The Single Plan for Student Achievement School: CDS Code: District: Principal: Revision Date:
Sunkist Elementary School 30-66423-6027403 Anaheim City School District Alejandro Ramirez May 2013
The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA. For additional information on school programs and how you may become involved locally, please contact the following person: Contact Person: Position: Phone Number: Address: E-mail Address:
Alejandro Ramirez Principal 714.517.8962 500 N. Sunkist Street Anaheim, CA 92806
[email protected]
The District Governing Board approved this revision of the SPSA on June 24, 2013 (pending).
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Table of Contents School Vision and Mission ......................................................................................................................................................4 School Profile..........................................................................................................................................................................4 Comprehensive Needs Assessment Components ..................................................................................................................6 Data Analysis .................................................................................................................................................................6 Surveys ..........................................................................................................................................................................6 Classroom Observations................................................................................................................................................6 Analysis of Current Instructional Program ....................................................................................................................8 Description of Barriers and Related School Goals ................................................................................................................11 School and Student Performance Data ................................................................................................................................14 Academic Performance Index by Student Group ........................................................................................................14 English-Language Arts Adequate Yearly Progress (AYP)..............................................................................................15 Mathematics Adequate Yearly Progress (AYP)............................................................................................................16 CELDT (Annual Assessment) Results............................................................................................................................17 CELDT (All Assessment) Results...................................................................................................................................18 Title III Accountability (School Data) ...........................................................................................................................19 Title III Accountability (District Data)...........................................................................................................................21 Planned Improvements in Student Performance .................................................................................................................23 School Goal #1.............................................................................................................................................................23 School Goal #2.............................................................................................................................................................26 School Goal #3.............................................................................................................................................................30 School Goal #4.............................................................................................................................................................33 School Goal #5.............................................................................................................................................................39 School Goal #6.............................................................................................................................................................40 School Goal #7.............................................................................................................................................................43 School Goal #8.............................................................................................................................................................46 Centralized Services for Planned Improvements in Student Performance ..........................................................................49 Centralized Service Goal #1 .........................................................................................................................................49 Centralized Service Goal #2 .........................................................................................................................................50 Centralized Service Goal #3 .........................................................................................................................................51 Centralized Service Goal #4 .........................................................................................................................................52 Centralized Service Goal #5 .........................................................................................................................................53 Summary of Expenditures in this Plan..................................................................................................................................54 Total Allocations and Expenditures by Funding Source ..............................................................................................54 Total Expenditures by Object Type..............................................................................................................................55 The Single Plan 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Total Expenditures by Object Type and Funding Source .............................................................................................56 Total Expenditures by Goal..........................................................................................................................................57 School Site Council Membership ..........................................................................................................................................58 Recommendations and Assurances......................................................................................................................................59
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School Vision and Mission Sunkist Elementary School ’s Vision and Mission Statements SUNKIST MISSION STATEMENT Our mission at Sunkist Elementary is to provide a safe and supportive learning environment that promotes student achievement grounded in the belief that all students can learn. We believe all students are unique, valued individuals who will problem solve, reason, and produce quality work to achieve high standards. Sunkist staff is committed to collaboration and communication with parents and the community in order to ensure all students achieve. VISION STATEMENT Sunkist Elementary is committed to the success of all students and staff. We respect individuality and celebrate learning in a collaborative community focused on student achievement.
School Profile Sunkist Elementary is one of 24 elementary schools in the Anaheim City School District. The boundaries include oldermiddle and low-income housing. The school has 39 classrooms and in 2013-2014, Sunkist’s enrollment maintained an average of 870 students. The instructional program for all students is based on the California State Standards. Students are assessed for present levels, and instruction is provided based on their needs. All students have access to the core curriculum, whether they are designated as English learners, have an individualized learning plan, receive intervention services, or are identified GATE (Gifted and Talented Education). Sunkist’s school-wide focus is literacy and the achievement of reading proficiency. Sunkist has systems in place to to meet the needs of all students. There are four classrooms designated for GATEidentified students. At-risk students are identified by criteria established by the district and school Response to Intervention (RtI) model, district at-risk of retention guidelines, and when they do not consistently meet benchmark as determined by state, district, and program assessments. All students participate in 45 minutes of literacy intervention using Corrective Reading, Read Naturally and A-Z Leveled readers. All students receive 15 to 30 minutes of intervention in mathematics. Beginning English learners who are new to the country receive support in the Newcomers program. Students who are persistently at risk and are receiving Tier 2 or 3 intervention, are referred to the Student Success Team (SST). Special education students may receive services in the Resource Specialist Program (RSP) and/or Speech or Language. There are currently three Special Day classrooms (SDC) that service students in 1-6 grade. Sunkist’s student body is 87 percent Hispanic or Latino and 89 percent participate in the Free or Reduced-Priced Lunch program. Sixty-five percent of students are English learners and 18 percent have been reclassified as fluent-English proficient (R-FEP). Based on the percentage of student answer documents with stated parent education level information, 61 percent of parents have the equivalence of a high school diploma or less, 39 percent have some college education or more. The Anaheim City School District and Sunkist Elementary provide quality, state approved curriculum for all students. This curriculum includes: • Houghton Mifflin Reading – Language Arts (Grades K-6) • EnVision Mathematics (Grades K-6) • Houghton Mifflin Science (Grades K-6) • Macmillan/McGraw-Hill California Vistas – History/Social Studies (Grades K-6) • SRA Language for All – English Language Development (Grades K-6) • Language for Learning • Language for Thinking The Single Plan for Student Achievement
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• Language for Writing • Reasoning and Writing Levels D, E, and F • SRA Corrective Reading – Language Arts Intervention (Grades 3-6) • ST Math – Additional Mathematic Support (Grades K-5) • Second Step - (Grades K-6) • Botvin Life Skills (Grade 6) • Other materials that support instruction are library resources, instructional videos, and computer hardware and software. Staff development is important at Sunkist Elementary. The average years of experience is 16.7 years of service. All teachers have been trained in ELD/SDAIE strategies and AB 466 Language Arts (HM Reading) and Mathematics (EnVision Mathematics) training. Most of the current staff has also been trained in Thinking Maps, Write from the Beginning and Explicit Direct Instruction. Staff has participated in other staff development opportunities during staff meetings and Professional Learning Communities and planning days. Inservices address the ongoing focus on student learning as a result of assessment data analysis. Staff is also encouraged to participate in a variety of offsite training. Many teachers attend district sponsored trainings to improve student achievement in reading, writing and mathematics. Teachers attend staff meetings and monthly grade level meetings that focus on collaboration, planning, data analysis, and staff development, while providing an outlet for communication of ideas and information. Additionally the school participates in many supplementary education activities such as environmental field trips, Arts Attack program, PTA Reflections contest, Civic and Oral Interpretation Speech Contests, and other district sponsored contests in reading and science. Community involvement opportunities include PAL and PTA sponsored events. Sunkist Elementary creates numerous opportunities for parent involvement. At Sunkist, we strongly believe that parental involvement is key to supporting our strong academic programs. Parents participate in variety of events and activities that support both the academic and social development of all students. Classes and sessions on a variety of topics are also offered throughout the year and often coordinated by the school community liaison and district personnel. The community liaison is available to support and offer assistance to parents as a translator, locating resources, hosting parent trainings and classes and other services. Parents are invited to attend monthly School Site Council and PTA meetings, school events and activities, and volunteer in classrooms and other school or PTA sponsored activities. Sunkist has parent representation at the District English Language Advisory Council, the District PTA Council, and the GATE Council district meetings. Parents attending school activities show how working together, parents, teachers and staff have created a strong school community where parents are welcomed and involved. Creating a positive learning environment with high, consistent behavior standards are priorities at Sunkist. Students receive positive recognition daily both inside and outside the classroom. Students are building positive self-concepts as they are taught regularly about personal responsibility, responsibility to others, and consequences and benefits of being responsible citizens. Teachers use a variety of classroom and school wide strategies to improve, recognize, encourage, and motivate students to display positive behavior. School wide behavior standards are in place and addressed through Project Respect. Students receive Project Respect tickets for making good choices. Classrooms are recognized through Project Respect tickets for perfect attendance and uniform compliance. Proactive intervention and positive reinforcement are the preferred methods for encouraging students to make positive choices. At the beginning of the year, students attend behavior and spirit rotations at which time, rules and expectations for behavior are presented using Project Respect tenets as a basis. Regular, clear communication is a priority at Sunkist. Newsletters are sent home in a parent/school communication folder which contains pertinent information regarding school, community, and district events. Teachers send home newsletters and notes to parents regarding student progress. Parent conferences are held in the fall to review student progress and set student goals. Parents of students deemed At-Risk of Retention meet with teachers at the end of the second trimester. The Parent Link system is utilized for daily attendance and to inform families about upcoming special events. Report cards are sent home each trimester, with Interim Below Grade Level Report Notices sent home second and third trimester to inform parents of student progress 6-8 weeks prior to the end of the grading period. Sunkist has been identified a Year 1 Program Improvement (PI) school based upon the subgroup scores of Hispanics, Socially disadvantaged and English Learners in English Language Arts. Parents were informed about PI identification via a formal letter written in English and Spanish to all parents, a newsletter article written in English and Spanish, and a presentation to the SSC/ELAC. Additionally, all parents have been informed that public school choice is provided for children whose parents wish to transfer them from Sunkist to a non-PI alternative. The Single Plan for Student Achievement
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Sunkist Elementary School, the Anaheim City School District, and the California Department of Education share responsibility for Sunkist’s improvement based upon the LEA and School Improvement Non-Regulatory Guidance (revised July 21, 2006). The district is providing technical assistance in the form of written and translated communication to the parents, orientation resources for the school's staff and parents, support during the revision of its school improvement plan, and support during the plan's implementation. A peer review process for the revised SPSA was conducted.
Comprehensive Needs Assessment Components Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided. Surveys This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s). A parent survey was sent home to parents at the beginning of the 2011-2012 school year requesting input regarding options for parent involvement. Information collected was shared with the staff and School Site Council. Staff works closely with a Curriculum Coach in Professional Learning Communities. Information gleamed from these sources were utilized to prepare this document. The use of Thinking Maps in general and Write from the Beginning continue to be a focus of the staff. Conceptual mathematical instruction and increasing active student engagement and differentiation of curricular content were also chosen as staff development needs. Staff has read Explicit Direct Instruction and continues to focus on improving direct instruction. Staff received staff development in Write from the Beginning over the last two years (10-11 and 11-12), Explicit Direct Instruction and EL Strategies in Action. Staff also indicated an interest to focus on early intervention opportunities using TOSA support. A new parent survey will be administered in 2014-2015.
Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings. Throughout the year, administrators visit classrooms weekly for both formal and informal observations. District visitation team focused on instructional practices in Language Arts, Mathematics and English Language Development. During the walk throughs there was an emphasis on rigor of curriculum implementation, student engagement, corrective feedback, checking for understanding, closing the achievement gap and use of technology. Grade level teams walked through classrooms focusing on strategies that addressed the closing of the achievement gap and a collaborative choice between one of the following: checking for understanding, corrective feedback, and student engagement. Results from all of the formal visits were shared with all certificated staff and data gathered to formulate goals and implications for professional development. The Single Plan for Student Achievement
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Certificated staff are evaluated through a formal process. Tenured teachers are evaluated biannually, while temporary and probationary teachers are evaluated annually. During the evaluation year, formal observations are conducted at least twice. Observation and evaluation forms are based on the California Standards for the Teaching Profession. The curriculum coach visits the classrooms on a regular basis and conducts collaborative coaching meetings to share "promising practices" with the K-6 staff. The coaching cycle will be utilized on a regular basis in transitional kindergarten through sixth grade. District and site staff also provide staff development during staff meeting times and after school based on the observed needs of the staff.
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Analysis of Current Instructional Program The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are: • • •
Not meeting performance goals Meeting performance goals Exceeding performance goals
Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs. Standards, Assessment, and Accountability 1.
Use of state and local assessments to modify instruction and improve student achievement (ESEA)
Through data analysis of current District Common Assessments and the 2013 CSTs, Sunkist students are performing higher in mathematics than language arts. In Language Arts there has been minimal growth, our English Learner student group is our lowest achieving group on state assessments. The Socio-Economic Disadvantaged and Hispanic groups are also target groups. None of our sub-groups met the 2013 AYP criteria. In Mathematics there has been growth, our Socio-Economically Disadvantaged group is our lowest achieving group on state assessments. The English Learner and Hispanic groups are also target groups. The English Learner group did not meet the 2013 AYP criteria while the other two subgroups met AYP using safe-harbor criteria. Analysis of CELDT performance shows that 43% of students met AMAO 1 criteria. There is a need for us to target English Learners of five years or more instruction in US schools. All students are monitored monthly on various local assessments and instruction is differentiated in the classroom and in reading rotations to meet students needs. Students in grades 1-6 are monitored using DIBELs and students in grades 2-6 are also monitored using the STAR Reading assessments for grade equivalency. Each grade level uses various local assessments, such as DCA, BPST, SRA, Rocket Math, ST Math, to inform students and parents about academic progress. Students not demonstrating growth are progress monitored using BPST, DIBELs and/or STAR Reading.
2.
Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)
Grade levels have professional learning communities through which they analyze data based on program assessments, pre- and post- common formative assessments, district common assessments, and writing. They also analyze student data in order to modify instruction and monitor progress of intervention groups.
Staffing and Professional Development 3.
Status of meeting requirements for highly qualified staff (ESEA)
100% of teachers are HQT. The Single Plan for Student Achievement
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Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC)
All Teachers are NCLB compliant and hold EL authorizations. All regular education teachers hold a Multiple Subject Credential, and all special education teachers hold an Education Specialist Credential.
5.
Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)
Staff will be trained on Common Core State Standards and the implementation of these standards in each grade level. At present, teachers have been trained in CCSS ELA Instructional Shifts, Mathematical Practices, and the Organization and Structure of the CCSS Math Standards. Staff will be trained on the rigor and the expectations of the standards using the Frameworks, and the Smarter Balanced assessments. The staff will deconstruct standards and modify and create lessons to meet Common Core State Standards. Teachers will administer assessments throughout the year to evaluate students' progress towards meeting these CCSS expectations. Teachers will focus on infusing the 4C's (Creativity, Collaboration, Communication, and Critical Thinking) and technology into lessons. Teachers will continue to develop lessons bases on RBLD, Write from the Beginning, Close Reading, Text-Dependent Questions, and the use of strategies for English Learners throughout the instructional day.
6.
Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)
District Curriculum Specialists are available and will be used as needed to support teachers and staff. A Curriculum Coach will be provided to assist, model, and collaborate with teachers to improve instructional practices. A Digital Learning Coach will also be available to support the implementation and integration of technology and instructional strategies that incorporate technology into lessons to enhance instruction, student engagement, access, and better prepare students for 21st century expectations.
7.
Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC)
Professional Learning Communities meet twice monthly as grade levels to analyze student data, plan instruction, and organize intervention with the support of an administrator and coach.
Teaching and Learning 8.
Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)
Current district adopted curriculum is aligned to state standards for all instructional areas. District and teachers have created Common Core State Standard aligned units for language arts. These units of study are already in use by all grade levels. The is district is in the process of purchasing other support materials that are aligned with the CCSS.
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9.
Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC)
Each grade level has an instructional schedule, which incorporates the necessary minutes for ELA and Math. A 30-minute block, 5 days a week is also scheduled for Designated ELD for all students.
10. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC) A schoolwide intervention block of 30-45 minutes, 4 days a week is also established for ELA intervention for all students. There is also a daily 15-30 minute math intervention in grades 4-6.
11. Availability of standards-based instructional materials appropriate to all student groups (ESEA)
All students have access to appropriate, standards-based instructional materials.
12. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC)
All instructional and intervention materials are state board-adopted.
Opportunity and Equal Educational Access 13. Services provided by the regular program that enable underperforming students to meet standards (ESEA)
The following services are provided within the regular education program: Reading Rotation (intervention) Designated ELD Instructional TOSAs are provided to reduce ELD and intervention class sizes Special Education students are fully-included and/or mainstreamed into Regular Education classes. Student Success Team Autism Support Team Professional Learning Communities
14. Research-based educational practices to raise student achievement
The following research-based educational practices are implemented: RBLD, Thinking Maps, Write from the Beginning, Bridges to Understanding, PALS, ST Math, Accelerated Reader, PBIS (will be implemented beginning 2014)
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Parental Involvement 15. Resources available from family, school, district, and community to assist under-achieving students (ESEA)
A Spanish-speaking community liaison is provided to assist families, provide professional development, and organize parent activities and opportunities for involvement on campus. Student Success Team meets monthly to identify and discuss underachieving and students struggling to meet behavior expectation and involve families in families in the process. School Site Council/ELAC meetings are scheduled throughout the year to provide opportunities for parent to provide input and guidance for school planning. PTA is an active group that provides activities and enrichment for all students throughout the year.
16. Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932)
50% of the School Site Council is composed of five parents and/or community members. The other 50% is composed of the principal, one classified staff member, and three teachers.
Funding 17. Services provided by categorical funds that enable underperforming students to meet standards (ESEA)
Supplemental Educational Services (SES), tier 2 and 3 interventions, and improvement to instruction through the incorporation of technology and coaching support.
18. Fiscal support (EPC)
Title I and Local Control Funding.
Description of Barriers and Related School Goals English Language Arts: Currently Sunkist students are at 37.8 % proficient or above based on the 2013 ELA CST. All subgroups did not meet AYP criteria including English Learners, Socio-Economically Disadvantaged and Hispanic students. The three year trend shows maintenance of performance with little or no gain or loss. Sunkist will use the District Spring DCA to monitor progress until other universal assessments are measured. Mathematics: Currently Sunkist students are at 54.1% proficient or above based on the 2013 Math CST. All subgroups except English Learners met AYP using safe harbor criteria. The three year trend shows a gain in performance. Sunkist will use the District Spring DCA to monitor progress until other universal assessments are measured. English Language Development: English Learners continue to be a critical subgroup that requires specific instructional support and The Single Plan for Student Achievement
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research based strategies that promote academic success. EL students did not meet AMAO 1 and 2 benchmarks and students who have 5 or more years of schooling are especially a focus. Sunkist's School's Leadership Team and School Site Council analyze the academic performance of all student groups and monitor the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, factors that influence student achievement at Sunkist School have been determined as follows: FACTOR #1 SCHOOL CULTURE Educational setting where staff helps children believe they can succeed and supports stronger caring, sustained relationships by building a sense of trust, student motivation, self efficacy, and setting goals with students. FACTOR # 2 CURRICULUM/INSTRUCTION/ASSESSMENT Standards Based Instruction
*Alignment between rigor of standard and independent practice and/or performance task students are being asked to demonstrate their understanding and application of standard. *Deconstruction of standard - a clear understanding of skill and concept that students are expected know and be able to do. *Priority Standards - prioritization of standards that are essential for student success Higher Level Thinking *Provide varying opportunities for students to show their learning (i.e. open ended questions, performance task, writing, etc.) *Develop students ability to think critically by engaging students in learning task that elicit analysis, synthesis, and evaluation. School Wide Instructional Strategies *Consistency in implementation of a research-based lesson design with EL scaffolds in all curricular areas. *Student practice and use of Thinking Maps to support student meta cognitive thinking *Student practice and use of Write from the Beginning strategies to support the development of writing skills *Consistent use of Instructional Routines (i.e. Lesson Norms) that emphasize student engagement and language practice (i.e. Structured Pair Share, Read with Me, Track with Me, Gestures, etc.) FACTOR #3 Language Assets/Support Consistent use of instructional strategies specifically designed to support English Language Learners access to concept and/or content throughout the day *Instructional strategies that specifically support the language needs of developing learners *Implementation of Research Based Lesson Design with EL scaffolds to support student development of English and provide them access to the core throughout the day *Intentional use of academic vocabulary to support understanding of content *Strategic use of oral language opportunities through constant student talk strategies (i.e. echo, choral, pair share, etc.) needs to increased to help address weak academic language and gaps in reading/writing skills. *Embed oral language opportunities for students throughout the day through echo, pair share, and choral, responses. *Provide authentic opportunities for student exchange and practice of academic language through collaborative task, student pairings and performance task.
FACTOR #4 COLLABORATIVE CULTURE Collective agreements within grade level/school wide to focus on high expectations, data analysis, and professional dialogues to establish urgency, consistency, calibration, acceleration, and focus on student needs.
Key areas to emphasize: *RIGOR within instruction will be a priority for all grade levels during planning opportunities. *Clearly defined student learning outcomes *Formative assessments of key areas of student learning *Planning of integrated lessons that emphasize students critical thinking and understanding of essential understandings The Single Plan for Student Achievement
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through performance task *Alignment of writing expectations from grade to grade FACTOR #5 SAFETY AND SCHOLARLY CLIMATE CONDUCIVE TO ACHIEVEMENT School Wide Behavior Expectations Consistent student demonstration of behaviors conducive to learning throughout the school community (i.e. classrooms, playground, etc.)
*"Common Language" used by all (i.e. teachers, students, administrators and parents) to define expected behaviors both in classroom and on playground as recommended by a successful implementation of PBIS. SCHOLARLY CLIMATE To Achievement Provide opportunities for students to participate in learning activities that ascribe to nurturing the multiple talents of students *Visual/Musical Arts *Physical fitness (i.e. agility and mental strength) *Build student efficacy through: -Goal setting and monitoring their progress -Study skills and organization tools -On site leadership roles -Exposure to college and career experiences FACTOR #6 PARENT ENGAGEMENT Providing parents with workshops to develop their overall capacity to support their child's overall development and academic achievement as it relates to: *Using positive behavior management/reinforcement *Understanding school wide learning expectations *Participating in the school community as tutors, assistants, *Developing their role as partners to serve as stewards of student learning goals
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School and Student Performance Data Academic Performance Index by Student Group API GROWTH BY STUDENT GROUP PROFICIENCY LEVEL
All Students 2012
2013
Number Included
602
Growth API
White 2012
2013
580
36
36
735
740
801
Base API
735
736
782
Target--
5
5
Growth--
0
4
No
No
Met Target
2014
African-American 2014
2012
2013
2
1
2014
Asian 2012
2013
17
21
798
840
863
799
840
840
2014
API GROWTH BY STUDENT GROUP PROFICIENCY LEVEL
English Learners
Hispanic 2012
2013
Number Included
532
Growth API
2012
2013
512
456
724
729
Base API
721
Target-Growth-Met Target
2014
Socioeconomically Disadvantaged 2014
2012
2013
424
525
721
718
725
727
5
5
3 No
2014
Students with Disabilities 2012
2013
519
84
95
720
727
578
596
722
722
721
543
577
5
5
5
5
4
-6
-4
-2
6
No
No
No
No
Yes
2014
Conclusions based on this data: 1. The Base API has increased for the past three years, however the growth target has only been met once since 2011.
2. Significant subgroups have not met the API growth target with the exception of Economically Disadvantaged students in 2013. Hispanic students have made growth every year while English Learners have not made growth.
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School and Student Performance Data English-Language Arts Adequate Yearly Progress (AYP)
AYP PROFICIENCY LEVEL
ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP All Students 2012
2013
Participation Rate
100
Number At or Above Proficient
2012
2013
100
100
224
219
Percent At or Above Proficient
37.2
37.8
AYP Target: ES/MS
78.4
89.2
AYP Target: HS
77.8
88.9
No
No
Met AYP Criteria
2014
White
African-American 2014
2012
2013
100
100
75
21
15
--
58.3
41.7
--
--
100.0
78.4
89.2
100.0
78.4
89.2
100.0
77.8
88.9
100.0
77.8
88.9
--
--
--
--
2014
Asian 2012
2013
2014
100
100
10
12
58.8
57.1
100.0
78.4
89.2
100.0
100.0
77.8
88.9
100.0
--
--
ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP AYP PROFICIENCY LEVEL
English Learners
Hispanic 2012
2013
Participation Rate
100
Number At or Above Proficient
2012
2013
100
100
182
185
Percent At or Above Proficient
34.2
36.1
AYP Target: ES/MS
78.4
89.2
AYP Target: HS
77.8
88.9
No
No
Met AYP Criteria
2014
Socioeconomically Disadvantaged 2014
2012
2013
100
100
154
140
33.8
33.0
100.0
78.4
89.2
100.0
77.8
88.9
No
No
2014
Students with Disabilities 2012
2013
2014
100
100
99
177
179
17
18
33.7
34.5
20.2
18.9
100.0
78.4
89.2
100.0
78.4
89.2
100.0
100.0
77.8
88.9
100.0
77.8
88.9
100.0
No
No
--
--
Conclusions based on this data: 1. Students have maintained performance at near the most current 37.8% meeting proficiency or above for the past three years. All subgroups have all maintained performance.
2. Students have not met ELA AYP criteria in any group for the past three years.
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School and Student Performance Data Mathematics Adequate Yearly Progress (AYP)
AYP PROFICIENCY LEVEL
MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP All Students 2012
2013
Participation Rate
100
Number At or Above Proficient
White 2012
2013
100
100
300
314
Percent At or Above Proficient
49.8
54.1
AYP Target: ES/MS
79.0
89.5
AYP Target: HS
77.4
88.7
No
Yes
Met AYP Criteria
2014
African-American 2014
2012
2013
100
100
75
20
21
--
55.6
58.3
--
--
100.0
79.0
89.5
100.0
79.0
89.5
100.0
77.4
88.7
100.0
77.4
88.7
--
--
--
--
2014
Asian 2012
2013
2014
100
100
14
18
82.4
85.7
100.0
79.0
89.5
100.0
100.0
77.4
88.7
100.0
--
--
MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP AYP PROFICIENCY LEVEL
English Learners
Hispanic 2012
2013
Participation Rate
100
Number At or Above Proficient
2012
2013
100
100
254
268
Percent At or Above Proficient
47.7
52.3
AYP Target: ES/MS
79.0
89.5
AYP Target: HS
77.4
88.7
No
Yes
Met AYP Criteria
2014
Socioeconomically Disadvantaged 2014
2012
2013
100
100
222
220
48.7
51.9
100.0
79.0
89.5
100.0
77.4
88.7
No
No
2014
Students with Disabilities 2012
2013
2014
100
100
99
248
267
24
29
47.2
51.4
28.6
30.5
100.0
79.0
89.5
100.0
79.0
89.5
100.0
100.0
77.4
88.7
100.0
77.4
88.7
100.0
No
Yes
--
--
Conclusions based on this data: 1. Students have made progress and 54.1% of students are meeting proficiency or above.
2. Schoolwide, Hispanic, and Economically Disadvantaged Students have met AYP using safe harbor criteria 2 out of the last three years. English Learners have made growth but only have met 1 out of the last three years.
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School and Student Performance Data CELDT (Annual Assessment) Results 2013-14 CELDT (Annual Assessment) Results Grade
Advanced #
%
1
Early Advanced
Intermediate
Early Intermediate
Beginning
Number Tested
#
%
#
%
#
%
#
%
#
10
12
32
39
30
36
11
13
83
2
2
2
8
9
42
48
23
26
12
14
87
3
1
1
6
9
37
55
17
25
6
9
67
4
1
1
13
18
45
63
8
11
5
7
72
5
6
13
28
62
6
13
5
11
45
6
15
27
27
48
10
18
4
7
56
58
14
211
51
98
24
43
10
414
Total
4
1
Conclusions based on this data: 1. The majority of students are performing at the intermediate level in all grades - 189 students.
2. There is a significant decrease of students at early intermediate from 1st to 2nd grade.
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School and Student Performance Data CELDT (All Assessment) Results 2013-14 CELDT (All Assessment) Results Grade
Advanced #
%
Early Advanced #
%
K 1
Intermediate
Early Intermediate
Beginning
Number Tested
#
%
#
%
#
%
#
1
1
38
33
77
66
116
11
12
33
37
32
36
14
16
90
2
2
2
8
9
44
48
24
26
13
14
91
3
1
1
6
8
37
52
19
27
8
11
71
4
1
1
13
18
46
62
8
11
6
8
74
5
7
15
29
62
6
13
5
11
47
6
16
28
27
47
10
17
5
9
58
61
11
217
40
137
25
128
23
547
Total
4
1
Conclusions based on this data: 1. 58% of students are at Early-Intermediate and Intermediate levels. The majority of Beginning students are in Kindergarten.
2. The number of EL students taking the CELDT decreases from 119 in Kindergarten to 50 in sixth grade. 3. More than 50% of English learner in 5th and 6th grade are at Intermediate or below putting them at risk of becoming long-term ELs. There are 86 out of 114 student at intermediate or below in 5th and 6th grade.
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School and Student Performance Data Title III Accountability (School Data) Annual Growth
AMAO 1
2011-12
2012-13
2013-14
445
451
414
100.0%
97.1%
98.1%
Number in Cohort
445
438
406
Number Met
273
208
182
Percent Met
61.3%
47.5%
44.8%
NCLB Target
56.0
57.5
59.0
Met Target
Yes
No
No
Number of Annual Testers Percent with Prior Year Data
Attaining English Proficiency AMAO 2
2011-12
2012-13
2013-14
Years of EL instruction
Years of EL instruction
Years of EL instruction
Less Than 5
5 Or More
Less Than 5
5 Or More
Less Than 5
5 Or More
Number in Cohort
472
93
472
96
444
94
Number Met
109
40
59
17
40
17
Percent Met
23.1%
43.0%
12.5%
17.7%
9.0%
18.1%
NCLB Target
20.1
45.1
21.4
47.0
22.8
49.0
Met Target
Yes
No
No
No
No
No
AMAO 3
Adequate Yearly Progress for English Learner Subgroup 2011-12
2012-13
Met Participation Rate
Yes
Yes
Met Percent Proficient or Above
No
No
Met Participation Rate
Yes
Yes
Met Percent Proficient or Above
No
No
2013-14
English-Language Arts
Mathematics
Conclusions based on this data: 1. AMAO 1 target was missed by 3.4% in 10-11, exceeded by 5.3% in 11-12, and missed again by 10% in 12-13. Historically the percent of students meeting AMAO 1 follows an up one year, down one year trend as the high proficiency ELs are reclassified.
2. AMAO 2 target for students with less that 5 years of EL instruction was exceeded by 1.3% in 2010-11, exceeded by 3.1 in 201112 and missed in 2012-13 by 8.9%. AMAO 2 target for students with more than 5 years of EL instruction was missed by 1.8% in 2010-11, missed by 2.1% in 2011-12, and missed again in 2012-13 by 29.3%. Our students at-risk of becoming long-term English learners have been identified for further monitoring.
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3. Our EL group has not met AYP targets for ELA in over 3 years. The EL group met AYP target in math in 2010-11.
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School and Student Performance Data Title III Accountability (District Data) Annual Growth
AMAO 1
2011-12
2012-13
2013-14
Number of Annual Testers
9,603
9,475
8,595
Percent with Prior Year Data
100.0
99.4
99.8
Number in Cohort
9,603
9,416
8,579
Number Met
6,104
5,239
4,414
Percent Met
63.6
55.6
51.5
NCLB Target
56.0
57.5
59.0
Met Target
Yes
No
No
Attaining English Proficiency AMAO 2
2011-12
2012-13
2013-14
Years of EL instruction
Years of EL instruction
Years of EL instruction
Less Than 5
5 Or More
Less Than 5
5 Or More
Less Than 5
5 Or More
Number in Cohort
10,211
1,964
10,046
1,820
9,530
1,593
Number Met
2,373
882
2,172
723
1,600
501
Percent Met
23.2
44.9
21.6
39.7
16.8
31.5
NCLB Target
20.1
45.1
21.4
47.0
22.8
49.0
Met Target
Yes
No
Yes
No
No
No
AMAO 3
Adequate Yearly Progress for English Learner Subgroup at the LEA Level 2011-12
2012-13
2013-14
Met Participation Rate
Yes
Yes
Yes
Met Percent Proficient or Above
No
No
No
Met Participation Rate
Yes
Yes
Yes
Met Percent Proficient or Above
No
No
No
Met Target for AMAO 3
No
No
No
English-Language Arts
Mathematics
Conclusions based on this data: 1.
AMAO 1 target was missed by 1.2% in 10-11, exceeded by 7.6% in 11-12, and missed again by 1.9% in 12-13. Historically the percent of students meeting AMAO 1 follows an up one year, down one year trend as the high proficiency ELs are reclassified.
2.
AMAO 2 targets have been met consistently for students in the US less than 5 years, but not for our students who have been with us 5 or more years. 12-13 marks the largest discrepancy between the AMAO 2b target and the actual percent met, a 4.7% gap. Our students at-risk of becoming long-term English learners have been identified for further monitoring.
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3.
Our English learner group has not met AYP targets for ELA or Math in over 3 years. Instructional strategies are being employed for the express purpose of providing students access to ELA and Math through comprehensible input.
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Planned Improvements in Student Performance School Goal #1 The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: SUBJECT: Conditions of Learning LEA GOAL:
Basic Services: • HQT – Continue to hire only HQT and support in developing their abilities to connect to community and support diverse learners • Instructional Materials – All students have equitable access to current, standards-aligned instructional materials including to technology and computer literacy skills during and outside school hours. • Facilities – Adequate staff to maintain all school environments that are safe, clean, in good repair, and conducive to learning. -------SCHOOL GOAL #1:
SCHOOL GOAL #1: Basic Conditions of Learning • Sunkist will appropriately assign 100% fully credentialed teachers who connect to community and support diverse learners. • Sunkist will provide 100% of students, access to standards-aligned instructional materials. • Sunkist will ensure that school-site facilities are maintained in good repair.
-------Data Used to Form this Goal:
William’s Visit Results Professional Development Sign-In Sheets ACSD Office of Curriculum and Instruction Textbook Orders Sunkist Textbook Requests Forms Order Processing and Requisition Accelerator (OPRA) Work Order Logs -------Findings from the Analysis of this Data: Annual SARC reports 100% of teachers have Highly Qualified status. Annual SARC reports 0% of students lacking state-adopted, standards-aligned materials. The Single Plan for Student Achievement
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Annual SARC reports an overall facilities rating of "good." -------How the School will Evaluate the Progress of this Goal:
William’s Visit Results California Healthy Kids Survey (CHKS) Sunkist Textbook Requests Forms OPRA Sign-In sheets for PD cultural proficiency trainings. -------Actions to be Taken to Reach This Goal 1.1- All students will receive instruction with a highly qualified teacher
Timeline August 2014-June 2015
1.2- All school staff will interact with August 2014-June students and families in a way that 2015 demonstrates value and respect to the all cultures and academic success. Cultural Proficiency Training for all staff members
Person(s) Responsible Office of Human Resources
Proposed Expenditure(s) Description
Funding Source
Amount
1 FTE per classroom
1000-1999: Certificated Personnel Salaries
District Funded
Principal will Stipends for staff for provide training and/or Staff will participate workshop
1000-1999: Certificated Personnel Salaries
Title I Part A: Professional Development (PI Schools)
3800.00
2000-2999: Classified Salary for classified staff Personnel Salaries for professional development
Title I Part A: Professional Development (PI Schools)
500.00
5000-5999: Services And Other Operating Expenditures
Title I Part A: Professional Development (PI Schools)
4000.00
Outside consultant to offer professional development
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Type
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Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description Materials and supplies for professional development
1.3- Staff will use OPRA to submit August 2014-June 2015 work orders to address facility needs and repairs, including technology that supports the ELA and Math instruction of at risk learners.
Sunkist Staff
Funding Source
Amount
4000-4999: Books And Supplies
Title I Part A: Professional Development (PI Schools)
959.00
None Specified
None Specified
0.00
Training staff to submit orders
Salary for 1 hour of 7 hour Technology Assistant
Salary for .09 Network Tech
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Type
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2000-2999: Classified LCFF-EL Personnel Salaries
4880
2000-2999: Classified Title I Personnel Salaries
10228.00
11/21/14
Planned Improvements in Student Performance School Goal #2 The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: SUBJECT: Conditions of Learning LEA GOAL:
Implementation of State Standards: • ACSD students will demonstrate proficiency in the Common Core State Standards and be college career ready through a well developed plan that includes personnel, professional development, time, instructional materials to support the core curriculum, and hands on lab equipment to support the Next Generation Science Standards.
-------SCHOOL GOAL #2:
Implementation of State Standards • All teachers will provide instruction using state adopted state standards. • Sunkist will implement and monitor the instruction of academic content and performance standards adopted by the state board for all students, including English learners as measured by classroom walk-throughs.
-------Data Used to Form this Goal: Formal and informal classroom observations Teacher lesson plans Instructional daily schedules District Walk-throughs
-------The Single Plan for Student Achievement
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Findings from the Analysis of this Data: District walk-throughs indicated that there is a need for an emphasis on Corrective Feedback, Student Engagement, and Closing the Achievement Gap strategies. -------How the School will Evaluate the Progress of this Goal: Formal and informal classroom observations Sign-in sheets for professional development -------Actions to be Taken to Reach This Goal
Timeline
2.1- All students will receive tier 1 August 2014-June 2015 instruction using the Common Core State Standards in ELA and Math including strategies to meet the needs of at risk learners.
Person(s) Responsible Teachers to provide Administrators to monitor
Proposed Expenditure(s) Description
Funding Source
Amount
1000-1999: Certificated Personnel Salaries
Title I Part A: Professional Development (PI Schools)
6820.00
4000-4999: Books And Supplies
Title I Part A: Professional Development (PI Schools)
5000.00
4000-4999: Books And Supplies
Title I
15000.00
Professional Development for Teachers to include conferences, trainings and workshops to support instructional practices and strategies in ELA and Math instruction.
5000-5999: Services And Other Operating Expenditures
Title I Part A: Professional Development (PI Schools)
10000.00
Supplemental Instructional Materials
4000-4999: Books And Supplies
LCFF - EL
5000.00
substitutes for release time or stipends for professional development
Professional development materials
Supplemental instructional materials
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Type
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Actions to be Taken to Reach This Goal
Timeline
August 2014-June 2.2- All students will receive instruction using Research Based 2015 Lesson Design at minimum, the first time a new skill or concept is taught in all content areas.
Person(s) Responsible Teachers to provide Administrators to monitor
Proposed Expenditure(s) Description Subs/stipends for release time for professional development (See Goal 2; Action 1)
Professional Development materials (See Goal 2; Action 1)
Subs for release time to observe model lessons, co-plan/co-teach August 2014-June 2.3- At risk students, including 2015 English learners will access all lessons of content standards through instructional scaffolds. English learners will receive instruction incorporating the California Common Core English Language Development Standards
Teachers to provide Administrators to monitor
Subs/stipends for release time for professional development (See Goal 2; Action 1)
Professional development materials (See Goal 2; Action 1)
Printer toner and ink
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Type
Funding Source
1000-1999: Certificated Personnel Salaries
Title I Part A: Professional Development (PI Schools)
4000-4999: Books And Supplies
Title I Part A: Professional Development (PI Schools)
1000-1999: Certificated Personnel Salaries
Title I Part A: Professional Development (PI Schools)
1000-1999: Certificated Personnel Salaries
Title I Part A: Professional Development (PI Schools)
4000-4999: Books And Supplies
Title I Part A: Professional Development (PI Schools)
4000-4999: Books And Supplies
LCFF-EL
Amount
6820.00
5000.00
11/21/14
Actions to be Taken to Reach This Goal
Timeline
August 2014-June 2.4- All students will receive 2015 Designated ELD instruction that incorporates the strategies of the Effective Designated ELD Delivery of Instruction Circle Map using the Language for All programs for at least 150 minutes per week, leveled by group.
Person(s) Responsible
Proposed Expenditure(s) Description
Teachers to provide 50% of Salary for Curriculum Coach curriculum coach to organize groups Principal to monitor
Subs for release time to observe model lessons, co-plan/coteach (See Goal 2;
Type
Funding Source
1000-1999: Certificated Personnel Salaries
LCFF-EL
1000-1999: Certificated Personnel Salaries
LCFF-EL
Amount 63689.00
Action 2)
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Planned Improvements in Student Performance School Goal #3 The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: SUBJECT: Conditions of Learning LEA GOAL:
Course Access: • Create access for physical education, STEM, visual and performing arts, music, and foreign language instruction. -------SCHOOL GOAL #3:
Course Access • 100% of Sunkist students will have access to a broad course of study that includes all of the subject areas described in Education Code section 51210 (English Language Arts, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education (200 minutes/10 days). -------Data Used to Form this Goal: Lesson plans Formal and informal observations Daily schedules including intervention schedules -------Findings from the Analysis of this Data: While lesson plans reflect appropriate number of PE minutes, monitoring of instruction shows that students don't have consistent access to this subject. -------How the School will Evaluate the Progress of this Goal: Formal and informal observations Lesson plans --------
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Actions to be Taken to Reach This Goal 3.1- All students will receive tier one instruction in English Language Arts using California Common Core State Standards (2010).
Timeline August 2014 - June 2015
Person(s) Responsible
Proposed Expenditure(s) Description
Teachers to provide Administrators to monitor
Supplemental material to support instructional needs (see Goal 2, Action 1)
August 2014-June 3.2- All students will receive 2015 tier one instruction in mathematics using the California Common Core State Standards (2010).
Teachers to provide Administrators to monitor
Supplemental material to support instructional needs (see Goal 2, Action 1)
August 2014-June 3.3- All students will receive 2015 tier one instruction in social sciences using the California History-Social Science Content Standards (1998).
Teachers to provide Administrators to monitor
Supplemental material to support instructional needs (see Goal 2, Action 1)
Teachers to provide Administrators to monitor
Supplemental material to support instructional needs (see Goal 2, Action 1)
3.4- All students will receive tier one instruction in science using the Next Generation Science Standards for California Public Schools (2013).
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August 2014 - June 2015
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Type
Funding Source
Amount
4000-4999: Books And Supplies
11/21/14
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
3.5- All students will receive tier one instruction in visual and performing arts using the California Visual and Performing Arts Content Standards (2001).
August 2014-June 2015
Teachers to provide Administrators to monitor
Supplemental material to support instructional needs (see Goal 2, Action 1)
3.6- All students will receive tier one instruction in health using the California Health Education Content Standards (2008).
August 2014-June 2015
Teachers to provide Administrators to monitor
Supplemental material to support instructional needs (see Goal 2, Action 1)
August 2014-June 2015
Teachers to provide Administrators to monitor
Supplemental material to support instructional needs (see Goal 2, Action 1)
August 2014-June 2015
District Office of Special Services, GATE
3.7- All students will receive tier one instruction in Physical Education for a minimum of 100 minutes per week in grades 1-6 using the California Physical Education Model Content Standards (2005).
3.8- All second grade students will be assessed for GATE.
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Type
Funding Source
Amount
11/21/14
Planned Improvements in Student Performance School Goal #4 The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: SUBJECT: Pupil Outcomes LEA GOAL:
Pupil Achievement • All students will attain proficiency in the core content areas. Core content is a phrase used to refer to courses in English-Language Arts, Mathematics, History, Science, Physical Fitness, and Visual/Performing Arts.
-------SCHOOL GOAL #4: Pupil Achievement All students will attain proficiency in the core content areas. Core content is a phrase used to refer to courses in English-Language Arts, Mathematics, History, Science, Physical Fitness, and Visual/Performing Arts. SCHOOL GOAL #4: Pupil Achievement By June 2015 the average percent correct score by students on the ACSD Spring English Language Arts District Common Assessment will increase as noted in the following grades: • K - from 89% to 94% • First - from 82% to 87% • Second - from 55% to 60% • Third - from 57% to 62% • Fourth - from 65% to 70% • Fifth - from 59% to 64% • Sixth - from 55% to 60% By June 2015 the average percent correct score by students on the ACSD Spring Mathematics District Common Assessment will increase as noted in the following grades: • K - from 80% to 85% • First - from 78% to 83% • Second - from 73% to 75% • Third - from ____ to ____ The Single Plan for Student Achievement
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• • •
Fourth - from 63% to 68% Fifth - from ____ to ____ Sixth - from ____ to ____ By June 2015 the percentage of English Language Learner students who meet AMAO I on the CELDT will increase to 59.0% from 47.5%. For AMAO II, students who have been in language instruction educational programs for less than 5 years and will attain English proficiency will increase from 12.5% to 23.4%. For AMAO II, students who have been in language instruction educational programs for more than 5 years and will attain English proficiency will increase from 17.7% to 49.0%.
• • • • •
By June 2015, 80% of students will respond to Tier I ELD instruction. Language for Learning – Currently 8/12 groups are responding to Tier I instruction by more than 80%. This will increase to 12/12 groups. Language for Thinking – Currently 5/9 groups are responding to Tier I instruction by more than 80%. This will increase to 9/9 groups. Language for Writing – Currently 5/6 groups are responding to Tier I instruction by more than 80%. This will increase to 6/6 groups. Reasoning and Writing – Currently 3/4 groups are responding to Tier I instruction by more than 80%. This will increase to 4/4 groups.
By June 2015 the number of students in 5 th Grade will increase by 5% from previous results.
• • • • • •
Aerobic Capacity – From 47.9% to 52.9%. Body Composition – From 48.8% to 53.8% Abdominal Strength – From 76.9% to 81.9% Trunk Extension Strength – From 85.1% to 90.1% Upper Body Strength – From 63.6% to 68.6% Flexibility – From 45.5% to 50.5%
By June 2015, teachers in grades K-6 will identify a site-based assessment to monitor student performance in Social Sciences, Science, Health, Visual and Performing Arts, and Physical Education.
-------Data Used to Form this Goal:
2013 ELA and Math California Standards Tests District Spring District Common Assessment CELDT SRA Mastery Tests 5th Grade PE Assessments
-------Findings from the Analysis of this Data: Through data analysis of current District Common Assessments and the 2013 CSTs, Sunkist students are performing higher in mathematics than language arts. The Single Plan for Student Achievement
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In Language Arts there has been minimal growth, our English Learner student group is our lowest achieving group on state assessments. The Socio-Economic Disadvantaged and Hispanic groups are also target groups. None of our sub-groups met the 2013 AYP criteria. In Mathematics there has been growth, our Socio-Economically Disadvantaged group is our lowest achieving group on state assessments. The English Learner and Hispanic groups are also target groups. The English Learner group did not meet the 2013 AYP criteria while the other two subgroups met AYP using safe-harbor criteria. Analysis of CELDT performance shows that 43% of students met AMAO 1 criteria. There is a need for us to target English Learners of five years or more instruction in US schools. -------How the School will Evaluate the Progress of this Goal:
District Spring District Common Assessment CELDT SRA Mastery Tests 5 th Grade PE Assessments Pre- and Post- CFAs Social Studies, Science, and Math Program Assessments Social Studies, Science, Health, Visual and Performing Arts, and Physical Education site-based assessment to be determined. -------Actions to be Taken to Reach This Goal 4.1- Teacher will participate in Professional Learning Communities (PLCs) to collaborate, plan and develop instructional strategies to meet the needs of at risk students in ELA and Math based on data collected from informal and formal assessments.
The Single Plan for Student Achievement
Timeline August 2014-June 2015
Person(s) Responsible Teachers will participate Curriculum Coach and/or Digital Learning Coach will facilitate as needed Administrators will support
Proposed Expenditure(s) Description
Type
1000-1999: Subs for release time for Certificated Personnel Salaries teachers
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Funding Source Title I Part A: Professional Development (PI Schools)
Amount 8712.00
11/21/14
Actions to be Taken to Reach This Goal
Timeline
4.2- Teachers will teach students October 2013, Write from the Beginning and January 2014, May Thinking Map strategies to develop 2014 writing and critical thinking skills in all areas of the curriculum
4.3- Curriculum Coach will provide training and curricular support and implementation through collaboration, modeled lessons, data analysis, and coaching cycles.
August 2014-June 2015
4.4-Using Response to Intervention (RtI), students will receive appropriate intervention based on Tier 1, 2, and 3 criteria. Students in Tier 2, and 3 will receive specific intervention that addresses the acquisition of skills to access grade level standards. Intervention TOSA will support students in grades 1-6 for 30-45 minutes during reading rotations and 15 minutes in grade K.
August 2014-June 2015
4.5- Accelerated Reader program will July 2013 - June be renewed and used to increase 2014 language arts related skills including reading comprehension, vocabulary development, and promoting reading and its enjoyment.
The Single Plan for Student Achievement
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
4000-4999: Books And Supplies
Title I
1000-1999: Certificated Personnel Salaries
LCFF-EL
1000-1999: Certificated Personnel Salaries
LCFF-EL
124383.00
Salary of Intervention TOSA
4000-4999: Books And Supplies
LCFF-EL
10000.00
Intervention Materials
4000-4999: Books And Supplies
District Funded
August 2014-June 2015
Supplemental material to support instruction (see Goal 2, Action 1)
Curriculum Coach will provide Administrators will monitor
50% of Salary of Curriculum Coach (see Goal 2, Action 4)
TOSA Intervention will provide Classroom Teachers will provide Administrators will monitor
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Actions to be Taken to Reach This Goal
Timeline
4.6- Student Success Team (SST) September 2014 meetings will be scheduled monthly June 2015 and when necessary for students in need of intervention based on RtI progress monitoring results and the implementation of district SST referral procedures. The SST may include the TOSA, Intervention, administrator, note taker, classroom teacher, parent, and other personnel who may be pertinent to addressing the student's needs. A roving substitute teacher will cover classroom teacher and note taker during monthly SST meetings.
4.7- RSP teacher will collaborate with September 2014 classroom teachers to support an June 2015 inclusion model RSP program. A roving substitute will be needed on a monthly basis to support planning and collaboration between RSP teacher and classroom teacher.
4.8- ST Math program will be renewed and used in grades TK-5 to provide non-linguistic support in the acquisition of mathematical skills. Implementation will include two 45minute computer lab sessions in grades 2-5 and two 30-minute lab sessions in grades TK-1.
The Single Plan for Student Achievement
August 2014-June 2015
Person(s) Responsible
TOSA Intervention will facilitate Classroom Teacher will participate Note-Taker will participate Administrator will participate
RSP Teacher will facilitate and collaborate Classroom teachers will collaborate Administrators will support
Classroom teachers will facilitate TA will support
Proposed Expenditure(s) Description
Type
Funding Source
Amount
1000-1999: Subs for classroom Certificated teachers and note-taker Personnel Salaries
Title I
2200.00
1000-1999: Certificated Personnel Salaries
Title I
2160.00
4000-4999: Books And Supplies
Title I
4500.00
Stipends/extra pay for classroom teacher planning/collaboration time
Renewal of ST Math License
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Actions to be Taken to Reach This Goal
4.9- Purchase technology (hardware and equipment needed for support) to be used throughout the school in all grades. New technology will support computer labs, mobile classroom labs, BYOD, and student:computer ratio. New technology will support District technology implementation plan.
The Single Plan for Student Achievement
Timeline
August 2014
Person(s) Responsible
TA will support
Proposed Expenditure(s) Description
Cost of chromebooks and cart
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Type
4000-4999: Books And Supplies
Funding Source
Title I
Amount
12000.00
11/21/14
Planned Improvements in Student Performance School Goal #5 The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: SUBJECT: Pupil Outcomes LEA GOAL: Other Pupil Outcomes -------SCHOOL GOAL #5:
-------Data Used to Form this Goal: -------Findings from the Analysis of this Data: -------How the School will Evaluate the Progress of this Goal: -------Actions to be Taken to Reach This Goal
The Single Plan for Student Achievement
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
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Type
Funding Source
Amount
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Planned Improvements in Student Performance School Goal #6 The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: SUBJECT: Engagement LEA GOAL:
Pupil Engagement • All students come to school, participate, and grow -------SCHOOL GOAL #6:
Engagement - Pupil Engagement • Maintain and/or improve attendance rate from 97.17 to 97.50 • Decrease chronic absenteeism from 56 to 40 students • Encourage on-time attendance and decrease tardies from 255 students with 2 or more tardies to 200 students with 2 or more tardies.
-------Data Used to Form this Goal: Monthly Attendance Report Chronic absenteeism rates Truancy rates SARB referrals -------Findings from the Analysis of this Data: The Single Plan for Student Achievement
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Current attendance rate is 97.17% Currently there are 56 students with 10 or more absences Currently there are 256 students with 2 or more tardies. -------How the School will Evaluate the Progress of this Goal: Monthly Attendance Report Chronic absenteeism rates Truancy rates SARB referrals -------Actions to be Taken to Reach This Goal
6.1 There will be an emphasis on establishing positive relationships with students
6.2 Effectively utilize SST, attendance liaisons, school counseling personnel and other support services that comprehensively address the needs of at risk students.
6.3 Student attendance will be monitored to track for chronic absenteeism and truancy
The Single Plan for Student Achievement
Timeline August 2014-June 2015
August 2014-June 2015
August 2014-June 2015
Person(s) Responsible Classroom teachers will provide Administrators will monitor Intervention TOSA will faciliate Classroom teacher will provide input and follow-through Administrators will monitor and support
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Teachers will participate in cultural proficiency workshop See goal 1 action 2
Subs to support SST meetings (see goal 4, action 6)
Attendance Lisaison Salary for Attendance School Office Staff Liaison Administrators Classroom Teachers
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1000-1999: Certificated Personnel Salaries
Title I
2000-2999: Classified District Funded Personnel Salaries
11/21/14
Actions to be Taken to Reach This Goal
6.4 Students will earn attendance incentives (e.g., perfect attendance, classroom with highest attendance
6.5 The parents of chronic absentees will be contacted through home visits, parent phone calls, letters, and in person conferences
6.6 Students will be provided opportunities for meaningful participate in school activities that promote social and academic development (e.g., PAL, Student Council, Sunkist Live)
The Single Plan for Student Achievement
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
August 2014-June 2015
Classroom Teachers Administrators
Incentives purchased to recognize students for attendance
August 2014-June 2015
Community Liaison Attendance Liaison School Office Staff Administrators
Salary for Community Liaison
August 2014-June 2015
Classroom Teacher Administrators
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Type 4000-4999: Books And Supplies
Funding Source LCFF-EL
2000-2999: Classified Title I Part A: Parent Personnel Salaries Involvement
Amount 1500.00
13614.00
11/21/14
Planned Improvements in Student Performance School Goal #7 The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: SUBJECT: Engagement LEA GOAL:
Parent Engagement • Improve and increase to monthly (10) opportunities for parent involvement and two-way communication between the parents and the school. • School will have 100% parent attendance at Back to School Night and Open House.
-------SCHOOL GOAL #7:
Parent Engagement: • School will offer opportunities for parents to participate and be active members of the school community and decision making process.
-------Data Used to Form this Goal: Sign-in Sheets Surveys Minutes from meetings (SSC, PTA) --------
The Single Plan for Student Achievement
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Findings from the Analysis of this Data: Currently there have been 8 opportunities for parent involvement. -------How the School will Evaluate the Progress of this Goal:
Sign-in Sheets Surveys Minutes from meetings (SSC, PTA) -------Actions to be Taken to Reach This Goal
7.1 Community Liaison will support and help increase parent involvement at school. Parents will be participate in trainings, workshops, meetings, and committees.
Timeline August 2014-June 2015
7.2
School will host “Coffee Chats,” with September 2014May 2015 parents to present relevant school information regarding programs, data, policies, procedures, and curricular practices.
7.3 School will communicate and inform parents about PBIS implementation
August 2014, January 2015
7.4 School will provide coffee and snacks August 2014-June for meetings 2015
The Single Plan for Student Achievement
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Community Liaison Administrators
Community Liaison Administrators
Administrators Classroom Teachers
Community Liaison Administrators Office Staff
Cost of food and beverages
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5000-5999: Services And Other Operating Expenditures
LCFF-EL
231.00
11/21/14
Actions to be Taken to Reach This Goal
Timeline
7.5 Childcare will be offered during meetings and workshops for parents
August 2014-June 2015
7.6 School will offer parent education classes such as Disciplina Positiva to foster and nurture parent invovlement.
January 2015-April 2015
The Single Plan for Student Achievement
Person(s) Responsible
Community Liaison Administrators Noonyard Supervisors
Administrators Community Liaison
Proposed Expenditure(s) Description Salary for yard supervisors
Cost of Outside Consultant - Disciplina Positiva
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Type
Funding Source
Amount
2000-2999: Classified Title I Personnel Salaries
599.00
5800: LCFF - EL Professional/Consulti ng Services And Operating Expenditures
4000.00
11/21/14
Planned Improvements in Student Performance School Goal #8 The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: SUBJECT: Engagement-School Climate LEA GOAL:
School Climate • All departments and sites will provide a safe, secure, and respectful environment for learning. -------SCHOOL GOAL #8:
School Climate: • School will provide a safe, secure and respectful environment for learning. School will reduce office referrals from 120 to 90 referrals
-------Data Used to Form this Goal: Discipline Reports Office Referrals Student Participation in Activities California Healthy Kids Survey -------Findings from the Analysis of this Data: There have been 120 office referrals, and 149 discipline notations. -------How the School will Evaluate the Progress of this Goal: The Single Plan for Student Achievement
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Discipline Reports Office Referrals Student Participation in Activities California Healthy Kids Survey -------Actions to be Taken to Reach This Goal
Timeline
8.1 Staff will implement PBIS to promote August 2014-June positive behavior and instruct 2014 students on expectations for behavior.
Person(s) Responsible Classroom Teachers, Noonyard Supervisors Administrators
Proposed Expenditure(s) Description Substitutes for PBIS Training for PBIS Team
Incentives for PBIS recognition of students
Support material: Posters explaining behavior expections 8.2 Teachers will use Second Step to teach character development in grades K-6
August 2014-June 2015
8.3 Teachers will use RtI to support Tier August 2014-June 1, 2 and 3 leveled students based on 2015 specific intervention to improve behavior. Students who need behavior intervention will be referred to the SST.
The Single Plan for Student Achievement
Type
Funding Source
1000-1999: Certificated Personnel Salaries
General Fund
4000-4999: Books And Supplies
Title I
4000-4999: Books And Supplies
District Funded
Amount
1500.00
Classroom Teacher will use Administrator will monitor.
Classroom Teacher Administrator SST Facilitator
1000-1999: Substitutes for Certificated Classroom Teacher and Personnel Salaries SST note taker (See Goal 4, Action 5)
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Title I
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Actions to be Taken to Reach This Goal 8.4 6th grade teachers will use Botvin Life Skills curriculum to teach students a drug and alcohol prevention.
8.5 The "Words of Wisdom" character development program will be read daily using Sunkist Live broadcasting system
Timeline August 2014-June 2015
August 2014-June 2015
8.6 Sunkist school will enforce the school August 2014-June uniform policy for all students to 2015 promote safety and encourage students to be better prepared for school.
The Single Plan for Student Achievement
Person(s) Responsible Sixth grade teachers to provide Principal to monitor Pupil Services to provide professional development
Proposed Expenditure(s) Description Stipends for 6th grade teachers to attend training
Botvin Life Skills curriculum materials
Type
Funding Source
1000-1999: Certificated Personnel Salaries
District Funded
4000-4999: Books And Supplies
District Funded
Amount
Administrators Computer TA
Classroom Teachers Administrators
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Centralized Services for Planned Improvements in Student Performance The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each categorical program in this section must be aligned with the Consolidated Application. Centralized Service Goal #1 SUBJECT: Centralized Services for Planned Improvements in Student Performance in SCHOOL GOAL #1: -------Actions to be Taken to Reach This Goal Network Technician
The Single Plan for Student Achievement
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
July 2013-June 2014 Mauricio Rivas
Type
Funding Source
Amount
2000-2999: Classified Title I Part A: Personnel Salaries Allocation
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Centralized Services for Planned Improvements in Student Performance Centralized Service Goal #2 SUBJECT: Centralized Services for Planned Improvements in Student Performance in SCHOOL GOAL #2: -------Actions to be Taken to Reach This Goal
The Single Plan for Student Achievement
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
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Type
Funding Source
Amount
11/21/14
Centralized Services for Planned Improvements in Student Performance Centralized Service Goal #3 SUBJECT: Centralized Services for Planned Improvements in Student Performance in SCHOOL GOAL #3: -------Actions to be Taken to Reach This Goal
The Single Plan for Student Achievement
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
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Type
Funding Source
Amount
11/21/14
Centralized Services for Planned Improvements in Student Performance Centralized Service Goal #4 SUBJECT: Centralized Services for Planned Improvements in Student Performance in SCHOOL GOAL #4: -------Actions to be Taken to Reach This Goal
The Single Plan for Student Achievement
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
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Type
Funding Source
Amount
11/21/14
Centralized Services for Planned Improvements in Student Performance Centralized Service Goal #5 SUBJECT: Centralized Services for Planned Improvements in Student Performance in SCHOOL GOAL #5: -------Actions to be Taken to Reach This Goal
The Single Plan for Student Achievement
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
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Type
Funding Source
Amount
11/21/14
Summary of Expenditures in this Plan Total Allocations and Expenditures by Funding Source Total Allocations by Funding Source Funding Source
Allocation
Balance (Allocations-Expenditures)
$222,394
12,711.00
Title I Part A: Parent Involvement
$2,703
-10,911.00
Title I Part A: Professional Development (PI Schools)
$11,147
-35,464.00
Title I
$100,319
52,132.00
LCFF-EL
Total Expenditures by Funding Source Funding Source
Total Expenditures
LCFF - EL
9,000.00
LCFF-EL
209,683.00
None Specified
0.00
Title I
48,187.00
Title I Part A: Parent Involvement
13,614.00
Title I Part A: Professional Development (PI Schools)
46,611.00
The Single Plan for Student Achievement
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Summary of Expenditures in this Plan Total Expenditures by Object Type Object Type
Total Expenditures
1000-1999: Certificated Personnel Salaries
218,584.00
2000-2999: Classified Personnel Salaries
29,821.00
4000-4999: Books And Supplies
60,459.00
5000-5999: Services And Other Operating Expenditures
14,231.00
5800: Professional/Consulting Services And Operating Expenditures
4,000.00
None Specified
The Single Plan for Student Achievement
0.00
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Summary of Expenditures in this Plan Total Expenditures by Object Type and Funding Source Object Type 4000-4999: Books And Supplies
Funding Source
Total Expenditures
LCFF - EL
5,000.00
5800: Professional/Consulting Services And LCFF - EL Operating Expenditures
4,000.00
1000-1999: Certificated Personnel Salaries LCFF-EL
188,072.00
2000-2999: Classified Personnel Salaries
LCFF-EL
4,880.00
4000-4999: Books And Supplies
LCFF-EL
16,500.00
5000-5999: Services And Other Operating Expenditures
LCFF-EL
231.00
None Specified
None Specified
0.00
1000-1999: Certificated Personnel Salaries Title I
4,360.00
2000-2999: Classified Personnel Salaries
Title I
10,827.00
4000-4999: Books And Supplies
Title I
33,000.00
2000-2999: Classified Personnel Salaries
Title I Part A: Parent Involvement
13,614.00
1000-1999: Certificated Personnel Salaries Title I Part A: Professional Development (PI Schools)
26,152.00
2000-2999: Classified Personnel Salaries
Title I Part A: Professional Development (PI Schools)
500.00
4000-4999: Books And Supplies
Title I Part A: Professional Development (PI Schools)
5,959.00
5000-5999: Services And Other Operating Expenditures
Title I Part A: Professional Development (PI Schools)
14,000.00
The Single Plan for Student Achievement
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Summary of Expenditures in this Plan Total Expenditures by Goal Goal Number
Total Expenditures
Goal 1
24,367.00
Goal 2
117,329.00
Goal 4
163,955.00
Goal 6
15,114.00
Goal 7
4,830.00
Goal 8
1,500.00
The Single Plan for Student Achievement
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School Site Council Membership
Alejandro Ramirez
[X]
[ ]
Megan Smith
[ ]
Levon Osibov
[ ]
Norma Abler
s rO o t o h m e Tr e SP ac ac h rh o e e o n rl tS e So ct ro aC n fo d fm a m r
Name of Members
P r i n c iC p l aa ls
California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows:
[ ]
[ ]
[ ]
[X]
[ ]
[ ]
[ ]
[ ]
[X]
[ ]
[ ]
[ ]
[ ]
[ ]
[X]
[ ]
Maria Sanchez
[ ]
[ ]
[ ]
[X]
[ ]
Ana Molesky
[ ]
[ ]
[ ]
[X]
[ ]
Michellene Kulick
[ ]
[X]
[ ]
[ ]
[ ]
Dianne Valentine
[ ]
[X]
[ ]
[ ]
[ ]
Nora Luna
[ ]
[ ]
[ ]
[X]
[ ]
Sandra Perez
[ ]
[ ]
[ ]
[X]
[ ]
Numbers of members of each category:
1
3
1
5
0
At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.
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Recommendations and Assurances The school site council (SSC) recommends this school plan and Proposed Expenditure(s)s to the district governing board for approval and assures the board of the following: 1.
The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.
2.
The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.
3.
The SSC sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): [ ]
State Compensatory Education Advisory Committee Signature
[X]
English Learner Advisory Committee Signature
[ ]
Special Education Advisory Committee Signature
[ ]
Gifted and Talented Education Program Advisory Committee Signature
[ ]
District/School Liaison Team for schools in Program Improvement Signature
[ ]
Compensatory Education Advisory Committee Signature
[ ]
Departmental Advisory Committee (secondary) Signature
[ ]
Other committees established by the school or district (list): Signature
4.
The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.
5.
This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.
6.
This SPSA was adopted by the SSC at a public meeting on May 09, 2014.
Attested:
Alejandro Ramirez Typed Name of School Principal
Signature of School Principal
Date
Signature of SSC Chairperson
Date
Norma Abler Typed Name of SSC Chairperson
The Single Plan for Student Achievement
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