 100%
EO 86 74% (64) 94% 79% 65.52% 94.19% 80%
RFEP 1 0% (1) 0% 0% 0% 0% 0%
Students with Disabilities 10 60% (6) 50% 25% 37.5% 62.5% 57%
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Tri 1: o Students did well with recall of story events. o Students
did well with recall of main idea and details o Overall, students
were successful on the benchmark assessment.
Tri 2: o Student proficiency increased by 20% from Trimester 1 to
Trimester 2. o Students did well on the phonics portion of the test
due to increased phonological awareness. o 100% of our EL students
were proficient.
Opinion Writing: o Many students are able to write an opinion
piece. They are able to state their opinion and give a
supporting reason.
The following strategies were used to promote student learning and
success: Each trimester, teachers strategically planned each unit
by identifying the essential standards and developing
engaging learning activities to help introduce, practice, and
review key skills with students. Teachers used Benchmark Shared
Readings and Mentor Reads to practice and review story elements,
main
idea, and key details Teachers used story maps to identify and
practice story elements Students used role playing activities to
practice retelling story events Teachers practiced phonemic
awareness daily with students Teachers utilized the Benchmark
curriculum to introduce and teach letters, letter sounds, and sight
words. Teachers used supplemental learning activities and games to
reinforce student learning Teachers utilized sentence frames,
partner talk, and Total Physical Response (TPR) to teach, practice,
and
review the Opinion genre
Strategies will continue to be developed to address the following
skills per trimester:
Tri 1: o Listening Comprehension: story elements, main idea, and
key details
Tri 2: o Listening Comprehension: key details, author’s
purpose
Opinion Writing: o Students struggled with phonetic spelling when
writing unknown words (words with phonics skills not
taught yet--bossy r, multisyllabic words).
The following strategies will be used to promote student learning
and success:
RTI groups will begin earlier in the school year. Focus will be
placed on phonemic awareness and writing readiness. RTI will be
done by the Resource Specialist and will take place 4 days a week,
for 30 minutes a day.
Students will practice letter formation and sound-symbol
association in small group and RTI groups.
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Teachers will model comprehension strategies and utilize
partner-talk to practice identifying story elements and key
details.
Teachers will model how to segment words into syllables and
phonemes. Students will eventually begin independently writing
words phonetically.
Sixth grade Letter Leaders will review letter names, letter sounds,
and sight words with students. Curriculum specialists will meet
with students four times a week in small groups or one-on-one, to
review
previously taught skills.
2018 - 2019 ELA PLAN
ACTUAL EXPENDITURES
Teachers will unwrap each trimester’s essential standards to target
specific learning goals. Targeted RTI 30 mins a day, Mon-Thurs.
Target skills will be taught by the curriculum specialist and
resource teacher:
Students will work on letter identification, letter sounds, letter
formation, phonemic awareness
During whole-group Benchmark read-aloud lessons on stories and
informational text will take place. Teachers will model and discuss
comprehension strategies.
Students will develop listening comprehension skills by
partner-sharing story elements,
Teachers unwrapped each trimester’s essential standards to target
specific learning goals. Targeted RTI 30 mins a day, Mon-Thurs.
Target skills were taught by the curriculum specialist and resource
teacher:
Students worked on letter identification, letter sounds, letter
formation, phonemic awareness
During whole-group Benchmark read-aloud lessons on stories and
informational text took place. Teachers modeled and discussed
comprehension strategies.
Students developed listening comprehension skills by
partner-sharing
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds will be utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches. For the 2018-19
academic year expenditures planned included:
2 Intervention/ Enrichment Teachers: $77,000
2 Curriculum Specialists: $27,000
Class Coverage: $3,000
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds were utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches. For the 2018-19
academic year expenditures included:
2 Intervention/ Enrichment Teachers: $77,000
2 Curriculum Specialists: $27,000
Students will continue to learn phonics rules and sight
words.
Sixth grade Letter Leaders will review letter names, letter sounds,
and sight words Mon-Thurs for 15 minutes a day.
Students will continue to practice sounding out and writing unknown
words with teacher and curriculum specialists. Additional resources
to support student success will include:
Benchmark Consumable Decodables
Students continued to learn phonics rules and sight words.
Sixth grade Letter Leaders reviewed letter names, letter sounds,
and sight words Mon-Thurs for 15 minutes a day.
Students continued to practice sounding out and writing unknown
words with teacher and curriculum specialists. Additional resources
used to support student success included:
Benchmark Consumable Decodables
OVERALL EFFECTIVENESS OF STRATEGIES CHANGES TO STRATEGIES The
strategies used this year proved to be very RTI group(s) will begin
in September/October and
effective for the majority of our students. Every student group
increased their level of proficiency
focus on phonemic awareness and writing readiness.
from trimester 1 to trimester 2, with the exception of students
with disabilities.
Students will practice letter formation and sound-symbol
association with teacher and curriculum specialist in the classroom
and in the RTI group.
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2019-2020 ELA Plan
2019-20 2020 - 21 2021 - 22
GOAL: 96% of students will demonstrate mastery on the NSD
Kindergarten Fluency Assessment.
98% of students will demonstrate mastery on the NSD Kindergarten
Fluency Assessment
100% of students will demonstrate mastery on the NSD Kindergarten
Fluency Assessment
Basis for Goal: Why this one over others?
It has been shown that a student who fluently reads CVC and sight
words demonstrates mastery of kindergarten standards. Mastery of
the kindergarten standards prepares students for success in first
grade.
STRATEGY (List specific student groups to be
served)
FEDERAL REQUIREMENTS
EXPENDITURES (Site / LCAP)
Students who are identified as English Language Learners will
receive 30 minutes of daily designated ELD time.
Students who are not demonstrating proficiency of standards will
receive additional support during RTI time (30 minutes a day
Mon-Thurs) and push-in intervention.
Targeted RTI 30 mins a day Mon-Thurs
Students will work on letter id, letter sounds, letter formation
and, phonemic awareness
Teachers will unwrap each trimester’s essential standards to target
specific learning goals.
During whole-group Benchmark read-aloud lessons on stories and
informational text will be done. Teachers will model and discuss
comprehension strategies.
Designated ELD time allows identified students to attain
proficiency in the English language via the CA ELD Standards. The
ELD standards correspond with the state common core academic
content standards. These standards combined will ensure identified
students gain the academic content knowledge and English language
skills necessary for success.
RTI is the vehicle used to strengthen the performance of struggling
students before academic problems intensify. Overall implementation
of research based best teaching practices utilizing the resources
and tools of the adopted curriculum, will ensure student success
and minimize the achievement gap.
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds were utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches. For the 2019-20
academic year expenditures include:
2 Intervention/ Enrichment Teachers: $77,000
2 Curriculum Specialists: $27,000
Students will continue to learn phonics rules and sight
words.
Sixth grade Letter Leaders review letter names, letter sounds, and
sight words Mon-Thurs for 15 minutes a day.
Students will continue to practice sounding out and writing unknown
words with teacher and curriculum specialists.
Additional resources to support student success:
Benchmark Consumable Decodables
Starfall Raz-Kids Reading A-Z
All students are required to master the Kindergarten California
State ELA Standards.
Targeted support will increase student achievement across the
board. Small group instruction, one-on-one instruction, and
targeted/purposeful intervention, will meet the needs of all
students and keep them on track with mastering grade level
standards.
Upper-grade mentors inspire students and provide additional
opportunities to practice skills.
Additional resources provide students with multiple opportunities
to be exposed to academic state standards through more than one
medium.
This additional support will provide all students with access to
the common core academic content standards. Identified students
will also have access to the English language development standards
for purposes of gaining academic content knowledge and English
language proficiency.
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MATH Plan
2018-19 Expected Outcome
2018-19 Actual Outcome
GOAL 90% of the students will be proficient on Bridges Unit
Checkpoints.
95% of the students will be proficient on Bridges Unit
Checkpoints.
Basis for Goal: Why this one over others?
Bridges Unit Checkpoints assess student understanding of
foundational math skills and concepts that sequentially build upon
each other.
2018-2019 DATA: PERCENT PROFICIENT
Student Group # Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Gr
0 Math Fluency
All 93 94.62% (88)
86.32% 86.66% 82.11% 80% 80.85% 95% 94% (Add) 78% (Sub)
White 38 89.47% (34)
81.58% 86.84% 75% 70% 71.8% 95% 97% (Add) 85% (Sub)
Hispanic 15 93.33% (14)
68.75% 71.43% 62.5% 75% 87.5% 88% 88% (Add) 56% (Sub)
Asian 27 100% 100% 96% 96.6% 93% 89.7% 97% 91% (Add) 88%
(Sub)
EL 6 100% 100% 100% 85.71% 100% 100% 100% 100% (Add) 71%
(Sub)
EO 86 88.17% (82)
86% 86.7% 82.76% 79.31% 80% 95% 93% (Add) 77% (Sub)
Students with Disabilities
10 70% (7)
60% 25% 50% 37.5% 37.5% 75% 100% (Add) 75% (Sub)
Students showed success in the following areas: Students showed a
clear understanding of 1:1 correspondence with numbers 0-20.
Students showed understanding of cardinality. Students could
successfully identify numbers to 10.
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Students could build numbers 0-10 on a number rack. Students were
able to write numbers 0-20. Students were able to solve addition
problems within 10, using manipulatives. Students could compose and
decompose numbers to 19.
The following strategies were used to promote student learning and
success: Teachers unwrapped essential standards to target specific
learning goals Teachers completed Number Corner activities daily
Teachers used Work Places to reinforce skills previously taught.
Curriculum Specialists worked in small groups and one-on-one
sessions with students RTI groups were held weekly by the Resource
Teacher and the Curriculum Specialist. Teachers modeled and
practiced composing and decomposing using multiple resources
Teachers included number printing practice into the daily
curriculum (this concept is not provided in Bridges) Teachers
modeled and practiced addition facts with students. Students were
assigned skills based DreamBox lessons during class time and for
homework. Teachers incorporated songs and movements to reinforce
concepts
Strategies will continue to be developed to address the following
skills per trimester: Printing numbers 10-20 Counting on from a
given number Solving subtraction problems Fluency with addition and
subtraction facts within 5
The following strategies will be used to promote student learning
and success: Teachers will use release time to analyze and unwrap
standards in order to target specific learning goals. Teachers will
offer increased opportunities for students to practice writing
numbers 1-20 During Number Corner, an emphasis will be placed on
counting to the next 10 and how many more are needed
to make 10. Teachers will increase the number of DreamBox lessons
students complete each week. RTI groups will occur earlier in the
academic school year. Teachers will supplement subtraction story
problems in Bridges by providing more varied manipulatives
for
students. Teachers will continue to teach math fact fluency after
students have a conceptual understanding of addition
and subtraction.
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2018 - 2019 MATH PLAN
(SITE/LCAP)
Teachers will unwrap each trimester’s essential standards to target
specific learning goals.
Complete Number Corner activities daily.
Use Work Places to reinforce previously taught unit skills.
One-on-one or small group instruction with curriculum
specialist.
RTI support weekly for 30 minutes with resource teacher and
curriculum specialist.
Review composing and decomposing of numbers using ten-frames,
number bonds, and number racks.
Practice printing numbers.
Students will complete 3-5 DreamBox
Teachers unwrapped each trimester’s essential standards to target
specific learning goals.
Number Corner activities were completed daily.
Work Places was used to reinforce unit skills.
One-on-one and small group instruction with curriculum specialist
was held.
RTI support weekly for 30 minutes was provided by the resource
teacher and curriculum specialist.
Reviewed composing and decomposing numbers using ten-frames, number
bonds, and number racks.
Practiced printing numbers.
Students received daily practice with counting on from a given
number.
Students were
Songs and movements were used to reinforce concepts.
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds will be utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches. For the 2018-19
academic year expenditures planned included:
2 Intervention/Enrichm ent Teachers: $77,000
2 Curriculum Specialists: $27,000
Class Coverage: $3,000
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds are utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches. For the 2018-19
academic year expenditures were:
2 Intervention/Enrich ment Teachers: $77,000
2 Curriculum Specialists: $27,000
OVERALL EFFECTIVENESS OF STRATEGIES
The strategies used this year were effective, as 80% or more of our
students demonstrated proficiency on each Checkpoint.
Increase practice of writing numbers 0-20 using a variety of
materials
Increased focus will be placed on daily counting to the next 10 and
how many more to make 10 during Number Corners
Increase the required number of DreamBox lessons completed each
week
Additional practice with curriculum specialists and RTI
groups
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2019 - 2020 MATH PLAN
2019-20 2020 - 21 2021 - 22
GOAL: 93% of the students will be proficient on Bridges Unit
Checkpoints.
96% of the students will be proficient on Bridges Unit
Checkpoints.
98% of the students will be proficient on Bridges Unit
Checkpoints.
Bridges Unit Checkpoints assess student’s understanding of
foundational math skills and concepts that sequentially build upon
each other.
STRATEGY (List specific student groups to be
served)
FEDERAL REQUIREMENTS
EXPENDITURES (Site / LCAP)
Teachers will unwrap each trimester’s essential standards to target
specific learning goals.
Complete Number Corner activities daily with focus on counting to
the next ten and how many to ten.
Students will be assigned and complete 5-7 DreamBox lessons each
week.
One-on-one or small group instruction with curriculum specialist 4
days a week for 15 minutes.
Weekly RTI support for 30 minutes with resource teacher and
curriculum specialist.
Use Work Places to reinforce unit skills taught.
Review composing and decomposing numbers using ten-frames, number
bonds, and number racks
Practice printing numbers
All students are required to master the Kindergarten California
State Math Standards. Unwrapping the standards will allow teachers
to align teaching methods to meet student needs. Not only will
unwrapping the standards allow students to be successful at all
levels, it will also allow teachers to target problem areas and
plan interventions accordingly.
Researched based best teaching practices ensure content is taught
explicitly and to fidelity using various instructional
methods.
Dreambox is proven to promote student achievement and increase
conceptual understanding of mathematical skills while allowing
teachers to make informed decisions about students.
Targeted small group instruction provides students with
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds were utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches. For the 2019-20
academic year expenditures included:
2 Intervention/ Enrichment Teachers: $77,000
2 Curriculum Specialists: $27,000
Daily practice with counting on from a given number.
Use songs and movements to reinforce previously taught
concepts.
Utilize number racks, ten-frames, number lines, and number bonds
when building numbers to 20.
opportunities to learn specific skills at their own pace.
RTI groups allow teachers to focus on assessed needs of all
students. Within these groups, students are given an opportunity to
experience mastery with key grade level skills and standards at
their own pace and academic level.
This additional support will provide all students access to the
common core academic content standards.
21 | Page
ELA Plan
2018-19 Expected Outcome
2018-19 Actual Outcome
GOAL: 90% of students will meet or exceed grade level standards on
Gr 1 Fluency test with 65 cwpm by
the end of the year.
76% of students met or exceeded grade level standards on Gr 1
Fluency test with 65
cwpm by the end of the year.
Basis for Goal: Why this one over others?
Fluency sets the precedence for success in future grade levels. The
foundation skills that are established in reading are necessary for
our students so they can use their fluency to build their depth of
knowledge and comprehension skills.
2018-2019 DATA: PERCENT PROFICIENT
1
RFEP 2 - 100% 100% 100% 100% 100% 100%
Students with Disabilities
5 80% 60% 60% 80% 60% 60% 60%
Tri 1: Interim 1: 82% of all students reached proficiency 86% of
Hispanic students reached proficiency Students were successfully
able to answer comprehension questions for a narrative text
involving the following:
o details form a story o defining vocabulary o sequencing
events
22 | Page
o identifying the narrator o identifying the author’s purpose
Tri 2: Interim 2: 89% of all students reached proficiency 79% of
Hispanic students reached proficiency 89% of students reached
proficiency on writing an opinion piece Students were able to
successfully answer comprehension questions from an informational
text involving the
following: o identifying a topic o details about a topic o defining
vocabulary o making inferences
Overall: For both Interim 1 and Interim 2, our EL students reached
proficiency of 86% and then 100%; showing growth
from Tri 1 to Tri 2 Students were able to successfully listen to a
text read by the teacher and answer comprehension questions
about the details of the story and story elements. Students were
able to successfully communicate their opinion(s) in a topic
sentence and support it with 1-2
sentences.
Tools and strategies used to support student success: Front load
phonics and grammar skills with VoWAC RAZ Kids for reading and
listening comprehension Literacy Leaders to support sight word
fluency Scholastic News and Benchmark Shared Reading to support
comprehension .47 RTI for Tier 3 leveled intervention Weekly
Homework with Enrichment list
Tri 2: Only 60% of EL students were proficient in Opinion Writing
Only 60% of students with disabilities reached proficiency on
Interim 2
As a team we will develop strategies to support and improve student
success in the following areas: Devote more time at the beginning
of the year to teaching basic sentence structure (including
capitals, periods,
and expressing a complete thought) Differentiate between strong and
weak reasons to support their opinion in writing Devote more time
to comparing and contrasting two passages from different genres
(nonfiction and fiction)
23 | Page
2018 - 2019 ELA PLAN
PLANNED STRATEGIES
ACTUAL STRATEGIES
PROPOSED EXPENDITURES
(Site / LCAP)
ACTUAL EXPENDITURES
Use formative assessments to support students in building skills in
reading, analyzing questions, and identifying appropriate
responses
Teach students strategies to site and use evidence in text to
support their response
Leveled small group instruction during Daily 5 reading
Students will use appropriately leveled digital libraries in Raz
Kids to practice their listening comprehension, reading fluency,
and typed constructed response
Develop a proficiency map and aligned formative assessments
Identify students struggling with fluency and provide Tier 3
support
Used formative assessments to support students in building skills
in reading, analyzing questions, and identifying appropriate
responses
Taught students strategies to site and use evidence in text to
support their response
Used leveled small group instruction during Daily 5 reading
Students used appropriately leveled digital libraries in Raz Kids
to practice their listening comprehension, reading fluency, and
typed constructed response
Developed a proficiency map aligned to formative assessments
Identified students struggling with fluency and provided Tier 3
support
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds will be utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches. For the 2018-19
academic year expenditures planned included:
2 Intervention/Enrichm ent Teachers: $77,000
2 Curriculum Specialists: $27,000
Class Coverage: $3,000
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds are utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches. For the 2018-19
academic year expenditures included:
2 Intervention/Enrich ment Teachers: $77,000
2 Curriculum Specialists: $27,000
Track students struggling with fluency to provide Tier 3
support
o Students received 30-60 minutes of Tier 3 intervention support, 4
times a week which greatly improved their phonemic awareness,
reading fluency, and sight word recognition
Leveled small group instruction during Daily 5 reading o Daily 5
reading gave students multiple opportunities
to read at their individual levels, both with and without
support.
Added strategy: RTI grouping taught by a
member of the first grade team, with support from the resource
specialist teacher.
25 | Page
2019 - 2020 ELA PLAN
GOAL: 93% of students will meet or exceed grade level
standards on Gr 1 Fluency test
95% of students will meet or exceed grade level
standards on Gr 1 Fluency test
97% of students will meet or exceed grade level
standards on Gr 1 Fluency test
Basis for Goal: Why this one over others?
Fluency sets the precedence for success in future grade levels. The
foundation skills that are established in reading are necessary for
our students so they can use their fluency to build their depth of
knowledge and comprehension skills.
STRATEGY (List specific student groups to be
served)
FEDERAL REQUIREMENTS
EXPENDITURES (Site / LCAP)
During intervention, students will be divided into leveled groups
based on their reading fluency ability. While some students will
focus on decoding and comprehension, others will focus on building
their phonemic awareness.
Providing daily ELA lessons that meet the standard
expectation.
Use formative assessments to support students in building skills in
reading, analyzing questions, and identifying appropriate
responses.
Teach students strategies for using evidence in text to support
their response.
Leveled small group instruction during Daily 5 reading
Students will use appropriately leveled digital libraries in Raz
Kids to practice their listening comprehension, reading fluency,
and typed constructed response
This strategy will meet the requirements for students’ reading
fluency. Those who are falling behind will be given the support to
meet standards by the end of the year.
Standards are required to be met by state requirements.
Researched based best teaching practices to meet the needs of all
students.
Level instructional groups allow students to learn at their own
pace, utilizing varying levels of academically challenging
materials.
Maximum use of programmatic resources to expand student opportunity
to acquire and practice new skills.
This additional support will provide all students with access to
the common core academic content standards. Identified students
will also have access to the English language development standards
for
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds were utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches. For the 2019-20
academic year expenditures included:
2 Intervention/ Enrichment Teachers: $77,000
2 Curriculum Specialists: $27,000
Identify students struggling with fluency to provide Tier 3
support
purposes of gaining academic content knowledge and English language
proficiency.
27 | Page
MATH Plan
2018-19 Expected Outcome
2018-19 Actual Outcome
GOAL: 96% of students will meet or exceed standards on Gr 1 math
fluency
97% of students met or exceeded standards on Gr 1 math
fluency
Basis for Goal: Why this one over others?
Mathematical fluency sets the precedence for success in future
grade levels. In order to compute and solve rigorous math problems,
the foundational skills established in math are necessary for
students to develop fluency and number sense.
2018-2019 DATA: PERCENT PROFICIENT
Student Group # Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Gr
1 Math Fluency
All 96 97% 96% 98% 96% 96% 99% 98% 97%
White 53 94% 94% 96% 94% 100% 100% 98% 100%
Hispanic 14 100% 93% 100% 93% 100% 93% 93% 86%
Asian 27 100% 100% 100% 100% 100% 100% 100% 96%
EL 7 86% 100% 100% 100% 100% 100% 100% 100%
EO 89 98% 96% 98% 96% 100% 99% 98% 96%
RFEP 2 - - - - - 100% 100% 100%
Students with Disabilities 5 80% 80% 100% 100% 100% 100% 100%
100%
Unit 1: Standards covered - 1.OA.5; 1.OA.6; 1.NBT.1 97% of students
met grade level expectations Areas of success within the unit
include the following:
o making combinations of 5 and 10 using a rekenrek o identifying
and filling in missing numbers on a number line
Unit 2: Standards covered - 1.OA.1; 1.OA.3; 1.OA.4; 1.OA.6; 1.OA.8
96% of students met grade level expectations Areas of success
within the unit include the following:
o writing an equation that correlates to the number of dots shown
on a domino o add fluently
28 | Page
o identify a missing number in an equation
Unit 3: Standards covered - 1.OA.1; 1.OA.4; 1.OA.6; 1.OA.8;
1.NBT.1; 1.NBT.2; 1.NBT.2a; 1.NBT.2b; 1.NBT.4 98% of students met
grade level expectations Areas of success within the unit include
the following:
o fluently add within 10 o identify a missing number on a rekenrek
o identify tens and ones
Unit 4: Standards covered - 1.OA; 1.OA.8; 1.NBT.1; 1.NBT.4;
1.NBT.5; 1.NBT.6 96% of students met grade level expectations Areas
of success within the unit include the following:
o skip count by tens on a number line o solve equations by using
multiples of 10 and demonstrating how to solve the equation on a
number
line
Unit 5: Standards covered - 1.G; 1.G.1; 1.G.2; 1.G.3 100% of
students met grade level expectations Areas of success within the
unit include the following:
o identify shapes o partition shapes o create a composite shape
with smaller shapes
Strategies used to ensure student success: Teachers used student
performance data to design instructional groups. Incorporated RTI
cycles to support struggling students. Provided hands-on
experiences by incorporating manipulatives (rekenreks, unifix
cubes, pattern blocks, clocks,
ten frames, white boards) during math instruction. Teachers used
songs, chants, and rhymes to introduce and practice academic
language and vocabulary. Used the turn and talk method to help
develop student understanding and increase peer-to-peer discourse.
Incorporated touch math to improve fluency in addition and
subtraction.
Unit 1 Number formation (reversals) Quick counting/subitizing
Unit 2 Writing a story problem to match an equation.
Unit 3 Solving comparison word problems (i.e. how many
more/less)
Unit 4 Locating a number on the number line that is not explicitly
shown (i.e. finding 25 on a number line that counts
by tens) Unit 5
Identifying shapes with more complicated names (hexagon, trapezoid,
rhombus) Understanding the difference between 2D and 3D shapes
Understanding that ½ is greater than ¼
As a team we will focus on the following: Provide small group or
one-on-one tiered instruction to students based on need.
29 | Page
Incorporate skills practice during Number Corner Use manipulatives,
the turn and talk method, and visual aids on a consistent basis
Have students practice writing numbers Have students practice quick
counting and subitizing numbers Provide strategies to support
students’ knowledge of comparison word problems and story problems
Students at a lower academic level will attend RTI groups for math
2 times a week for 30 minutes.
Stevenson Ranch Elementary School Grade 1
2018 - 2019 MATH PLAN
Use manipulatives (rekenreks, unifix cubes, pattern blocks, clocks,
ten frames, white boards).
Utilize songs, chants, and rhymes to learn academic language and
vocabulary.
Turn and talk to desk partner.
Touch math to improve fluency in addition and subtraction.
Used student performance data to design instructional groups.
Continued to use RTI to support struggling students.
Used manipulatives (rekenreks, unifix cubes, pattern blocks,
clocks, ten frames, white boards).
Utilized songs, chants, and rhymes to learn academic language and
vocabulary.
Used turn and talk method to encourage academic discourse.
Used touch math to improve fluency in addition and
subtraction
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds will be utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches. For the 2018-19
academic year expenditures planned included:
2 Intervention/Enrichme nt Teachers: $77,000
2 Curriculum Specialists: $27,000
Class Coverage: $3,000
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds are utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches. For the 2018-19
academic year expenditures were:
2 Intervention/Enrichme nt Teachers: $77,000
2 Curriculum Specialists: $27,000
Student performance data served as the roadmap when designing
instructional groups
Teachers will continue to research and develop strategies that meet
the academic needs of all
o Teachers were able to change RTI groups each unit based on the
performance data
students.
Continued use of RTI has provided much needed support struggling
students
31 | Page
2019 - 2020 MATH PLAN
97% of students meeting/exceeding standard on Gr 1 math
fluency
2020 - 21
98% of students meeting/exceeding standard on Gr 1 math
fluency
2021 - 22
99% of students meeting/exceeding standard on Gr 1 math
fluency
Basis for Goal: Why this one over others?
Mathematical fluency sets the precedence for success in future
grade levels. In order to compute and solve rigorous math problems,
the foundational skills established in math are necessary for our
students to develop fluency and number sense.
STRATEGY (List specific student groups to be
served)
Teachers will provide daily instruction in math lessons to meet
standard expectations.
Teachers will use unit assessment data to design instructional
groups and provide scaffolded support to students not mastering
standards. Supports will be offered during math intervention groups
and small group instructional time.
Teachers will continue to use RTI to support struggling
students.
Use manipulatives (rekenreks, unifix cubes, pattern blocks, clocks,
ten frames, white boards).
Utilize songs, chants, and rhymes to learn academic language and
vocabulary.
Teachers will have students turn and talk to promote peer
collaboration and discussion.
HOW THIS STRATEGY WILL ADDRESS STATE AND/OR
FEDERAL REQUIREMENTS
All CCSS math standards are required to be met through state
requirements.
Data drives instruction. Using assessment data to determine if a
skill needs to be retaught whole group or in a small group setting
is a best teaching practice. This method of data driven instruction
allows a teacher the opportunity to tailor support based on student
need and aids in student mastery of struggling skills.
RTI instruction provides additional individualized or small group
support to students not yet mastering grade level standards.
Researched based best teaching practices include many varied
methods and techniques. Incorporating songs, chants, manipulatives,
and other differentiated learning techniques allow students to
learn and retain pertinent information.
EXPENDITURES (Site / LCAP)
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds were utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches.
For the 2019-20 academic year expenditures include:
2 Intervention/ Enrichment Teachers: $77,000
2 Curriculum Specialists: $27,000
to improve fluency in addition and subtraction. Teachers will
encourage and support the use of Dreambox at school and at home
to
opportunity to formulate ideas, share their thinking, process new
learning, and collaborate with peers in a safe setting. Maximum
utilization of
reinforce skills.
programmatic elements, manipulatives, and technology. This
additional support will provide all students with access to the
common core academic content standards.
33 | Page
2018-19 Expected Outcome
2018-19 Actual Outcome
GOAL: 93% of students meeting/exceeding standard on Gr 2 fluency
test
93% of students meeting/exceeding standard on Gr 2 fluency
test
Basis for Goal: Why this one over others?
All 116 83% 67% 89% 90% 75% 81% 74% 93%
White 43 86% 55% 87% 89% 75% 84% 66% 91%
Hispanic 23 56% 57% 87% 83% 67% 75% 79% 96%
Asian 50 92% 85% 94% 95% 84% 85% 80% 98%
EL 13 86% 54% 71% 78% 78% 67% 67% 89%
EO 98 82% 69% 90% 90% 73% 81% 73% 93%
RFEP 2 100% 50% 100% 100% 83% 100% 100% 100%
Students with
AREAS of SUCCESS
ELA Plan
Both fluency and comprehension scores improved dramatically
throughout the school year Students were able to analyze characters
in a narrative writing
Students were able to identify story elements
Students showed success with main idea and details
34 | Page
Tools and strategies used to support student learning and success:
Teachers utilized weekly Benchmark reading tests to teach students
test taking skills and concepts. Teachers
used the data from these assessments to determine which skills
students mastered and which skills they needed
additional support. Teachers implemented ELD lessons to identified
student groups
Teachers utilized reading groups to meet the needs of all student
levels
Teachers used Benchmark articles to discuss and analyze the main
idea and supporting details
Teachers used Benchmark narrative assessments and character growth
maps to teach character analysis skills
Teachers used story maps to teach story elements.
As a team, we will develop strategies to support and improve
student success in the following areas: Teacher will use Benchmark
lessons to provide strategies to annotate text and support students
when finding
the main idea of multi-paragraph texts. Utilize Benchmark to model
the structure of a narrative writing
Expose students to text features using Benchmark articles
Consistently use Benchmark leveled readers during reading groups to
reinforce unit themes and concepts. Sentence frames will be
incorporated to support and increase productive student
discourse
Teachers will collaborate with the intervention teachers to provide
further academic support to identified
students based on needs determined by analyzing test data. Students
will work with sixth grade buddies to practice sight words
Stevenson Ranch Elementary School Grade 2
2018 - 2019 ELA PLAN
Use Benchmark to provide comprehension practice/reading
strategies
Used Benchmark reading program components (phonics, spelling,
fluency and comprehension)
Sent lowest reading group to resource teacher 4x week
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds will be utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds are utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally
through
35 | Page
Utilized leveled reading groups
Practiced phonics and grammar using Benchmark
Used spiral review to practice grammar skills
Incorporated anchor charts for skill reference
Used GLAD strategies to create common background knowledge
Used sentence frames to encourage student discourse
OVERALL EFFECTIVENESS OF STRATEGIES
Based on data from formative and summative assessments students
displayed growth.
Reading groups supported leveled students needs All strategies
implemented allowed teachers to identify
students not yet mastering skills. Student discourse improved with
the use of sentence frames.
through release time to work with instructional coaches. For the
2018-19 academic year expenditures planned included: 2
Intervention/Enrichment Teachers: $77,000 2 Curriculum Specialists:
$27,000 Class Coverage: $3,000
release time to work with instructional coaches. For the 2018-19
academic year expenditures included: 2 Intervention/Enrichment
Teachers: $77,000 2 Curriculum Specialists: $27,000 Class Coverage:
$3,000
CHANGES TO STRATEGIES
Team will continue with programs next year. Will start support as
soon as students are identified
The team will continue to utilize Benchmark program and annotate
reading strategies.
36 | Page
GOAL:
Gr 2 fluency test
Basis for Goal: Why this one over others?
2019 - 2020 ELA PLAN
be served)
Students identified as English Language Learners will receive
additional support during designated ELD time, RtI and small group
instruction.
Students having trouble showing reading mastery will receive
additional support and small group instruction.
Teachers will continue to utilize the Benchmark Reading Program.
Text annotation and leveled readers will be used to increase
reading fluency and improve comprehension skills
Teachers will use Benchmark weekly assessments to improve reading
stamina and teach test taking skills.
Teachers will utilize Benchmark vocabulary to support student
understanding of main concepts in the
HOW THIS STRATEGY WILL ADDRESS STATE AND/OR
FEDERAL REQUIREMENTS
These strategies address the academic needs of students who are not
meeting standards in phonics and fluency
Designated ELD time helps to target EL students, build
comprehension of the English language, and focus in on CCSS state
standards.
The small group instruction supports student needs and
accountability.
The Benchmark assessments allow teachers to monitor student
progress and mastery of grade level skills.
Sentence frames provide a starting guide for students during
discourse. These frames help students stay on topic and aid in
adding to a conversation.
This additional support will provide all students with access to
the common core academic content standards. Identified students
will also have access to the English language development
EXPENDITURES (Site / LCAP)
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds were utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches.
For the 2019-20 academic year expenditures included:
2 Intervention/ Enrichment Teachers: $77,000
2 Curriculum Specialists: $27,000
Benchmark reading program
Teachers will use sentence frames throughout the year to increase
academic student discourse.
Thinking maps will be created to aid students with understanding a
text.
Students will use Benchmark lessons and Scholastic news to practice
ELA standards.
Students will use Benchmark decodable packets to improve fluency
and practice phonic skills.
GLAD strategies will be utilized to develop vocabulary and language
acquisition.
Students will practice reading during small group instruction and
at home each week to build fluency and accuracy.
standards for purposes of gaining academic content knowledge and
English language proficiency.
38 | Page
# 17-18 Gr 1 Fluency
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 18-19 Gr 2 Math
Fluency
All 116 98% 98% 90% 90% 96% 90% 100% 98% 85%
White 43 100% 98% 84% 95% 100% 91% 100% 98% 91%
Hispanic 23 94% 96% 78% 82% 96% 79% 100% 100% 83%
Asian 50 97% 96% 92% 90% 100% 98% 100% 100% 85%
EL 13 100% 92% 61% 85% 88% 100% 100% 100% 56%
EO 98 98% 98% 82% 91% 96% 88% 100% 98% 87%
RFEP 2 100% 100% 100% 100% 100% 100% 100% 100% 100%
Students with
MATH Plan
GOAL:
98% of students meeting/exceeding grade level standards on Gr 2 End
of the Year
Test
85% of students meeting/exceeding grade level standards on Gr 2 End
of
the Year Test
Basis for Goal: Why this one over others?
Students need to display proficiency on all second grade target
areas as they prepare for third grade. The end of the year test
will show readiness to perform at a higher level.
2018-2019 DATA: PERCENT PROFICIENT
Unit 1
Very high results, students were successful adding and subtracting
utilizing the number racks
Unit 2
Students were successful totaling units utilizing number blocks
(number sense). Unit 3
Adding three two digit numbers on the number line
39 | Page
Strong awareness of number sense
Unit 6
Unit 7
Students showed strong understanding of simple fractions
Tools and strategies used to support student learning and success:
Adding and subtracting to twenty using Bridges computational
fluency practice, number lines, the number
rack, Number Corner, and adding numerical strategies. Teachers
promoted the use of DreamBox (5 lessons per week) Teachers utilized
daily Number Corner lessons to improve critical thinking skills,
practice patterning, counting
to one thousand, identifying money, exposure to geometric shapes,
time and fractions. Teachers introduced manipulatives like popsicle
sticks to illustrate bundling to support addition and
subtraction of two and three digit numbers. Teachers implemented
Bridges Work Places in order to enrich or re-teach unit concepts.
Teachers made data driven decisions to plan RtI and WIN Cycles to
provide re-teaching or extension
opportunities during small group instruction.
AREAS of GROWTH
Awareness/utilizing the number line
Unit 6
Strong understanding of fractions
As a team teachers will develop strategies to support student
learning and improve student success by: Teaching addition and
subtraction strategies to solve two and three digit computations
with and without
regrouping. Teachers will use Bridges curriculum with
fidelity
Teachers will utilize the Bridges unit pretests to create WIN and
RtI groups
Teachers will use a variety of models and manipulatives to teach
and re-teach addition and subtraction with and
without regrouping.
40 | Page
Teachers will incorporate real-world problems to practice adding
money and finding the difference between the
two amounts. Teachers will collaborate with the intervention
teacher on a regular basis to provide shared support for
students
Planned RtI and WIN groups will be created on a needs basis.
41 | Page
2018 - 2019 MATH PLAN
to interpret word
problems by using
RACE strategies and
with practice. Teachers will
help students practice
Struggling students
varying levels of student needs
Teachers will
ACTUAL STRATEGIES
For each unit, teachers used the assessment data to pinpoint
students struggling with specific skills in the unit. To target the
needs, the WIN cycle was utilized and small groups were formed
based on student need and skill area.
Teachers introduced the number line earlier in the year and
provided multiple opportunities for students to use the number
line.
Teachers used project-based learning to practice measurement or
real world objects.
Students utilized Dreambox program both at school and at home
Invited students not yet mastering skills to before school
Students not mastering skills received lessons with RTI teacher on
a needs basis. This support will help students be more successful
with mastering standards
PROPOSED EXPENDITURES
(SITE/LCAP)
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds will be utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches.
For the 2018-19 academic year expenditures planned included:
2 Intervention/Enri chment Teachers: $77,000
2 Curriculum Specialists: $27,000
(SITE/LCAP)
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds are utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches.
For the 2018-19 academic year expenditures were:
2 Intervention/Enric hment Teachers: $77,000
2 Curriculum Specialists: $27,000
Teachers will do a
OVERALL EFFECTIVENESS OF STRATEGIES CHANGES TO STRATEGIES Students
improved with additional support systems in
place Dreambox supported student’s individual needs RtI teacher
greatly supported student needs Number Corner and spiral review
offered review and
additional exposure to standards. Manipulatives provided a more
hands-on approach to
learning the skills.
Maintain the same support system next year (WIN time, small group
lessons for reteaching support, before school math class,
Dreambox)
43 | Page
2019-2020 Plan
2019 - 2020 MATH PLAN
2019-20 2020 - 21 2021 - 22
GOAL: 99% of students meeting/exceeding standard on Gr 2 End of the
Year Test
100% of students meeting/exceeding standard on
Gr 2 End of the Year Test
100% of students meeting/exceeding standard on Gr 2 End of the Year
Test
Basis for Goal: Why this one over others?
Students need to display proficiency on all second grade target
areas as they prepare for third grade. The end of the year test
will show readiness to perform at a higher level.
STRATEGY (List specific student groups to be
served)
Students identified as English Language Learners will receive
additional support during designated ELD time, Response to
Intervention and small group instruction.
Response to Intervention will be used to support students in need
of extra support as well as extension
Teachers will continue to utilize the Bridges math program and
analyze data to drive instruction
WIN time will be used to support students in need of reteaching and
extension
Teachers will use sentence frames and partner assignments to
encourage academic discourse to deepen understanding of
mathematical concepts.
Teachers will use Number Corner for each math lesson
Manipulatives will be
FEDERAL REQUIREMENTS
Students will continue to be identified by utilizing end of unit
Bridges assessments. Students not showing mastery will receive
additional support within the classroom and RTI pullout. Also high
achieving students will receive challenge activities through
RTI.
Dreambox will continue to be implemented to ensure students are
receiving leveled lessons based on their online performance.
Sentence frames serve as anchors for students that are unable to
begin academic discourse on their own. It can serve as a reminder
and help them stay on topic during a discussion.
This additional support will provide the identified student with
access to the common core academic content standards.
EXPENDITURES (Site / LCAP)
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds were utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches.
For the 2019-20 academic year expenditures included:
2 Intervention/ Enrichment Teachers: $77,000
2 Curriculum Specialists: $27,000
utilized to support Bridges lessons.
During morning review, teachers will use spiral review to reinforce
concepts previously taught.
Students will have DreamBox lessons at school and at home.
45 | Page
Tri 1 Interim 2
Tri 2 Interim 3
Tri 3 Interim 4
All 96 89% 57% 78% 45% 71% 75% 81% 89%
White 41 84% 60% 76% 57% 64% 71% 83% 87%
Hispanic 20 83% 48% 67% 32% 57% 62% 71% 85%
Asian 25 100% 62% 88% 79% 88% 92% 85% 91%
EL 8 86% 25% 43% 18% 29% 57% 86% 72%
EO 76 88% 60% 81% 54% 73% 74% 78% 89%
RFEP 6 100% 67% 86% 56% 71% 100% 100% 100%
Students with Disabilities
AREAS of SUCCESS
ELA Plan
86% of students will meet or exceed standards on CAASPP.
2018-19 Actual Outcome
89% of students will meet or exceed standards on CAASPP.
Basis for Goal: Why this one over others?
The CAASPP is a nationally normed standardized assessment aligned
to common core standards. CAASPP gives us reliable data as we
continue to master the implementation of our new ELA
curriculum.
Students made inferences about stories and characters and how their
actions helped to understand the sequence of a story.
Students used text features (key words) to locate information on a
given topic. Students were able to use the main actions of a story
to determine a central message. Students were able to use context
clues to figure out domain specific vocabulary words. Students were
able to read third grade text fluently Students were able to read
grade appropriate high frequency words in a given text.
46 | Page
Students were able to interpret the mood of a story by using the
story illustrations.
Additional areas of student success: White, Hispanic, Asian, EO,
RFEP groups improved from 2017-2018. Development of priority
standards for the grade level. Implementing with fidelity the
Benchmark curriculum. Using data to create Response to Intervention
grade level groups. Students are able to read grade level high
frequency words in text. Teachers facilitated academic discourse by
using sentence frames, sentence starters, and many opportunities
for
students to talk. Teachers delivered leveled instruction through
Benchmark readers. Students were able to read third grade level
text fluently. During Tri 2 Interim 3, all student student groups
showed improvement from Tri 1 Interim 2
Teachers used the following strategies to support student learning
and success: Teachers used anchor/reference charts to teach
character traits. Teacher utilized Benchmark to teach strategic
annotating skills. Teachers taught students how to target
transition words to help summarize the text within different
genres. Teachers used differentiated instructional methods and
strategies such as GLAD, Reader’s Theater,
project-based learning, and collaboration.
Identifying author’s purpose Main idea and details
As a team we will do the following to support student learning and
success: Teachers will continue to model strategies and practice
reading grade level text Teachers will model how to identify
author’s purpose Teachers will encourage students to read more in
class and at home to build stamina throughout the year. Teachers
will use Benchmark weekly assessments, Unit assessments, and IABs
as teaching tools Teachers will model summarizing literature or
informational text while organizing key details. Target ELD kids
with designated ELD time 30 minutes every day in ELA in order to
improve number of
proficient kids in those student groups on reading standards.
Target students with disabilities by coordinating schedules and
goals with support staff.
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2018 - 2019 ELA PLAN
Develop a proficiency map and align formative assessments.
ELD strategies (Benchmark) with designated ELD time
Incorporate writing into each unit.
Use sentence frames for partner talk, question starters, and
respectful discourse.
Use Scholastic News to support Benchmark instruction.
Use Benchmark readers to aide in reading and comprehension.
Used trimester data to design differentiated groups.
Developed a proficiency map with the TOSA and aligned formative
assessments.
Utilized ELD strategies (Benchmark) with designated ELD time. All
teachers worked together to teach ELD lessons.
Identified Benchmark readers that worked best for students at
different reading levels.
Incorporated Opinion, Informational, and Narrative writing into
daily Benchmark lessons.
Introduced practice opportunities for EL students to preview the
ELPAC.
Used Brief Write samples and RACE thinking maps to help students
show evidence and elaborate in their writing and constructive
response questions.
PROPOSED EXPENDITURES
(Site / LCAP)
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds will be utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches. For the 2018-19
academic year expenditures planned included:
2 Intervention/Enrichm ent Teachers: $77,000
2 Curriculum Specialists: $27,000
ACTUAL EXPENDITURES
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds are utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches. For the 2018-19
academic year expenditures were:
2 Intervention/Enrich ment Teachers: $77,000
2 Curriculum Specialists: $27,000
OVERALL EFFECTIVENESS OF STRATEGIES CHANGES TO STRATEGIES
The Team felt that proficiency maps allowed instruction to be more
focused and drove data analysis during the year.
Fluency focus within reading RTI groups helped to close the gap
between fluent and non-fluent readers.
Intervention Staff and Resource Specialist were very beneficial in
helping support students with identified needs and goals listed on
IEPs.
Small group instruction was a driving force behind student
growth.
Students respond well to partner talk and then sharing with the
whole group.
Begin exposing students in RTI groups to CAASPP practice questions
earlier in the year and have sessions more spread out.
49 | Page
2019 - 2020 ELA PLAN
GOAL: 86% of students meeting or exceeding standard on
CAASPP.
88% of students meeting or exceeding standard on CAASPP.
90% of students meeting or exceeding standard on CAASPP.
Basis for Goal: Why this one over others?
CAASPP is a comprehensive nationally normed standardized assessment
aligned to common core standards. It will offer reliable data as we
continue to master implementation of the ELA curriculum.
STRATEGY (List specific student groups to
be served)
FEDERAL REQUIREMENTS
Team will work with SDC, speech, RtI staff, and RSP teachers to
better support students with disabilities.
Team will begin the year with a review/focus on the organization of
paragraph writing.
Anchor charts that display key or target skills and standards will
be created for each unit.
While annotating, students will fill out KWL charts to determine
what they Know, what they Wonder, and what they still need to Learn
from a lesson.
More opportunities will be provided for students to compare and
contrast two pieces of simple and complex text.
Teaches will provide opportunities for students to summarize
literature
Working with the support staff will help to create common goals and
consistency in reading/writing strategies.
Beginning the year with organization of writing, will allow for
instruction to focus on specific genres, incorporation of textual
information, and ability to elaborate during the remainder of the
year for all student groups.
This additional support will provide all students with access to
the common core academic content standards. Identified students
will also have access to the English language development standards
for purposes of gaining academic content knowledge and English
language proficiency.
EXPENDITURES (Site / LCAP)
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds were utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches. For the 2019-20
academic year expenditures included:
2 Intervention/ Enrichment Teachers: $77,000
2 Curriculum Specialists: $27,000
or informational text and organize key details.
Teachers will model how to make inferences of the actions of a
character and how the character contributes to the events in a
story.
Teachers will target foundational skills necessary for reading and
writing.
51 | Page
Student Group # 17-18 Gr. 2 Math Fluency
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 18-19 Gr. 3
CAASPP
97% 97%
White 41 44% 81% 95% 86% 100% 100% 99% 98% 95%
Hispanic 20 50% 80% 100% 86% 95% 100% 100% 95% 95%
Asian 25 53% 96% 96% 92% 96% 100% 100% 98% 100%
EL 8 0% 63% 100% 100% 100% 100% 100% 86% 100%
EO 76 49% 88% 96% 85% 97% 100% 97% 97% 96%
RFEP 6 83% 83% 100% 100% 100% 100% 100% 100% 100%
Students with Disabilities
MATH Plan
GOAL: 86% of students meeting or exceeding standard on CAASPP
97% of students meeting or exceeding standard on CAASPP
Basis for Goal: Why this one over others?
CAASPP is a comprehensive nationally normed standardized assessment
aligned to common core standards. It will offer reliable end of the
year grade level data that is aligned to CCSS math standards.
AREAS of SUCCESS
Unit 1 All third grade classes scored 83% or higher on the
assessment (unit 1) MA.2.NBT.B.5-Fluently add and subtract within
100-100% Met or Exceeded Standard (unit 1) MA.2.OA.B.2-Fluently add
and subtract within 20 using mental math strategies- 100% Met or
Exceeded
Standard (unit 1) Asian subgroup scored 96% proficient (unit
1)
52 | Page
Unit 2 The third grade overall score was 92% Multiplication
Strategies (unit 2) Asian subgroup scored 96% proficient. (unit 2)
EL, RFEP, Hispanic, and students with disabilities scored 100%
proficient. (unit 2)
Unit 3
EL, RFEP, Hispanic, and students with disabilities scored 100%
proficient. (unit 3) Asian subgroup scored 92% proficient. (unit 3)
The third grade overall score was 87% Place Value Strategies (unit
3) 96% of students were proficient in rounding whole numbers to the
nearest 10 and 100.
Unit 4 7 out of 8 student groups met the grade level goal (unit 4)
RFEP and EL both were 100% proficient (unit 4)
Unit 5 & Unit 6 All student groups were 100% proficient (unit
5) All student groups were at least 97% proficient (unit 6)
Students were successful with finding the area of a quadrilateral
and knowing attributes of quadrilaterals
To support student success the following strategies we used: RtI
groups were formed using assessment data. Students worked with the
curriculum specialist for 30 minutes a
day. Teachers incorporated the use of manipulatives and used
hands-on activities to practice and build upon lessons. Developed
CFAs to differentiate WIN groups (all units) Implemented WIN time
three times a week for 30 minutes each.(all units) Routine use of
Number Corner.(all units)
Unit 1 Focus standard:
o MA.3.NBT.A.2 - 62%-Fluently add and subtract within 1,000 using
strategies and algorithms. o MA.2.OA.A.1 - 46%-Use addition and
subtraction within 100 to solve one and two step word
problems. Target our EL groups to show increased proficiency
(currently at 63%)
Unit 2 MA.3.O.A.A.3-Uses multiplication and division within 100 to
solve word problems in situations 72.3% of students chose
multiplication as the operation when it should have been division
Students were supposed to divide 15 by 3, but multiplied 15 times 3
instead After analysis, the other intense focus scores (66% and
83%) were careless errors by the students. Students
chose centimeters instead of inches, but got the multiplication
product correct. The other careless error was not reading the
directions carefully by not choosing multiple answers, instead of
one.
Unit 3 Solve two-step word problems using the four operations.
Represent these problems using equations with a letter
standing for the unknown quantity. Assess the reasonableness of
answers using mental computation and estimation strategies
including rounding.
Unit 5 & Unit 6 Solve division equations with missing
dividends
53 | Page
Recognize that some problems have more than one equation to solve
Recognize that a problem can have more than one solution/multiple
answers Recognizing if the question is asking for perimeter or area
(mixing up the two)
To support students' learning and growth, as a team the following
strategies will be used: Motivational strategies to ensure students
complete 5 lessons of Dreambox per week.(all units) Math groups
will be implemented at the beginning of Unit 1. This will allow for
strategic leveling of students to
support varied levels of understanding. Teachers will continue to
implement Number Corner for all students Utilize and teach Bridges
Math to fidelity. Teachers will continue to use Work Places to
teach and review each unit
Stevenson Ranch Elementary School Grade 3 2018-2019
MATH Plan
PLANNED STRATEGIES
Routine use of Dreambox
Review and practice the difference between multiplication and
division word problems through multiple exposures, multiple
strategies and teacher resources.
Routine use of Number Corner.
Give Bridges checkpoints to assess student progress mid-unit
Use Work Places as opportunities for learning and reviewing
skills.
Numeracy Leaders will work with
Teachers consistently created RTI WIN groups for intervention and
enrichment.
Teachers used Dreambox consistently, both at home and in the
classroom.
Teachers reviewed and practiced the difference between
multiplication and division word problems through multiple
exposures and multiple strategies and teacher resources.
Daily Number Corner exercises.
Teachers used Bridges checkpoints to assess student learning and
help plan WIN groups for intervention and enrichment.
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds will be utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches. For the 2018-19
academic year expenditures planned included:
2 Intervention/Enrichme nt Teachers: $77,000
2 Curriculum Specialists: $27,000
Class Coverage: $3,000
At Stevenson Ranch School, Base Grant ($58,650), Supplemental
($58,760), and Title III ($1,806) funds are utilized to provide
academic support and enrichment for targeted students across all
grade levels, as well as support teachers professionally through
release time to work with instructional coaches. For the 2018-19
academic year expenditures were:
2 Intervention/Enrich ment Teachers: $77,000
2 Curriculum Specialists: $27,000
students to provide additional practice.
Students successfully used workplaces within Bridges to learn and
review skills.
Numeracy Leaders helped students learn their math facts to
fluency.
OVERALL EFFECTIVENESS OF STRATEGIES CHANGES TO STRATEGIES Student
growth is attributed to math lessons given in class, math
WIN groups, careful planning, and time given to analyze data.
Within the EL student group, student scores increased overall
in
math. Numeracy Leaders proved to be a great support for
students
reaching proficiency in math fact fluency.
Team will continue to utilize strategies with two step word
problems next year.
55 | Page
2019-2020 Plan
MATH Plan
2020 - 21
2021 - 22
Basis for Goal: Why this one over others?
The CAASPP is our nationally normed standardized assessment aligned
to common core. This assessment will give the end of the year grade
level data that aligns with state math standards.
STRATEGY (List specific student groups to be
served)
Teams will implement math groups (WIN Cycle) for all units on a
needs basis. This will allow for strategic leveling of students to
support varied levels of unders