eje elementary academy school accountability … · asian 0.6% filipino 0.2% ... whichincludes the...

EJE ELEMENTARY ACADEMY 2015-16 SARC REPORT 1

EJE ELEMENTARY ACADEMY School Accountability Report Card

Reported Using Data from the 2015–16 School Year Published During 2016-17

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.

➢ For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

➢ For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

➢ For additional information about the school, parents/guardians and community members should contact the school principal or the district office.

DataQuest

DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners). Internet Access

Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. About This School

District Contact Information (School Year 2016–17) District Name Cajon Valley Union School District Phone Number (619) 588-3005 Superintendent David Miyashiro E-mail Address [email protected] Web Site www.cajonvalley.net

2 EJE ELEMENTARY ACADEMY 2015-16 SARC REPORT

School Contact Information (School Year 2016–17) School Name EJE Elementary Academy Street 851 S. Johnson Ave City, State, Zip El Cajon, CA. 92020 Phone Number (619) 401-4150 Principal Delia Pacheco E-mail Address [email protected] Web Site www.ejeacademies.org County-District-School (CDS) Code 37-67991-0108563

School Description and Mission Statement (School Year 2016–17)

EJE Elementary Academy (EJEEA), is a direct-funded charter school that was established in 2005 and is co-located with EJE Middle Academy. Our school provides all students with a research-based 90/10 dual-language educational program; that serves 537 students in grades TK-5 with a Common Core aligned curriculum, and an instructional school year of 61,515 minutes, that far exceeds the state’s requirement of 54,000 minutes.

In Fall 2013, EJEEA successfully earned a 6-year WASC Accreditation term. The WASC Accreditation process requires schools to focus on ongoing schoolwide improvement through the use of data to assess student academic progress; and measure program efficacy; while including all stakeholders in the review process (administration, staff, teachers, students, parnts and the community) for input and feedback. In 2013, EJEEA was awarded the Honor Roll recognized by the California State Legislature for Academic Excellence. In 2013, EJEEA earned a schoolwide API of 851, outperforming all local traditional public schools; with a Similar Schools Ranking of 9; and met all growth targets. In 2015, EJEEA was awarded the CABE Bi-literacy Award, a highly prestigious award recognizing high quality dual-language public schools. In 2015, EJEEA was the recipient of the Gold Medal Honor by the National Center for Urban School Transformation (NCUST). EJE Elementary Academy has successfully implemented a model of excellence that incorporates a data-driven culture through its schoolwide Professional Learning Communities (PLC). Extensive research provides evidence that a critical component of successful schools is the use of data-driven decision-making at all levels (curricular, instructional, allocation of resources). Our school’s program also includes a Professional Learning Communities with ongoing professional development for all teachers, providing all parents with opportunities for engagement and input in decision-making; and providing our students with academic and


social-emotional support through our Quadrant 2 Resiliency Program, under the guidance of our school’s Leadership Team.

Student Enrollment by Grade Level (School Year 2015–16) Grade Level Number of Students

Kindergarten 129 Grade 1 82 Grade 2 81 Grade 3 85 Grade 4 75 Grade 5 73 Total Enrollment 537

Student Enrollment by Student Group (School Year 2015–16)

Student Group Percent of

Total Enrollment Black or African American 4.8% American Indian or Alaska Native 0.2% Asian 0.6% Filipino 0.2% Hispanic or Latino 86.9% Native Hawaiian or Pacific Islander 0.4% White 6.7% Two or More Races 0.4% Socioeconomically Disadvantaged 81.1% English Learners 52.8% Students with Disabilities 8.8% Foster Youth 0%


A. Conditions of Learning

State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (Priority 1):

• Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;

• Pupils have access to standards-aligned instructional materials; and

• School facilities are maintained in good repair Teacher Credentials

Teacher Misassignments and Vacant Teacher Positions

Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners. Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015–16)

Location of Classes

Percent of Classes In Core Academic Subjects

Taught by Highly Qualified Teachers

Percent of Classes In Core Academic Subjects

Not Taught by Highly Qualified Teachers

This School 100% 0% All Schools in District 98.94% 1.06% High-Poverty Schools in District 98.86% 1.14% Low-Poverty Schools in District 100% 0% Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.

TEACHERS 2014-15 2015-16 2016-17 District

FULL CREDENTIALS 25 26 31 779

NOT FULLY CREDENTIALED 0 0 0 15

TEACHING OUTSIDE SUBJECT AREA OF COMPETENCE (W/FULL CREDENTIAL)

0 0 0 1

TEACHER CREDENTIAL STATUS

TEACHERS 2014-15 2015-16 2016-17

MISASSIGNMENTS OF TEACHERS OF EL 0 0 0

TOTAL TEACHER MISASSIGNMENTS 0 0 0

VACANT TEACHER POSITIONS 0 0 0

TEACHER MISASSIGNMENTS & VACANT POSITIONS


Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016–17) Year and month in which the data were collected: January 2017.

Note: Cells with N/A values do not require data.

School Facility Conditions and Planned Improvements

EJE Elementary Academy completed the Facility Inspection Report in February 2017. Significant roof leaks were found and further exacerbated during rainy days. The Executive Director will notified Cajon Valley Union School District, since this building is owned by the district and leased to EJEEA. Another structural issue found was erosion to the walls that requires repair and painting, as a result of age of the structure. School Facility Good Repair Status Year and month of the most recent FIT report: February 2017

System Inspected Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

Interior: Interior Surfaces X

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

Electrical: Electrical X

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X

Safety: Fire Safety, Hazardous Materials

X

READING/LANGUAGE ARTS Imagine It!: SRA McGraw Hill Yes 0%

MATHEMATICS Eureka Math; Envision Math (Pearson) Yes 0%

SCIENCE TCI: Science Yes 0%

HISTORY/SOCIAL SCIENCEHoughton Mifflin Social Studies and TCI Social Studies Units

Yes 0%

FOREIGN LANGUAGEK-3: Lectura (Houghton-Mifflin); Gr 4-5 Imaginalo (SRA- Mc-Graw Hill)

Yes 0%

HEALTH NA NA NA

VAPA My First Music Book; My Musical Friends Yes 0%

SCIENCE LAB (GR 9-12 ONLY)

QUALITY, CURRENTY, AVAILABILITY OF TEXTBOOKS & INSTRUCTIONAL MATERIALS: 2016-17

SUBJECTTEXTBOOKS & INSTRUCTIONAL MATERIALS/YEAR OF ADOPTION

FROM MOST RECENT ADOPTION

% STUDENTS LACKING OWN ASSIGNED COPY


Structural: Structural Damage, Roofs X

The school building has roof leaks. Cajon Valley Union School District will be notified to complete this work since this is a building owned by the district.

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X

Overall Facility Rate Year and month of the most recent FIT report: February 2017

Overall Rating Exemplary Good Fair Poor

X


B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):

• Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and

• The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students

Subject Percentage of Students Meeting or Exceeding the State Standards

School District State 2014–15 2015–16 2014–15 2015–16 2014–15 2015–16

English Language Arts/ Literacy (grades 3-8 and 11)

52% 54% 40% 43% 44% 48%

Mathematics (grades 3-8 and 11)

38% 40% 32% 34% 34% 36%

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.


CAASPP Test Results in ELA by Student Group Grades 3-5 (School Year 2015–16) ELA – Grade 3

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. NA appears in the table when the number of students less than 30 because the number of students in this category is too small for statistical accuracy and/or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

STUDENT GROUPTOTAL

ENROLLMENT# TESTED % TESTED % MET/EXCEEDED

All Students 82 82 100% 54%

Male 47 47 100% 45%

Female 35 35 100% 65%

African-American NA NA NA NA

Native American NA NA NA NA

Asian NA NA NA NA

Filipino NA NA NA NA

Hispanic 70 70 100% 51%

Hawaiian/PI NA NA NA NA

White NA NA NA NA

2+ Races NA NA NA NA

Soc. Econ Disadv. 62 62 100% 45%

ELL 44 44 100% 32%

SPED 14 14 100% 7%

Migrant NA NA NA NA

Foster Youth NA NA NA NA

2015-16 CAASPP ELA RESULTS: GRADE 3


ELA – Grade 4

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. NA appears in the table when the number of students less than 30 because the number of students in this category is too small for statistical accuracy and/or to protect student privacy Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

STUDENT GROUPTOTAL



Male 41 41 100% 34%

Female 34 34 100% 58%



Asian NA NA NA NA


Hispanic 68 68 100% 44%


White NA NA NA NA



ELL 34 34 100% 29%

SPED NA NA NA NA

Migrant NA NA NA NA




ELA – Grade 5

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. NA appears in the table when the number of students less than 30 because the number of students in this category is too small for statistical accuracy and/or to protect student privacy Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

STUDENT GROUPTOTAL



Male 30 30 100% 53%

Female 42 41 98% 71%



Asian NA NA NA NA


Hispanic 67 66 99% 61%


White NA NA NA NA



ELL 23 22 96% 37%

SPED NA NA NA NA

Migrant NA NA NA NA




CAASPP Test Results in Mathematics by Student Group Grades 3-5 (School Year 2015–16) Mathematics – Grade 3

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. NA appears in the table when the number of students less than 30 because the number of students in this category is too small for statistical accuracy and/or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

STUDENT GROUPTOTAL



Male 47 47 100% 43%

Female 35 35 100% 57%



Asian NA NA NA NA


Hispanic 70 70 100% 45%


White NA NA NA NA



ELL 44 44 100% 23%

SPED 14 14 100% 7%

Migrant NA NA NA NA


2015-16 CAASPP MATH RESULTS: GRADE 3


Mathematics – Grade 4


STUDENT GROUPTOTAL



Male 41 41 100% 22%

Female 34 34 100% 30%



Asian NA NA NA NA


Hispanic 68 68 100% 24%


White NA NA NA NA



ELL 34 34 100% 18%

SPED NA NA NA NA

Migrant NA NA NA NA




Mathematics – Grade 5


STUDENT GROUPTOTAL



Male 30 30 100% 57%

Female 42 41 98% 39%



Asian NA NA NA NA


Hispanic 67 66 99% 46%


White NA NA NA NA



ELL 23 22 96% 28%

SPED NA NA NA NA

Migrant NA NA NA NA




CST Test Results in Science for All Students

Subject Percentage of Students Scoring at Proficient or Advanced

School District State 2013–14 2014–15 2015–16 2013–14 2014–15 2015–16 2013–14 2014–15 2015–16

Science (grade 5) 76% 65% 52% 64% 56% 55% 60% 56% 54%

Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. CST Test Results in Science by Student Group Grade 5 (School Year 2015–16)

Student Group

Total Enrollment

Number of Students with

Valid Scores

Percent of Students with

Valid Scores

Percent Proficient

or Advanced All Students 72 71 98.61% 52.11% Male 30 30 100% 53.33% Female 42 41 97.62% 51.22% Black or African American NA NA NA NA American Indian or Alaska Native

NA NA NA NA

Asian NA NA NA NA Filipino NA NA NA NA Hispanic or Latino 67 66 98.51% 48.48% Native Hawaiian or Pacific Islander

NA NA NA NA

White NA NA NA NA Two or More Races NA NA NA NA Socioeconomically Disadvantaged

65 64 98.46% 50%

English Learners 23 22 95.65% 22.73 Students with Disabilities NA NA NA NA Students Receiving Migrant Education Services

NA NA NA NA

Foster Youth NA NA NA NA Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.


State Priority: Other Pupil Outcomes

The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8):

• Pupil outcomes in the subject area of physical education

California Physical Fitness Test Results (School Year 2015–16)

Grade Level Percentage of Students

Meeting Four of Six Fitness Standards

Percentage of Students Meeting Five of Six Fitness Standards

Percentage of Students Meeting Six of Six Fitness Standards

5 12.7% 32.4% 22.5% 7 NA NA NA 9 NA NA NA

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.


C. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3):

• Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

Opportunities for Parental Involvement (School Year 2016–17)

EJE Elementary Academy believes parent involvement is critical component in the academic success of every child. Our school has established and implemented numerous opportunities to ensure parent engagement; and input in decision-making as required under Priority 5 of the 8 State Priorities of the Local Control and Accountability Plan (LCAP). Parent involvement opportunities include: volunteering at the school, in the classroom, at schoolwide events; and as chaperones in the classroom. Other opportunities for involvement include serving on the Advocates for Language Learners (ALL); School Site Council (SSC) Additionally, EJEEA hosts parent workshops on numerous topics requested by parents that include but are not limited to:

• How to support your child academically at home? • Common Core Math: Eureka Math curriculum • Understanding and deciphering CELDT results • Understanding and deciphering CAASPP results • Workshop on suicide prevention; bullying • Understanding the LCAP; and CA Data dashboard (LCFF Evaluation Rubrics)

EJEEA administers an annual parent survey to obtain input and feedback on the school’s educational program and to address the 8 State Priorities of the LCAP. Survey results are shared with parents, staff, and the governing board.


State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6):

• Pupil suspension rates;

• Pupil expulsion rates; and

• Other local measures on the sense of safety Suspensions and Expulsions

Rate School District State

2013–14 2014–15 2015–16 2013–14 2014–15 2015–16 2013–14 2014–15 2015–16

Suspensions 0% 0.38% 0.75% 3.09% 2.79% 2.77% 4.36% 3.80% 3.65% Expulsions 0% 0% 0% 0.01% 0.01% 0.01% 0.1% 0.09% 0.09% School Safety Plan (School Year 2016–17)

EJE Elementary Academy reviews and revises the school’s Comprehensive School Safety Plan annually at the start of the school year. In compliance with the plan, monthly drills take place including fire, earthquake, and lockdown. Every classroom is equipped with an emergency backpack that contains a first aid kit, snacks, classroom roster, and emergency contact information. In addition, the evacuation plan is clearly posted on the wall of each classroom. The School Safety Plan is discussed with faculty, staff, students and parents on an annual basis. Other topics discussed with stakeholders include: suicide prevention, and bullying. In addition, EJE Elementary Academy provides the following social-emotional supports for its students:

• Social-emotional support: • Therapist (full-time): provides services to students and their families • Counselor (part-time): provides social-emotional and behavioral individual & group

counseling services for students • College Mentorship Program: Partnership with UCSD paired with ‘at-risk’ students • Bastyr University Naturopathic Clinic: provides a free health clinic for students and

their families every Tuesday afternoon


D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Federal Intervention Program (School Year 2016–17)

Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement 2010-11 2008-09 Year in Program Improvement Year 3 Year 3 Number of Schools Currently in Program Improvement NA 14 Percent of Schools Currently in Program Improvement NA 48% Note: Cells with NA values do not require data. Average Class Size and Class Size Distribution (Elementary)

* Number of classes indicates how many classes fall into each size category (a range of total students per class). Academic Counselors and Other Support Staff (School Year 2015–16)

Title Number of FTE*

Assigned to School

Average Number of Students per

Academic Counselor

Academic Counselor 0 NA Counselor (Social/Behavioral or Career Development)

1.5 NA

Library Media Teacher (librarian) 0 NA Library Media Services Staff (paraprofessional)

1 NA

Psychologist 1 NA Social Worker 0 NA Nurse 0 NA Speech/Language/Hearing Specialist 1 NA Resource Specialist (non-teaching) .5 NA IT Specialist 1 NA Instructional Coach 1 NA Literacy Coach 1 NA Instructional Assistant 5 (2FTE; 6PTE) NA First Aide Assistant 1 NA

Grade Level ACS 1-20 21-32 33+ ACS 1-20 21-32 33+ ACS 1-20 21-32 33+

K 22 0 4 0 22 0 5 0 22 0 5 0

1 21 1 3 0 22 0 4 0 22 0 4 0

2 20 4 0 0 21 0 4 0 22 0 4 0

3 19 4 0 0 20 2 2 0 22 0 4 0

4 25 0 3 0 24 0 3 0 27 0 3 0

5 29 0 2 0 27 0 3 0 25 0 3 0

2013-14 # of Classes 2014-15 # of Classes 2015-16 # of Classes


Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014–15)

Level Total

Expenditures Per Pupil

Expenditures Per Pupil

(Supplemental/ Restricted)

Expenditures Per Pupil (Basic/

Unrestricted)

Average Teacher Salary

School Site $9,085 $1,173 $7,912 $58,751 District NA NA $6,201 $73,966 Percent Difference – School Site and District

NA NA 28% -21%

State NA NA $5,677 $75,137 Percent Difference – School Site and State

NA NA 39% -23%

Note: Cells with NA values do not require data. Types of Services Funded (Fiscal Year 2015–16)

EJE Elementary Academy provides its students with the following academic intervention programs to improve student academic outcomes: 2015-16 Academic intervention system:

• Reading intervention assistants are assigned to grades K-1 most emergent readers in Spanish for 30 minutes, 3 times per week

Instructional assistants placed in Kindergarten classrooms to scaffold instruction for students identified as emergent.

• Achieve 3000 web-based Literacy Program • APTT • Q2 Resiliency Program

2016-17 Academic intervention system:

• Reading intervention assistants are assigned to grades K-1 most emergent readers in Spanish for 30 minutes, 3 times per week

• After-school tutoring: • 4 tutors that provide individualized tutoring for 13 students identified as ‘at-risk,’ 4

times/week • Grades K-1: Spanish reading • English reading grades 2-5 • Instructional assistants (8): placed in K-5; 6-8 classrooms to scaffold instruction for

students identified as emergent/at-risk • Achieve 3000 web-based Literacy Program • APTT • Q2 Resiliency Program

To be provided by LEA


Teacher and Administrative Salaries (Fiscal Year 2014–15)

Category District Amount

State Average For Districts

In Same Category Beginning Teacher Salary $38,582 $44,573 Mid-Range Teacher Salary $70,121 $72,868 Highest Teacher Salary $95,449 $92,972 Average Principal Salary (Elementary) $110,129 $116,229 Average Principal Salary (Middle) $110,129 $119,596 Average Principal Salary (High) $0 $121,883 Superintendent Salary $229,900 $201,784 Percent of Budget for Teacher Salaries 39% 39% Percent of Budget for Administrative Salaries 5% 5% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

Professional Development

EJE Elementary Academy provides all teachers with 2 weeks of Summer Professional Development (prior to the start of the school year); and monthly PD for the Lead Teachers; and bi-weekly professional development for all teachers during the school year. Professional Development takes place every Monday after-school. Staff Development/teacher prep time takes place weekly. The following is a list of conferences our staff has attended:

• International Society for Technology in Education (ISTE) • SDCUE • CAASPP Institute • GAFE Summit • Eureka Math • Dual Language Conference • Bilingual Writing • ASCD Leadership Conference • Science Leadership Conference

The following is the 2014-15 School Year Professional Development Plan:

• GLAD Strategies • Common Core State Standards: Math • Teach Like a Champion (Lemov) • Using technology in Math instruction • Achieve 3000 • Q2 Resiliency • CAASPP Data Analysis • Close Reading strategies • Understanding by Design (UbD): Multidisciplinary Planning


• Strategies & Protocols for Home Visits The following is the 2015-16 School Year Professional Development Plan:

• GLAD Training • Culture Building • CAASPP Data Analysis • CRLP/RALLI Training • CRLP-NGSS Implementation • Technology: Barracuda, Ticket system, Chromebooks, PowerSchool • Spanish Writing Assessments • Reviewing Student Writing Samples • Counseling: Forming relationships

The following is the 2016-17 School Year Professional Development Plan:

• Culture Building • Developing Norms & Expectations • Use of technology • Eureka Math Curriculum • CAASPP Assessment Results • ELD Standards • Data Analysis of: EDL/QRI Reading Assessments; Achieve 3000 • Social Justice Training • Dweck’s Growth Mindset • Academic reading: Crucial Conversations: Tools for talking when stakes are high • NGSS • GLAD Strategies • Multidisciplinary Planning • Supporting Students with Disabilities • Performance Tasks • LCAP

eje elementary academy school accountability … · asian 0.6% filipino 0.2% ... whichincludes the...

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