School Plan
School Plan
San Cayetano Elementary
514 Mountain View St.
Fillmore, CA 93015
Plan Period: 8/2012 – 6/20113
Originally Submitted to FUSD Board of Education: 5/12
Rev. 11/12
Contact:
Chrissy Schieferle
Principal
805-524-6040
[email protected]
Executive Summary
About This School
An executive Summary of the school containing the School Vision, Mission Statement, goals statement and school profile, including site demographics and unique characteristics.
Areas of Analysis
This section provides a summary of key indicators of student achievement including an analysis of student performance data, instructional programs, curriculum, and staff development.
Analyze Student performance
Analyze Educational Practices
Analyze Instructional Goals
Educational Improvement Goals
School goals are based upon an analysis and synthesis of verifiable state data, local measurements of student achievement, and the effectiveness of current programs, curriculum, and staff development
OVERARCHING Goals:
• IMPROVE ENGLISH LEARNER ACADEMIC PROFICIENCY
• IMPROVE STUDENT ACHIEVEMENT IN READING/LANGUAGE ARTS AND MATHEMATICS
• SCHOOL CLIMATE—SAFE AND ORDERLY ENVIRONMENT
• IMPROVE USE AND PROFICIENCY IN TECHNOLOGY FOR STAFF AND STUDENTS
• IMPLEMENTATION OF DISTRICT INITIATIVES
About This School
School Vision:
San Cayetano Elementary School maintains that strength of character and empowerment through knowledge go hand in hand. Students will receive instruction that is thoughtfully prepared, rigorous and designed to insure success for all students. It is the vision of the San Cayetano Team that our students will become well educated and well rounded students.
Mission: Success for all.
Goals Statement:
San Cayetano School is committed to providing a safe, respectful and supportive environment. We believe EVERYONE can learn; EVERYONE can become better thinkers and independent seekers of knowledge. We celebrate educational achievement and individual differences. We strive to have our students, parents, staff and community members actively involved in creating academic successes and personal responsibility.
School Profile
Fillmore, California is a small city. It lies in the foothills of eastern Ventura County. Fillmore Unified School District serves the City of Fillmore and its outlying unincorporated areas including the town of Piru.
San Cayetano is a K-5 elementary school with approximately 430 students. The demographics of the students served at San Cayetano are as follows: 85% Hispanic, 13% white, 50% English learners, 78% SED and 11% SWD. It is unique in that it was nationally recognized as a NASA Explorer School in spring of 2007. San Cayetano was chosen as one of twenty-five schools in the country to have this designation. San Cayetano was also in the sixth year being designated in Program Improvement under NCLB. In 2011-2012 an Alternate Governance Board was established with the express purpose of working with San Cayetano, and other sites, to improve student learning, eventually leading to improved test scores and to exit from program improvement status. The AGB’s responsibility includes planning and monitoring of corrective action and restructuring plans. Direct contact and support is provided through the AGB liaison, school visits and reports. The findings and recommendations of the AGB are included in the San Cayetano School Improvement Plan.
Areas of Analysis
Analyze Student Performance
I. AYP-Annual Yearly Performance, No Child Left Behind, Federal Accountability Measure, Number (%) of Students Proficient or Above, School Wide and Significant Subgroups, 17 measures
II. API- Academic Performance Index, State Accountability Measure, Number of Students at each Proficiency Level (each level is weighted)
III. CELDT-California English Language Development Test
I. AYP
Standardized Testing and Reporting (STAR) California Standards Tests (CST) for All Students (4 Year Comparison)
This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Subject (School-Wide) 2008-2009 2009-2010 2010-2011
2011-2012
English-Language Arts 33.3% 27.4% 36.7% 41.1%
Mathematics 41.1% 46.3% 39.6% 54.4%
Science CST (Grade 5) 24.6% 50.7% 40% 33%
• A total of 299 students (100%) were tested school-wide in grades 2-5
Percent Proficient by Grade Level-ELA Percent Proficient by Grade Level-Mathematics
ELA Percent of Students Proficient or Above
10-11/11-12
2nd Grade 35%/47%
3rd Grade 26%/23%
4th Grade 43%/48%
5th Grade 35%/44%
Math Percent of Students Proficient or Above
10-11/11-12
2nd Grade 25%/50%
3rd Grade 44%/61%
4th Grade 65%/70%
5th Grade 27%/42%
2012 CST Data Schoolwide and EL
ELA Percent of Students Proficient or Above
2nd Grade 47%/40%
3rd Grade 23%/21%
4th Grade 48%/38%
5th Grade 44%/16%
• A total of 138 English Learner students (100%) were tested in grades 2-5
Math Percent of Students Proficient or Above
2nd Grade 50%/42%
3rd Grade 61%/61%
4th Grade 70%/67%
5th Grade 42%/24%
2012 CST Data Schoolwide and Socio-Economically Disadvantaged (SED)
• A total of 236 SED students were tested (100%) in grades 2-5
Math Percent of Students Proficient or Above
2nd Grade 50%/46%
3rd Grade 61%/56%
4th Grade 70%/63%
5th Grade 42%/43%
ELA Percent of Students Proficient or Above
2nd Grade 47%/46%
3rd Grade 23%/22%
4th Grade 48%/39%
5th Grade 44%/39%
2012 CST Data Schoolwide and Hispanic Students
• A total of 260 Hispanic students were tested (100%) in grades 2-5
ELA Percent of Students Proficient or Above
2nd Grade 47%/46%
3rd Grade 23%/25%
4th Grade 48%/42%
5th Grade 44%/39%
Math Percent of Students Proficient or Above
2nd Grade 50%/48%
3rd Grade 61%/60%
4th Grade 70%/67%
5th Grade 42%/34%
II. Academic Performance Index (API) By Year:
2006 API 2007
API 2008
API 2009
API 2010
API 2011 API 2012 API 2011-2012 Growth Met Growth
Target
Schoolwide
704 718 698 706 710 720 754
+34 yes
API Scores by Subgroups
09-10 10-11 11-12
Whole School 710 720 754
White * 821 851
Hispanic/ Latino 691 703 739
Economically
Disadvantaged 683 701 739
English
Learners 652 680 722
Special
Education * 596 583
CELDT Data Comparison
• A total of 180 Annual Identified EL students were tested (100%) in grades K-5
# Students tested # Scores counted % Level 1 % level 2 % Level 3 % Level 4 % Level 5
CELDT Annual Overall
Nov. 2010-2011 193 192 7% 18% 47% 23% 5%
CELDT Annual Overall
Nov. 2011-2012 180 177 6%
(10) 17%
(30) 52%
(93) 22%
(40) 4%
(7)
Number and Percent of EL Students at Each Performance Level (Total 180 Students)
Performance level K 1 2 3 4 5
Advanced 0 1 (2%) 1 (2%) 1 (3%) 1 (4%) 3 (12%)
Early Adv 0 6 (14%) 12 (26%) 7 (19%) 7 (29%) 8 (32%)
Intermediate 3 (60%) 21 (50%) 23 (49%) 24 (65%) 13 (54%) 9 (36%)
Early Int 1 (20%) 10 (24%) 8 (17%) 5 (14%) 2 (8%) 4 (16%)
Beginning 1 (20%) 4 (10%) 3 (6%) 0 1 (4%) 1 (4%)
Number Tested 5 42 47 37 24 25
• The required percentage of English learners making annual progress in learning English is 56%
• A total of 58.8% of annually assessed EL students at SC advanced at least one proficiency level from 10/11 to 11/12. This was an increase from 50% in 2010-2011.
Conclusions from Student Performance Data Analysis
School-Wide:
San Cayetano Elementary School met all state and federal targets (safe harbor) for ELA and Mathematics based on test results from the 2011-2012 STAR assessment. Our base API Score increased by 34 points, moving from from 720 in 2011 to 754 in 2012. The percentage of students scoring proficient and advanced increased by at least 10% school wide and in all significant subgroups (English Learners, Hispanic, and SED Students).
While San Cayetano School did meet the Safe Harbor target for all subgroups in English Language Arts and Math, we must continue to increase the number of students scoring at grade level and above in all of our grade levels. Although we have increased the percentages in ELA, we are still below 50% of students school wide scoring prof/advanced. We will focus on student achievement in all grade levels while focusing on 3rd and 5th grade as those grade levels demonstrate a significant achievement gap between our significant subgroups. Schoolwide we have over 54.4% of students scoring proficient or advanced in Math. We will continue to improve Math proficiency in all grade levels while specifically focusing on 2nd and 5th grade as those two grade levels had over 50% of the students below grade level. Last school year, 33% of 5th grade students scored proficient or advanced on the Science standards test. During the 2012-2013 school year, there will be an academic vocabulary focus in Science and Social Students in all grade levels in order to increase academic proficiency for all students in these areas.
2011-2012 marked the sixth year that San Cayetano was in Program Improvement. As a result, San Cayetano School was restructured at the end of the school year and almost ½ of the staff was replaced in order to build upon the strengths of current staff and recruit additional staff members to develop grade level leadership teams. Close attention to assessment data and instructional practices will be given by AGB, the new site administrator, grade level leaders and all staff. AGB recommendations will be implemented.
The California English Language Development Test shows that some growth has been made in advancing the English learner students at San Cayetano. The largest percentage of EL students are scoring at the intermediate proficiency level. Students scoring at the early advanced/ advanced level will be looked at for redesignation. El student test scores will be monitored throughout the school year to access whether or not our English Learners are being successful in grade level curriculum.
Analyze Educational Practices
Alignment of curriculum, instruction and materials to content and performance standards
Teachers are using state adopted/state approved materials in all academic areas.
• Mathematics
o K-3 Harcourt School Publishing
o Grades 4-5 Progress In Mathematics-Sadlier
• Language Arts
o K-5 Open Court-SRA
• English Language Development
o Front-Loading Academic Vocabulary (SS and Sci)
o Open Court-SRA
• Science
o K – 5 McMillianMcGraw Hill
• Social Studies
o K – 5 Scott Foresman
• Intervention
o Inside Language (Core Replacement)
Research-based supplemental materials are also available in order to address areas of deficit to supplement mastery of the California State Standards: Successmaker, Waterford, Accelerated Reader, Sing, Spell, Read and Write, Touch Math, Step Up to Writing, Zoo Phonics, Read Naturally and Systematic English Language Development (ELD).
Availability of standards-based instructional materials appropriate to all student groups
1. Standards aligned textbooks and instructional materials are distributed to all students at San Cayetano, including Title 1, English Learners, Migrant, and Special Education.
2. Yearly at a staff meeting state test data, including CST and CELDT, is disaggregated into the subgroups as follows: English Learners; Economically Disadvantaged, Hispanic, white, and Students with Disabilities. The student performance in each subcategory by grade level is analyzed to identify specific areas of student instructional needs. Poor performances in the subcategories that have the biggest impact on the overall group of student performance are chosen to focus the year's efforts for improvement, and strategies are developed to address those areas.
Alignment of staff development to standards, assessed student performance and professional needs
1. Teachers participate in professional development determined by site and district needs where teachers are offered a broad-based variety of professional growth opportunities in curriculum, teaching strategies, effective school practices, and methodologies. Professional Development is provided internally through staff meetings and externally as teachers attend workshops offered off-site.
a. Grade Level Teacher Leaders are participating in a district curriculum committee that focuses on aligning curriculum to essential standards by refining pacing guides and assessments aligned with our existing curriculum and California State Standards/Common Core State Standards.
b. Workshops and conferences will be attended by teachers when requested and approved by the site administrator or offered through district resources.
2. Teachers plan for the Response to Intervention (RtI) and small group instruction based on student needs. This is in addition to core instruction. Intervention materials that are used for the RtI vary and are based on the needs of the students. English Learners and special Education students are included, as appropriate.
3. The Student Study Team meets to provide teachers and parents of students who are having difficulties at school with additional input into how to provide interventions and modifications for the student in the regular classroom, and if needed, they recommend further testing. Using an RtI model, a tiered approach to intervention is used with frequent monitoring to determine the success of the intervention. If a student is not progressing adequately, further interventions are implemented. Some students may be referred to Tier III intervention with the Resource Teacher for intervention during the school day.
Services that may be provided by categorical funds to enable under-performing students to meet standards
Funding sources for all of the below mentioned services is through Title I, EIA-LEP, EIA-SCE
• Computer Labs – Software
• Renaissance Reading Program (AR/STAR)
• CELDT and IPT testing to determine level as required by the State.
• Standards based focus lessons/supplemental materials
• Hourly RTI/Intervention teachers
• Additional Copy Costs (paper and machine license fees)
• Educational Technology and/or Repair and Replacement (new computers, printers, document cameras, etc)
• Staff Development
• Testing Teachers to proctor one on one assessments in the primary grades
• After School Interventions, as needed throughout the school year
Use of the state and local assessments to modify instruction and improve student achievement
In order to gain an overall school awareness, all teachers review the reports of the State and Federal Accountability Tests including, STAR California Standards Test (CST), State API (Academic Performance Index) Federal AYP (Adequate Yearly Progress), and Federal AMO (Annual Measurable Objectives) results for the 2nd through 5th graders at staff meetings and during collaboration using the State and Federal reports and data system reports. Teachers review the student data for students assigned to their classroom and plan to address the areas of weakness. District wide trimester assessments for grades kindergarten – 5th are administered in order to guide instruction in a timely manner before the CST is given.
• District Benchmark Assessments
• AR/STAR Reports
• Intervention Pre/Post Tests
• CELDT and IPT testing to determine level as required by the State.
• ADEPT Levels
• DRI/Dibels/PBST Assessment data
• Reports from Datawise
• API band report indicators
Number and percentage of teachers in academic areas experiencing low student performance
San Cayetano is a school-wide Title I school. One hundred percent of our classroom teachers have students who are performing below grade level standards. All instructional staff are fully credentialed and are identified as Highly Qualified Teachers as mandated by NCLB.
Family, school, district and community resources available to assist these students
• Parents volunteer in classrooms and provide assistance to underperforming students, as well as helping during special events.
• The following support is provided for parents: communication with parents and Spanish support; encourage parents to get involved in school and facilitates ongoing parent participation; monitor students’ attendance and grades and offer information for improvement; provide interpretation at parent meetings.
• The school Health clerk and Nurse provide parents with information about organizations that can help parents with specific needs, such as, clothing, nutrition, hygiene, and health.
• Student Study Team meetings to support student experiencing difficulties in the general education classroom and to provide parents with additional community resources.
• Parents are informed about their child’s state assessments (CSTs, CMAs, STS and CAPA) by sending the results to their home. Parents are provided a copy of the Language Arts and Math standards for their child's grade level during conferences. Standards-Based report cards are sent home each trimester.
• A Title I parent meeting is conducted each year. During this meeting the results of the state testing is presented and parents have an opportunity to ask questions and provide input about the results of the testing.
• An afterschool program provides students with homework assistance as well as academic enrichment and intervention. The afterschool program targets students that would benefit from a longer instructional day and additional academic support.
• Ideas to help parents support their children in math and reading are provided and reviewed at School Site Council and English Learners Advisory committee meetings.
• Connect-ED telephone notification system is used to provide parents and staff with timely information, such as Back to School Night, Open House, minimum days, special events, emergency situations, etc., and to inform parents of students’ absences.
• A school website will be updated in order to provide parents with ongoing information about San Cayetano.
• Parent information brochures are available in the office to assist parents in helping their children succeed in school. - A school sign provides information to parents and the community about school events.
• The School Site Council is made up of 5 parents, elected by their peers; 3 teachers elected by their peers; 1 other school employee, elected by his/her peers; and the school principal. School Site Council meetings are held approximately once a month and provide opportunities for all parents to participate in the monitoring, review, planning and updating of our school plan for improving academic achievement. These SSC meetings also provide an opportunity for parents and school personnel to communicate regarding expectations, concerns, and what’s going well.
• The English Learners Advisory Committee consists of parents of English learners and is formed to support English learners and their parents. They meet 4-5 times a year.
School, district and community barriers to improvements in student achievement
The Alternate Governance Board has made several recommendations that, when implemented, will help San Cayetano School better serve the students. The findings in the report represent barriers to student achievement at the school. The findings are summarized as follows: Teach at grade level. Increase the amount of direct instruction given by teachers. Post learning goals and use the goals in a meaningful way for students. Increase rigor in instruction. Use instructional strategies proven effective with English learners. Focus on these research-based strategies, check for understanding, note-taking, scaffolding, connecting to prior knowledge, compare and contrast, graphic organizers or non-linguistic representations, listen actively to student responses, interactive groups and analyzing and giving feedback on homework. Follow the required number of instructional minutes stated in the state frameworks. Align the budget to goals in the plan. Provide for vertical articulation between grade levels with significant discussion on student data. Thoughtfully prepare lesson plans.
Some community barriers may be that Spanish speaking parents find it difficult to communicate with the teacher; however, we do have Spanish speaking staff and office personnel available during the school day. In some cases, there is a general lack of materials needed to complete work at home – dictionaries, newspapers, computers etc. Some parents are unable to help students with their homework due to constraints with time, language, etc. Parents are not all aware of the importance of making sure their children attend school on a regular basis and are on time. Some students’ behavior interferes with their learning, as well as the learning of others. A student’s level of English acquisition affects academic improvement. Family issues can affect students’ ability to focus and progress. There are students that are not motivated to achieve the high standards required for successful academic achievement.
Limitations of the current program to enable underperforming students to meet standards
Students come from predominantly working class families in which approximately 80% are socioeconomically disadvantaged, 40% are designated Limited English Proficient, and approximately 7% are eligible for migrant services. The length of the school instructional day and budget restrictions limit the time available for intervention.
Analyze Instructional Programs
Conclusions from Analysis of Instructional Programs
The Language Arts Open Court program meets the needs of the many of San Cayetano's students. However, the rigor required to meet grade level standards is not found in Open Court. Each teacher must incorporate instructional strategies designed to scaffold learning and also infuse instruction with questioning strategies that require higher level thinking from students (Bloom’s). All K-1st grade students also receive reading instruction using the Waterford Early Literacy computer program. Students that are on grade-level or above receive additional small group enrichment. Students in need of reading intervention are provided extra support in a variety of ways including the following: RtI is provided for all grade levels to meet the needs of all students, especially those in need of extra academic assistance. English Learners are provided with English Language Development using a focus on frontloading academic vocabulary, Open Court ELD curriculum, and Systematic ELD Framework. English learners in high levels, high intermediate, early advanced and advanced, receive ELD instruction through core content. Open Court writing is supplemented with "Step Up to Writing" strategies.
The math program in grades Kinder-3rd is Houghton Mifflin Harcourt Brace and 4th-5th Progress in Mathematics, both provide the basic mathematics curriculum. Teachers have supplemented it with manipulatives and additional practice. The 4th-5th grade math core curriculum requires instructional strategies designed to scaffold learning and also infuse instruction with questioning strategies that require higher level thinking from students (Bloom’s). Special attention must be paid that all standards are sufficiently taught if not covered in core curriculum. Social Studies and Science are offered regularly in accord with the district guidelines for required minimum daily minutes.
Our core programs in Language Arts, mathematics, ELD, Science, and Social Studies are being implemented in all classrooms. Teachers collaboratively plan their time to address all of these different programs. All students have a textbook. In addition to the core programs we have implemented a school-wide RTI program to help all our students make progress toward English Language Arts grade level standards.
Each fall the staff reviews data from the most recent CST tests to identify areas of growth and weakness in the instructional program. Professional Learning Communities (PLC’s) are developing at individual grades and across the grade levels. PLC meetings take place by grade level and can be hosted by the principal. Each scheduled PLC meeting has an agenda and the following questions serve as the focus for the meeting:
What do we expect our students to learn?
How will we know if they have learned it?
What will we do when they have not learned it?
What will we do if they already know it?
The Datawise system can be used to develop common assessments and retrieve assessment results, which monitor the attainment of essential standards and guide the target groups. We also will be continuing to use the District’s trimester essential standards benchmark assessments for English Language Arts and Math to monitor ongoing student progress toward standard’s mastery.
Individual grade levels and teachers also use materials or programs to supplement the core program. These programs and materials include Successmaker, Waterford, Accelerated Reader, Sing, Spell, Read and Write, Touch Math, Step Up to Writing, Zoo Phonics, etc.
SCHOOL GOALS FOR IMPROVING STUDENT ACHIEVEMENT
I. English Learners
II. Reading/English Language Arts
III. Mathematics
ENGLISH LANGUAGE DEVELOPMENT
Issue Statement
Although San Cayetano met Safe harbor goals for English Learners in 2012, there still remains an achievement gap between EO/FEP students and EL Students who score proficient/advanced on CST (EL subgroup includes students who have been redesignated). San Cayetano School must continue to support EL students reach higher levels of proficiency.
Student Groups Participating in this Goal
All English Learner students (ELL’s) at San Cayetano School
Performance Gains Expected For This Student Group
I. OVERARCHING GOAL: Increase student achievement and close the achievement gap for English Learners.
School Wide: As evidenced by CST Scores for the 2012-2013 school year, the number of English learners in grades 2-5 scoring proficient or advanced on the CST ELA will increase from 34.4% to 41%
Kindergarten: TBD based on results from Trimester Assessment Scores for ELA
First Grade: TBD based on results from Trimester Assessment Scores for ELA
Second Grade: TBD based on results from Trimester Assessment Scores for ELA
Third Grade: As evidenced by CST Scores for the 2012-2013 school year, the number of English learners in grade 3 scoring proficient or advanced on the CST ELA will increase from 40 % to 46%*.
Fourth Grade: As evidenced by CST Scores for the 2012-2013 school year, the number of English learners in grade 4 scoring proficient or advanced on the CST ELA will increase from 21 % to 50%*.
Fifth Grade: As evidenced by CST Scores for the 2012-2013 school year, the number of English learners in grade 5 scoring proficient or advanced on the CST ELA will increase from 38 % to 44%*.
*Percentage is based on cohort percent proficient from prior year.
Means of Evaluating Progress Toward this Goal
Progress will be monitored by using the FUSD Mid-Term and Trimester assessments.
What Process Will You Use to Monitor and Evaluate the Data?
Grade level meetings, staff meetings, and PLC meetings will be used to monitor the data. Principal will meet
regularly with teachers and grade levels to discuss progress towards goals based upon assessment data.
Actions to Implement this Goal:
Increase rigor of instruction
1. Instructional Program/Time/Pacing (Increase Rigor of Instruction)
• Materials- All English learners will have adequate and appropriate ELD materials
• Instructional time—All English learners will participate in the daily required minutes of ELD instruction appropriate to their instructional level as determined by CELDT, ADEPT and/or other regular assessments
• Students falling behind in making adequate yearly progress in ELD will be given targeted ELD instruction.
• Work with the afterschool staff to build a program of prevention and intervention activities for English learners. The activities will reflect inclusion of effective instructional strategies for English learners.
• Teachers will consistently check for understanding and use a variety of instructional techniques to engage students, and construct meaningful lesson plans.
• Teachers will give rigorous, grade-level instruction, post learning goals daily, follow the required number of instructional minutes, and analyze data.
• Full Implementation of the Fillmore Unified “Big Five” for ELD Instruction:
1. ELD is a core curricular area
2. ELD is on the daily schedule
3. No more than two proficiency levels per grouping
4. 50% Structured oral language activities
5. ELD instruction has a daily language objective
All English Learners’ academic achievement will be assessed
2. Student Achievement Monitoring System (All English learners’ academic achievement will be assessed)
• All English learners will be assessed initially and annually using the CELDT.
• English learner students who enroll after the fall administration of the CELDT, who are first enrolling in California schools, will take the IPT and/or CELDT
• The progress of English learner students will be monitored and analyzed regularly, adjustments made in their program of study as appropriate, redesignation criteria monitored and reported to all stakeholders
• Teachers will use multiple assessment tools to gather data, monitor student progress, and make decisions about standards mastery for English Language Learner students. Teachers and principal will review data and student achievement on district benchmark formative and summative assessments.
3. Building Leadership and Teaching Capacity (Professional Development)
Professional Development
• Teachers will participate in professional development opportunities that focus on effective instructional strategies that support English learners.
• Teachers will collaborate over student data and effective strategies for English learners.
• Teachers will share effective practices for English learners with their colleagues at staff meetings and through other forms of communication
• Teachers will include effective instructional strategies for English learners in their AGB lesson plan templates and implement the effective instructional strategies for English learners
• Teachers will give instruction using strategies that frequently provide scaffolding for English learners
• Teachers will deliver high quality direct instruction that covers posted learning goals with rigor and reaches the higher cognitive levels of Bloom’s
• Professional Development will be provided by district teachers, site principals, district administrators, and outside sources such as Ventura County Office of Education.
4. Parent Involvement (Increase and improve parent involvement)
• Parents will be informed of their child’s academic progress in the language they best understand. This communication includes, but is not limited to: written and verbal communication from school to home, parent/teacher and parent/principal conferences, School Site Council and English Learner Advisory Committee meetings
• Establish an ELAC to: review English learner data, offer suggestions for program improvement, receive training as requested. Include parents in school decisions, develop parent leaders and representatives.
• CELDT progress reports, STAR results and other student achievement data will be communicated to parents regularly.
• Parents of English learners will be provided information by the district.
• Home/school communication to advise and help parents access interventions for their children. Home/school communication designed to help parents know how to help their children at home while school is in session and during school breaks.
• Recruit and organize parent help and support.
READING-LANGUAGE ARTS and MATH
Issue Statement
San Cayetano School did meet all its growth targets for the 2011-2012 school year and safe harbored in program improvement year 6. While San Cayetano School did meet the Safe Harbor target in all subgroups in English Language Arts and Math, we must continue to have high expectations for all of our students and raise the number of students we have scoring grade level or above.
Student Groups Participating in this Goal
All students in San Cayetano School , grades K-5.
Performance Gains Expected For This Student Group
At least 47% of all 2nd through 5th grade students, including significant subgroups (percentages will be figured for subgroups based on a 10% increase in the number of students scoring proficient), will achieve proficient or advanced as measured by the California Standards Test in English Language Arts, and 61% of all 2nd through 5th grade students, including significant subgroups, will achieve proficient or advanced as measured by the California Standards Test in Mathematics.
II. OVERARCHING GOAL: Increase student achievement for all students and close the achievement gap for sub-populations.
School Wide: As evidenced by CST Scores for the 2012-2013 school year, the number of Students in grades 2-5 scoring proficient or advanced on the CST Math will increase from 54.4% to 60%, and ELA from 41.4% to 48%
Kindergarten: TBD based on results from Trimester Assessment Scores for Math
First Grade: TBD based on results from Trimester Assessment Scores for Math
Second Grade: TBD based on results from Trimester Assessment Scores for Math
Third Grade: As evidenced by CST Scores for the 2012-2013 school year, the number of Students in grade 3 scoring proficient or advanced on the CST Math will increase from 50% to 56%*and ELA from 47% to 53%
Fourth Grade: As evidenced by CST Scores for the 2012-2013 school year, the number of Students in grade 4 scoring proficient or advanced on the CST Math will increase from 61% to 67%*and ELA from 23% to 50%
Fifth Grade: A As evidenced by CST Scores for the 2012-2013 school year, the number of Students in grade 5 scoring proficient or advanced on the CST Math will increase from 70 % to 77%* and ELA from 48% to 54%.
*Percentage is based on cohort percent proficient from prior year.
Means of Evaluating Progress Toward this Goal
Progress will be monitored by using the FUSD Mid-Term and Trimester assessments.
What Process Will You Use to Monitor and Evaluate the Data?
Grade level meetings, staff meetings, and PLC meetings will be used to monitor the data. Principal will meet
regularly with teachers and grade levels to discuss progress towards goals based upon assessment data.
Actions to Implement this Goal:
1. Instructional Program/Time/Pacing—Implement Instruction with Intensity and Fidelity
• Materials- All learners will have adequate and appropriate materials
• Instructional time—All learners will participate in the daily required minutes of grade level core instruction
• Teachers will implement a rigorous, academic, standards-based program. Standard/objective of the lesson will be posted, taught using high quality direct instruction and scaffolded to insure learning for all students. Teacher will check for understanding frequently.
• Daily Language Arts instruction will be at least 150 minutes daily in grades K-3, and 120 minutes daily in grades 4-5.
• Daily Math instruction will be at least 50 minutes daily in grades K-5.
• Social studies and science instruction will have an emphasis on language arts and math. Hands-on science will supplement classroom science instruction.
• Teachers will follow the district pacing guide to teach all essential standards
• Supplemental materials will align with standards. Supplemental materials include, but are not limited to: library and other books, Step Up to Writing materials, computers and computer programs, document cameras and projectors, printers, paper supplies, district agreed-to workbooks, copy machines, Robotics equipment, amplification equipment, other technology that will increase student achievement, etc.
• Students will use the Accelerated Reader program to increase reading fluency and comprehension
• Students not making adequate progress will be given targeted instruction.
• Teachers will implement targeted Response to Intervention based on common pre and post assessments to provide tiered instruction
• Highly qualified certificated teachers will deliver targeted intervention instruction using effective strategies as noted in the AGB lesson plan template submitted weekly for each intervention group.
• Teachers will implement enrichment programs for identified GATE students and other students to increase student achievement.
• Work with the afterschool staff to build a program of prevention and intervention activities. The activities will reflect inclusion of effective instructional strategies.
2. Student Achievement Monitoring System (All students’ academic achievement will be formally and informally assessed and monitored on a regular basis, and the results used to direct instruction)
• District assessments—Teachers will administer, score (Datawise) and analyze the results of district benchmark and other assessments. Using the results of the assessments, and in collaboration with their colleagues, the teachers will adjust instruction to meet the learning needs of their students.
• State test data-- Results will be analyzed, instruction examined and adjusted as indicated.
• Materials will be available to supplement ongoing assessment and instruction to meet goals of the plan.
• Teachers will regularly meet in grade level and/or cross grade level teams to examine student work samples, especially written assignments and math assessments, to monitor that students are mastering grade level standards. Based on this analysis, teachers will plan the next steps for all students to continue their increased academic progress.
• Formative assessments will be given and analyzed regularly to guide instruction. In addition to paper and pencil assessments, teachers will check for understanding periodically throughout each lesson including, but not limited to the following strategies: individual white boards, partner share, ticket out the door, graphic organizers, voters, equity sticks, quick write or draw, whip around, etc.
3. Building Leadership and Teaching Capacity (Professional Development)
• Teachers will participate in professional development opportunities that focus on effective instructional strategies that support English language arts and mathematics.
• Teachers will collaborate over student data and effective strategies for English language arts and mathematics.
• Teachers will work with the principal, coaches and/or peer coaches to refine their practice
• Teachers will visit other teacher’s classrooms to observe strategies and enhance their skills.
• Teachers will collaborate, using data and work samples, to determine interventions, enrichment, Intervention Planning Team referrals, GATE referrals, redesignation referrals. Professional development may be accessed in these areas.
• Teachers will share effective practices for English language arts and mathematics with their colleagues at staff meetings and through other forms of communication
• Teachers will include effective instructional strategies for English language arts and mathematics in their AGB lesson plan templates and implement the appropriate effective instructional strategies
• Teachers will give instruction using strategies that frequently provide scaffolding for all learners
• Teachers will deliver high quality direct instruction that covers posted learning goals with rigor and reaches the higher cognitive levels of Bloom’s
• . Professional Development will be provided by district teachers, site principals, district administrators, and outside sources such as Ventura County Office of Education.
4. Parent Involvement
• Parents will be informed of their child’s academic progress in the language they best understand. This communication includes, but is not limited to: written and verbal communication from school to home, parent/teacher and parent/principal conferences, School Site Council and English Learner Advisory Committee meetings
• Establish a School Site Council to: review learner data, offer suggestions for program improvement, receive training as requested. Include parents in school decisions, develop parent leaders and representatives.
• Progress reports, STAR results and other student achievement data will be communicated to parents regularly.
• Home/school communication to advise and help parents access interventions for their children. Home/school communication designed to help parents know how to help their children at home while school is in session and during school breaks.
• Recruit and organize parent help and support.
SCHOOL CLIMATE
III. OVERARCHING Goal— Safe and Orderly Environment- The goal is to assure a safe, secure, and peaceful school: to promote optimum conditions for teaching and learning; and to foster school pride and self-respect.
Issue Statement
Because the teachers and principal at San Cayetano School recognize that school climate is a major factor in student achievement, it is crucial to maintain a safe and orderly environment. The staff also recognizes that our students are learning to communicate and interact with peers and it is our role to positively model this interaction at all times.
Student Groups Participating in this Goal
All San Cayetano School staff and students.
Performance Gains Expected For This Student Group
The number of discipline referrals and suspensions during the 2012-2013 school year will be reduced by 10
percent from the 2011-2012 school year.
Actions to Implement this Goal:
1) Implement Character Education in all classrooms through assemblies, class discussions, etc. All classrooms will display class rules and consequences. Teachers will frequently remind students of the rules when necessary and implement the listed consequences. Behavior assemblies will be held at the beginning of the year and at least one other time during the year to establish student expectations for behavior in classes and on the playground.
2) On-going Positive Behavior Reinforcement-Throughout the year students will receive positive praise and reinforcement for meeting or exceeding student behavior expectations. Reward programs (such as Peacebuilders) will be on-going throughout the year. Awards for citizenship will be presented each trimester along with academic awards. Teachers and principal will make positive phone calls to parents of students meeting or exceeding behavior expectations.
3) Reduce Discipline Referrals and suspensions by 10% for the 2012-2013 school year-The principal will track discipline referrals and suspensions through Zangle behavior and visits to monitor this action goal.
4) Encourage Positive Interactions and Activities on the Playground during recess-Teachers and principal will frequently remind students of behavior expectations on the playground. Teachers will use physical education time to teach students the procedures and rules of games that can be played during recess. All PE time for students will be structured (not an “extra recess”)
Means of Evaluating Progress Toward this Goal
The percent decrease in the number of discipline referrals sent to the office. The percent decrease in the
number of suspensions. Discipline referral records and suspension records will be needed.
What Process Will You Use to Monitor and Evaluate the Data?
Data gathered and placed into Zangle will produce reports for analysis. Data will be utilized to monitor and
Implementation of FUSD Initiatives
IV. OVERARCHING Goal—Fillmore Unified District Initiatives-Throughout the 2011-2012 school year numerous task forces have been developing district wide initiatives to support student learning and increased achievement. The staff at San Cayetano School will implement these initiatives for the 2012-2013 school year.
Issue Statement
Fillmore Unified School District is in the process of implementing many district-wide curriculum, assessment, and instructional changes. The focus of all four elementary schools is to put systems in place so that equity and opportunity for student achievement is consistent at all schools. The implementation of the recommendations of district task forces is a key component to creating systematic change in Fillmore Unified School District. It is the expectation that all school sites are participating in all aspects of the district initiatives.
Actions to Implement this Goal:
1) District Wide Elementary Pacing Guides-Teachers will follow developed district wide elementary pacing guides in Language Arts, Mathematics, and English Language Development
2) Study Habits-Teachers will implement and share with students the FUSD Study Skills as created by a taskforce of district teachers and administrators during the 2011-2012 school year.
3) Classroom Climate-Teachers and principal will implement the newly developed expectations for teachers and students in Fillmore Unified School District.
4) Teaching Strategies-Teachers will utilize identified best practice teaching strategies as created by a taskforce of district teachers and administrators during the 2011-2012 school year.
5) Assessment-Teachers will fully implement district benchmark assessments by the established deadlines. The principal will ensure that benchmark assessments are delivered in a timely manner to teachers. Results of both formative and summative district benchmark assessments will be used to inform instruction, plan re-teaching, and assist with Standards-Based Report Cards.
6) District Writing Task Force-Teachers and principal will continue to support in the developing of a writing scope and sequence that coincides with the new Common Core Standards. The writing assessments will commence in the year 2013-2014 for grades K-5.
7) Transition to Common Core Standards-Teachers and principal will continue to work in collaboration with the district office and other school sites to develop curricular guides to aid in the transition to the Common Core Standards. This includes participation of teachers and principal on committees to develop guides/materials during the 2012-2013 school year.
Means of Evaluating Progress Toward this Goal
Observation and evaluation of the progress towards full implementation is the responsibility of the principal and
district level administrators. The principal’s responsibility is also to share the progress toward this goal with
grade levels and individual teachers throughout the school year.
What Process Will You Use to Monitor and Evaluate the Data?
The principal is responsible to monitor and evaluate the progress towards this goal.
SCHOOL SITE COUNCIL MEMBERS
Name Represents Contact Info
Judy Fairall Parent 805 524-0594
Kathy Pace Parent 805 524-0534
Monica Campos Parent 805 625-5022
Christy Oseguera Parent 805-524-9556
Carrie Foy Parent 719-213-7153
Kristen Dewey Teacher 805 524-6040
Magaly Dollar Teacher 805 524-6040
Mary Allyn Garcia Teacher 805 524-6040
Mary Whiteford Other/Classified 805 524-6040
Chrissy Schieferle Principal 805 524-6040
RECOMMENDATIONS AND ASSURANCES
The school site council (SSC) recommends this school plan and proposed expenditures 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:
English Learner Advisory Committee
Signature ELAC Chairperson ____________________________ Date: _____________
Gifted and Talented Education Program Advisory Committee
Signature GATE Chairperson _____________________________ Date: ______________
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:
Chrissy Schieferle
Typed name of School Principal Signature of School Principal Date
Typed name of SSC Chairperson Signature of SSC Chairperson Date
514 Mountain View St.
Fillmore, CA 93015
Plan Period: 8/2012 – 6/20113
Originally Submitted to FUSD Board of Education: 5/12
Rev. 11/12
Contact:
Chrissy Schieferle
Principal
805-524-6040
[email protected]
Executive Summary
About This School
An executive Summary of the school containing the School Vision, Mission Statement, goals statement and school profile, including site demographics and unique characteristics.
Areas of Analysis
This section provides a summary of key indicators of student achievement including an analysis of student performance data, instructional programs, curriculum, and staff development.
Analyze Student performance
Analyze Educational Practices
Analyze Instructional Goals
Educational Improvement Goals
School goals are based upon an analysis and synthesis of verifiable state data, local measurements of student achievement, and the effectiveness of current programs, curriculum, and staff development
OVERARCHING Goals:
• IMPROVE ENGLISH LEARNER ACADEMIC PROFICIENCY
• IMPROVE STUDENT ACHIEVEMENT IN READING/LANGUAGE ARTS AND MATHEMATICS
• SCHOOL CLIMATE—SAFE AND ORDERLY ENVIRONMENT
• IMPROVE USE AND PROFICIENCY IN TECHNOLOGY FOR STAFF AND STUDENTS
• IMPLEMENTATION OF DISTRICT INITIATIVES
About This School
School Vision:
San Cayetano Elementary School maintains that strength of character and empowerment through knowledge go hand in hand. Students will receive instruction that is thoughtfully prepared, rigorous and designed to insure success for all students. It is the vision of the San Cayetano Team that our students will become well educated and well rounded students.
Mission: Success for all.
Goals Statement:
San Cayetano School is committed to providing a safe, respectful and supportive environment. We believe EVERYONE can learn; EVERYONE can become better thinkers and independent seekers of knowledge. We celebrate educational achievement and individual differences. We strive to have our students, parents, staff and community members actively involved in creating academic successes and personal responsibility.
School Profile
Fillmore, California is a small city. It lies in the foothills of eastern Ventura County. Fillmore Unified School District serves the City of Fillmore and its outlying unincorporated areas including the town of Piru.
San Cayetano is a K-5 elementary school with approximately 430 students. The demographics of the students served at San Cayetano are as follows: 85% Hispanic, 13% white, 50% English learners, 78% SED and 11% SWD. It is unique in that it was nationally recognized as a NASA Explorer School in spring of 2007. San Cayetano was chosen as one of twenty-five schools in the country to have this designation. San Cayetano was also in the sixth year being designated in Program Improvement under NCLB. In 2011-2012 an Alternate Governance Board was established with the express purpose of working with San Cayetano, and other sites, to improve student learning, eventually leading to improved test scores and to exit from program improvement status. The AGB’s responsibility includes planning and monitoring of corrective action and restructuring plans. Direct contact and support is provided through the AGB liaison, school visits and reports. The findings and recommendations of the AGB are included in the San Cayetano School Improvement Plan.
Areas of Analysis
Analyze Student Performance
I. AYP-Annual Yearly Performance, No Child Left Behind, Federal Accountability Measure, Number (%) of Students Proficient or Above, School Wide and Significant Subgroups, 17 measures
II. API- Academic Performance Index, State Accountability Measure, Number of Students at each Proficiency Level (each level is weighted)
III. CELDT-California English Language Development Test
I. AYP
Standardized Testing and Reporting (STAR) California Standards Tests (CST) for All Students (4 Year Comparison)
This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Subject (School-Wide) 2008-2009 2009-2010 2010-2011
2011-2012
English-Language Arts 33.3% 27.4% 36.7% 41.1%
Mathematics 41.1% 46.3% 39.6% 54.4%
Science CST (Grade 5) 24.6% 50.7% 40% 33%
• A total of 299 students (100%) were tested school-wide in grades 2-5
Percent Proficient by Grade Level-ELA Percent Proficient by Grade Level-Mathematics
ELA Percent of Students Proficient or Above
10-11/11-12
2nd Grade 35%/47%
3rd Grade 26%/23%
4th Grade 43%/48%
5th Grade 35%/44%
Math Percent of Students Proficient or Above
10-11/11-12
2nd Grade 25%/50%
3rd Grade 44%/61%
4th Grade 65%/70%
5th Grade 27%/42%
2012 CST Data Schoolwide and EL
ELA Percent of Students Proficient or Above
2nd Grade 47%/40%
3rd Grade 23%/21%
4th Grade 48%/38%
5th Grade 44%/16%
• A total of 138 English Learner students (100%) were tested in grades 2-5
Math Percent of Students Proficient or Above
2nd Grade 50%/42%
3rd Grade 61%/61%
4th Grade 70%/67%
5th Grade 42%/24%
2012 CST Data Schoolwide and Socio-Economically Disadvantaged (SED)
• A total of 236 SED students were tested (100%) in grades 2-5
Math Percent of Students Proficient or Above
2nd Grade 50%/46%
3rd Grade 61%/56%
4th Grade 70%/63%
5th Grade 42%/43%
ELA Percent of Students Proficient or Above
2nd Grade 47%/46%
3rd Grade 23%/22%
4th Grade 48%/39%
5th Grade 44%/39%
2012 CST Data Schoolwide and Hispanic Students
• A total of 260 Hispanic students were tested (100%) in grades 2-5
ELA Percent of Students Proficient or Above
2nd Grade 47%/46%
3rd Grade 23%/25%
4th Grade 48%/42%
5th Grade 44%/39%
Math Percent of Students Proficient or Above
2nd Grade 50%/48%
3rd Grade 61%/60%
4th Grade 70%/67%
5th Grade 42%/34%
II. Academic Performance Index (API) By Year:
2006 API 2007
API 2008
API 2009
API 2010
API 2011 API 2012 API 2011-2012 Growth Met Growth
Target
Schoolwide
704 718 698 706 710 720 754
+34 yes
API Scores by Subgroups
09-10 10-11 11-12
Whole School 710 720 754
White * 821 851
Hispanic/ Latino 691 703 739
Economically
Disadvantaged 683 701 739
English
Learners 652 680 722
Special
Education * 596 583
CELDT Data Comparison
• A total of 180 Annual Identified EL students were tested (100%) in grades K-5
# Students tested # Scores counted % Level 1 % level 2 % Level 3 % Level 4 % Level 5
CELDT Annual Overall
Nov. 2010-2011 193 192 7% 18% 47% 23% 5%
CELDT Annual Overall
Nov. 2011-2012 180 177 6%
(10) 17%
(30) 52%
(93) 22%
(40) 4%
(7)
Number and Percent of EL Students at Each Performance Level (Total 180 Students)
Performance level K 1 2 3 4 5
Advanced 0 1 (2%) 1 (2%) 1 (3%) 1 (4%) 3 (12%)
Early Adv 0 6 (14%) 12 (26%) 7 (19%) 7 (29%) 8 (32%)
Intermediate 3 (60%) 21 (50%) 23 (49%) 24 (65%) 13 (54%) 9 (36%)
Early Int 1 (20%) 10 (24%) 8 (17%) 5 (14%) 2 (8%) 4 (16%)
Beginning 1 (20%) 4 (10%) 3 (6%) 0 1 (4%) 1 (4%)
Number Tested 5 42 47 37 24 25
• The required percentage of English learners making annual progress in learning English is 56%
• A total of 58.8% of annually assessed EL students at SC advanced at least one proficiency level from 10/11 to 11/12. This was an increase from 50% in 2010-2011.
Conclusions from Student Performance Data Analysis
School-Wide:
San Cayetano Elementary School met all state and federal targets (safe harbor) for ELA and Mathematics based on test results from the 2011-2012 STAR assessment. Our base API Score increased by 34 points, moving from from 720 in 2011 to 754 in 2012. The percentage of students scoring proficient and advanced increased by at least 10% school wide and in all significant subgroups (English Learners, Hispanic, and SED Students).
While San Cayetano School did meet the Safe Harbor target for all subgroups in English Language Arts and Math, we must continue to increase the number of students scoring at grade level and above in all of our grade levels. Although we have increased the percentages in ELA, we are still below 50% of students school wide scoring prof/advanced. We will focus on student achievement in all grade levels while focusing on 3rd and 5th grade as those grade levels demonstrate a significant achievement gap between our significant subgroups. Schoolwide we have over 54.4% of students scoring proficient or advanced in Math. We will continue to improve Math proficiency in all grade levels while specifically focusing on 2nd and 5th grade as those two grade levels had over 50% of the students below grade level. Last school year, 33% of 5th grade students scored proficient or advanced on the Science standards test. During the 2012-2013 school year, there will be an academic vocabulary focus in Science and Social Students in all grade levels in order to increase academic proficiency for all students in these areas.
2011-2012 marked the sixth year that San Cayetano was in Program Improvement. As a result, San Cayetano School was restructured at the end of the school year and almost ½ of the staff was replaced in order to build upon the strengths of current staff and recruit additional staff members to develop grade level leadership teams. Close attention to assessment data and instructional practices will be given by AGB, the new site administrator, grade level leaders and all staff. AGB recommendations will be implemented.
The California English Language Development Test shows that some growth has been made in advancing the English learner students at San Cayetano. The largest percentage of EL students are scoring at the intermediate proficiency level. Students scoring at the early advanced/ advanced level will be looked at for redesignation. El student test scores will be monitored throughout the school year to access whether or not our English Learners are being successful in grade level curriculum.
Analyze Educational Practices
Alignment of curriculum, instruction and materials to content and performance standards
Teachers are using state adopted/state approved materials in all academic areas.
• Mathematics
o K-3 Harcourt School Publishing
o Grades 4-5 Progress In Mathematics-Sadlier
• Language Arts
o K-5 Open Court-SRA
• English Language Development
o Front-Loading Academic Vocabulary (SS and Sci)
o Open Court-SRA
• Science
o K – 5 McMillianMcGraw Hill
• Social Studies
o K – 5 Scott Foresman
• Intervention
o Inside Language (Core Replacement)
Research-based supplemental materials are also available in order to address areas of deficit to supplement mastery of the California State Standards: Successmaker, Waterford, Accelerated Reader, Sing, Spell, Read and Write, Touch Math, Step Up to Writing, Zoo Phonics, Read Naturally and Systematic English Language Development (ELD).
Availability of standards-based instructional materials appropriate to all student groups
1. Standards aligned textbooks and instructional materials are distributed to all students at San Cayetano, including Title 1, English Learners, Migrant, and Special Education.
2. Yearly at a staff meeting state test data, including CST and CELDT, is disaggregated into the subgroups as follows: English Learners; Economically Disadvantaged, Hispanic, white, and Students with Disabilities. The student performance in each subcategory by grade level is analyzed to identify specific areas of student instructional needs. Poor performances in the subcategories that have the biggest impact on the overall group of student performance are chosen to focus the year's efforts for improvement, and strategies are developed to address those areas.
Alignment of staff development to standards, assessed student performance and professional needs
1. Teachers participate in professional development determined by site and district needs where teachers are offered a broad-based variety of professional growth opportunities in curriculum, teaching strategies, effective school practices, and methodologies. Professional Development is provided internally through staff meetings and externally as teachers attend workshops offered off-site.
a. Grade Level Teacher Leaders are participating in a district curriculum committee that focuses on aligning curriculum to essential standards by refining pacing guides and assessments aligned with our existing curriculum and California State Standards/Common Core State Standards.
b. Workshops and conferences will be attended by teachers when requested and approved by the site administrator or offered through district resources.
2. Teachers plan for the Response to Intervention (RtI) and small group instruction based on student needs. This is in addition to core instruction. Intervention materials that are used for the RtI vary and are based on the needs of the students. English Learners and special Education students are included, as appropriate.
3. The Student Study Team meets to provide teachers and parents of students who are having difficulties at school with additional input into how to provide interventions and modifications for the student in the regular classroom, and if needed, they recommend further testing. Using an RtI model, a tiered approach to intervention is used with frequent monitoring to determine the success of the intervention. If a student is not progressing adequately, further interventions are implemented. Some students may be referred to Tier III intervention with the Resource Teacher for intervention during the school day.
Services that may be provided by categorical funds to enable under-performing students to meet standards
Funding sources for all of the below mentioned services is through Title I, EIA-LEP, EIA-SCE
• Computer Labs – Software
• Renaissance Reading Program (AR/STAR)
• CELDT and IPT testing to determine level as required by the State.
• Standards based focus lessons/supplemental materials
• Hourly RTI/Intervention teachers
• Additional Copy Costs (paper and machine license fees)
• Educational Technology and/or Repair and Replacement (new computers, printers, document cameras, etc)
• Staff Development
• Testing Teachers to proctor one on one assessments in the primary grades
• After School Interventions, as needed throughout the school year
Use of the state and local assessments to modify instruction and improve student achievement
In order to gain an overall school awareness, all teachers review the reports of the State and Federal Accountability Tests including, STAR California Standards Test (CST), State API (Academic Performance Index) Federal AYP (Adequate Yearly Progress), and Federal AMO (Annual Measurable Objectives) results for the 2nd through 5th graders at staff meetings and during collaboration using the State and Federal reports and data system reports. Teachers review the student data for students assigned to their classroom and plan to address the areas of weakness. District wide trimester assessments for grades kindergarten – 5th are administered in order to guide instruction in a timely manner before the CST is given.
• District Benchmark Assessments
• AR/STAR Reports
• Intervention Pre/Post Tests
• CELDT and IPT testing to determine level as required by the State.
• ADEPT Levels
• DRI/Dibels/PBST Assessment data
• Reports from Datawise
• API band report indicators
Number and percentage of teachers in academic areas experiencing low student performance
San Cayetano is a school-wide Title I school. One hundred percent of our classroom teachers have students who are performing below grade level standards. All instructional staff are fully credentialed and are identified as Highly Qualified Teachers as mandated by NCLB.
Family, school, district and community resources available to assist these students
• Parents volunteer in classrooms and provide assistance to underperforming students, as well as helping during special events.
• The following support is provided for parents: communication with parents and Spanish support; encourage parents to get involved in school and facilitates ongoing parent participation; monitor students’ attendance and grades and offer information for improvement; provide interpretation at parent meetings.
• The school Health clerk and Nurse provide parents with information about organizations that can help parents with specific needs, such as, clothing, nutrition, hygiene, and health.
• Student Study Team meetings to support student experiencing difficulties in the general education classroom and to provide parents with additional community resources.
• Parents are informed about their child’s state assessments (CSTs, CMAs, STS and CAPA) by sending the results to their home. Parents are provided a copy of the Language Arts and Math standards for their child's grade level during conferences. Standards-Based report cards are sent home each trimester.
• A Title I parent meeting is conducted each year. During this meeting the results of the state testing is presented and parents have an opportunity to ask questions and provide input about the results of the testing.
• An afterschool program provides students with homework assistance as well as academic enrichment and intervention. The afterschool program targets students that would benefit from a longer instructional day and additional academic support.
• Ideas to help parents support their children in math and reading are provided and reviewed at School Site Council and English Learners Advisory committee meetings.
• Connect-ED telephone notification system is used to provide parents and staff with timely information, such as Back to School Night, Open House, minimum days, special events, emergency situations, etc., and to inform parents of students’ absences.
• A school website will be updated in order to provide parents with ongoing information about San Cayetano.
• Parent information brochures are available in the office to assist parents in helping their children succeed in school. - A school sign provides information to parents and the community about school events.
• The School Site Council is made up of 5 parents, elected by their peers; 3 teachers elected by their peers; 1 other school employee, elected by his/her peers; and the school principal. School Site Council meetings are held approximately once a month and provide opportunities for all parents to participate in the monitoring, review, planning and updating of our school plan for improving academic achievement. These SSC meetings also provide an opportunity for parents and school personnel to communicate regarding expectations, concerns, and what’s going well.
• The English Learners Advisory Committee consists of parents of English learners and is formed to support English learners and their parents. They meet 4-5 times a year.
School, district and community barriers to improvements in student achievement
The Alternate Governance Board has made several recommendations that, when implemented, will help San Cayetano School better serve the students. The findings in the report represent barriers to student achievement at the school. The findings are summarized as follows: Teach at grade level. Increase the amount of direct instruction given by teachers. Post learning goals and use the goals in a meaningful way for students. Increase rigor in instruction. Use instructional strategies proven effective with English learners. Focus on these research-based strategies, check for understanding, note-taking, scaffolding, connecting to prior knowledge, compare and contrast, graphic organizers or non-linguistic representations, listen actively to student responses, interactive groups and analyzing and giving feedback on homework. Follow the required number of instructional minutes stated in the state frameworks. Align the budget to goals in the plan. Provide for vertical articulation between grade levels with significant discussion on student data. Thoughtfully prepare lesson plans.
Some community barriers may be that Spanish speaking parents find it difficult to communicate with the teacher; however, we do have Spanish speaking staff and office personnel available during the school day. In some cases, there is a general lack of materials needed to complete work at home – dictionaries, newspapers, computers etc. Some parents are unable to help students with their homework due to constraints with time, language, etc. Parents are not all aware of the importance of making sure their children attend school on a regular basis and are on time. Some students’ behavior interferes with their learning, as well as the learning of others. A student’s level of English acquisition affects academic improvement. Family issues can affect students’ ability to focus and progress. There are students that are not motivated to achieve the high standards required for successful academic achievement.
Limitations of the current program to enable underperforming students to meet standards
Students come from predominantly working class families in which approximately 80% are socioeconomically disadvantaged, 40% are designated Limited English Proficient, and approximately 7% are eligible for migrant services. The length of the school instructional day and budget restrictions limit the time available for intervention.
Analyze Instructional Programs
Conclusions from Analysis of Instructional Programs
The Language Arts Open Court program meets the needs of the many of San Cayetano's students. However, the rigor required to meet grade level standards is not found in Open Court. Each teacher must incorporate instructional strategies designed to scaffold learning and also infuse instruction with questioning strategies that require higher level thinking from students (Bloom’s). All K-1st grade students also receive reading instruction using the Waterford Early Literacy computer program. Students that are on grade-level or above receive additional small group enrichment. Students in need of reading intervention are provided extra support in a variety of ways including the following: RtI is provided for all grade levels to meet the needs of all students, especially those in need of extra academic assistance. English Learners are provided with English Language Development using a focus on frontloading academic vocabulary, Open Court ELD curriculum, and Systematic ELD Framework. English learners in high levels, high intermediate, early advanced and advanced, receive ELD instruction through core content. Open Court writing is supplemented with "Step Up to Writing" strategies.
The math program in grades Kinder-3rd is Houghton Mifflin Harcourt Brace and 4th-5th Progress in Mathematics, both provide the basic mathematics curriculum. Teachers have supplemented it with manipulatives and additional practice. The 4th-5th grade math core curriculum requires instructional strategies designed to scaffold learning and also infuse instruction with questioning strategies that require higher level thinking from students (Bloom’s). Special attention must be paid that all standards are sufficiently taught if not covered in core curriculum. Social Studies and Science are offered regularly in accord with the district guidelines for required minimum daily minutes.
Our core programs in Language Arts, mathematics, ELD, Science, and Social Studies are being implemented in all classrooms. Teachers collaboratively plan their time to address all of these different programs. All students have a textbook. In addition to the core programs we have implemented a school-wide RTI program to help all our students make progress toward English Language Arts grade level standards.
Each fall the staff reviews data from the most recent CST tests to identify areas of growth and weakness in the instructional program. Professional Learning Communities (PLC’s) are developing at individual grades and across the grade levels. PLC meetings take place by grade level and can be hosted by the principal. Each scheduled PLC meeting has an agenda and the following questions serve as the focus for the meeting:
What do we expect our students to learn?
How will we know if they have learned it?
What will we do when they have not learned it?
What will we do if they already know it?
The Datawise system can be used to develop common assessments and retrieve assessment results, which monitor the attainment of essential standards and guide the target groups. We also will be continuing to use the District’s trimester essential standards benchmark assessments for English Language Arts and Math to monitor ongoing student progress toward standard’s mastery.
Individual grade levels and teachers also use materials or programs to supplement the core program. These programs and materials include Successmaker, Waterford, Accelerated Reader, Sing, Spell, Read and Write, Touch Math, Step Up to Writing, Zoo Phonics, etc.
SCHOOL GOALS FOR IMPROVING STUDENT ACHIEVEMENT
I. English Learners
II. Reading/English Language Arts
III. Mathematics
ENGLISH LANGUAGE DEVELOPMENT
Issue Statement
Although San Cayetano met Safe harbor goals for English Learners in 2012, there still remains an achievement gap between EO/FEP students and EL Students who score proficient/advanced on CST (EL subgroup includes students who have been redesignated). San Cayetano School must continue to support EL students reach higher levels of proficiency.
Student Groups Participating in this Goal
All English Learner students (ELL’s) at San Cayetano School
Performance Gains Expected For This Student Group
I. OVERARCHING GOAL: Increase student achievement and close the achievement gap for English Learners.
School Wide: As evidenced by CST Scores for the 2012-2013 school year, the number of English learners in grades 2-5 scoring proficient or advanced on the CST ELA will increase from 34.4% to 41%
Kindergarten: TBD based on results from Trimester Assessment Scores for ELA
First Grade: TBD based on results from Trimester Assessment Scores for ELA
Second Grade: TBD based on results from Trimester Assessment Scores for ELA
Third Grade: As evidenced by CST Scores for the 2012-2013 school year, the number of English learners in grade 3 scoring proficient or advanced on the CST ELA will increase from 40 % to 46%*.
Fourth Grade: As evidenced by CST Scores for the 2012-2013 school year, the number of English learners in grade 4 scoring proficient or advanced on the CST ELA will increase from 21 % to 50%*.
Fifth Grade: As evidenced by CST Scores for the 2012-2013 school year, the number of English learners in grade 5 scoring proficient or advanced on the CST ELA will increase from 38 % to 44%*.
*Percentage is based on cohort percent proficient from prior year.
Means of Evaluating Progress Toward this Goal
Progress will be monitored by using the FUSD Mid-Term and Trimester assessments.
What Process Will You Use to Monitor and Evaluate the Data?
Grade level meetings, staff meetings, and PLC meetings will be used to monitor the data. Principal will meet
regularly with teachers and grade levels to discuss progress towards goals based upon assessment data.
Actions to Implement this Goal:
Increase rigor of instruction
1. Instructional Program/Time/Pacing (Increase Rigor of Instruction)
• Materials- All English learners will have adequate and appropriate ELD materials
• Instructional time—All English learners will participate in the daily required minutes of ELD instruction appropriate to their instructional level as determined by CELDT, ADEPT and/or other regular assessments
• Students falling behind in making adequate yearly progress in ELD will be given targeted ELD instruction.
• Work with the afterschool staff to build a program of prevention and intervention activities for English learners. The activities will reflect inclusion of effective instructional strategies for English learners.
• Teachers will consistently check for understanding and use a variety of instructional techniques to engage students, and construct meaningful lesson plans.
• Teachers will give rigorous, grade-level instruction, post learning goals daily, follow the required number of instructional minutes, and analyze data.
• Full Implementation of the Fillmore Unified “Big Five” for ELD Instruction:
1. ELD is a core curricular area
2. ELD is on the daily schedule
3. No more than two proficiency levels per grouping
4. 50% Structured oral language activities
5. ELD instruction has a daily language objective
All English Learners’ academic achievement will be assessed
2. Student Achievement Monitoring System (All English learners’ academic achievement will be assessed)
• All English learners will be assessed initially and annually using the CELDT.
• English learner students who enroll after the fall administration of the CELDT, who are first enrolling in California schools, will take the IPT and/or CELDT
• The progress of English learner students will be monitored and analyzed regularly, adjustments made in their program of study as appropriate, redesignation criteria monitored and reported to all stakeholders
• Teachers will use multiple assessment tools to gather data, monitor student progress, and make decisions about standards mastery for English Language Learner students. Teachers and principal will review data and student achievement on district benchmark formative and summative assessments.
3. Building Leadership and Teaching Capacity (Professional Development)
Professional Development
• Teachers will participate in professional development opportunities that focus on effective instructional strategies that support English learners.
• Teachers will collaborate over student data and effective strategies for English learners.
• Teachers will share effective practices for English learners with their colleagues at staff meetings and through other forms of communication
• Teachers will include effective instructional strategies for English learners in their AGB lesson plan templates and implement the effective instructional strategies for English learners
• Teachers will give instruction using strategies that frequently provide scaffolding for English learners
• Teachers will deliver high quality direct instruction that covers posted learning goals with rigor and reaches the higher cognitive levels of Bloom’s
• Professional Development will be provided by district teachers, site principals, district administrators, and outside sources such as Ventura County Office of Education.
4. Parent Involvement (Increase and improve parent involvement)
• Parents will be informed of their child’s academic progress in the language they best understand. This communication includes, but is not limited to: written and verbal communication from school to home, parent/teacher and parent/principal conferences, School Site Council and English Learner Advisory Committee meetings
• Establish an ELAC to: review English learner data, offer suggestions for program improvement, receive training as requested. Include parents in school decisions, develop parent leaders and representatives.
• CELDT progress reports, STAR results and other student achievement data will be communicated to parents regularly.
• Parents of English learners will be provided information by the district.
• Home/school communication to advise and help parents access interventions for their children. Home/school communication designed to help parents know how to help their children at home while school is in session and during school breaks.
• Recruit and organize parent help and support.
READING-LANGUAGE ARTS and MATH
Issue Statement
San Cayetano School did meet all its growth targets for the 2011-2012 school year and safe harbored in program improvement year 6. While San Cayetano School did meet the Safe Harbor target in all subgroups in English Language Arts and Math, we must continue to have high expectations for all of our students and raise the number of students we have scoring grade level or above.
Student Groups Participating in this Goal
All students in San Cayetano School , grades K-5.
Performance Gains Expected For This Student Group
At least 47% of all 2nd through 5th grade students, including significant subgroups (percentages will be figured for subgroups based on a 10% increase in the number of students scoring proficient), will achieve proficient or advanced as measured by the California Standards Test in English Language Arts, and 61% of all 2nd through 5th grade students, including significant subgroups, will achieve proficient or advanced as measured by the California Standards Test in Mathematics.
II. OVERARCHING GOAL: Increase student achievement for all students and close the achievement gap for sub-populations.
School Wide: As evidenced by CST Scores for the 2012-2013 school year, the number of Students in grades 2-5 scoring proficient or advanced on the CST Math will increase from 54.4% to 60%, and ELA from 41.4% to 48%
Kindergarten: TBD based on results from Trimester Assessment Scores for Math
First Grade: TBD based on results from Trimester Assessment Scores for Math
Second Grade: TBD based on results from Trimester Assessment Scores for Math
Third Grade: As evidenced by CST Scores for the 2012-2013 school year, the number of Students in grade 3 scoring proficient or advanced on the CST Math will increase from 50% to 56%*and ELA from 47% to 53%
Fourth Grade: As evidenced by CST Scores for the 2012-2013 school year, the number of Students in grade 4 scoring proficient or advanced on the CST Math will increase from 61% to 67%*and ELA from 23% to 50%
Fifth Grade: A As evidenced by CST Scores for the 2012-2013 school year, the number of Students in grade 5 scoring proficient or advanced on the CST Math will increase from 70 % to 77%* and ELA from 48% to 54%.
*Percentage is based on cohort percent proficient from prior year.
Means of Evaluating Progress Toward this Goal
Progress will be monitored by using the FUSD Mid-Term and Trimester assessments.
What Process Will You Use to Monitor and Evaluate the Data?
Grade level meetings, staff meetings, and PLC meetings will be used to monitor the data. Principal will meet
regularly with teachers and grade levels to discuss progress towards goals based upon assessment data.
Actions to Implement this Goal:
1. Instructional Program/Time/Pacing—Implement Instruction with Intensity and Fidelity
• Materials- All learners will have adequate and appropriate materials
• Instructional time—All learners will participate in the daily required minutes of grade level core instruction
• Teachers will implement a rigorous, academic, standards-based program. Standard/objective of the lesson will be posted, taught using high quality direct instruction and scaffolded to insure learning for all students. Teacher will check for understanding frequently.
• Daily Language Arts instruction will be at least 150 minutes daily in grades K-3, and 120 minutes daily in grades 4-5.
• Daily Math instruction will be at least 50 minutes daily in grades K-5.
• Social studies and science instruction will have an emphasis on language arts and math. Hands-on science will supplement classroom science instruction.
• Teachers will follow the district pacing guide to teach all essential standards
• Supplemental materials will align with standards. Supplemental materials include, but are not limited to: library and other books, Step Up to Writing materials, computers and computer programs, document cameras and projectors, printers, paper supplies, district agreed-to workbooks, copy machines, Robotics equipment, amplification equipment, other technology that will increase student achievement, etc.
• Students will use the Accelerated Reader program to increase reading fluency and comprehension
• Students not making adequate progress will be given targeted instruction.
• Teachers will implement targeted Response to Intervention based on common pre and post assessments to provide tiered instruction
• Highly qualified certificated teachers will deliver targeted intervention instruction using effective strategies as noted in the AGB lesson plan template submitted weekly for each intervention group.
• Teachers will implement enrichment programs for identified GATE students and other students to increase student achievement.
• Work with the afterschool staff to build a program of prevention and intervention activities. The activities will reflect inclusion of effective instructional strategies.
2. Student Achievement Monitoring System (All students’ academic achievement will be formally and informally assessed and monitored on a regular basis, and the results used to direct instruction)
• District assessments—Teachers will administer, score (Datawise) and analyze the results of district benchmark and other assessments. Using the results of the assessments, and in collaboration with their colleagues, the teachers will adjust instruction to meet the learning needs of their students.
• State test data-- Results will be analyzed, instruction examined and adjusted as indicated.
• Materials will be available to supplement ongoing assessment and instruction to meet goals of the plan.
• Teachers will regularly meet in grade level and/or cross grade level teams to examine student work samples, especially written assignments and math assessments, to monitor that students are mastering grade level standards. Based on this analysis, teachers will plan the next steps for all students to continue their increased academic progress.
• Formative assessments will be given and analyzed regularly to guide instruction. In addition to paper and pencil assessments, teachers will check for understanding periodically throughout each lesson including, but not limited to the following strategies: individual white boards, partner share, ticket out the door, graphic organizers, voters, equity sticks, quick write or draw, whip around, etc.
3. Building Leadership and Teaching Capacity (Professional Development)
• Teachers will participate in professional development opportunities that focus on effective instructional strategies that support English language arts and mathematics.
• Teachers will collaborate over student data and effective strategies for English language arts and mathematics.
• Teachers will work with the principal, coaches and/or peer coaches to refine their practice
• Teachers will visit other teacher’s classrooms to observe strategies and enhance their skills.
• Teachers will collaborate, using data and work samples, to determine interventions, enrichment, Intervention Planning Team referrals, GATE referrals, redesignation referrals. Professional development may be accessed in these areas.
• Teachers will share effective practices for English language arts and mathematics with their colleagues at staff meetings and through other forms of communication
• Teachers will include effective instructional strategies for English language arts and mathematics in their AGB lesson plan templates and implement the appropriate effective instructional strategies
• Teachers will give instruction using strategies that frequently provide scaffolding for all learners
• Teachers will deliver high quality direct instruction that covers posted learning goals with rigor and reaches the higher cognitive levels of Bloom’s
• . Professional Development will be provided by district teachers, site principals, district administrators, and outside sources such as Ventura County Office of Education.
4. Parent Involvement
• Parents will be informed of their child’s academic progress in the language they best understand. This communication includes, but is not limited to: written and verbal communication from school to home, parent/teacher and parent/principal conferences, School Site Council and English Learner Advisory Committee meetings
• Establish a School Site Council to: review learner data, offer suggestions for program improvement, receive training as requested. Include parents in school decisions, develop parent leaders and representatives.
• Progress reports, STAR results and other student achievement data will be communicated to parents regularly.
• Home/school communication to advise and help parents access interventions for their children. Home/school communication designed to help parents know how to help their children at home while school is in session and during school breaks.
• Recruit and organize parent help and support.
SCHOOL CLIMATE
III. OVERARCHING Goal— Safe and Orderly Environment- The goal is to assure a safe, secure, and peaceful school: to promote optimum conditions for teaching and learning; and to foster school pride and self-respect.
Issue Statement
Because the teachers and principal at San Cayetano School recognize that school climate is a major factor in student achievement, it is crucial to maintain a safe and orderly environment. The staff also recognizes that our students are learning to communicate and interact with peers and it is our role to positively model this interaction at all times.
Student Groups Participating in this Goal
All San Cayetano School staff and students.
Performance Gains Expected For This Student Group
The number of discipline referrals and suspensions during the 2012-2013 school year will be reduced by 10
percent from the 2011-2012 school year.
Actions to Implement this Goal:
1) Implement Character Education in all classrooms through assemblies, class discussions, etc. All classrooms will display class rules and consequences. Teachers will frequently remind students of the rules when necessary and implement the listed consequences. Behavior assemblies will be held at the beginning of the year and at least one other time during the year to establish student expectations for behavior in classes and on the playground.
2) On-going Positive Behavior Reinforcement-Throughout the year students will receive positive praise and reinforcement for meeting or exceeding student behavior expectations. Reward programs (such as Peacebuilders) will be on-going throughout the year. Awards for citizenship will be presented each trimester along with academic awards. Teachers and principal will make positive phone calls to parents of students meeting or exceeding behavior expectations.
3) Reduce Discipline Referrals and suspensions by 10% for the 2012-2013 school year-The principal will track discipline referrals and suspensions through Zangle behavior and visits to monitor this action goal.
4) Encourage Positive Interactions and Activities on the Playground during recess-Teachers and principal will frequently remind students of behavior expectations on the playground. Teachers will use physical education time to teach students the procedures and rules of games that can be played during recess. All PE time for students will be structured (not an “extra recess”)
Means of Evaluating Progress Toward this Goal
The percent decrease in the number of discipline referrals sent to the office. The percent decrease in the
number of suspensions. Discipline referral records and suspension records will be needed.
What Process Will You Use to Monitor and Evaluate the Data?
Data gathered and placed into Zangle will produce reports for analysis. Data will be utilized to monitor and
Implementation of FUSD Initiatives
IV. OVERARCHING Goal—Fillmore Unified District Initiatives-Throughout the 2011-2012 school year numerous task forces have been developing district wide initiatives to support student learning and increased achievement. The staff at San Cayetano School will implement these initiatives for the 2012-2013 school year.
Issue Statement
Fillmore Unified School District is in the process of implementing many district-wide curriculum, assessment, and instructional changes. The focus of all four elementary schools is to put systems in place so that equity and opportunity for student achievement is consistent at all schools. The implementation of the recommendations of district task forces is a key component to creating systematic change in Fillmore Unified School District. It is the expectation that all school sites are participating in all aspects of the district initiatives.
Actions to Implement this Goal:
1) District Wide Elementary Pacing Guides-Teachers will follow developed district wide elementary pacing guides in Language Arts, Mathematics, and English Language Development
2) Study Habits-Teachers will implement and share with students the FUSD Study Skills as created by a taskforce of district teachers and administrators during the 2011-2012 school year.
3) Classroom Climate-Teachers and principal will implement the newly developed expectations for teachers and students in Fillmore Unified School District.
4) Teaching Strategies-Teachers will utilize identified best practice teaching strategies as created by a taskforce of district teachers and administrators during the 2011-2012 school year.
5) Assessment-Teachers will fully implement district benchmark assessments by the established deadlines. The principal will ensure that benchmark assessments are delivered in a timely manner to teachers. Results of both formative and summative district benchmark assessments will be used to inform instruction, plan re-teaching, and assist with Standards-Based Report Cards.
6) District Writing Task Force-Teachers and principal will continue to support in the developing of a writing scope and sequence that coincides with the new Common Core Standards. The writing assessments will commence in the year 2013-2014 for grades K-5.
7) Transition to Common Core Standards-Teachers and principal will continue to work in collaboration with the district office and other school sites to develop curricular guides to aid in the transition to the Common Core Standards. This includes participation of teachers and principal on committees to develop guides/materials during the 2012-2013 school year.
Means of Evaluating Progress Toward this Goal
Observation and evaluation of the progress towards full implementation is the responsibility of the principal and
district level administrators. The principal’s responsibility is also to share the progress toward this goal with
grade levels and individual teachers throughout the school year.
What Process Will You Use to Monitor and Evaluate the Data?
The principal is responsible to monitor and evaluate the progress towards this goal.
SCHOOL SITE COUNCIL MEMBERS
Name Represents Contact Info
Judy Fairall Parent 805 524-0594
Kathy Pace Parent 805 524-0534
Monica Campos Parent 805 625-5022
Christy Oseguera Parent 805-524-9556
Carrie Foy Parent 719-213-7153
Kristen Dewey Teacher 805 524-6040
Magaly Dollar Teacher 805 524-6040
Mary Allyn Garcia Teacher 805 524-6040
Mary Whiteford Other/Classified 805 524-6040
Chrissy Schieferle Principal 805 524-6040
RECOMMENDATIONS AND ASSURANCES
The school site council (SSC) recommends this school plan and proposed expenditures 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:
English Learner Advisory Committee
Signature ELAC Chairperson ____________________________ Date: _____________
Gifted and Talented Education Program Advisory Committee
Signature GATE Chairperson _____________________________ Date: ______________
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:
Chrissy Schieferle
Typed name of School Principal Signature of School Principal Date
Typed name of SSC Chairperson Signature of SSC Chairperson Date