school development and improvement plan · school development and improvement plan. ... english...

The Single Plan for Student AchievementRealizing the Vision

12/8/2011

Bret Harte Elementary SchoolSchool Name

School Development and Improvement Plan


12/8/2011

Bret Harte Elementary School Vision and Mission

Sacramento City Unified School DistrictStrategic Plan Framework

Pillar I: Career- and College-Ready StudentsPillar II: Family and Community Engagement

Pillar III: Organizational Transformation

Vision:Our mission at Bret Harte Elementary School, a culturally diverse community of children, parents, and staff, is to educate children to reach their fullest potential.

We believe that by working together we can create a nurturing environment where every child becomes a respectful, responsible, lifelong learner.

Mission:Our goal at Bret Harte Elementary School is to maximize the unique potential of each and every child in a happy and secure environment. We believe that our students will be the responsible, contributing, decision-makers of the future who will improve and strengthen our nation.


12/8/2011

Profile of School (DATA)

Key Performance Indicators – Elementary/Middle School

Strategic Plan Goal

Strategic Plan Objective Key Performance Indicator Metric Description Data Source 2009-10 2010-11 2011-12 Target

Pillar I-A High Expectations

English Language Arts Proficiency

Percentage of students scoring at/above proficient on CST/CMA English Language Arts ARE Report #6

Schoolwide 43% 45% 55%

Black or African American 38% 42% 55%

American Indian or Alaska Native 67% 43% 55%

Asian 58% 40% 55%

Filipino 100% 100% 100%

Hispanic or Latino 34% 38% 55%

Native Hawaiian or Pacific Islander 100% 33% 100%

White 59% 73% 75%

Two or More Races 59% 58% 60%

Socioeconomically Disadvantaged 40% 42% 55%

English Learners 31% 25% 40%

Students with Disabilities 16% 19% 30%

Pillar I-A High Expectations Math Proficiency Percentage of students scoring at/above

proficient on CST/CMA Math ARE Report #6




Asian 68% 80% 80%

Filipino 75% 100% 100%


12/8/2011

Strategic Plan Goal



Native Hawaiian or Pacific Islander 100% 33% 100%

White 59% 73% 75%





Pillar I-A High Expectations Science Proficiency Percentage of students scoring at/above

proficient on CST/CMA Science ARE Report #6




Asian 0% 25% 50%

Filipino 100% 100%


Native Hawaiian or Pacific Islander

White 50% 58% 60%





Pillar I-A High Expectations

History-Social Science Proficiency

Percentage of students scoring at/above proficient on CST/CMA History-Social Science ARE Report #6

Schoolwide


12/8/2011

Strategic Plan Goal


Black or African American

American Indian or Alaska Native

Asian

Filipino

Hispanic or Latino


White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students with Disabilities

Pillar I-A High Expectations Attendance Rate Percentage of "average cumulative actual attendance" (Month 7)

Budget Enrollment Report 92.71% 94.15% 95%

Pillar I-A High Expectations Suspension Rate Number of principal suspensions Zangle 28 38 20

Pillar I-A College Readiness Gifted and Talented Education Identification

Percentage of students enrolled in Gifted and Talented Education Program Zangle 5% 6% 8%

Pillar I-A High ExpectationsDistrict Benchmark Assessment English Language Arts Proficiency

Percentage of students scoring at/above proficient on District ELA Benchmark Assessments (Grades 2-8 CAB3)

Data DirectorNot

available(pilot)

48% 60%

Pillar I-A High Expectations District Benchmark Assessment Math Proficiency

Percentage of students scoring at/above proficient on District Math Benchmark Assessments (Grades 2-8 CAB3)

Data DirectorNot

available(pilot)

40% 60%

Pillar I-B Continuous Improvement Meeting AYP Targets Percentage of AYP targets met (schoolwide and

all numerically significant subgroups)

CDEhttp://dq.cde.ca.gov/

dataquest/52% 78% 100%

Pillar I-B Continuous Improvement Meeting API Growth Targets Percentage of API growth targets met (schoolwide

and all numerically significant subgroups)

CDEhttp://dq.cde.ca.gov/

dataquest/20% 20% 100%

http://dq.cde.ca


12/8/2011


Academic Performance Index – A.P.I.

Groups 2008 Base

2009 Growth

2008-09 Growth Target

2008-09 Growth

Met Target

2009 Base

2010 Growth


2009-10 Growth

Met Target

2010 Base

2011 Growth


2010-11 Growth

Met Target

Schoolwide 733 773 5 40 Yes 765 747 5 -18 No 747 750 5 3 No

Black or African American 707 746 5 39 Yes 740 749 5 9 Yes 749 742 5 -7 No

American Indian or Alaska Native

Asian 794 810

Filipino

Hispanic or Latino 724 762 5 38 Yes 748 695 5 -53 No 695 708 5 13 Yes


White 804 850

Two or More Races 833 848

Socioeconomically Disadvantaged 733 774 5 41 Yes 766 747 5 -19 No 747 737 5 -10 No

English Learners 689 750 717 5 -33 No 717 709 5 -8 No

Students with Disabilities 597 555


12/8/2011


Adequate Yearly Progress (AYP) Components – Bret Harte Elementary School (PI Status: In PI)

Component 1: Participation Rate

English Language Arts Mathematics

2009 2010 2011 2009 2010 2011Category

RateMetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method

AYP Target 95.0 95.0 95.0 95.0 95.0 95.0

Schoolwide 100 Yes 100 Yes 100 Yes 100 Yes 100 Yes 99 Yes SH

Black or African American 100 Yes 100 Yes 100 Yes 100 Yes 100 Yes 98 Yes

American Indian or Alaska Native 100 -- 100 -- 100 -- 100 -- 100 -- 100 --

Asian 100 -- 100 -- 100 -- 100 -- 100 -- 100 --

Filipino 100 -- 100 -- 100 -- 100 -- 100 -- 100 --

Hispanic or Latino 100 Yes 100 Yes 100 Yes 100 Yes 100 Yes 100 Yes

Native Hawaiian or Pacific Islander 100 -- 100 -- 100 -- 100 -- 100 -- 100 --

White 100 -- 100 -- 100 -- 100 -- 100 -- 100 --

Two or More Races N/A 100 -- 100 -- N/A 100 -- 100 --

Socioeconomically Disadvantaged 100 Yes 100 Yes 100 Yes 100 Yes 100 Yes 99 Yes

English Learners 100 Yes ER 100 Yes ER 100 Yes ER 100 Yes ER 100 Yes ER 100 Yes ER

Students with Disabilities 100 -- 100 -- 100 Yes ER 100 -- 100 -- 100 Yes ER


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Component 2: Percent Proficient – Annual Measurable Objectives (AMOs)

English Language Arts Mathematics2009 2010 2011 2009 2010 2011

Category Percent Proficie

nt

Met AYP

Criteria

Alt. Method

Percent Proficie

nt

Met AYP

Criteria

Alt. Method

Percent Proficie

nt

Met AYP

Criteria

Alt. Method

Percent Proficie

nt

Met AYP

Criteria

Alt. Method

Percent Proficie

nt

Met AYP

Criteria

Alt. Method

Percent Proficie

nt

Met AYP

Criteria

Alt. Method

AYP Target 46.0*44.5**

56.8*55.6**

67.6*66.7**

47.5*43.5**

58.0*54.8**

68.5*66.1**

Schoolwide 47.9 Yes 44.4 No 44.7 No 56.3 Yes 48.9 No 54.8 Yes SH

Black or African American 42.7 Yes SH 40.2 No 42.9 Yes SH 59.2 Yes 49.0 No 54.6 Yes SH

American Indian or Alaska Native -- -- -- -- -- -- -- -- -- -- -- --

Asian 40.0 -- 50.0 -- 38.5 -- 55.0 -- 62.5 -- 76.9 --

Filipino -- -- -- -- -- -- -- -- -- -- -- --

Hispanic or Latino 44.8 Yes SH 36.4 No 37.2 No 48.3 Yes 37.2 No 45.0 Yes SH

Native Hawaiian or Pacific Islander -- -- -- -- -- -- -- -- -- -- -- --

White 72.2 -- 58.5 -- 72.7 -- 69.4 -- 58.5 -- 69.7 --

Two or More Races N/A 61.5 -- 66.7 -- N/A 69.2 -- 77.8 --

Socioeconomically Disadvantaged 48.3 Yes 44.4 No 42.3 No 56.6 Yes 48.9 No 52.1 Yes SH

English Learners 45.9 Yes SH 38.1 No 30.9 No 44.3 Yes SH 41.3 No 50.0 No

Students with Disabilities 18.4 -- 18.4 -- 20.8 -- 26.3 -- 21.1 -- 25.0 --


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Component 3: Academic Performance Index (API) Additional Indicator for AYP

Component 4: Graduation Rate

2009 2010 2011 2009 2010 2011

Category 2009Growth

API

MetAYP

Criteria

Alt.Method

2010 Growth

API

MetAYP

Criteria

Alt.Method

2011 Growth

API

MetAYP

Criteria

Alt.Method

2009 Grad. Rate

(Class of 2007-08)

MetGrad. Rate

Criteria

Alt.Method

2010 Grad. Rate

(Class of 2008–09)

MetGrad. Rate

Criteria

Alt.Method

2011 Grad. Rate

(Class of2009-10)

MetGrad. Rate

Criteria

Alt.Method

AYP Target 650 680 710

Schoolwide 773 Yes 747 Yes 750 Yes N/A N/A N/A


12/8/2011


California English Language Development (CELDT) Data

California English Language Development Test (CELDT) Results for 2010-11

Advanced Early Advanced Intermediate Early Intermediate Beginning Number TestedGrade

# % # % # % # % # % #

1 1 7 6 43 6 43 1 7 14

2 2 20 3 30 2 20 3 30 10

3 1 13 3 38 4 50 8

4 2 22 5 56 1 11 1 11 9

5 1 9 7 64 2 18 1 9 11

6 2 13 2 13 7 47 1 7 3 20 15

Total 3 4 8 12 31 46 16 24 9 13 67


12/8/2011

The SDIP Process

Describe the process that the school has gone through in compiling the SDIP – this page is included so that all stakeholders are reminded of the collaborative process and in order that anyone reading the document is aware that school development and improvement is through a collaborative approach.

[X] Gather data[X] Analyze, reflect upon & discuss data[X] Find Big Messages from Data[X] Organize Big Messages by Common themes[X] Identify 2-3 priorities from Big Messages[X] Plan actions to support priorities[X] Merge actions, create time line and identify funding[X] Design evaluation process and structures[X] Inclusive list and dates of collaborative stakeholder meetings

SQR- October, 2011-Recommendations for Improvement Detailed

Staff Meeting, May 5, 2011- Reviewed current priorities, implementation of plan.Leadership Team Meeting- May 17, 2011- Reviewed current priorities, implementation of plan, gathered input for new priorities. Leadership Team Meeting- May 31, 2011- Reviewed current priorities, discussed Writing and Board Math as a possible areas of focus.

Staff Meeting, June 2, 2011- Discussed Writing and Board Math as a possible areas of focus.Leadership Team Meeting- June 14, 2011- Agreed on Writing and Board math as Priorities.

Data Inquiry Team- August 17, 2011-Reviewed 2011 Data, which validated writing as as area of need, and planned for new school year.

School Site Council-October 25, 2011-Reviewed draft of plan, discussed data, priorities, and parent engagement strategies, and sought input about plan.

2011 School Development and Improvement Plan 12/8/2011

English Learners Advisory Council-October 27, 2011-Reviewed draft of plan, discussed data, priorities, and parent engagement strategies, and sought input about plan.

Staff Meeeting, November 3, 2011-Reviewed draft of plan, discussed data, priorities, and parent engagement strategies, and sought input about plan.School Site Council-November 15, 2011-Reviewed draft of plan, discussed data, priorities, and parent engagement strategies, and sought approval of plan.


12/8/2011

Big Messages

From our analysis of current school context, the following BIG messages were identified:From the SQR, the following strengths were identified:What the School Does Well

• There are good systems in place to ensure that the school runs very smoothly on a daytoday basis.

• The school’s learning environment is safe and welcoming; students feel secure and ready to learn.

• Students respond positively to the school’s high expectations of their behavior; they are very aware of the school rules and behave well in lessons and around the campus.

• The school provides a stimulating music program which engages students and enriches their learning experience.

• The principal and staff have worked well to establish positive and productive links with parents and the community which benefit students’ learning and personal development.

And the areas for improvement were:• Further improve learning and teaching by:• using assessment data more effectively to ensure that students with different needs and abilities are consistently challenged in lessons;• ensuring that students understand the learning objectives of lessons and involving them more directly in assessing their success in achieving them;• providing more opportunities for students to reflect upon their learning and assess their own and others’ work, so they have a clearer understanding about

what they have to do to improve;• extending teachers’ questioning strategies to promote higher order thinking and problem solving.

• Providing more opportunities for students to work collaboratively to extend their skills of teamwork and leadership.

• Set challenging goals for student outcomes at all levels including schoolwide, gradelevel, teacher and individual students and interim benchmarks to judge progress towards them.

BLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROW


12/8/2011

Priority 1: Set challenging goals for student outcomes at all levels including school-wide, grade-level, teacher and individual students and interim benchmarks to judge progress towards them. Utilize CPT and the Data Inquiry Process to improve collaboration between teachers to lead to better achievement in ELA and Math

Priority 2: Further improve learning and teaching by using assessment data more effectively to ensure that students with different needs and abilities are consistently challenged in lessons. Utilize CPT and the Data Inquiry Process to lead to better achievement in a variety of subject areas with a focus on improving writing schoolwide.

Priority 3: Implement Board Math to expose students to all Math strands daily. Vary the rigor of instruction to promote higher order thinking skills and problems solving.

Allocations of Categorical FundsTitle I EIA - SCE EIA - LEP QEIA Other: AARA

$75,816 $73,754 $19,403 $34,188


12/8/2011

Parent Engagement and Partnership ActivitiesTo Reach School Priority Goal

To directly support school priority goals (academic, non-academic, climate) in the School Development and Improvement Plan (SDIP), the plan should include a Parent Engagement and Partnership component. The component develops programs, training, and activities in the six Epstein areas below to support the school improvement goal.

Parenting

To reach school priority goal, strategies should be developed to help parents understand how they can assist their children. If the priority goal is to increase reading scores, the school should offer parenting workshops to help instill in children a love of reading, or workshops to help parents understand the content standards in the area of reading and how they can help.

Communication

To reach school priority goal, strategies should be developed to help parents with the information and the vision of the benefits of the improvement goal. If the improvement goal is to increase math scores, a communication strategy may include stories about the importance of learning math in the school’s newsletter or an awareness campaign that culminates in recognition awards.

Home Learning

To reach school priority goal, strategies should be developed that improve the teacher-parent relationship, and that helps the parent to know how to more effectively collaborate and support classroom learning.

Volunteering

To reach school priority goal, strategies should be developed that solicit the assistance of parents in areas that will help the school reach their priority goal. If the school improvement goal is to improve safety in the campus, parent volunteers could be solicited to be hall monitors.

Decision Making

To reach school priority goal, strategies should be developed to strengthen and involve parent and community leaders to partner with the school to achieve all goal. Parent leaders should assist the school in encouraging other parents to provide needed support

Community

To reach school priority goal, strategies should be developed to solicit support from community organizations, local businesses, etc. Partnering with a local business, for example, could provide the school with needed money for projects, resources or volunteers with special kinds of expertise.


12/8/2011

Parent Engagement and Partnership ActivitiesTo Reach School Priority Goal

Communication - Each month, the school publishes a Parent Newsletter with information about school events and other important information. In addition, the school sends out Connect Ed messages to parents on a regular basis. Each trimester, a Parent Coffee Chat is organized to communicate progress toward our priorities, as well as discuss safety and other concerns.

Home Learning - Bret Harte teachers conference with parents in the fall and spring and as needed through the school year. Some teachers and staff also participate in the Home Visit Project to build better connections between home and the school. Family Nights have will be held to help families understand how to help their students be more successful academically.

Parent Committees- Bret Harte has an active School Site Council, PTA and English Learner's Advisory Committee.

Volunteers-Parents are encouraged not only to volunteer on school committees but also in the classroom, in the garden, and with yard supervision and safety.

Community Partnerships - Bret Harte has partnerships with several community based agencies who provide additional supports and services to our students and families:• Reading Partners (SCE$7500) recruit, train and organize parent and community volunteers to support our struggling readers.• Healthy Start (SCE$25,000) provides family support services including basic needs assistance, mental health services, and small group and oneone

mentoring by Social Work Interns.

Other events scheduled this year to engage parents include Kaiser Parents Night, coordinated by School Nurse (NCLB-$27,605) and Nursing Interns, focusing on Nutrition (December 8th, 2011), Family Math Night (January 12, 2012) and Family Reading Night (March 8, 2012).


12/8/2011

Planning into ActionAction Steps towards the Realization of Our Vision


12/8/2011

Whole School Priority #1

Priority Goal 1 Set challenging goals for student outcomes at all levels including school-wide, grade-level, teacher and individual students and interim benchmarks to judge progress towards them. Utilize CPT and the Data Inquiry Process to improve collaboration between teachers to lead to better achievement in ELA and Math

Action Personnel Budget Success Criteria Parent Engagement and Partnership Activities Ongoing Monitoring

Teachers/Principal/Site Instruction Coordinator

Site Instructional CoordinatorSCE-$35961NCLB-$45621LEP-$19,403

Int 1All students in grades 2-6 will have goals for ELA and Math on CST set by end of 1st trimester (November).

Results of 2011 CST will be publicized atBack to School Night and in the September Newsletter. Students scoring Prof/Adv. Will received medals at a September ceremony. Home visits to selected students will encourage families to support students in achieving goals.

Home Visit Logs, Back to School Night Sign Ins

Site Instruction Coordinator

Int 2Teachers will review goals at Benchmark 2 (December) and Benchmark 3 (March).

Coffee Chats with the Site Instructional Coordinator every trimester to discuss Academic Initiatives and opportunities for involvement.

Surveys and Drop Box for Parent concerns

Teachers will set individual student goals for ELA and math on CST 2012 based on each student’s performance in the 2011 tests and current data sources.

EndAdminstrators will meet individually with students to discuss goals before STAR testing(April).

Goal Sheets for Students


Int 1Teachers will analyzye Writing Task 3 10/1/11 during CPT to review students progress in writing.

1st Trimester parent conferences will include a review of goals set and achievement on Benchmark 1. Teachers will share will parents writing samples completed in the first 3 months of school.

CPT Sign-Ins, Data Inquiry Action Plans, Writing Task Analysis

At the end of the 1st trimester, teachers will analyze progress towards meeting goals using Benchmark 2 and other measures of progress.

Int 2Teachers will analyzye Writing Task 4 11/1/11 during CPT to review students progress in writing.

Coffee Chats with the Site Instructional Coordinator every trimester to discuss Academic Initiatives and opportunities for


12/8/2011


involvement.EndTeachers will summarize writing progress in first trimester for parents at conferences.Shortened Days, 11/9-11/18/11

Parent Teacher Conference Schedules


Int 1Teachers will analyze results of Benchmark 2 to focus instruction on areas of weakness and essential standards during Dec. 15th CPT.

Read to Achieve Event to Correspond with Dr. Seuss’s Birthday inviting parents to read with their students in class. Strategies for improvement on CSTs shared with families as well.

Read To Acheive Sign Ins

Int 2Teachers will summarize writing progress in second trimester for parents at conferences.Shortened Days, 2/27-3/2/11

Coffee Chats with the Site Instructional Coordinator every trimester to discuss Academic Initiatives and opportunities for involvement.

Parent Teacher Conference Schedules

At the end of trimester 2, teachers will review multiple measures of student achievement data (including writing pieces) during CPT (or other scheduling) to discuss the progress their students have made towards meeting their goals.

EndTeachers will analyze results of Benchmark 3 to focus instruction on areas of weakness and essential standards during March 15th CPT.Benchmark 3Week of 3/13/11

Principal and Site Instructional Coordinator

Int 1Begin the week of 4/16/2012

Coffee Chats with the Site Instructional Coordinator April 24th, 2012 to discuss STAR testing and strategies for success.

STAR Contracts, Sign-InsBefore STAR testing, Adminstrators meet with individual students to remind them of goals setting and test taking strategies

EndSTAR Testing 5/1/12-5/11-12


12/8/2011


Priority Goal 2 Further improve learning and teaching by using assessment data more effectively to ensure that students with different needs and abilities are consistently challenged in lessons. Utilize CPT and the Data Inquiry Process to lead to better achievement in a variety of subject areas with a focus on improving writing schoolwide.



Substitutes for Teacher Training NCLB$1200

Int 1Teachers will analyze Writing Task 3 (given 10/1/11) for student progress and to idenfity arease of weekness around the Learner Centered Problem.

Student writing will be at shared at Back to School Night, during parent conferences, and posted in classrooms to demonstrate to parents our focus on writing.

Back to School Night Sign-Ins, Parent Conference Sign Ins

Int 2Writing Task 4 11/1/11Teachers will analyze Writing Task 4 (given 11/1/11) for student progress and to idenfity arease of weekness around the Learner Centered Problem.

CPT Sign-Ins, Data Inquiry Action Plans, Writing Task Analysis

Plan for increased differentiation in the classroom, especially as it relates to writing using the Data Inquiry Process within CPT. Teachers will collaborate and plan writing instruction at least monthly, using grade level standards and language arts curriculum to guide instruction. Cohort of teachers will attend District Professional Development on differentiation to ensure that students are receiving instruction to meet their needs.

EndA group Bret Harte teachers iwll attend Differentation Cohort II (10/5/11) to deepen their knowledge of differentiating to meet individual student needs.



Int 1Grade levels will articulate how they are addressing the LCP at the 10/6/11 Staff Mtg.

Walkthrough Evidence, Data Inquiry Action Plans

Review implementation of differentiated writing lessons regularly at CPT. Use the Data Inquiry Process to identify learner centered problems and brainstorm differentiated strategies for addressing student needs with principal and Site Instruction Coordinator.

Teachers will articulate successful strategies around differentiation of writing at staff meetings.

Int 2Teachers will analyze Writing Task 4 (given 11/1/11) for student progress and to idenfity arease of weekness around the Learner Centered Problem.


12/8/2011


Staff Mtg., 11/3/11

EndA group Bret Harte teachers iwll attend Differentation Cohort II (11/9/11) to deepen their knowledge of differentiating to meet individual student needs.

Teachers, Aides

Substitutes for Teacher Training NCLB$1200AidesSCE-$47,019

Int 1A group Bret Harte teachers iwll attend Differentation Cohort II (2/24/12) to deepen their knowledge of differentiating to meet individual student needs.

Walkthrough Evidence, Data Inquiry Action Plans

Int 2The Bret Harte Data Inquiry Team will attend trainings (12/8/11) to effectively implement the Data inquiry process at every grade level, and plan how to integrate differentiation of instruction into literacy lessons.

Family Reading Night, March 8, 2012 will encourage parents to promote positive reading habits, and suggest strategies for improvement.

Sign-Ins

Teachers will continue to collaborate through CPT around writing and other core areas, utilizing support staff and technology to ensure that they will be differentiating multiple lessons weekly to better meet student needs.

EndThe Bret Harte Data Inquiry Team will attend trainings (4/10/12) to effectively implement the Data inquiry process at every grade level, and plan how to integrate differentiation of instruction into literacy lessons.

Student writing will be at shared at Open House, during parent conferences, and posted in classrooms to demonstrate to parents our focus on writing

Sign-Ins


12/8/2011


Priority Goal 3 Implement Board Math to expose students to all Math strands daily. Vary the rigor of instruction to promote higher order thinking skills and problems solving.


SCUSD Teacher Trainers,Teachers

Board Math TrainingNCLB$1000 for Trainers

$1000 for additional white boards and installation.

Int 1Provide Training for all teachers at Pre-Service Day (9/1/11).

Teachers will share with parents at Back to School Night the intent and structure of Board Math.

Teacher Workday Staff Development Agendas and Sign-Ins

Int 2Observe all Intermediate Teachers teach a Board Math lesson by October.

Coffee Chat with the Site Instructional Coordinator explaining the intent and structure of Board Math in the classrooms.

Train teachers on Board Math at Pre-Service Day and ensure that adequate white board space is available.

EndObserve all Primary Teachers teach a Board Math lesson by November.

Teachers Int 1Analyze results of Benchmark 2 to identify essential stardards that students are struggling with. Plan to include standards in lessons.

Principal Walkthroughs and Observations.

Teachers/Principal/Site Instructional Coordinator

Int 2Observe all Intermediate Teachers teach a 2nd Board Math lesson by January.

Utilize Benchmark 2 and Benchmark 3 data to compare to previous class performance.

Teachers will deliver daily Board Math lessons to expose students to each math strand daily.

Teachers will analyze results of Benchmark 2 to focus Board Math Instruction

EndObserve all Primary Teachers teach a Board Math lesson by February.

February Staff Meeting to Include Teachers/Pri Int 1 Survey Results


12/8/2011


Teacher Reflection/Survey around Board Math Implementation

ncipal/Site Instructional CoordinatorSCUSD Teacher Trainers,Teachers


Int 1Identify teachers in need of additional training in February.

Training Dates or Observation Reflections

Int 2Send teachers to observe Bidwell trainers in March/April.

Additional Training or Lesson Observation to be scheduled utilizing results of survey.

EndObserve and give additional feedback to teachers throught June.


12/8/2011

School Site Council Membership: Bret Harte Elementary School

Education Code Section 64001 requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the council is as follows:

Name of Members Principal ClassroomTeacher

OtherSchool

Staff

Parent orCommunity

MemberSecondaryStudents

Vanessa Baca [ ] [ ] [ ] [X] [ ]

LaTasha Brown [ ] [ ] [ ] [X] [ ]

Acasia Strong [ ] [ ] [ ] [X] [ ]

Joan Phillips [ ] [ ] [ ] [X] [ ]

Melissa Rivera [ ] [ ] [ ] [X] [ ]

Latasha Smith [ ] [ ] [ ] [X] [ ]

Santiago Chapa [X] [ ] [ ] [ ] [ ]

Rachelle Gray [ ] [X] [ ] [ ] [ ]

Julie Hertzig [ ] [X] [ ] [ ] [ ]

Jamillah Kirk [ ] [ ] [X] [ ] [ ]

Steve Kreutz [ ] [X] [ ] [ ] [ ]

Cathy Miura-Glen [ ] [X] [ ] [ ] [ ]

Numbers of members of each category

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.

school development and improvement plan · school development and improvement plan. ... english...

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