the single plan for student...

The Single Plan for Student Achievement 1 of 45 8/25/16

The Single Plan for Student Achievement

School: Cesar E. Chavez Intermediate School

CDS Code: 34-67439-6119440

District: Sacramento City Unified School District

Principal: Eracleo Guevara, Interim

Revision Date:

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: Eracleo Guevara

Position: Interim Principal

Phone Number: (916) 433-7397

Address: 7500 32nd StreetSacramento, CA 95822

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on .


Sacramento City Unified School District

School Description and Mission Statement (most recent year) The Cesar E. Chavez Intermediate staff is dedicated to providing the best education for your child. When instruction meets student’s needs, all students will achieve academic success, become effective communicators, and develop confidence in their learning.

The vision of Cesar Chavez Intermediate School is to educate well-rounded and successful students who are ready for junior high. They will meet these challenges through their enthusiasm for learning and their ability to work cooperatively while developing communication skills.

Mission: All students will achieve academic success while becoming effective communicators and developing confidence in their learning. Our mission will be achieved by working collaboratively in partnership with parents to ensure all students acquire the knowledge, skills, and qualities required to be lifelong learners and successful in our diverse society. Our staff is committed to increasing student learning by engaging all students, providing differentiated rigorous instruction, and the use of technology and research based best practices.

Chavez School is one of the newest schools in the Sacramento City Unified School District. Cesar Chavez Intermediate School is located in the Meadowview Community (south east Sacramento). The school serves a culturally and linguistically diverse population.

To ensure continuous progress and academic success, Chavez parents and teachers work together to provide the best possible education for the children. At Chavez School, we work hard on the factors we can control and never make excuses. We demand excellence and have achieved growth in student achievement year after year, and we will continue working diligently.

We offer many special instructional programs that help our students be successful, such as our Dual Language Enrichment Program (DLEP) in Spanish and English. We offer our DLEP students the opportunity to become literate in two languages, and by the time they leave our school, they are bi-literate and bilingual in Spanish and English. We also offer School Wide Support (SWS), a program designed to provide school-wide differentiated instruction in English Language Arts (ELA). During this half hour class, students receive accelerated remediation or advanced learning, depending on their needs. To reward attendance and achievement, we hold attendance and academic award ceremonies. Students who score at the proficient or advanced levels on the 2011 CST in ELA, Math, or 5th grade Science received a medal at the awards night ceremony. There was a significant increment in the 2011 Academic Performance Index. It increased by 34 points, from 774 to 808 API. Only 21 elements of 25 (21/25) were met in the (AYP) Annual Measurable Objectives for English Language Arts and mathematics. Sixty-seven percent (67%) of the general student population performed in the proficient and advanced levels in mathematics. Sixty-five percent (65%) of fifth graders scored proficient and advanced in the science test. There was a very significant growth from the previous year.

We also plan and ensure that students have opportunities for extra curricular activities. Each year we send our sixth graders to Sly Park, which is an outdoor environmental education center. Our fifth graders attend StarBase, where they study astronomy, physics, and science. Our fourth graders attend a trip to Coloma to study the California Gold Rush.

Target Excellence holds the after school program (Chavez Kids) that provides physcal education activities, recreational arts and crafts and help with homework. To encourage student leadership, teacher advisors lead Student Council and Leadership groups.

On March 31, 2004, Chavez Intermediate School made history. Chavez School received the Sacramento Workplace Excellence Leader (SWEL) award. We are the only school in the county and district to receive this award and were recognized by the Sacramento City Unified School Board as a model school in the district. It’s a school where every staff member collaborates to do what’s best for kids and for student achievement. In 2006, we earned our first Gold award for student achievement. When our school was opened four years ago, our team set a goal to one day achieve the levels of studentperformance to apply for and receive a California Distinguished School Award. We are also striving for the Exemplary Title I award. We have dedicated ourselves to making this


happen and are on our way to seeing our goal achieved. Our school motto is ¡Sí Se Puede! (Yes, we can!).


School and Student Performance Data

CAASPP Results (All Students)

English Language Arts/Literacy

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students TestedGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 4 107 150 106 145 106 142 99.1 96.7

Grade 5 125 108 120 108 120 108 96.0 100

Grade 6 122 123 117 119 117 119 95.9 96.7

All Grades 354 381 343 372 343 369 96.9 97.6

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not MetGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 4 2416.3 2382.6 11 3 19 12 20 15 50 70

Grade 5 2452.7 2450.1 7 10 25 22 26 18 43 50

Grade 6 2468.4 2492.3 3 8 22 30 30 24 45 38

All Grades N/A N/A 7 7 22 21 25 19 46 54

ReadingDemonstrating understanding of literary and non-fictional texts

% Above Standard % At or Near Standard % Below StandardGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 4 12 4 39 30 49 65

Grade 5 9 13 40 36 51 51

Grade 6 5 13 39 39 56 49

All Grades 9 9 39 35 52 56


WritingProducing clear and purposeful writing


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 4 11 4 37 35 52 62

Grade 5 11 16 38 35 51 49

Grade 6 7 12 48 48 45 40

All Grades 10 10 41 39 49 51

ListeningDemonstrating effective communication skills


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 4 10 6 60 61 29 33

Grade 5 9 4 57 58 34 38

Grade 6 5 12 66 65 29 24

All Grades 8 7 61 61 31 31

Research/InquiryInvestigating, analyzing, and presenting information


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 4 10 4 47 37 42 58

Grade 5 18 15 58 57 23 28

Grade 6 9 19 56 53 34 28

All Grades 13 12 54 48 33 40

Conclusions based on this data:

1.



CAASPP Results (All Students)

Mathematics

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students TestedGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 4 107 150 106 148 106 145 99.1 98.7

Grade 5 125 108 120 108 120 108 96.0 100

Grade 6 122 123 118 120 118 119 96.7 97.6

All Grades 354 381 344 376 344 372 97.2 98.7

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not MetGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 4 2445.4 2429.8 11 3 21 22 35 38 33 37

Grade 5 2472.9 2464.3 14 16 14 11 25 21 47 52

Grade 6 2482.6 2505.3 8 16 20 18 32 32 39 34

All Grades N/A N/A 11 11 18 17 31 31 40 41

Concepts & ProceduresApplying mathematical concepts and procedures


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 4 20 12 26 30 54 58

Grade 5 22 18 29 21 49 61

Grade 6 18 24 31 29 52 47

All Grades 20 17 29 27 51 55


Problem Solving & Modeling/Data AnalysisUsing appropriate tools and strategies to solve real world and mathematical problems


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 4 16 6 32 41 52 52

Grade 5 14 18 28 26 58 56

Grade 6 8 13 46 41 47 46

All Grades 13 12 35 37 52 52

Communicating ReasoningDemonstrating ability to support mathematical conclusions


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 4 15 8 42 48 42 43

Grade 5 13 13 40 34 48 53

Grade 6 9 18 47 50 43 33

All Grades 12 13 43 45 44 43

Conclusions based on this data:

1.



2015 Accountability Progress Reporting

Met All Components Met English Language Arts/Literacy Met Mathematics Met Attendance Rate Met Graduation Rate PI Status

CELDT (All Assessment) Results

Percent of Students by Proficiency Level on CELDT All Assessments (Initial and Annual Combined)

Advanced Early Advanced Intermediate Early Intermediate BeginningGrade

13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16

4 3 9 35 23 43 49 7 6 12 14

5 10 28 38 38 44 18 12 5 6

6 13 3 32 32 29 32 13 26 13 6

Total 8 4 32 31 38 42 12 14 10 9



Title III accountability is a series of Annual Measureable Achievement Objectives (AMAO) that LEAs in receipt of Title III funds must meet each year for their EL populations. AMAO 1 measures the percentage of ELs making annual progress on CELDT, based on their previous CELDT performance level. AMAO 2 measures the percentage of ELs who have attained the English proficient level on the CELDT. Targets must be met for two EL cohorts: students in English language instruction educational programs for less than five years (Cohort 1); and students in English language instruction educational programs for five years or more (Cohort 2). AMAO 3 is based on ELA and Math AYP Participation and Performance targets for the EL subgroup.

Title III

Annual GrowthAMAO 1

2013-14 2014-15 2015-16

Number of Annual Testers 119 96 98

Percent with Prior Year Data 100.0% 100% 100.0%

Number in Cohort 119 96 98

Number Met 64 49 49

Percent Met 53.8% 51.0% 50.0%

NCLB Target 59.0 60.5 62.0%

Met Target No No No

Attaining English Proficiency

2013-14 2014-15 2015-16

Years of EL instruction Years of EL instruction Years of EL instructionAMAO 2

Less Than 5 5 Or More Less Than 5 5 Or More Less Than 5 5 Or More

Number in Cohort 56 67 36 63 53 52

Number Met 21 27 14 21 10 18

Percent Met 37.5% 40.3% 38.9% 33.3% 18.9% 34.6%

NCLB Target 22.8 49.0 24.2 50.9 25.4% 52.8%

Met Target Yes No Yes No No No


Adequate Yearly Progress for English Learner SubgroupAMAO 3

2013-14 2014-15 2015-16

English-Language Arts

Met Participation Rate Yes

Met Percent Proficient or Above --

Mathematics

Met Participation Rate Yes

Met Percent Proficient or Above --



Guide to Success 13-14Base 14-15 13-14

Base 14-15 13-14Base 14-15 13-14

Base 14-15

Metric Distracted Targets (14-15, 15-16, 16-17) Schoolwide EL SES Foster

API Maintain: ALL, EL, SES until API is revised

777 794 777

Common Core Implementation (E/M/ELD/Sci)

# increase: staff trained

*12th grade cohort who graduate

% increase: Schwide to 90% and maintain, EL 3%, SES 2%, 1%% increase students enrolled in AP/IB, schwideAP (or IB) Course

Taking % increase scores 3+ (AP) 1%; % increase IB Diplomas% increase: A-G completion 5% each year% increase in exemptions: ELA (3%, 2%)

*On-track to be career and college ready (A-G completion, EAP exemption) % increase in exemptions: Math (2%,

3%)% increase in SAT college ready benchmarks

*ACT/SAT % increase in ACT college ready benchmarks

GATE % increase in participation: 3% each year

Colle

ge a

nd C

aree

r Rea

dine

ss

Linked Learning Pathways

# increase students participating (1038, 916)

Chronic Absenteeism % decrease: .05% each year (Schwide, EL, SES, Foster) 7.20%

*Staff attendance % of instructional school days present

Enga

gem

ent

Student attendance % increase: Schwide, EL, SES .05% each year, Foster 1% each year 96.13%



Base 14-15 13-14Base 14-15 13-14

Base 14-15


High School Cohort & Middle School Drop Out

% decrease: Cohort, EL, SES by .05%; MS maintain <1%

Parent Resource Centers/Information Areas

# increase from 47 to 56, 62, 71 schools

Parent/Teacher Home Visits # increase by 200, 100, 100

Academic Parent Teacher Teams

# increase from 13 to 15, 16, 17 schools

Active school PTA/PTOs

% increase in schools with active groups from 75% to 77, 78, and 79%

California Healthy Kids Survey

% increase in students reporting positive school climate factors ES and MS 1%, 2%, 3%.

Expulsions % maintenance: MS and HS <0.1%

*Suspension rate per 100 students 5

*Suspension Rate # decrease (in & out of school): variable # of days by Elem, K-8, middle, HS

Title III AMAOs % Meeting or exceeding AMAOs 1-3

EL Reclassification % increase in RFEP rate (1% each year) 21.6%

Tran

sfor

mat

ion

API Maintain: ALL, EL, SES until API is revised

777 794 777

Sufficiency of Textbooks Maintain sufficiency

Teacher Misalignment % decrease (.25% each year)

% meeting FIT inspection (100% each year)Ba

sic

Serv

ices

Facilities Maintenance FTE increase: Custodians (by 21.5,

maintain at 86.5)



Base 14-15 13-14Base 14-15 13-14

Base 14-15


FTE increase: Plant Manager (by 11, maintain at 71)

Notes: CAASPP ELA and Math Performance Data not available until 2015; GTS measures to be finalized for inclusion: SEL Student Guide to Success (Graduation Profile), Student Portfolios, and Transformation “growth” calculations. Please check back for data updates. Also, please check the appendices, as some schools provide additional information.

For Schools in Program Improvement:

What are the specific issues that caused the school to be identified in Program Improvement?



LCFF State Priorities Snapshot


District LCAP Goals and Actions

Goal 1: Increase percent of students who are on track to graduate college and career ready.

Action 1.1: Provide standards aligned curriculum, assessments and high quality instruction to prepare students to graduate college and career ready.

Action 1.2: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed.

Action 1.3: Develop an infrastructure for on-going analysis of student performance and progress by providing teacher release time and collaborative learning time.

Goal 2: Schools will provide students with a clean, healthy, physically and emotionally safe learning environment.

Action 2.1: Students will be provided cleaner, better maintained learning environments.

Action 2.2: All schools will become safer, more culturally competent environments, where students learn social and emotional skills and receive additional supports to increase their engagement in learning.

Action 2.3: Schools will provide more varied opportunities for students to become interested in school and learning through technology based activities, project based learning, extended extracurricular, and expanded learning program involvement.

Goal 3: Parents, family and community stakeholders will become more fully engaged as partners in the education of students in SCUSD.

Action 3.1: Stakeholders will have improved opportunities to participate in district/site activities that increase their skills as partners in education.

Action 3.2: Stakeholders will receive improved district and site communications, including translation/interpretation services.


LEA Plan Performance Goals

1. All students will reach high standards, at a minimum attaining proficient or better in reading and mathematics.

2. All limited-English –proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading /language arts and mathematics.

3. All students will be taught by highly qualified teachers.

4. All students will be educated in learning environments that are safe, drug free, and conducive to learning.

5. All students will graduate from high school.


2016-17 Allocations of Funds

Allocations of FundsTotal Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

Title I Part A: Allocation $63,228 -11,863.00

LCFF LEP $21,575 -5,191.00

LCFF F/R $87,825 -8,429.00


Planned Improvements in Student Performance

School Goal #1

District/LCAP GOAL:

Action 1.1 : Provide standards aligned curriculum



LEA Plan Goal Alignment

--------

SCHOOL GOAL #1:

Increase percent of students who are on track to graduate college and career ready.--------

Data Used to Form this Goal:

Trimester grades, Attendance, Parent Teacher Conferences, weekly connect ed calls to inform parents with any updates. --------

Findings from the Analysis of this Data:

All current students 4th-6th grade will be promoted to the next level.--------

How the School will Evaluate the Progress of this Goal:

The school will ensure that teaching methods/modes of communication used this school year will be worked to increase success rate for our students and community. --------

Parent Engagement Activities Related to this Goal:

Cesar Chavez Intermediate School will have Academic Parent Nights, provide classroom newsletters to parents, Make home visits and inform parents at Parent Teacher Conferences (PTC). The school will share Parent-Student Handbooks and District "Annual Parent and Student Rights Notification and Standards of Behavior in English and Spanish. The school will provide a parent resource center to make parents feel welcome on campus and will fund for babysitting.

For Schools in Program Improvement: How does this goal address the school’s program improvement issues?

Having students present, learning on a daily basis is critical to our students success, therefore communication with our parents is key. As a component to prepare our students to be college and career ready, we have began offering classes for parents where they have taken College and University trips. Our parents have responded very well and are completely engaged in helping us prepare our students for that college and career step our kids soon arrive to. During our parent meetings we have discussed the importance of our students being fully engaged in Common Core Math and ELA. The staff have utilized a district provided coach to ensure all teachers are commonly delivering the district provided curriculum.


Actions to be Taken to Reach This Goal

Person(s) Responsible

Proposed Expenditure(s)Item or Action

Funded Funding Source Amount Target Student Sub Group

Success Criteria/Monitoring

Identify every student by name and subgroups, including learning modality to provide appropriate instruction and interventions.

Teachers,principal

Additional Planning/Analyzing student work and learning styles

LCFF F/R 3,500 All On-going Teacher observations, Curriculum embedded and Unit Assessments

By the end of September All students will be identified by embedded or formative assessmentwith identified learning modalities established

By December Analyze formative assessment data/embedded assessments to continue closing the achievement gap for specific subgroups - for 1st Trimester - Reference District Benchmark

by June Seventy-five percent (75%) of students will be proficient in ELA CCSS (Comprehension and Writing)- Update class







records frequently with consistency

Provide multiple opportunities for students to reach proficiency in English language arts(CCSS). Meet daily lesson objectives.

Teaching staff, principal

On-going Teacher observations, Curriculum embedded and Unit Assessments

By November: Fifty percent (50%) of students will be scoring at 50% of higher on selection assessments.

By January: Sixty percent (60%) of students will be scoring at 75% or higher on selection assessments

By June: Seventy-five percent (75%) of students will be scoring at 85% or higher on selection assessments.

Develop lessons that promote progress towards mastery of standards for all students- State Objective, CCSS, and Interventions for students who need them

Teaching Staff, Principal

On-going principal walk thru Feedback, Teacher observations and analyses, Use of White Boards, and







Lesson plans.

By the End of SeptemberIdentify and plan lessons that differentiate instruction to meet the needs of all students and their proficiency.Built in Workshop Time: Comprehension/ Fluency/Grammar

By December: Plan for all students and highlight interventions for specific groups

By June: Highlight mastered standards by 85% or more students

Analyze embedded/formative assessment data to monitor student progress/learning during Academic ConferencesUpdate class profile periodically.Develop action plans for all students.

All teaching staff and Principal

Academic Conferences

LCFF F/R 2,500 All

Supplies LCFF LEP 2,444 All

Duplicating Materials

Title I Part A: Allocation

226 All

Parent Meetings Title I Part A: Allocation

500 All

Parent Engagement Title I Part A: Allocation

250 All

Observe the utilization of Bloom's Questions starters.

Interim 1 - By late September analyze embedded data and make appropriate modifications to have students meet grade level







standards.

Interim 2 - By December/January Analyze student academic data to determine if students are meeting/or not meeting standards, Develop action plans to help all student progress. Provide additional interventions during/after school if necessary.

End - By April All students will show a minimum of 10% progress prior to taking the CCSS SBAC.

Develop an extended day (before/after school) tutorial system of intervention for students that aren't meeting grade level standards.Utilize Measuring Up or similar materials that address CCSS

Teaching Staff Staffing for extended day instruction

LCFF F/R 4,000 All

Supplemental Instructional Materials


426 All

Transportation as needed

LCFF LEP 459 EL

Postage Title I Part A: Allocation

363 All

Postage LCFF LEP 100 EL

On-Going assessing to identify students who need extended day supplemental instruction using teacher assessment data.

By November identify and select students who are scoring below basic for supplemental instruction.







By December/JanuaryImplement a 6 week strategic tutoring session with assessments.

By June decrease the percentage of BB and Basic students by 10%.

Assess Students utilizing multiple tools such as: Benchmarks, CELDTProvide support and interventions to meet the needs of students.Work collaboratively with classroom teachers and SST team to help students in need to close achievement gap.Reclassify ELs to RFPs when criteria are met.

Resource Teacher Resource Teacher Title I Part A: Allocation

43,720 All

LCFF F/R 43,720 All

LCFF LEP 21,860 EL

On-Going assessment of EL and EO students based on their academic achievement. Appropriate CELDT, SST, and referrals for SE Testing.

By October assess ELs with CELDT.

By November Reclassification process begins for ELs

By May assist with CCSS make up assessments for all grades and continue monitoring at-risk students.







Integrate technology and PD that enhances student learning aligned to CS and CCSSLessons will have specific objectivesST Math will be renewed after February 2015 for mathematical developmentTeachers must have access to own laptop to integrate technology, as funds are available.

Teaching staff and Adminstrator

Teacher Laptops, as funds are available.

LCFF F/R 8,038 SWD

Renew ST Math LCFF F/R 3,000 All

Conference LCFF F/R 3,000 All

Renew ST Math LCFF LEP 400 EL

Renew ST Math Title I Part A: Allocation

349 All

Ongoing Monitoring - CPT and Academic Conferences.

Interim 1 - By October identify software that aligns to CCSS especially in ELA and math.

Interim 2 - By end of October students will finalize their first writing project.

End - By December all students will publish more than one document.

Make books and reference resources available to all students to increase literacy. Assist students and teachers locate books for research projects

Media Tech Purchase Library books


400 All

Postage LCFF LEP 100 All

Media Tech 0.1875 Title I Part A: Allocation

13,837 All

Library Books LCFF LEP 153 EL

Ongoing Monitoring - Teacher and Principal observations, Reading logs.

Interim 1 - By October update all student information in Athena.

Interim 2 - By November students will be able to check out books







and get support.

End - By June students will have access to books from a variety of genres and complete written book reports.

Assess and evaluate school wide academic progress towards meeting goalsSSC & ELAC Meetings

Data Inquiry/Leadership Team

Parent training Title I Part A: Allocation

500 All

Child Sitter Title I Part A: Allocation

300 All

Postage Title I Part A: Allocation

200 All

Food Support Title I Part A: Allocation

541 All

Ongoing Monitoring- Staff will Analyze embedded CCSS Data and other appropriate formative and summative data in ELA and Math.

Interim 1 - By October staff will identify academic components that need to be part of the plan.

Interim 2 -By December 50% or more of students will meet CCSS proficiency levels in ELA based on formative assessments including District CCSS Assessment, if applicable.







End - by May 75% or more of students will be proficient in CCSS District Assessments.

Participation in CCSS training by SCUSDImplement Close Read

PD for teachers in CCSS for ELA and math

Leadership Teams and other Teaching Staff

Provided by SCUSD Staff


6,129 SWD Ongoing Monitoring - Follow up on Training Results and Needs during CPT and with District Training Specialists.

Interim 1 - Monthly Attend all training sessions scheduled for site and at SCUSD.

Interin 2 - By September 99% or more of classes will begin implementation of Close Read Strategies and Lesson objectives will be published on white boards in all classrooms.

End -June - September 100% of classes will implement Close Read Strategies.



School Goal #2

District/LCAP GOAL:


Action 1.1: Provide standards aligned curriculum assessments and high quality instruction to prepare students to graduate college and career ready.



--------

SCHOOL GOAL #1:

Student engagement for all students in all academic areas.--------


Report Cards, CAASPP, Science CST/CMA, Progress reports, computer programs for Math and ELA--------


All students have shown growth in the core areas. --------


Looking at data provided by computer programs and comparing the growth of their grades on a trimester basis.--------


The school will engage parents in academic activities during Parent Academic Nights, during grade level parent nights, home visits, and during parent teachers conferences. Share objectives and progress of programs with parents at Parent Academic Nights. Teachers will communicate the intervention goals that address students' academic needs. Additionally, inform parents during Home Visits, SSC and ELAC meetings about opportunities for students to participate in extra curricular activities such as School Safety Ambassadors. Parents will have an opportunity to participate in incentive programs (after school dances, sports competition between grade levels, and the like) for the school and in Perfect Attendance Awards Ceremonies. Parent-teacher conferences may be conducted at anytime during the school year regarding scholarship and behavior.


The school has been in program improvement due to low scores provided, this goal allows us to continuously look at data to reflect on what areas our students need support in.







Provide students with opportunities to be engaged in every lesson utilizing a variety of strategies including think, pair share and checking for understanding

Teaching staff and Principal



3,000 All

LCFF F/R 2,000 All

On-going Walk thrus, Administrative and colleague feed back, lesson plans, collaborative activities, and 1:1 Principal/Teacher Conferences

By November 90% of students will be actively engaged in every lesson.

By January all students will be actively engaged in every lesson.

By May all students will be actively engaged in every lesson.

Provide students with frequent opportunities for collaborative work

Teaching Staff and Principal

Supplemental Textbooks


500 All On-going Walk Thrus, 1:1 Principal/Teacher Conferences, and Collaborative activities, analyses of students' work.

By November 50% of students will be working with partners.







By January 75% of students will be working in groups with specific roles.

By March all students will have opportunities to have worked with all classmates in a collaborative setting.

Provide opportunities to students to participate in the Safe School Ambassadors Program (Anti-Bullying Program), as funds are available.

Principal, Staff Members, After School Coordinators, and Parent Training

Teacher and Student Training

LCFF F/R 1,000 All

Parent Training LCFF F/R 300 All

On-going monitor behavior referrals and suspensions

By December Safe School Ambassadors staff and students trained on SSA model.

By February Reduce the number of bullying referrals by 10% and Implementation of SSA Program and conflict resolution.

By February provide positive incentives for good behavior, perfect attendance.

By June SSA







Trained students will work with peers to help them find solutions to conflicts - reduce bullying by 20%

Contact families, via telephone, and enter data for attendance, to ensure students attend school regularly and highlight and recognize student perfect attendance and prepare SARTs and SARBs.Work collaboratively with staff.

School Community Liaison

School Community Liaison

LCFF F/R 13,696 All On-Going Monthly Reports - Attendance Data - Students who have perfect attendance are eligible to receive incentives, as designed by staff and principal.

1st Trimester Perfect attendance and establishing a goal of 96% attendance.

2nd Trimester Perfect attendance and establishing a goal of 97% attendance.

3rd Trimester Perfect attendance and establishing a goal of 98% attendance.

Implement a research based ELA and/or math extended learning intervention program for students who need it.

Principal, School Staff, Extended Learning Program


LCFF F/R 3,000 All On-Going monitoring student achievement of







Determine the number and length of intervention sessions, based on number of students, available staff and funding. Determine supervision, staffing, schedule, and location of intervention sessions Determine intervention instructional materials and assessment tool based on student academic needs. Determine if additional students identified through local assessment can be placed in program.

Staff. Duplicating and Copy Rental

LCFF F/R 5,000 All

State Math PD LCFF F/R 3,500 All

formative assessments, attendance and anecdotal data.

Interim 1 Goals to meet each student's academic need will be set: Goal statement will indicate that students will increase by one achievement level, Goal should be specific to the students' outcome and Quantitative goals will be set based on the metrics of the assessment tool.Pre-assessments will be given to students entering the intervention class using an embedded assessment tool such as a program assessment, or other formative assessments.

Interim 2 At midpoint of the intervention program, progress monitoring will be







administered. Students will be expected to reach a midway point toward their goal. Instruction will be adjusted according to the results. Progress will be discussed at CPTs/department meetings.

End - At the end of the intervention period, teachers will look at several indicators to evaluate the effect of the program: Post assessment results to determine whether students have met goals. Results of a survey of student attitude. Review of student work based on multiple indicators, teachers and parents will determine next steps.



School Goal #3

District/LCAP GOAL:



--------

SCHOOL GOAL #3:

Writing-Response to literature for all students using Common Core State Standards--------


Student work, report cards, home visits, ELAC, SSC, Parent Nights, Open House, parent-teacher conferences, library checkout lists.--------


Teachers are able to show parents what great progress students have made on their approach to Literacy by using Writing Response. This Data has been shared at home visits, parent nights, open house, parent-teacher conferences, ELAC meetings. --------


Writing-Response to Literature is the way Literature is being taught and have seen the improvement in books being checked out at our library. Teachers are also able to share student work with parents that the students have produced, which then leads to a better grade for the student. Reading Literature Achievement scores from report cards are looked at on a trimester basis to validate improvement. --------


The school will provide trainings and share information and expectations at Academic Parent Nights, Classroom Newsletters and at Parent Conferences. Additionally, teachers will conduct Home Visits. Teachers will model writing samples and strategies at Parent Nights. Teachers will share students' writing with parents during parent teacher conferences. Members of the SSC and ELAC will be invited to observe students using technology as an instructional tool. SSC members will participate in the development of the SDIP and the ELAC will provide input, as appropriate, from their advisory committee.


Students were not finding a connection to Literature, this method has allowed students to read different varieties of different literature available for them to check out and read. Teachers are using this method of delivery in the class and have seen that it has given students a different perspective on literature, which then allows the teacher to scaffold their delivery individually by modes of differentiated instruction. Students are engaged to write responses to literature daily as documented on teacher lesson plans and in student Writing Response Journals.







Provide Academic Conferences to develop action plans for CCSS (ELA and Math) implementation -Schoolwide- The writing process – genre- Informative/explanatory aligned to the Common Core State Standards

Teaching staff and Principal

Academic Conference Time


3,500 All

Text Supplies LCFF LEP 400 All

Copy Rental LCFF LEP 600 All

On-going Monitoring CPT and analyses of students' writing class logs.

Interim 1 - September Implementation of Writing Block .

Interim 2 - By end of November all students will have completed at least three assignments with all elements in place. Writing Process will be consistent in all classrooms.

End - By May all students will publish a five paragraph essay.

Teach writing explicitly to all students (Response to Literature).Share strategies with parents.

Teaching Staff & Principal

Purchase duplicating materials.


50 All

Purchase and provide Babysitting Service.


100 All

Provide Parent Training.


200 All

Provide Interpreters LCFF LEP 250 All

Ongoing Monitoring - Include Parent Training Dates in school calendar (each trimester), Analyze student writing using develop Writing Rubrics, conduct Walk Thrus for Feedback, and







constantly display Writing Exemplars in classrooms.

Interim 1 - By September 30 Offer Parent Training in the Writing Process and examples of Response to Literature.

By November 70% of students will have completed their first Response to Literature draft with all elements.

Interim 2 - By February 80% of students will have completed their second Response to Literature draft with all elements of the process.

End - By June 85% or more of students will score 3 (proficient) or 4 (Advanced) on the adopted rubric.

Monitor writing progress regularly across grade levels and vertically.


Ongoing Monitoring - Schedule Academic Conferences, Walk







Thrus, & CPT. Developing and using Writing Rubrics, Display examples of exemplary writing in classroom, and publishing students' work.

Interim 1- By January 40% of students will be able to write an essay proficiently.

Interim 2 - By March 70% of students will be able to write an essay proficiently.

End - By June 95% of students will be able to write an essay proficiently.

Integrate mobile Apple / Mac computer lab.Every session must have clear objectives and measurable goals.


Ongoing Monitoring - Monitor as evidenced in Lesson Plans, Student writings with use of computers, and CPT.

Interim 1 - By September all







students will have access to Apple/Mac computers and ST Math to increase proficiency in technology and math skills.

Interim 2 - By December all students will have published an essay.Students will share their writing with parents at Parent Nights.

End - By April all students will finalize their writings.


Summary of Expenditures in this Plan

Total Expenditures by Funding Source

Total Expenditures by Funding Source

Funding Source Total ExpendituresLCFF F/R 96,254.00

LCFF LEP 26,766.00

Title I Part A: Allocation 75,091.00


Summary of Expenditures in this Plan

Total Expenditures by Goal

Goal Number Total ExpendituresGoal 1 161,015.00

Goal 2 31,996.00

Goal 3 5,100.00


School Site Council Membership

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:

Name of Members

Prin

cipa

l

Clas

sroo

mTe

ache

r

Oth

erSc

hool

Sta

ff

Pare

nt o

rCo

mm

unity

Mem

ber

Seco

ndar

ySt

uden

ts

Eracleo Guevara X

Maria Martinez X

Agustin Martinez X

Eugenio Iniguez X

Laura Brazelton X

Enrique Ruiz X

Fong Thao X

Velvet Leggleu X

Juan Cornejo X

Rosa Garcia X

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.


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):

X English Learner Advisory CommitteeSignature

Special Education Advisory CommitteeSignature

Gifted and Talented Education Program Advisory CommitteeSignature

District/School Liaison Team for schools in Program ImprovementSignature

Compensatory Education Advisory CommitteeSignature

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 January 21, 2015.

Attested:


Eracleo Guevara, InterimTyped Name of School Principal Signature of School Principal Date

Velvet LeggleuTyped Name of SSC Chairperson Signature of SSC Chairperson Date


Annual Evaluation – REQUIRED Spring 2016

Pursuant to California Education Code Section 64001(g), the School Site Council (SSC) must evaluate at least annually the effectiveness of planned activities. In the cycle of continuous improvement of student performance, evaluation of the results of goals will provide data to inform and guide subsequent plans.

Strategies and Activities

Identify those strategies or activities that were particularly effective in improving student achievement. What evidence do you have of the direct or indirect impact of the strategies or activities on student achievement?

Identify those strategies or activities that were ineffective or minimally effective in improving student achievement.

Based on an analysis of the impact of the strategies/activities, what appears to be the reason they were ineffective in improving student achievement?

Lack of timely implementation

Limited or ineffective professional development to support implementation

Lack of effective follow-up or coaching to support implementation

Not implemented with fidelity

Not appropriately matched to student needs/student population

Other:

Based on the analysis of this practice, would you recommend:

Eliminating it from next year’s plan

Continuing it with the following modifications:

the single plan for student...

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