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The Single Plan for Student Achievement

Merle L. Fuller Elementary School

CDS Code: 20-65193-6023881

Date of this revision: March 24, 2009

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code sections 41507, 41572, and 64001 and the federal No Child Left Behind Act (NCLB) require each school to consolidate all school plans for programs funded through the School and Library Improvement Block Grant, the Pupil Retention Block Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student Achievement.

For additional information on school programs and how you may become involved locally, please contact the following person:

Contact Person: Jan Crader

Position: Principal

Telephone Number (559) 665-8050:

Address: 1101 Monterey Avenue Chowchilla, CA. 93610

E-mail Address: [email protected]

Chowchilla Elementary School District

The District Governing Board approved this revision of the School Plan on June 15, 2009.

Merle L. Fuller School 1

About this School

Mission Statement

The mission of the Chowchilla Elementary School District is to provide each student a superior education in a safe and positive climate that promotes high academic performance, personal responsibility and respect for self and others.

School Profile

Merle L. Fuller School is located in the City of Chowchilla. Merle L. Fuller was built during the 1948-1949 school year and had a complete remodeling of the original classrooms, the restrooms and office during the 1987-1999 school years. Merle L. Fuller School consists of twenty-four teachers in a unique configuration of 470 first through second grade students; including 12 first grade teachers, 12 second grade teachers and one part time resource teacher. A Title I specialist is also on campus working with “at risk” and special needs students.

The racial and ethnic make-up of Merle L. Fuller includes 54% Hispanic/Latino, 39% White (not Hispanic), 1% African-American, 1% American Indian, 1% Filipino, 1% Asian and 3% unknown students. Merle L. Fuller School has a hands-on approach to science and math and participates in the class size reduction program.

A computer lab is available to all Merle L. Fuller students. Each classroom at Merle L. Fuller is scheduled for approximately forty minutes of Computer Lab time to reinforce reading, writing and math standards that are taught in the regular classroom. The instruction in the lab is also geared to meet the technology curriculum requirements for first and second grade students. Merle L. Fuller School students also have access to the school Library that is managed by two part time Library Aides. Students in each classroom have a designated one half hour each week to visit the library. The Library Aides reinforce the love of reading by reading selected stories to each class. The Library Aides introduce basic library skills that are reinforced in the classroom. Readers may also participate in an Accelerated Reader computer-assisted program designed to allow individual pacing. In addition to the classrooms, the Library and Computer Lab have designated computers to allow students to test in the Library and Computer lab on Accelerated Reader Program and computer designed assessments. Under the direction of the principal, the Library Aides run a successful volunteer Reading Program, pairing community members with students for 30 minutes per week in the Library.

Socio-economically disadvantaged and English Language Learner (ELL) students constitute the lowest achieving and most-in-need populations of Merle L. Fuller School, (40% ELL students; 79% Free/Reduced Lunch).

Merle L. Fuller School has fourteen Instructional Aides who provide reinforcement and support for at risk students. Each Instructional Aide has received individual and group training from our teachers, principal, Title I Teacher, district personnel and regional staff.

In addition to our teaching staff, we have others who support our school. The office houses one full time secretary and one clerk. An Opportunity Room is setup to support on-site suspension and a place where students can be sent for serious infractions in the classroom and on the playground.


Great emphasis is placed upon merging the parents and students into a learning partnership with the school. Strong emphasis is placed upon early literacy skills in reading and language arts.

Instructional aides provide support for “at risk” students and are an integral part of the literacy program.

School Accountability Report Card

The 2007-2008 School Accountability Record Card (SARC) is on file at the district office and on the district website (www.chowchillaelem.k12.ca.us). The 9-page SARC includes details on:

• School & District Information• School Description & Mission• Opportunities for Parental Involvement• Demographic Information• School safety & Climate for Learning• Academic Date• Class Size Information• Teacher & Staff Information• Curriculum & Instruction• Fiscal & Expenditure Data• Williams Settlement Requirements


ANALYSIS OF CURRENT EDUCATIONAL PRACTICE

1. Alignment of curriculum, instruction and materials to content and performance standards.

The district has provided leadership in standards-based instruction, comprehensive school reform, and parent involvement. The leadership is represented through board policies, comprehensive plans, policies and guides, the school-level communications, and professional development.

Teachers and staff at Merle L. Fuller School have been provided staff development and grade level articulation time to become knowledgeable about Language Arts state framework and California State content and performance standards. This process has equipped staff with the necessary tools to effectively integrate the standards throughout the lesson planning and delivery process. State adopted core content and standard based materials have been purchased by the Chowchilla School District and are implemented at the Merle L. Fuller school site by teachers during instructional delivery and follow-up. The majority of Fuller teachers has been provided training in Universal Access and has received SB472 training in the summer of 2007.

Weekly staff meetings, literacy instruction, materials and school-wide assessment in reading/language arts are all aligned with governing board adopted standards that are in turn aligned with the State Academic Content Standards for Students.

The Houghton Mifflin program is a District and state adopted reading program aligned with standards. Teachers at Merle L. Fuller School have developed and are now implementing a comprehensive pacing guide and curriculum map in the Language Arts core curriculum. Included with the pacing guide are focused standards and intervention materials that correspond to support student achievement toward meeting state standards. The new math program (adopted Spring 2008) is standards-based and in place for first and second grade students. Additional English Learner standard-based materials have been purchased and are utilized in the classrooms. The district has also purchased the Phonics and Friends and Phonics Street Program to enrich phonics instruction. Student progress is assessed and recorded on standard-based report cards.

Working within each grade level and with district personnel teachers have created a comprehensive math pacing chart insuring that all the standards will be addressed and assessed before students take the California State Standards test in the Spring. Careful attention has been given to spiral reviews and enrichment activities as well as focus standards and assessment.

Every teacher is provided with a grade level copy of the California State Board Adopted Standards, a booklet prepared by the Orange County Department of Education. This booklet includes state and district standards in English/language arts, history/social science, mathematics, and science.

2. Availability of standards-based instructional materials appropriate to all student groups:

The district supports a comprehensive plan for English Language Learners that is based on state grade level English Development standards. The district school board agrees upon a program philosophy which supports structured English immersion, transitional programs (ELD), mainstreaming, and alternative programming (Spanish language instructional program). The plan includes a well-defined parent waiver process which complies with California’s Proposition 227, and clearly-defined, well-organized identification, assessment and enrollment procedures for English Language Learners.


Please note not all of the following materials are used in every classroom. The asterisk items are used in every classroom. All materials listed below, both core and supplemental are available to students in mainstream, traditional, and structured English Immersion classrooms:

Language Arts *Houghton Mifflin Reading SeriesWright Group Leveled Reading Materials (Supplemental – S)Rigby Leveled Reading Materials (S)Literacy Connection Assessment Kit SRA Kits in selected classrooms (S)Hampton Brown – Phonics and Friends (S for English Learner Classrooms)Daily Oral Language (S)Chorus of Cultures (S for English Learner Classrooms)Accelerated Reader (S)Reading/Language Arts Educational Software (S)SWRL Books (S)Mountain Language (S)*Standards Plus (S)

Mathematics *Harcourt School PublishersMathland (S in selected classrooms)AIMS (S)Bellworks (S)Math Their Way (S)Lollipop/Compucat TimedTests (S)Mathematics Educational Software (S)Various manipulatives (S)Mountain Math (S)*Standards Plus (S)

Social Studies *MacMillan McGraw-HillHoughton Mifflin Social Studies Materials (S)Scholastic New (S)

Science *Houghton MifflinCSIN (S)AIMS (S)Scholastic News (S)Science Educational Software (S)National Geographic (S)

English Language DevelopmentHampton Brown Into English!Project GLAD (S)Chorus of Cultures (S)Phonics and Friends (S)Avenues

Physical Education Ready-to-Use P.E. Activities (S)

Fine Arts Great Artists Series (S)


3. Alignment of staff development to standards, assessed student performance and professional needs:

In order to meet the needs of students, staff and professional growth, staff development has been aligned to state standards and the assessment of student performance. Teachers at Merle L. Fuller School have been provided staff development in the areas of reading, language arts and literacy through the Universal Access Strategies. Since the 2004-2005 school year great efforts have been made to improve teaching practices, pacing lessons and focus on consistency in delivering the core curriculum to all students. This was accomplished by developing pacing guides, a staff development program and grade level articulation time. Creating, revising and implementing these guides have encompassed the majority of staff development. Teachers also attend various in-services and conferences to learn new strategies and methods in aligning their curriculum to the state standards and adopted text. Administration has attended and completed AB 75 training put on by ACSA and the San Joaquin County Office of Education. Part of this training consists of using math and language arts adoption materials and using them in in-service showing how they are aligned to standards and how they address those standards.

4. Services provided by the regular program to enable Underperforming students to meet standards:

Classrooms are print rich, reflective of learning, and provide ample resources organized throughout the classrooms.

Teachers plan learning experiences that promote autonomy, interaction and choice. A number of strategies are used (computer use, choice time when work is completed, independent writing in journals, and partner learning with rules for working together).

Teachers use a phonics-based reading program that is articulated through the grades; teachers plan lessons to maintain a similar schedule by grade level.

Teachers receive the assistance of Instructional Aides to support and reinforce classroom instruction.

A particularly strong feature of classroom instruction is students’ knowledge of the protocol for small group work and the efficiency with which they work together.

Teachers post the schedule and daily assignments and standards to enhance the class’ anticipation of the entire day and bring all stakeholders in the school to more focused instruction.

An intervention program in reading, Accelerated Reader, provides support as students improve academic achievement of reading content standards.

Literature Connection activities support the overall reading program.

English Learner students are placed in the regular classroom. English Learners participate on a daily basis in deployment time. English Language Learners are placed in the deployment classes according to their language proficiency on CELDT and their oral language. Additional Instructional Aide time and appropriate materials are provided for all English Learner classrooms.

Technology is provided in the classrooms and a computer lab is available.

A Title I teacher who has her Reading Specialist Credential is available to assess and assist children on a one-on-one or small group basis. The children that attend her classes are children who are considered at-risk in the area of reading. The Title I teacher and an instructional aide service each child enrolled in her class for thirty minutes each day, Monday through Friday.

Students who continue to have difficulties can be referred to the Student Study Team (SST) process where the team will work out accommodations and modifications for the teachers to try. If there is still a problem after an implementation period, the SST will reconvene and testing may be offered to the student and the parent.

A Resource Specialist is on the Fuller campus five days a week. During this time, she works with children who have an active IEP and students who are at risk.

5. Services provided by categorical funds to enable Underperforming students to meet standards:Merle L. Fuller School 6

Title I funds are used to provide programs and materials for at-risk students in the District. Title II Part A funds are used to provide quality staff development for all teachers. Title II Part D funds are used to enhance the existing technology in the District. Title III funds are used to provide programs and materials for the EL students in the District. Title IV funds are used for materials and literature used during Red Ribbon Week. These funds are

also used to help develop the School Safety Plan for the District. Title V funds are used for Innovative education to improve student academic achievement at our

schools in the District. Students who are underperforming have a variety of services offered to them directly and indirectly

through categorical funding. There are instructional materials provided for the ELL classrooms which are funded through EIA/LEP and Title I monies. These monies also help fund the Instructional Assistants that are assigned to these classrooms.

School Library monies, both classroom and district, are used to increase the Accelerated Reader collection in the Library. Also, the local Rotary Club donates $1,000.00 a year to purchase books for the Library at Fuller School. In addition during the 2006-2007 school year the Lions Club and Lioness Club each donated $500.00 to Fuller School for library books. This collection makes available reading materials at various levels to meet the individual needs of the students. Classroom library funds have been used to enhance the classroom libraries of our teachers.

6 Use of state and local assessments to modify instruction and improve student achievement:

A variety of state and local assessments are used throughout the school year to modify instruction and improve student achievement. The STAR assessments are given to our second graders on an annual basis as per state regulations. The CELDT is given to all of our students classified as English learners, who have not yet been reclassified. Local assessments consist of Literacy Connection Concepts About Print, Oral Language, Phonemic Awareness, Decoding, Word Recognition A and B, Sight Words, Running Records, Standards Plus and selected Houghton Mifflin Tests. The STAR/Accelerated Reader assessments are used once children have reached a certain level of proficiency on the Running Record assessments.

All assessments, both state and local are analyzed by administration and teachers. Histograms are developed once the assessments have been analyzed to provide a visual representation for teachers. In addition, assessments given to English learners are analyzed by an outside consultant who provides data back to the school. During the 2005-2006 school year a new program purchased by the District (Edusoft) was implemented to give a more timely feedback of information with regard to analyzing assessment data.

Another program purchased by the District to improve student achievement is the Standards Plus Program. The program provides teachers with a binder set up with quick (15 minutes) Standards based focused lessons that provide a direct explicit instruction component to teach grade level standards.

7. Number and percentage of teachers in academic areas experiencing low student performance:

Fuller School is a Title I school.

One hundred percent of the teachers in core academic areas are experiencing low student performance to some degree. At this time extensive efforts are being made to close the gap in learning and student performance.

There are twenty-four first and second grade classroom teachers at Fuller School: two men and twenty-two women who are all “No Child Left Behind” compliant. The instructional staff has twenty-four teachers with Bilingual Cross-cultural Language and Academic Development (BCLAD) certification, Cross-cultural Language and Academic Development (CLAD) certification, or SB 1969/SDAIE training. Certification in appropriate methodologies for teaching bilingual populations is strength at Merle L. Fuller School.


Additional staff members include a Title I teacher a resource teacher, a part-time psychologist, a speech therapist, and a principal. The Title I teacher, resource teacher and Principal are also certificated for teaching bilingual populations at Fuller School.

Fuller School employs a full complement of qualified teachers and specialists. The table below identifies the number of appropriately credentialed teachers in each grade level, the average class size, and the number of teachers with CLAD, BCLAD, or SB 1969 certification.

tenured teachers’ performance is evaluated on an annual basis while tenured teachers are evaluated every other year, by the principal using announced, unannounced classroom visits, formal observations of lessons, and a standard evaluation instrument. The principal visits all classrooms on a regular and frequent basis.

8. Family, school, district and community resources available to assist these students:

A variety of family, school, district and community resources are available to assist our students: Student Study Team Fuller Reading Partners Service Club Donations (Reading material, software and computers) Mental Health Migrant Healthy Start Monthly Newsletter Open House Back-To-School Night Parent Handbook Title I reading School Site Council Conferences Grandparent’s Day Community Aide/LVN English Language Advisory Committee (ELAC) District English Language Advisory Committee (DELAC)

9. School, district and community barriers to improvements in student achievement:

The Chowchilla School District has some socio-economic barriers, however we believe all children can be successful. We are a small town located miles away from any major city. We have limited resources


Grade Level

Number of Teachers

Number of CLAD/BCLAD/SB

1969

Average Class Size

Specialist/Administration

1 Principal

1st 12 12 19 1 Speech Therapist1 Psychologist

2nd 12 12 20 1 SDC Instructional Assistants

ResourceTeacher

1 1 14 Instructional Assistants2 Library Techs

Title I 1 1 1 Computer Tech2 Clerical

Total 26 26 19.5 4 Custodians

available to help parents and students become more productive citizens. Chowchilla has many low socio-economically disadvantaged students. We have a high unemployment rate which reflects back on our students. Many families are unable to properly care for their children educationally because they are unable to provide adequate learning environments within the home. Many of our students are being raised by extended family members who have children of their own.

10. Limitations of the current program to enable Underperforming students to meet standards: District-wide:

A system has been established however, we are continuing to work on the systematic collection, analysis, and distribution to teachers of usable data in all academic areas in a timely manner.

Using data to drive instruction, intervention and in-service in standards-based instruction and evaluation

A district aligned and articulated intervention program Articulation across the grade levels for reading and math An assessment program which provides teachers with timely weekly, monthly and trimester

assessments that monitor student progress and provide information to drive instruction in the classroom.

Interventions to lower retention rates Extended day learning opportunities (To begin earlier in the year) English Language Development staff in-service

The following are specific to sites: A district aligned and articulated writing program with rubric and scoring for beginning, middle and

end of the year An Intervention program to assist below basic and far below basic students in the area of Language

Arts. After evaluating the numbers of first and second grade students performing below grade level in the

area of reading, the following focus areas will be highlighted for investigation;o Intervention and effective strategies for reading readiness instructiono On-going assessment practices and monitoring of student progress within each grade level,

kindergarten through second grades.

Revision of existing reporting forms that highlight student’s progress toward State Standards and performance, making them uniform K-2.

Providing more instructional time by examining ways to streamline assessments that will get the necessary information for increasing student achievement.

Gathering results from benchmark and summative testing back to the teachers in a timely manner to use the results to drive instruction.


STUDENT PERFORMANCE DATA SUMMARY

Student performance data summaries for schools and districts are available online at the California Department of Education web site at http://www.cde.ca.gov/.

Academic Performance Index (API) School ReportThe API is a system for ranking schools statewide according to results of student performance based on the Student Testing and Reporting System (STAR). The ranking includes ten deciles, deciles one being the lowest.

Number 2008 Star 2008 Included 2008 2008 Similar 2008-2009 2009Percent in the API Statewide Schools Growth APITested 2008 API (Base) Rank Rank Target Target

100 185 803 7 10 A A

Number of Pupils 2007 2006-2007 2008

Included in Numerically Subgroup Growth APIStudent Groups 2008 API Significant API Base Target Target

African American, not Hispanic 1 no American Indian or Alaska Native 0 no Asian 1 no Filipino 2 no Hispanic or Latino 105 yes 783 5 788 Pacific Islander 0 no White not Hispanic 64 yes 822 1 800Socioeconomically Disadvantaged 143 yes 786 5 791English Learners 81 yes 770 5 775Students with Disabilities 77 no

Guide to the Single Plan for Student Achievement 10

STUDENT PERFORMANCE DATA SUMMARY (continued)

School Demographic Characteristics

Data listed below are from the October CBEDS data collection, and the STAR Apportionment Information Report (Available online at http://data1.cde.ca.gov/dataquest/dataquest.asp).

Ethnic/Racial (STAR) Percent Parent Education Level (STAR) African American not Hispanic 1.3 Not high school graduate 56 American Indian or Alaska Native 0.6 High school graduate 48 Asian 1.1 Some college 46 Filipino 0.6 College graduate 19 Hispanic or Latino 51.5 Graduate school 14 Pacific Islander 0.0 Average Parent Education Level 2.38 White not Hispanic 33.3 Participants in Free or Reduced Price Lunch 74.5 English Language Learners (CAT 6) NA Multi-track year-round school? (CBEDS)

Average Class Size (CBEDS) 18.8 Enrollment in grades 2-11 on first day of testing 208 Number of Students Excused from Testing 0

School Mobility (STAR) 88 Number of Students Tested 208


Local Measures of Student Performance

Scores are stated as described

Subject: ReadingType of assessment:

Subject: WritingType of assessment:

Subject: MathType of assessment:

Year: 2009

Year: 2009

Year: 2009

Year: 2009

Year: 2009

Year: 2009

All Students 1st 2nd 1st 2nd 1st 2nd

Student Groups (list) Advanced

33% 16% 7% 15% 51% 18% Proficient

25% 35% 30% 33% 26% 36% Basic

14% 23% 39% 28% 14% 21%Below Basic

11% 11% 16% 19% 4% 11%Far Below Basic

17% 15% 17% 5% 5% 14%

Guide to the Single Plan for Student Achievement 12

Local Measures of Student Performance Continued

First Grade Phonics

Advanced Proficient Basic Below Basic Far Below BasicAll Students 45% 19% 9% 7% 20%Hispanic Latino 37% 22% 11% 9% 21%White (Not Hispanic) 57% 13% 7% 4% 19%Socio-economically Disadvantaged 39% 22% 11% 9% 19%English Learners 35% 22% 11% 10% 22%English Only 52% 16% 8% 5% 19%

First Grade Sight Words


First Grade Comprehension



Chowchilla Elementary School District

SPSA Goals 2008-2010

1. To increase ELA proficiency for all students and significant subgroups to 46% proficient or higher by the end of the 2008-09 school year.

2. To increase ELA proficiency for all students and significant subgroups to 56.8% proficient or higher by the end of the 2009-10 school year.

3. To increase Mathematics proficiency for all students and significant subgroups to 47.5% proficient or higher by the end of the 2008-09 school year.

4. To increase Mathematics proficiency for all students and significant subgroups to 58% proficient or higher by the end of the 2009-10 school year.

5. The EL subgroup at Merle L. Fuller, 53.1% or more of English learners will advance at least one level (overall) as measured by the CELDT in June 2010.

6. School Safety and ClimateTo increase full day attendance by .5% (decrease tardies and early departures) as measured by Aeries attendance reports in June, 2009.

To increase full day attendance by 1% (decrease tardies and early departures) as measured by Aeries attendance reports in June, 2010.


Fuller Elementary—2nd grade onlyAdequate Yearly Progress (AYP)

ENGLISH LANGUAGE ARTS

ALL WHITE HISPANIC ENGLISH LEARNERS

SOCIO-ECONOMICALLY

DISADVANTAGED

07-08

06-07

05-06

07-08 06-07

05-06

07-08

06-07

05-06

07-08

06-07

05-06

07-08

06-07 05-06

Proficient and Advanced

#%

89 84 86 33 40 38 44 39 40 35 28 27 65 37 5943%

41%

42% 48% 52% 41% 37% 35% 39% 39% 34% 36% 40% 23% 36%

Basic #%

64 59 65 20 22 33 38 31 30 28 23 20 52 45 4931%

29%

31% 29% 29% 36% 32% 28% 29% 31% 28% 27% 32% 30% 33%

Below Basic #%

45 34 37 14 11 16 28 23 20 24 15 18 38 29 2522%

17%

18% 20% 14% 17% 24% 21% 19% 6% 18% 24% 23% 19% 17%

Far Below Basic

#%

105%

2412%

199%

23%

45%

55%

76%

1917%

1313%

44%

1620%

1013%

106%

2214%

1711%

DATA STATEMENTS:In the over all grade level group of students there is an increase of students who have moved from Far Below Basic to Below Basic. The percentage of Proficient and Advanced students has only slightly increased each year.


The Far Below Basic group in all sub groups continues to improve. There is a discrepancy between the number of students who are English Learners and the overall sub group.

Fuller Elementary—2nd grade onlyAdequate Yearly Progress (AYP)

Mathematics—2nd GradeALL WHITE HISPANIC ENGLISH

LEARNERSSOCIO-

ECONOMICALLY DISADVANTAGED

07-08

06-07

05-06

07-08 06-07

05-06

07-08

06-07

05-06

07-08

06-07

05-06

07-08

06-07

05-06

Proficient and Advanced

#%

131 120 123 52 53 55 65 59 40 50 43 27 97 86 8563%

59%

59%

75% 68% 60% 56% 53% 39% 55% 52% 36% 59% 53% 57%

Basic #%

50 53 44 9 19 22 35 32 30 27 23 20 45 41 3324%

26%

21%

13% 25% 24% 30% 29% 29% 30% 28% 27% 27% 27% 22%

Below Basic #%

21 19 34 7 4 13 12 13 20 11 15 18 17 17 2610%

9% 16%

10% 5% 14% 10% 12% 19% 12% 18% 24% 10% 11% 17%

Far Below Basic

#%

63%

94%

63%

11%

11%

22%

54%

87%

1313%

33%

1620%

1013%

64%

118%

64%

Conclusions indicated by the data:DATA STATEMENTS:

1. There has been significant growth in the proficient and advanced groups in all sub groups.2. Largest growth is shown in the Hispanic and English Learner sub groups.3. Fewer students are scoring in the below basic and far below basic bands.


Goal for improving student achievement:Continue implementing the strategies incorporated in Cognitive Guided Instruction using manipulatives and explicit direct instruction. Further implement and use the lesson study format for planning lessons.

California English Language Development (CELDT) DataFuller Elementary School – 2006 - 2008

Grade

California English Language Development Test (CELDT) Results

Advanced Early Advanced Intermediate Early Intermediate Beginning Number Tested

# % # % # % # % # % #

2006

1 3 4% 24 32% 31 41% 16 21% 1 1% 75

2 2 3% 17 41% 34 45% 17 23% 5 7% 75

2007

1 2 2% 13 16% 34 42% 26 32% 6 8% 81

2 2 3% 13 17% 34 44% 21 27% 7 10% 78

2008

1 1 1% 10 12% 48 56% 16 24% 11 11% 86

2 3 3% 18 20% 34 38% 19 27% 13 12% 90

Conclusions indicated by the data:DATA STATEMENTS:

1. During the 2008-2009 school year Thirty–three and a half percent of English Learner Students in grades one and two scored at the beginning and early intermediate levels of the CELDT. Students will receive explicit direct instruction from highly qualified teachers using state


adopted materials and supplemental materials.

2. After analyzing the California English Learner Development Test (CELDT) data for 2008, it was determined that staff would receive training in order for all teachers to assess their own students on the 2009 CELDT.

Goals for improving student achievement: English Learners will receive direct/explicit ELD instruction to increase vocabulary development, reading, writing and listening skills.


Form A: Planned Improvements in Student PerformanceThe school site council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards:

SCHOOL GOAL # 1(Based on conclusions from Analysis of Program Components and Student Data pages)

1. To maintain and/or increase English Language Arts proficiency for all students and significant subgroups to 46% proficient or higher by the end of the 2008-09 school year.

2. To increase and/or English Language Arts proficiency for all students and significant subgroups to 56.8% proficient or higher by the end of the 2009-10 school year

Student groups and grade levels to participate in this goal:

School Wide

White (Not Hispanic)

Hispanic

SED (Social Economic Disadvantage)

English Learners

Anticipated annual performance growth for each group:

By the end of 08-09 school year, performance gains:

School Wide-From 43% to 46% proficient or higher

White (not Hispanic) From 37% to 46% proficient or higher

Hispanic-From 37% to 46% proficient or higher

SED (Social Economic Disadvantage) From 39% to 46% proficient or higher

English Learners From 39% to 46% proficient or higher

By the end of 09-10 school year, performance gains:

School Wide-From xx% to 56.8% proficient or higher

White (not Hispanic) From xx% to 56.8% proficient or higher

Hispanic-From xx% to 56.8% proficient or higher


SED (Social Economic Disadvantage) From xx% to 56.8% proficient or higher

English Learners From xx% to 56.8% proficient or higher

Means of evaluating progress toward this goal:

Sight word Club

DIBELS

Bench Mark Tests

Unit Tests for core curriculum

Writing samples

Pacing Guides

Step Up To Writing

Group data to be collected to measure academic gains:Benchmark TestsSchool formative assessments Final Report CardsCELDTAvenues-English Learners Phonics and FriendsCST Data


Actions to be Taken to Reach This Goal1Consider all appropriate dimensions (e.g.,

Teaching and Learning, Staffing and Professional Development)

Instructional aide support to reinforce the curriculum taught and assist at risk students

Promethean Boards

Promethean Wands

Start Date2

Completion Date

2008-2009On-going

2008-2009

2009-2010

Proposed Expenditures3

Direct Support

N/A

Ordered 6/09

EstimatedCost

$156,032

$108,735.80

$1,800 (Approx)

FundingSource

EIATitle I

Block GrantParent ClubChukchansi’ Indian Grant

TRSSP

1 See Appendix B: Chart of Requirements for the SPSA for content required by each program or funding source supporting this goal. 2 List the date an action will be taken or will begin, and the date it will be completed. 3 If funds appropriate to this goal are allocated to the school through the Consolidated Application or other source, list each proposed

expenditure, such as “middle grades reading tutor” or “laptop computer”, and the quantity to be acquired. Schools participating in programs for which the school receives no allocation may omit proposed expenditures.



SCHOOL GOAL # 2 Based on conclusions from Analysis of Program Components and Student Data pages)1. To increase Mathematics proficiency for all students and significant subgroups to 47.5% proficient or higher

by the end of the 2008-09 school year.2. To increase Mathematics proficiency for all students and significant subgroups to 58.0% proficient or higher

by the end of the 2009-10 school year


Lollipop Basic Facts Test Sight word Club

Bench Mark Tests

Unit Tests for core curriculum

Pacing Guides

Benchmark Tests

Pacing Guides

Group data to be collected to measure academic gains:Benchmark TestsSchool formative assessments Final Report CardsCST Data


Actions to be Taken to Reach This Goal4Consider all appropriate dimensions (e.g.,

Teaching and Learning, Staffing and Professional Development)

Instructional Aide Support (2008-2009)

Instructional Aide Support (2009-2010)

Resource Specialist Teacher

Staff Training:

Cognitive Guided Instruction (CGI)

Start Date5

Completion Date

On-Going

2009-2010

On-Going

Continue


Direct Support/Instructional Aides

Direct Support/Instructional Aides

Direct Support with at-risk students

Teachers

EstimatedCost

$78,016

$78,016 +

Per Salary Schedule

No Cost to the District

FundingSource

Title IEIA

Title IEIA

Special

Education/Multi

-Funded

California State

University

Grant





SCHOOL GOAL #3 Based on conclusions from Analysis of Program Components and Student Data pages)1. Fuller School students 53.1 % or more of English Learners will advance at least one or more level (overall) as

measured by the CELDT In June 2010.


English Language Learner students determined by the home language survey.


Gain one CELDT level per year, until reclassified.


English Language development instruction.

Deployment

Front Loading

Universal Access

Vocabulary Development

Group data to be collected to measure academic gains:CELDT official scores (February 2010)


Actions to be Taken to Reach This Goal7Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)

All teachers will be trained and certified to test and score (CELDT) their own students

All teachers will meet with grade level teams to plan curriculum and monitor English Learners progress

All teachers will teach the essential standards and record them in their lessons plans

Start Date8

Completion Date

9-01-099-02-09

First Grade

9-15-099-16-09

Second Grade

On-Going

Throughout the Year


12 Substitutes X $120

12 Substitutes X 120

N/A

EstimatedCost

$1,440

$1,440N/A

N/A

FundingSource

EIA English Learner Program

N/A

N/A





SCHOOL GOAL #4 Based on conclusions from Analysis of Program Components and Student Data pages)1. To increase full day attendance by .5% (decrease tardies and early departures) as measured by Aeries attendance reports in June,

2009.2. To increase full day attendance by 1% (decrease tardies and early departures) as measured by Aeries attendance reports in June,

2010.


All first and second grade students at Merle L. Fuller School.



Attendance Reports

Tardy Book

Group data to be collected to measure academic gains:Aeries attendance Report


ACTIONS TO BE TAKEN TO REACH THIS GOAL10

CONSIDER ALL APPROPRIATE DIMENSIONS (E.G., TEACHING AND LEARNING, STAFFING AND

PROFESSIONAL DEVELOPMENT)

Teachers will display perfect attendance flags outside the classrooms if all students are present

At the end of each trimester students who have perfect attendance are entered into a drawing to win a bicycle and helmet.

Parent Involvement:

Site Council Committee (SSC)English Learner Advisory Committee (ELAC)District English Learner Advisory Committee (DELAC)Back to School Night

2 times per year parent/teacher-conferences

Start Date11

Completion Date

August 18, 2009

August-June Each Trimester

August 2009-June 2010


N/A

Conduct drawing each trimester

Prepare handouts, Agendas

500 copies of newsletter

EstimatedCost

$250

$0 cost to district

$100 per month

$1,500

$0

$111

$50

TBD

FundingSource

4300

Chowchilla

Police

Department

4300

4300

TRRP

Grant

4300

4300




Increase emphasis on school attendance articles in monthly newsletter

Continue to implement automatic phone call after daily attendance is posted for absent students

Students with perfect attendance will receive weekly stickers and chance at treasure box drawings.

Students with perfect attendance are recognized with an attendance certificate at the awards assembly each trimester.

Students with yearly perfect attendance receive a special certificate and attendance pin

Monthly

Daily

Weekly

Trimester

June, 2009

$3 per student


Form C: Programs Included in this Plan

Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. (The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.)

State Programs Allocation

California School Age Families Education Purpose: Assist expectant and parenting students succeed in school. $

Economic Impact Aid/ State Compensatory Education Purpose: Help educationally disadvantaged students succeed in the regular program.

$124,934

Economic Impact Aid/ English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners

$

High Priority Schools Grant Program Purpose: Assist schools in meeting academic growth targets. $

Instructional Time and Staff Development Reform Purpose: Train classroom personnel to improve student performance in core curriculum areas.

$

Peer Assistance and Review Purpose: Assist teachers through coaching and mentoring. $

Pupil Retention Block Grant Purpose: Prevent students from dropping out of school. $


School and Library Improvement Program Block Grant Purpose: Improve library and other school programs. $33,028

School Safety and Violence Prevention Act Purpose: Increase school safety. $

Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students. $

List and Describe Other State or Local funds (e.g., Gifted and Talented Education)

$

Total amount of state categorical funds allocated to this school $157,962


Federal Programs under No Child Left Behind (NCLB) AllocationTitle I, Neglected Purpose: Supplement instruction for children abandoned, abused, or neglected who have been placed in an institution

$

Title I, Part D: Delinquent Purpose: Supplement instruction for delinquent youth $

Title I, Part A: Schoolwide Program Purpose: Upgrade the entire educational program of eligible schools in high poverty areas

$107,871

Title I, Part A: Targeted Assistance Program Purpose: Help educationally disadvantaged students in eligible schools achieve grade level proficiency

$

Title I, Part A: Program Improvement Purpose: Assist Title I schools that have failed to meet NCLB adequate yearly progress (AYP) targets for one or more identified student groups

$

Title II, Part A: Teacher and Principal Training and RecruitingPurpose: Improve and increase the number of highly qualified teachers and principals

$

Title II, Part D: Enhancing Education Through Technology Purpose: Support professional development and the use of technology $

Title III, Part A: Language Instruction for Limited-English-Proficient (LEP) Students Purpose: Supplement language instruction to help limited-English-proficient (LEP) students attain English proficiency and meet academic performance standards

$

Title IV, Part A: Safe and Drug-Free Schools and CommunitiesPurpose: Support learning environments that promote academic achievement

$500

Title V: Innovative Programs Purpose: Support educational improvement, library, media, and at-risk students

$


Title VI, Part B: Rural Education AchievementPurpose: Provide flexibility in the use of NCLB funds to eligible LEAs $

Other Federal Funds (list and describe13) $

Total amount of federal categorical funds allocated to this school $

Total amount of state and federal categorical funds allocated to this school $108,371

Form D: School Site Council Membership13 For example, special education funds used in a School-Based Coordinated Program to serve students not identified as individuals with

exceptional needs.


Education Code Section 64001(g) 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 school site council is as follows:14

Names of Members

Prin

cipa

l

Cla

ssro

omTe

ache

r

Oth

er S

choo

l S

taff

Par

ent o

rC

omm

unity

Mem

ber

Sec

onda

ryS

tude

nt

Jan Crader X

Mark Lewis X

Julie Fagundes X

Kathleen Yowell X

Maria Virgen X

Emily Sheppard X

Rick Larios X

Janelle Eggart X

Rachelle Telford X

Amy Trujillo X

Numbers of members of each category 1 3 1 5

14 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.


Form E: Recommendations and AssurancesThe school site council recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following:1. The school site council is correctly constituted and was formed in accordance with district governing board policy and state law.

2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval.

3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):

4. X School Advisory Committee for State Compensatory Education Programs

X English Learner Advisory Committee

___ Community Advisory Committee for Special Education Programs

___ Gifted and Talented Education Program Advisory Committee

_X_ Other (list)Parent Teacher Association

4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the LEA Plan.

5. This school plan 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 school plan was adopted by the school site council at a public meeting on: March 31, 2009.

Attested:_______Jan Fuller__________________ _______________________ ________Typed name of school principal Signature of school principal Date

_________Amy Trujillo________________ _______________________ ________


Typed name of SSC chairperson Signature of SSC chairperson Date


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