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The Single Plan for Student Achievement

School: Frederiksen Elementary School

CDS Code: 01-75093-6001390

District: Dublin Unified School District

Principal: Claire Mognaga

Revision Date: May 6, 2015The 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: Claire MognagaPosition: Principal

Phone Number: (925) 828-1037

Address: 7243 Tamarack DriveDublin, CA 94568

E-mail Address: [email protected] District Governing Board approved this revision of the SPSA on May 12, 2015.

Table of Contents

School Vision and Mission......................................................................................................................................................3

School Profile..........................................................................................................................................................................3

Comprehensive Needs Assessment Components ..................................................................................................................3

Data Analysis .................................................................................................................................................................3

Surveys ..........................................................................................................................................................................4

Classroom Observations................................................................................................................................................5

Analysis of Current Instructional Program ....................................................................................................................6

Description of Barriers and Related School Goals................................................................................................................13

CELDT (Annual Assessment) Results............................................................................................................................16

CELDT (All Assessment) Results...................................................................................................................................18

Title III Accountability (School Data) ...........................................................................................................................20

Title III Accountability (District Data)...........................................................................................................................21

The Single Plan for Student Achievement 1 of 41 5 /6/ 15

Planned Improvements in Student Performance.................................................................................................................22

School Goal #1.............................................................................................................................................................22

School Goal #2.............................................................................................................................................................26

School Goal #3.............................................................................................................................................................29

Centralized Services for Planned Improvements in Student Performance ..........................................................................32

Centralized Service Goal #1.........................................................................................................................................32



Summary of Expenditures in this Plan..................................................................................................................................35

Total Allocations and Expenditures by Funding Source ..............................................................................................35

Total Expenditures by Object Type..............................................................................................................................36

Total Expenditures by Object Type and Funding Source.............................................................................................37

Total Expenditures by Goal .........................................................................................................................................38

School Site Council Membership..........................................................................................................................................39

Recommendations and Assurances......................................................................................................................................40School Vision and Mission

Frederiksen Elementary School’s Vision and Mission StatementsAt Frederiksen, we celebrate innovation and continually seek ways to enhance the learning process for students, parents, and staff. Our mission is to build for the future together by laying the foundation for lifelong learning, pride in character, and a lasting commitment to the community.

School Profile

Frederiksen Elementary serves students. Our beautiful campus is located in west Dublin and has 28 self-contained classrooms, one Developmental Kindergarten Academy, and three Special Day Preschool classrooms. We are a Title I school with an enrollment of 815 students. Our students represent over 30 different languages and rich cultural and racial backgrounds. We are proud of the diversity our school community brings to our educational setting.

At Frederiksen, we value rigor, relevance, and relationships. We are a true Professional Learning Community. We believe that collaboration is the most essential piece to ensuring student success. We explore student data together to determine next steps in our teaching and learning styles. Our underlying philosophy is the belief that all children can learn, that our teaching is powerful, and that research-based instructional practices make a profound difference in the lives of our children.

Pride, integrity, and collaborative leadership have joined forces at Frederiksen to create a progressive and fully inclusive learning environment for our entire community. Our commitment to excellence is evident in our broad range of programs and services. Our teachers have on-going training in the national Common Core Standards and have collaboratively developed strong instructional lessons. Weekly preps by a PE Specialist and Fine Arts Specialist are offered to our students. The use of technology to enhance the learning experience is a continual focus. All classrooms have voice enhancement systems, document cameras, tablets and Interactive SMART boards for classroom instruction. Seven chromebook carts provide opportunities for one-to-one computing across our campus. We also have a computer lab. Classrooms in grades Pre/K through five are using a multitude of software and technology to support students in math, language arts, and reading. A part-time psychologist and full-time counselor, resource


specialist, speech therapist, English Language specialist, and intervention specialist support student needs at our school. In addition, Frederiksen's staff and parents are committed to a strong character-development program. They promote and acknowledge life skills in our classrooms and through grade-level workshops and a peacekeeper program. At Frederiksen the whole student is celebrated and supported through academics (skill) and social emotional learning ( will ).

Our community has joined together to ensure that all our students have the skills, resources, knowledge, and experiences to prepare them for the 21st century. In classrooms and on the playground, we want our students to value diversity and to be inclusive leaders, problem solvers, effective communicators, and creative thinkers. Our goal is for our diverse population of students to become compassionate, ethical, and inquisitive global citizens. To fulfill this vision, Frederiksen Elementary School aligns their goals with the LCAP eight state priorities, as well as with DUSD's Vision 2020 Strategic Initiatives:

• Maximizing student learning and achievement.• Fostering a collaborative and safe learning environment that continuously seeks

improvement in student learning.• Monitoring results in a systematic and timely fashion such that financial, technological, and

human resources can be aligned to enhance student learning.• Partnering with our community to provide access, knowledge, and experiences that support

student learning.

We are proud of the work we are accomplishing at Frederiksen Elementary School. The measurable academic gains that are observed and continuously monitored and adjusted at our site are the result of effective collaborative efforts and lifelong learning practices.

Comprehensive Needs Assessment Components

Data AnalysisPlease refer to the School and Student Performance Data section where an analysis is provided.

SurveysThis section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s).

Our School Site Council offers an annual Parent Survey. This year we had 140 respondents fairly distributed through grades K-5. An analysis of the survey yielded the following results:• Over 50% of parents regularly use technology (school, teacher and PFC websites, electronic newsletters, and postings) to access

information. Paper notices sent home with students is still the favored form of communication.• Approximately 90% of responding parents agree or strongly agree that their child is being adequately prepared for the next

school year and that teachers and staff are accessible when needed.• Over 90% of parents agree or strongly agree that the importance of daily attendance is clearly communicated by the school.• 94% of parents positively acknowledged the maintenance and cleanliness of our school.• Over 35% of parents stated they were very satisfied with campus security procedures and safety at school; a little more than

50% stated they were satisfied and 13% were not satisfied.• Over 83% of parents are satisfied or very satisfied with how teachers and administrators enforce school rules, however they are

concerned that anyone can walk onto school grounds from the south, west and north sides of campus.• The percentage of parents reporting that they have attended a PFC meeting was approximately 10%. Primary reasons for not

attending included work and family commitment conflicts and lack of child care.• When asked about volunteering at school, most parents expressed interest. As with PFC, many parents explained that work and

family obligations made it difficult to volunteer during the school day.


• When parents were asked to reflect on what they like best about Frederiksen, they consistently comment on the hard work and accessibility of teachers and staff. Parents commented that our school is friendly and has a strong sense of community. Parents cited field trips and school sponsored events that bring parents, students and staff together as favorite activities.

This year we conducted a conflict survey of our fourth and fifth grade students. There were 137 responses yielding the following results:• 62% of students state they do not have conflicts on the playground• 74% of students state that the friends they play with do not have conflicts on the playground• 75% of students do not have conflicts in the classroom but 33% of students say they see other students having conflicts in the

classroom a few times each week and 25% state they see conflicts in the classroom 1-2 times each month.• 85% of students do not have conflicts in the cafeteria but 23% of students say they see other students having conflicts in the

cafeteria a few times each week and 25% state they see conflicts in the cafeteria 1-2 times each month.• When students observe a conflict happening, 29% go get an adult to help, 26% leave the situation, and 23% try to help the

students problem-solve.Overall, the survey showed that students are witness to conflicts on more occasions than they feel they are involved with conflict. Name calling was the most prevalent form of conflict stated and students desire others to be more compassionate, friendly and respectful.

The Leadership Staff reviewed our Academic Program Survey Results at the beginning of the school year (requirement for schools in Program Improvement). Here is our findings. We noted that our Instructional Focus document is helping us address areas of need. We are implementing Common Core standards through grade level designed units. Grade level staff are creating units of study and Common Formative Assessments to determine and address student needs (intervention and enrichment). Instructional time is adhered to with uninterrupted ELA/Literacy blocks. The daily schedule has been created to offer intervention services in support of our RTI needs. The OARS system supports staff in monitoring student achievement and modifying instruction when needed. Bimonthly teacher collaboration using student achievement occurs. Ongoing instructional assistance and support is offered to teachers by our Title I teacher. Our teachers are fully credentialed and highly qualified. We used state adopted ELA and math instructional materials.

Each year, fifth grade teachers are surveyed by middle school counselors about the academic and social emotional needs of students. These results are utilized in the placement of incoming sixth grade students.

This year, families were surveyed about the Local Control Accountability Plan (LCAP) and Child Nutrition. Educators were also surveyed about the effectiveness and application of professional development in the Dublin Unified School District to ensure relevance in supporting student needs.

Classroom ObservationsThis section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings.

Parent/ outside agency classroom observations are offered following "Frederiksen's Observation Policy".

All classified and certificated employees are on an evaluation cycle for formal observations. Informal visits of classrooms and site monitoring occur daily.


Analysis of Current Instructional ProgramThe following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

• Not meeting performance goals• Meeting performance goals• Exceeding performance goals

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs.

Standards, Assessment, and Accountability

1. Use of state and local assessments to modify instruction and improve student achievement ( ESEA )

Standards, Assessment, and Accountability LCAP Priority:#2 Implementation of Common Core Standards-Smarter Balanced Assessments #4 Pupil Achievement#5 Pupil Engagement

Analyze Students' ongoing progress using the Professional Learning Community model

Use student data for the Response to Intervention Model focusing on Skill and Will

Use of formative and summative assessments to disaggregate data and to monitor the students’ academic progress through the use of Exel Spreadsheets, grade level analysis reports, and the Online Assessments and Reporting System (OARS) and to create action plans to address the academic needs of students that are not meeting grade level standards

Analyze content clusters from standardized multiple measures to determine individual student needs and grade level strengths

and weaknesses (OARS, STAR - AR reports, Science CST, District Math Summatives, DRA, Report Cards, IXL, IREAD, and ESGI)

ELA and Math Performance Tasks (3-5)

Emergent Literacy Assessment ( K )

EnVision Math Topic Tests

Grade level teams utilize essential Common Core Standards to organize units of study, develop common formative assessments and examine results such that instructional practices, resources and interventions are aligned

CELDT Testing for English Language Learners

Analyze Focus Students' ongoing progress using the Cycle of Inquiry

Kindergarten Spring Assessment Days to identify students for our Kindergarten and Developmental Kindergarten Programs

Grade level teams assess student writing skills and organize and use appropriate interventions based upon the District Writer's Workshop Benchmark Assessments


Ability group in math in grades 3-5 based on common formative assessments and classroom assessments. Groups are flexible based on assessed content

2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction ( EPC )

Standards, Assessment, and Accountability LCAP Priority:#2 Implementation of Common Core Standards-Smarter Balanced Assessments #4 Pupil Achievement #8 Pupil Outcomes

Teachers create common formative assessments and use the data to direct instruction. Students are then directed to intervention, reteaching or extension activities as prescribed by the Frederiksen Response to Intervention model. We address the "skill" and "will".

Staffing and Professional Development

3. Status of meeting requirements for highly qualified staff ( ESEA )

Staffing and Professional Development LCAP priority: #1 Williams Act Criteria

Frederiksen's staff all meet or exceed California's requirements

4. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) ( EPC )


Certificated and classified staff are trained yearly. Training offerings include but are not limited to: ELA CCSS

Writer's Workshop

Math CCSS

Technology

Science with STEAM component

Crisis Prevention Institute

Common Formative Assessments

ELD

GLAD

Capturing Kid's Hearts

Response to Intervention5. Alignment of staff development to content standards, assessed student performance, and professional needs ( ESEA )


Staffing and Professional Development LCAP priority:#1 Williams Act Criteria#2 Implementation of Common Core Standards-Smarter Balanced Assessments#4 Pupil Achievement#5 Pupil Engagement#7 Student Access to Core Courses#8 Pupil Outcomes

Professional Learning Communities ( PLC's )Rigor & Relevance Training by Dr. Willard DaggettRigorous Curriculum Design Training by Dr. Connie KammCapturing Kid's Hearts Training by the Flippen GroupWriter's Workshop TrainingEducation and Environment Initiative (Science Curriculum)Gifted and Talented Education (GATE) Training by John DeLandtsheerGATE Lead Teacher coordinatorTech Liaisons, primary and upperMath, ELA, Science, ELD, Technology CoachesGuided Language Acquisition Design (GLAD) Training for TeachersLeadership Team meetingsResponse to Intervention Team (weekly meetings)Response to Intervention Book StudyAlameda County Collaborative for Learning and Instruction in Mathematics (ACCLAIM) training for all teachersCulturally Responsive Teaching training by The Center for Culturally Responsive Teaching and LearningTriValley Teacher Induction Project (TV/TIP) for new teachersRTI time for Language Arts and Math to reteach materialMonthly professional staff meeting to analyze school, grade level, and classroom dataTechnology training for a variety of software and hardwareAccelerated Reader Implementation and TrainingTrimester benchmark assessments in MathematicsTrimester benchmark assessments in ELATrimester benchmark assessments in WritingCommon collaboration time for grade levels

6. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) ( EPC )


Ongoing coaching support from district instructional coaches in ELA, Math, ELD, Science and Technology

Grade level release days for Common Core unit planning in ELA, Math, and Science7. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve)

( EPC )

Staffing,Teaching and Learning and Professional Development LCAP priority: #1 Williams Act Criteria

Teachers collaborate formally 21 times a year during negotiated collaboration days


Frederiksen grade levels have been given 3 days to collaborate during the school year - one each trimester to plan a "guaranteed curriculum"

The district has provided multiple days for district-wide grade level collaboration

Teaching and Learning

8. Alignment of curriculum, instruction, and materials to content and performance standards ( ESEA )

Teaching and Learning LCAP priority:#1 Williams Act Criteria#2 Implementation of Common Core Standards-Smarter Balanced Assessments #7 Student Access to Core Courses

Dublin Unified School District provides curriculum and supplementary Common Core materials that are aligned with both district and state Common Core standards. Adopted textbooks in all core subject areas are chosen from state adoptions in ELA, Math, History, and Science.

Common Core State Standards (CCSS) Unit Planning

OARS benchmark assessments

District adopted standards based core texts

CCSS Essential Standards

Common Formative Assessments

Performance Task Assessments (3-5)

DRA

Emerging Lit Survey ( K )

Next Generation Science Standards

Writer's Workshop

9. Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) ( EPC )

Teaching and Learning LCAP priority:#7 Student Access to Core Courses

We adhere to the recommended instructional minutes for reading/language arts and mathematics10. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses ( EPC )

Teaching and Learning LCAP priority: #4 Pupil Achievement


We offer Response to Intervention daily. It is built into our instructional day with 30 minute "no new instruction" blocks of time. (strategic RTI services)

11. Availability of standards-based instructional materials appropriate to all student groups ( ESEA )

Teaching and Learning LCAP priority:#1 Williams Act Criteria#7 Student Access to Core Courses

All standards-based instructional materials are available to students, K-5, including all identified sub-groups (English Language Learners, Students with Disabilities, GATE, Gender, Ethnicity, and Economically Disadvantaged).

Houghton Mifflin - English Language ArtsHarcourt Brace - ScienceEducation and Environment InitiativePearson (EnVision Math) - MathematicsScott Foresman - Social StudiesHoughton Mifflin Leveled Readers, Extra Support Handbook (ELD Language Arts)Houghton Mifflin Little Readers are used for guided reading for Early Emergent Readers for Language Arts SIPPSRead NaturallyAccelerated ReaderDRAQwerty TownIXLReading A-ZBrain PopRAZ KidsStarfallDiscovery EducationGame Day - Physical Education

12. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses ( EPC )

Teaching and Learning LCAP priority: #1 Williams Act Criteria

We use adopted, standards aligned instructional and intervention materials.Opportunity and Equal Educational Access

13. Services provided by the regular program that enable underperforming students to meet standards ( ESEA )

Opportunity and Equal Educational Access LCAP priority:#4 Pupil Achievement#5 Pupil Engagement#7 Student Access to Core Courses#8 Pupil Outcomes


The school monitors daily implementation of additional instructional time within the school day for students identified for strategic intervention support in Reading Language Arts and mathematics, using the current state-adopted, standards-based, basic core materials.

Response to Intervention Focus Students by grade levelCounselorSDAIE Strategies / ELD vocabulary strategiesSmarter Balanced Assessment training for students and staffResponse to Intervention groups provided with pull out - push in small group for Skill and WillCycle of Inquiry/Focus Students by each teacher and by grade levelProvide interventions for under performing students (ie: SIPPS/Reading Intervention/math intervention) Instructional CoachesELD Specialist student/staff supportTest prep strategiesFree and reduced breakfast and lunch program (if family qualifies)SARBCurriculum differentiationAccess to technologyRe-teaching during School Day

14. Research-based educational practices to raise student achievement

Opportunity and Equal Educational Access LCAP priority:#2 Implementation of Common Core Standards-Smarter Balanced Assessments#4 Pupil Achievement#5 Pupil Engagement#7 Student Access to Core Courses

Full-time Intervention Specialist for student/staff supportHomework Club (grades 3-5)Utilize state monies for before/after school interventionLibrary Media Technician Accelerated Reader Literacy Support

Study Hall at recess and/or lunchChris Weber Response to InterventionDuFour model of Professional Learning CommunitiesTotal School Solutions in strategies for closing the achievement gapDr. Sharroky Hollie Participation Protocols for closing the achievement gap

Parental Involvement

15. Resources available from family, school, district, and community to assist under-achieving students ( ESEA )

Parental Involvement LCAP priority:#1 Williams Act Criteria#3 Parental Involvement

ELAC MeetingsParent Faculty ClubResponse to Intervention Aides


RTI Student Study TeamsSchool Site CouncilVision screeningsHearing screeningsBack (scoliosis) screeningsDistrict Nurse/ Health ClerkRotary Club ( dictionaries )ACCLAIM Parent nightSchool/Teacher Web sitesCurriculum access online for Math and ScienceCharacter EducationBuddy BenchBuddy ClassroomSchool Supplies (from local business/organization donations)Middle/Elementary School Mentor ProgramHomework ClubProfessional Learning CommunityFrederiksen 'Caught Being Good' storeLiteracy NightTitle I Meetings (parent support)Reading Incentive Programs (Book It, A's Homerun Readers, Book Bucks, Six Flags) PFC Literacy Events - Letter writing night, Bedtime Books, Book FairParent Project ClassesMonthly Parent Outreach Project (held at Wexford Way)Enrichment fee based programs - Art, Spanish, ScienceScience FairWoman's Assistance League of Amador Valley (School Bell Program - clothes shopping)Healthy Heart Weekend Lunch programPuentes Unidos Program

16. Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932)

Funding

17. Services provided by categorical funds that enable underperforming students to meet standards ( ESEA )

Funding LCAP priority:#4 Pupil Achievement#5 Pupil Engagement#7 Student Access to Core Courses #8 Pupil Outcomes

All teachers provide targeted instruction during Response to Intervention (RTI) times within the school day.

RTI Student Study Team meetings with families of under-performing studentsRSP/Intervention supportEnglish Learner specialistTitle I Funding to support RTI


Title I to support additional resourcesIntervention aidesHomework ClubSubstitute support for 3 full days of collaborationSite CounselorTeacher collaboration times for staff to focus on student learningIntervention/ Title I TeacherTitle I Aides for intervention services - push in classroom support

18. Fiscal support ( EPC )

Description of Barriers and Related School Goals

In accordance with the DUSD Strategic Goals outlined in Vision 20/20 and the LCAP Eight Priorities, Frederiksen Elementary School is focused on the following subgroups:

ELA• African-American, 59 %• Asian, 86 %• Hispanic, 60 %• White, 79 %• Economically Disadvantaged, 58 %• English Language Learner, 50 %• Students with Disabilities, 38 %• Grade 2, 78 % • Grade 3, 72 % • Grade 4, 71 %

• Grade 5, 77 %

Math• African-American, 72 %• Hispanic, 75 %• White, 85 %• Economically Disadvantaged, 76 %• English Language Learner, 69 %• Students with Disabilities, 62 .%• Grade 2, 78 %• Grade 5, 86 %

Subgroups identified under the Local Control Accountability Plan, as outlined in the drafted Vision 20/20 2014 with Local Control Funding Formula embedded• 18% Social Economically Disadvantaged• 11% English Language Learners


• 8% Pupils with Disabilities• 0% Foster Youth

Within our Professional Learning Communities (PLC), we are doing the following to increase student achievement:

• Analyzing data• Selecting grade level focus groups• Developing Common Formative Assessments• Identifying Essential Common Core Standards in ELA and Math• Implementing Research Based instructional practices

Challenges in Data Analysis - Lack of state standardized test scores

Time Limitations - It takes significantly more time and staff energy to increase proficiency in students below grade level. This requires Student Study Team meetings, increased levels of parent-teacher communication, and in-school and after-school intervention programs as identified in our RTI Pyramid.

Specific Grade Level Goals by June 2015 English Language Arts Achievement:• K – all K students will make progress towards meeting or exceeding the grade level CCSS essential standards in reading

comprehension.• 1st –all first graders will make progress towards meeting or exceeding the grade level CCSS essential standards in reading

comprehension.• 2nd – all 2nd grade will make progress towards meeting or exceeding the grade level CCSS essential standards in reading

comprehension.• 3rd – all 3rd grade students will make progress towards meeting or exceeding the grade level CCSS essential standards in

reading comprehension.• 4th – all 4th grade students will make progress towards meeting or exceeding the grade level CCSS essential standards in

reading comprehension.• 5th –all 5th grade students will make progress towards meeting or exceeding the grade level CCSS essential standards in reading

comprehension.

Specific Grade Level Goals by June 2015 Mathematics Achievement:• K – all K students will make progress towards meeting or exceeding the grade level CCSS essential standards in mathematics.• 1st – all first grade students will make progress towards meeting or exceeding the grade level CCSS essential standards in

mathematics.• 2nd – all 2nd grade students will make progress towards meeting or exceeding the grade level CCSS essential standards in

mathematics.• 3rd – all 3rd grade students will make progress towards meeting or exceeding the grade level CCSS essential standards in

mathematics.• 4th – all 4th grade students will make progress towards meeting or exceeding the grade level CCSS essential standards in

mathematics.• 5th – all 5th grade students will make progress towards meeting or exceeding the grade level CCSS essential standards in

mathematics.


School and Student Performance Data CELDT (Annual Assessment) Results

Grade

2013-14 CELDT (Annual Assessment) Results

Advanced Early Advanced Intermediate Early Intermediate Beginning Number Tested

# % # % # % # % # % #

K 2 33 2 33 2 33 6

1 4 29 6 43 4 29 14

2 1 6 7 39 9 50 1 6 18

3 1 9 3 27 5 45 1 9 1 9 11

4 ******* *** ********

*5 1 11 3 33 3 33 1 11 1 11 9

Total 7 12 23 38 23 38 5 8 2 3 60


Grade

2014-15 CELDT (Annual Assessment) Result s

Advanced Early Advanced Intermediate Early Intermediate Beginning Number Tested

# % # % # % # % # % #

Conclusions based on this data:

1.


School and Student Performance Data CELDT (All Assessment) Results

Grade

2013-14 CELDT (All Assessment) Results

Advanced Early Advanced Intermediate Early Intermediate

Beginning Number Tested

# % # % # % # % # % #

K 2 6 7 22 9 28 9 28 5 16 32

1 6 27 7 32 6 27 3 14 22

2 3 12 9 35 10 38 2 8 2 8 26

3 2 15 3 23 5 38 2 15 1 8 13

4 4 67 1 17 1 17 6

5 2 20 3 30 3 30 1 10 1 10 10

Total 15 14 33 30 34 31 15 14 12 11 109


Grade

2014-15 CELDT (All Assessment) Results

Advanced Early Advanced Intermediate Early Intermediate

Beginning Number Tested

# % # % # % # % # % #Conclusions based on this data:

1.


School and Student Performance Data Title III Accountability (School Data)

AMAO 1

Annual Growth

2012-13 2013-14 2014-15

Number of Annual Testers 49 60

Percent with Prior Year Data 100.0% 100.0 %

Number in Cohort 49 60

Number Met 35 34


Percent Met 71.4% 56.7 %

NCLB Target 57.5 59.0 60.5

Met Target Yes No

AMAO 2

Attaining English Proficiency

2012-13 2013-14 2014-15

Years of EL instruction Years of EL instruction Years of EL instruction

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

Number in Cohort 71 4 78 10

Number Met 21 -- 23 --

Percent Met 29.6% -- 29.5% --

NCLB Target 21.4 47.0 22.8 49.0 24.2 50.9

Met Target Yes * Yes --Conclusions based on this data:

1. In 2013, English Language Learners at Frederiksen met their annual growth goals in English Language Arts and Mathematics.

School and Student Performance Data

Title III Accountability (District Data)


AMAO 3 Adequate Yearly Progress for English Learner Subgroup

2012-13 2013-14 2014-15

English-Language Arts

Met Participation Rate Yes

Met Percent Proficient or Above --

Mathematics

Met Participation Rate Yes

Met Percent Proficient or Above --

School and Student Performance Data Number Met 152 58 158 71Percent Met 37.6 55.8 34.5 61.2NCLB Target 21.4 47.0 22.8 49.0 24.2 50.9Met Target Yes Yes Yes YesConclusions based on this data:

1. In 2012-2013, English Language Learners in the Dublin Unified School District did not meet AYP in English Language Arts and Math.


AMAO 3 Adequate Yearly Progress for English Learner Subgroup at the LEA Level

2012-13 2013-14 2014-15

English-Language Arts

Met Participation Rate Yes Yes

Met Percent Proficient or Above No No

Mathematics

Met Participation Rate Yes Yes

Met Percent Proficient or Above Yes Yes

Met Target for AMAO 3 No No

Planned Improvements in Student Performance

School Goal #1

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:

SUBJECT: English Language ArtsLEA GOAL:Vision 20/20 Goal: To improve the achievement of all students as we continue to transition toward the Common Core State Standards and Smarter Balanced Assessments.LCAP Goal 1LCAP state priorities #1 Williams Act Criteria, #2 Implementation of CCSS in SBAC, #4 Pupil Achievement, #5 Pupil Engagement, #7 Student Access to Core Courses, #8 Pupil Outcomes in English Language Arts ( ELA )--------SCHOOL GOAL #1:By June 2016, all students K-5 will make progress in English Language Arts as measured by district-wide benchmark assessments and common formative assessments. --------Data Used to Form this Goal:Common formative assessments, by grade level

District-wide, second Trimester benchmark assessments:Kindergarten = Emerging Literature Survey, Letter SoundsFirst = Developmental Reading AssessmentSecond = Developmental Reading AssessmentThird = OARS Performance Task AssessmentFourth = District Writing AssessmentFifth = OARS Performance Task Assessment--------Findings from the Analysis of this Data:Findings from the analysis of this trimester 2 data showed:

Kindergarten= 80% met benchmark (24/26 letter sounds)First = 68% met benchmark (>12)Second = 69% met benchmark (>24)Third = 26% met benchmark (>20/28 constructed response total)


Fourth = 46% met benchmark (>33/44 constructed response total)Fifth = 19.5% met benchmark (>23/32 constructed response total)

Findings from the analysis of this data showed the importance of early, targeted, and systematic intervention, on-going common formative assessments, flexible Response to Intervention groups, and data driven instruction to ensure that students make progress.--------How the School will Evaluate the Progress of this Goal:Teachers and administration will continuously employ thorough PLC and RTI practices to monitor and evaluate assessment results in a timely manner.--------

Actions to be Taken to Reach This Goal Timeline

Person(s) Responsible

Proposed Expenditure(s)Description Type Funding Source Amount

Provide collaboration time that focuses on developing ELA/Literacy strategies for balancing whole class and small group instruction as determined by common formative assessments in a timely and targeted manner. (1.5 release days)

Start: August 26, 2015Completion: June 10, 2016

Certificated staff, Administration

Teacher Release Substitutes

1000-1999: District FundedCertificated Personnel Salaries

Print data such that the information collected is time-sensitive, relevant, and targeted towards specific SMART goals. Purchase color printing cartridges for data projections and certificates, ribbons, medals, and/or trophies for appropriate celebrations of assessment growth.



cartridges, certificates, ribbons, medals, trophies

4000-4999: Books District FundedAnd Supplies

Provide staff with professional development opportunities that target CCSS essential standards in ELA/Literacy at grade level through the use of SMART goals.


Certificated staff, Administration, District Office

staff development 1000-1999: District FundedCertificated Personnel Salaries





Provide time for on-going Student Success Teams for students who are not making progress in grade level English Language Arts standards.


Certificated staff, Administration,

Response to Intervention SST Meeting teacher release


Provide intervention services for students who are not proficient in English Language Arts during RTI for grades K-5 (five aides push in so that teachers can work with focus students or grade levels can switch students to address learning needs).


Certificated staff, Administration, Classified Staff

Intervention Instructional Aides

2000-2999: Classified Title IPersonnel Salaries

35000.00

Provide enrichment opportunities which reflect authentic ELA situations to support depth, rigor, and relevance. Provide activities that support English Language Arts goals in grades K-5. Support student leadership by purchasing Student Council/Leadership supplies.



Supplies and teacher hourly

4000-4999: Books DonationsAnd Supplies

Provide students with access to books at their reading level of their interest area (lower level readers). Purchase Kindergarten leveled readers for guided reading. Purchase phonics consumable materials for SIPPS and System 44 readers used by Intervention teacher with students.


Certificated staff, Administration, Classified Staff, SSC

books 4000-4999: Books District FundedAnd Supplies

Integrate software and instructional materials that support English Language Arts lessons at all grade levels. Purchase Starfall and RAZ kids.



software 4000-4999: Books District FundedAnd Supplies





Extended learning time (RTI): Provide interventions for under-performing students and ELL students that include pull out interventions during "no new instruction" time of the day and Before/After school interventions. Offer Study Hall during recess in support of literacy and student homework practice.



1 FTE Intervention Specialist - ongoing.6 District InterventionFunds.4 Title 1 Funds

1 FTE ELD Specialist

1000-1999: Title ICertificated Personnel Salaries


40000.00

Teacher paid hourly for Before/After school ELA RTI grades 3-5


Provide on-going monitoring/data tracking of our Redesignated English Fluent Proficient (RFEP) learners through RTI team meetings.



technology 4000-4999: Books District FundedAnd Supplies

Purchase ESGI web-based assessment and materials for Kindergartners.


Certificated staff, Administration, District Office

technology and curriculum

4000-4999: Books And Supplies

Hold weekly RTI team meetings to analyze data, discuss student literacy needs and coordinate intervention services.



technology District Funded



School Goal #2


SUBJECT: Math

LEA GOAL:

Vision 20/20 Goal: To improve the achievement of all students as we continue to transition toward the Common Core State Standards and Smarter Balanced Assessments.LCAP Goal 1LCAP priorities #1 Williams Act Criteria, #2 Implementation of CCSS in SBAC, #4 Pupil Achievement, #5 Pupil Engagement, #7 Student Access to Core Courses, #8 Pupil Outcomes in Mathematics--------

SCHOOL GOAL #2:

By June 2016, all students K-5 will make progress in Mathematics as measured by district-wide grade level assessments and common formative assessments. . --------

Data Used to Form this Goal:

ESGI web-based assessments for KindergartnersDistrict-wide grade level fluency assessments for Grades 1-5--------

Findings from the Analysis of this Data:

Findings from the analysis of this trimester 2 data showed:

Kindergarten= 94% met benchmark for number recognition and 75% met benchmark for shapesFirst = 33% met benchmark in addition and 13% met benchmark in subtraction (benchmark = 27/30 or greater)Second = 71% met benchmark in addition and 57% met benchmark in subtraction (benchmark = 27/30 or greater)Third = 69% met benchmark in addition, 39% met benchmark in subtraction, and 18% met benchmark in multiplication (benchmark = 45/50 or greater) Fourth = 60% met benchmark in multiplication (benchmark = 45/50 or greater)Fifth = 78% met benchmark in addition/subtraction and 70% met benchmark in multiplication/division (benchmark = 45/50 or greater)

Findings from the analysis of this data showed the importance of early, targeted, and systematic intervention, on-going common formative assessments, flexible Response to Intervention groups, and data driven instruction to ensure that students make progress.--------


How the School will Evaluate the Progress of this Goal:

Teachers and administration will employ thorough PLC and RTI practices to monitor and evaluate assessment results in a timely manner.--------



Proposed Expenditure(s)

Description Type Funding Source Amount

Provide collaboration time that focuses on developing math strategies for balancing whole class and small group instruction as determined by common formative assessments in a timely and targeted manner. (1.5 release days)


Certificated Staff, Administration, SSC

Teacher Release substitutes


Provide IXL web-based math program for all students


Certificated Staff, Administration

assessment materials 4000-4999: Books District FundedAnd Supplies

Provide staff and professional development opportunities that incorporate conceptual and deeper level thinking of mathematics. (such as ACCLAIM and the Silicon Valley Math Initiative, SVMI) that target CCSS Essential Standards in Mathematics at each grade level.


Certificated Staff, Administration, District Office

Site and Grade Level Collaborations


Integrate software and instructional materials that support lessons in CCSS Mathematics at all grade levels utilizing Bloom's Taxonomy.Supply math projects, assignments, enrichment activities which reflect authentic math situations to support depth, rigor, and relevance in math.



Technology and Supplies



Extended learning time: Provide interventions for under-performing students that include pull out interventions during "no new instruction" time of the day and Before/After school interventions. Offer Study Hall during recess in support of math and student homework practice.



Teacher paid hourly for before/after school Math RTI grades 3-5






Use of data to group for and drive instruction for all students. Purchase color printing cartridges for assessment analysis.



Site and Grade Level Collaborations

4000-4999: Books District FundedAnd Supplies

Provide time and resources for ongoing Student Study Teams for students who are not making progress in grade level math standards.



Response to Intervention SST Meeting teacher release


Provide CCSS Math Education Nights for families, twice per year.



Parent Education 4000-4999: Books District FundedAnd Supplies

Hold weekly RTI team meetings to analyze data, discuss student literacy needs and coordinate intervention services.



Response to Intervention



School Goal #3


SUBJECT: Social Emotional LearningLEA GOAL:Vision 20/20 Goal: To provide a safe learning environment for all students.

LCAP priorities #3 Parent Involvement, #4 Pupil Achievement, #5 Pupil Engagement, #6 School Climate, #8 Pupil Outcomes all students at Frederiken Elementary will participate in character development activities including anti-bullying programs.--------SCHOOL GOAL #3:By June 2016, all students DKA - 5 will participate, understand, and demonstrate character development within a social emotional school wide wellness program. --------Data Used to Form this Goal:2014 - 2015 Suspension Rates2014 - 2015 Capturing Kids' Hearts / Student Behavior Reflection Forms Discipline informationStudent office referralsStudent Classroom Behavior ContractsClassroom ObservationsRecess/Lunch ObservationsStudent Conflict Survey (grades 4 - 5)Student Risk Screening Scale (SRSS) and Student Internalizing Behavior Screening Scale ( SIBSS )--------Findings from the Analysis of this Data:Students at Frederiksen are generally respectful and well behaved. There is a need to build upon our character awards program and support the broader use of the "I message and clean up response." Students do not have a clear understanding of the nuances of bullying. There is a need for a clear definition of bullying, including how to prevent bullying and how to respond to bullying. The school has instituted a school wide Behavior Expectations Matrix (BEM) and communication system around expectations. The staff will review the effectiveness of the BEM and communication to ensure consistency of implementation by staff. The staff also implemented a "will" side Student Risk Screening Scale (SRSS) and Student Internalizing Behavior Screening Scale (SIBSS) to identify Tier 2 and Tier 3 student need. We will provide behavioral RTI for the "will" side of our student needs.--------How the School will Evaluate the Progress of this Goal:Grade level meetings


Leadership team meetingsDocumentation of office visitsResponse to Intervention Meetings - weeklyFormative Parent Conversations and Parent SurveyStudent Conflict Survey (grades 4 - 5)Student Risk Screening Scale (SRSS) and Student Internalizing Behavior Screening Scale ( SIBSS )--------




Promote positive character traits through morning announcements and weekly drawings from Panther Coupons given to students


Certificated and Classified Staff, Administration

Site and Grade Level Collaboration, Supplies


Implement Character Education Program• Grade Level Assemblies• Parent Education Training



Site and Grade Level Collaboration

1000-1999: Title ICertificated Personnel Salaries

5000.00

Establish and train students grades 3 - 5 to be part of our Peacemaker student mediator program




1000-1999: DonationsCertificated Personnel Salaries

Honor exemplar students at awards assemblies for the monthly character traits and publish awards on a public bulletin board at school. Positive reinforcement and recognition of character traits within the classroom.


Certificated Staff, Administration, SSC

Supplies 4000-4999: Books District FundedAnd Supplies

School and Student Council activities that support character development. Student store for Panther Coupons that are earned by students


Certificated Staff,Administration, Student Council




showing/modeling positive behavior.Actions to be Taken to

Reach This Goal TimelinePerson(s)

ResponsibleProposed Expenditure(s)

Description Type Funding Source AmountInstitute and train students for Panther Patrol - fifth graders to help out with morning greetings and dropoff safety



training and monitoring 2000-2999: Classified Personnel Salaries

School Safety supervision during drop off and pick up times by Campus Supervisors.


Certificated Staff, Classified Staff, Administration

school safety 2000-2999: Classified District FundedPersonnel Salaries

1.0 FTE Site based counseling program


Counseling Staff See students on a weekly basis and run social groups


Capturing Kids' Hearts Training Start: August 26, 2015Completion: June 10, 2016

Certificated and Classified Staff

Professional Development


Wells Middle School-Frederiksen Ffith Grade Mentoring Program, purchase materials for monthly meetings


Certificated Staff lunch meetings 4000-4999: Books DonationsAnd Supplies

Improved Attendance Campaign - personal class visits and home calls, attendance meetings, and newsletter updates



communication 2000-2999: Classified District FundedPersonnel Salaries


Centralized Services for Planned Improvements in Student Performance

The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each categorical program in this section must be aligned with the Consolidated Application.

Centralized Service Goal #1

SUBJECT: Centralized Services for Planned Improvements in Student Performance in

SCHOOL GOAL #1:

--------

Actions to be Taken to Timeline Person(s) Proposed Expenditure(s)



Reach This Goal Responsible Description Type Funding Source Amount





SCHOOL GOAL #2:

--------









SCHOOL GOAL #4:

--------






Summary of Expenditures in this Plan

Total Allocations and Expenditures by Funding Source

Total Allocations by Funding Source

Funding Source Allocation Balance ( Allocations-Expenditures )

Total Expenditures by Funding Source

Funding Source Total Expenditures

Title I 80,000.00



Total Expenditures by Object Type

Object Type Total Expenditures

1000-1999: Certificated Personnel Salaries 45,000.00

2000-2999: Classified Personnel Salaries 35,000.00



Total Expenditures by Object Type and Funding Source

Object Type Funding Source Total Expenditures

1000-1999: Certificated Personnel Salaries Title I 45,000.00

2000-2999: Classified Personnel Salaries Title I 35,000.00



Total Expenditures by Goal

Goal Number Total Expenditures

Goal 1 75,000.00

Goal 3 5,000.00


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

Claire Mognaga X

Traci Kaatmann X

Candido Gomez X

Kristin Lincoln X

Michelle Florkowski X

Michelle Defaee X

Elaine Harmon X

Diana Hernandez X

Numbers of members of each category: 1 2 1 4 0At 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):

State Compensatory Education Advisory Committee

Signature

English Learner Advisory Committee


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Signature

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 .

Attested:


Claire Mognaga

Typed Name of School Principal

Michelle Florkowski

Signature of School Principal Date

Typed Name of SSC Chairperson Signature of SSC Chairperson Date


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