The Single Plan for Student Achievement

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The Single Plan for Student Achievement

School: Mark Twain Elementary School

CDS Code: 34-67439-6034136

District: Sacramento City Unified School District Principal: Rosario Jovel

Revision Date:

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA.

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

Contact Person: Rosario Jovel

Position: Principal

Phone Number: (916) 277-6670 Address: 4914 58th Street

Sacramento, CA 95820 E-mail Address: [email protected]

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

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Sacramento City Unified School District

School Description and Mission Statement (most recent year)

Mark Twain aims to create an environment where children come first and where students will develop the academic and social skills necessary to not only meet grade level standards, but to bring them to a place where they become passionate life-long learners.

The success of our students is fostered by:

• Providing a safe and positive environment that values cultural and ethnic diversity.

• Empowering families with meaningful opportunities to participate in their child’s education.

To promote and enhance positive traits in everyone, the school has implemented a school wide Character Education Program. Each month emphasis is given to one of the following traits: respect, responsibility, teamwork/cooperation, giving and service, initiative, caring, trustworthiness, justice and fairness, perseverance, and acceptance.

The Mark Twain staff recognizes students for positive contributions, good attendance, academic progress, and good citizenship through various incentives and monthly assemblies.

To support struggling students, the following structures are in place: Student Success Team, individualized intervention for students during the school day, tutoring, and differentiated instruction in the classroom with assistance from classroom aides and peer tutors from Hiram Johnson West Campus High School.

The START Program provides academic support with a safe, positive learning environment, and increases attendance during the school day. The academic program component includes homework assistance, skill building activities, and a rich interactive literature and math curriculum.

Mark Twain also houses two preschool programs (State Preschool and Head Start Preschool) through the district’s Child Development Department that have proven to be very successful.

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School and Student Performance Data

CAASPP Results (All Students)

English Language Arts/Literacy

Overall Participation for All Students

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

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

Grade 3 66 54 66 54 65 53 100.0 100

Grade 4 56 66 56 65 55 65 100.0 98.5

Grade 5 53 47 53 47 53 47 100.0 100

Grade 6 64 58 63 57 62 57 98.4 98.3

All Grades 239 225 238 223 235 222 99.6 99.1

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

Overall Achievement for All Students

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

Grade Level

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

Grade 3 2357.4 2351.1 5 4 9 6 27 28 58 62

Grade 4 2398.9 2396.2 7 3 13 17 9 25 70 55

Grade 5 2464.5 2437.1 4 9 28 21 30 15 38 55

Grade 6 2501.2 2483.9 5 5 30 30 38 35 25 30

All Grades N/A N/A 5 5 20 18 26 26 47 50

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Reading

Demonstrating understanding of literary and non-fictional texts

% Above Standard % At or Near Standard % Below Standard

Grade Level

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

Grade 3 9 4 28 42 63 55

Grade 4 7 9 31 38 62 53

Grade 5 6 13 53 21 42 66

Grade 6 11 12 50 40 39 47

All Grades 9 10 40 36 51 55

Writing

Producing clear and purposeful writing

Grade Level

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

Grade 3 2 4 31 42 68 55

Grade 4 5 5 35 47 60 48

Grade 5 9 17 51 30 40 53

Grade 6 10 9 61 49 29 42

All Grades 6 8 44 43 49 49

Listening

Demonstrating effective communication skills

Grade Level

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

Grade 3 6 8 51 47 43 45

Grade 4 2 3 64 66 35 31

Grade 5 11 9 62 51 26 40

Grade 6 8 9 73 70 19 21

All Grades 7 7 62 59 31 34

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Research/Inquiry

Investigating, analyzing, and presenting information

Grade Level

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

Grade 3 3 0 55 40 42 60

Grade 4 7 3 44 47 49 50

Grade 5 19 15 58 45 23 40

Grade 6 13 18 66 60 21 23

All Grades 10 9 56 48 34 43

Conclusions based on this data:

1.

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School and Student Performance Data

CAASPP Results (All Students) Mathematics

Overall Participation for All Students

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

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

Grade 3 66 54 66 53 66 53 100.0 98.1

Grade 4 56 66 54 65 53 64 96.4 98.5

Grade 5 53 47 53 47 52 47 100.0 100

Grade 6 64 58 63 57 62 57 98.4 98.3

All Grades 239 225 236 222 233 221 98.7 98.7

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

Overall Achievement for All Students

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

Grade Level

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

Grade 3 2351.8 2351.1 2 0 11 15 32 23 56 62

Grade 4 2400.1 2403.4 2 3 9 8 28 30 59 59

Grade 5 2454.1 2422.7 6 11 9 2 34 17 49 70

Grade 6 2480.5 2498.0 5 12 21 23 29 21 44 44

All Grades N/A N/A 3 6 13 12 31 23 52 58

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Concepts & Procedures

Applying mathematical concepts and procedures

Grade Level

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

Grade 3 2 6 36 26 62 68

Grade 4 6 6 21 19 74 75

Grade 5 6 11 31 15 63 74

Grade 6 10 25 32 23 58 53

All Grades 6 12 30 21 64 67

Problem Solving & Modeling/Data Analysis

Using appropriate tools and strategies to solve real world and mathematical problems

Grade Level

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

Grade 3 5 4 36 40 59 57

Grade 4 4 3 36 36 60 61

Grade 5 4 13 37 13 60 74

Grade 6 5 14 53 35 42 51

All Grades 4 8 41 32 55 60

Communicating Reasoning

Demonstrating ability to support mathematical conclusions

Grade Level

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

Grade 3 5 2 42 49 53 49

Grade 4 6 6 26 34 68 59

Grade 5 4 9 50 28 46 64

Grade 6 8 9 55 58 37 33

All Grades 6 6 44 43 51 51

Conclusions based on this data:

1.

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School and Student Performance Data

2015 Accountability Progress Reporting

Met All Components Met English Language

Arts/Literacy Met Mathematics Met Attendance Rate Met Graduation Rate PI Status

CELDT (All Assessment) Results

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

Advanced Early Advanced Intermediate Early Intermediate Beginning

Grade

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

K 20 9 47 64 33 27

1 11 7 33 29 28 36 6 14 22 14

2 23 20 36 47 32 7 9 27

3 9 23 25 32 42 27 13 9 21

4 8 8 38 38 33 38 8 8 13 8

5 12 33 24 50 47 17 18

6 8 8 54 8 23 54 15 15 15

Total 5 5 29 21 33 40 20 15 14 19

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School and Student Performance Data

Title III accountability is a series of Annual Measureable Achievement Objectives (AMAO) that LEAs in receipt of Title III funds must meet each year for their EL populations.

AMAO 1 measures the percentage of ELs making annual progress on CELDT, based on their previous CELDT performance level. AMAO 2 measures the percentage of ELs who have attained the English proficient level on the CELDT. Targets must be met for two EL cohorts: students in English language instruction educational programs for less than five years (Cohort 1); and students in English language instruction educational programs for five years or more (Cohort 2). AMAO 3 is based on ELA and Math AYP Participation and Performance targets for the EL subgroup.

Title III

Annual Growth AMAO 1

2013-14 2014-15 2015-16

Number of Annual Testers 104 92 79

Percent with Prior Year Data 100.0% 100% 100.0%

Number in Cohort 104 92 79

Number Met 56 43 35

Percent Met 53.8% 46.7% 44.3%

NCLB Target 59.0 60.5 62.0%

Met Target No No No

Attaining English Proficiency

2013-14 2014-15 2015-16

Years of EL instruction Years of EL instruction Years of EL instruction AMAO 2

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

Number in Cohort 98 30 79 26 72 23

Number Met 27 12 17 6 13 8

Percent Met 27.6% 40.0% 21.5% 23.1% 18.1% 34.8%

NCLB Target 22.8 49.0 24.2 50.9 25.4% 52.8%

Met Target Yes No No No No No

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Adequate Yearly Progress for English Learner Subgroup AMAO 3

2013-14 2014-15 2015-16

English-Language Arts

Met Participation Rate Yes

Met Percent Proficient or Above --

Mathematics

Met Participation Rate Yes

Met Percent Proficient or Above --

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School and Student Performance Data

Guide to Success 13-14

Base 14-15 13-14

Base 14-15

Metric Distracted Targets (14-15, 15-16, 16-

17) Schoolwide EL SES Foster

API Maintain: ALL, EL, SES until API is

revised 705 707 694

Common Core Implementation

(E/M/ELD/Sci) # increase: staff trained

*12^th grade cohort

who graduate % increase: Schwide to 90% and maintain, EL 3%, SES 2%, 1%

% increase students enrolled in AP/IB, schwide

AP (or IB) Course

Taking % increase scores 3+ (AP) 1%; % increase IB Diplomas

% increase: A-G completion 5% each year

% increase in exemptions: ELA (3%, 2%)

*On-track to be career and college ready (A-G completion, EAP

exemption) % increase in exemptions: Math (2%, 3%)

% increase in SAT college ready benchmarks

*ACT/SAT % increase in ACT college ready benchmarks

GATE % increase in participation: 3% each year

College and Career Readiness

Linked Learning Pathways

# increase students participating (1038, 916)

Chronic Absenteeism % decrease: .05% each year

(Schwide, EL, SES, Foster) 10.60%

*Staff attendance % of instructional school days present

Engagement Student attendance % increase: Schwide, EL, SES .05%

each year, Foster 1% each year 94.98%

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Base 14-15 13-14

Base 14-15

High School Cohort

& Middle School Drop Out

% decrease: Cohort, EL, SES by .05%;

MS maintain <1%

Parent Resource Centers/Information Areas

# increase from 47 to 56, 62, 71 schools

Parent/Teacher

Home Visits # increase by 200, 100, 100 Academic Parent

Teacher Teams

# increase from 13 to 15, 16, 17 schools

Active school

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

California Healthy Kids Survey

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

Expulsions % maintenance: MS and HS <0.1%

*Suspension rate per 100 students 4.2

*Suspension Rate # decrease (in & out of school):

variable # of days by Elem, K-8, middle, HS

Title III AMAOs % Meeting or exceeding AMAOs 1-3 EL Reclassification % increase in RFEP rate (1% each

year) 1.8%

Transformatio n

API Maintain: ALL, EL, SES until API is

revised 705 707 694

Sufficiency of

Textbooks Maintain sufficiency Teacher

Misalignment % decrease (.25% each year)

% meeting FIT inspection (100% each year)

Basic Services

Facilities

Maintenance FTE increase: Custodians (by 21.5, maintain at 86.5)

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Base 14-15 13-14

Base 14-15

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

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

For Schools in Program Improvement:

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

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The Single Plan for Student Achievement 15 of 41 8/25/16

School and Student Performance Data

LCFF State Priorities Snapshot

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District LCAP Goals and Actions

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

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

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

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

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

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

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

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

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

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

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

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LEA Plan Performance Goals

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

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

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

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

5. All students will graduate from high school.

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2016-17 Allocations of Funds Allocations of Funds

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

Title I Part A: Allocation 62,760 0.00

LCFF LEP 24,244 0.00

LCFF F/R 87,063 0.00

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Planned Improvements in Student Performance School Goal #1

District/LCAP GOAL:

LEA Plan Goal Alignment ---

SCHOOL GOAL #1:

Improve the quality of instruction to address the needs of all students and increase their performance to meet or exceed grade level standards.--- Data Used to Form this Goal:

The performance data was based on I-Ready diagnostic assessments and classroom progress monitoring.--- Findings from the Analysis of this Data:

Findings indicate that a vast majority of students are not meeting grade level standards.--- How the School will Evaluate the Progress of this Goal:

Progress of students will be monitored through the following: I-Ready Diagnostic Assessments and classroom progress monitoring assessment tools.--- Parent Engagement Activities Related to this Goal:

Provide information to parents through the following: Progress notices, I-Ready Diagnostic student results, and other assessment results as applicable.

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

This goal will improve the academic achievement of students.

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Actions to be Taken

to Reach This Goal Person(s)

Responsible

Proposed Expenditure(s) Item or Action

Funded Funding Source Amount Target Student Sub

Group

Success Criteria/Monitoring Increase student performance by adjusting

instruction to maximize learning; provide intervention services/resources to support students; and embed meaningful and relevant curriculum.

Intervention Services for students will include the following:

• Social/Emotional Learning

• Small Group/Differentiated Instruction

• Tutoring (After School, Saturday School Sessions)

Review Language Arts and Math programs and make necessary adjustments for alignment with essential grade level standards. Provide for the purchase of supplemental materials/technology as applicable.

High quality first instruction, culturally relevant teaching strategies and differentiation.

Students tasks will be culturally relevant and of appropriate rigor to challenge student levels.

Provide common academic language and foster academic conversations in classrooms.

Utilization of the following to enhance literacy/math skills:

• I-Ready Program

• Reading Assistant Program

Principal, Teachers, Substitute Teachers, Instructional Aides and, District and Outside Services:

Instructional and Staff

Development

Teacher Substitute (Academic

Conferences)

Title I Part A:

Allocation 1,000 All

Teacher

Temporary/Extende d Day

Title I Part A:

Teacher Staff Development

Title I Part A:

Allocation

5,000 All

Translators Title I Part A:

Allocation

1,000 All

Textbooks (Supplemental)

Title I Part A:

Allocation

1,000 All

Other Books Title I Part A:

Allocation

1,000 All

Supplemental Instructional Materials

Title I Part A:

Equipment (Instructional Technology)

Title I Part A:

Allocation

2,000 All

SCOE

(Sacramento County Office of Education)

Title I Part A:

Parental

Involvement Title I Part A:

Principal

Observations/Feed back

Consistent Implementation of Language Arts, Math, and Technology Program components Posting of Daily Objectives and Instructional Schedule

Assess all students on I-Ready and other diagnostic tools to monitor student progress:

• Beginning of Year

• Mid Year

• End of Year By year end- increase student performance levels as evidenced by state performance goals/SBAC Review of I-Ready Diagnostic Assessments, curriculum

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Responsible

Group

Success Criteria/Monitoring

• Read Naturally Program

• Computer Lab

• School Library

• Other technology as applicable

Technology will be utilized in daily instructon by teachers through the use of:

• Document Cameras

• Interactive LCDs

• Laptops

• Other research based software Establish school wide performance goals through the following:

• Use student performance notebooks to include goals for fluency, I-Ready diagnostic results (Language Arts and Math) and State achievement goals.

• School wide dissemination of data to include all stake holders (i.e., students, staff, and parents).

• Positive incentives and recognition awards for students.

Professional Development to:

• Improve practices and instructional strategies

• Build understanding and knowledge of Common Core Standards

• Raise level of cognition of students (DOK Levels)

• Technology

embedded

assessments, other student data. Use test results to create an action plan for delivery of instruction and to set student academic goals Provide support services based on academic, attendance, social/emotional, and familial needs Teacher

conferencing and collaboration through Common Planning Time and Grade Level Meetings Student performance accountability though the following:

• Principal/Teach er

Conferences

• Teacher/Stude nt Conferences

• Teacher/Parent Conferences

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Responsible

Group

Instructional Rounds to:

• Identify learner centered problems

• Address problems of practice

• Establish a common understanding of instruction amongst staff

• Identify focus areas for follow up and professional development

Coaching and Collegial Observation and Debrief to:

• Strengthen teacher instructional practices and common core understanding and knowledge.

• Refine the delivery of instruction through the elements of high quality first instruction

Utilize professional development resources to support areas of need.

Student

performance goals (academic, attendance, social/emotional) Positive incentives and recognition for students making progress in academic performance, attendance, and behavior Professional Learning:

• Instructional Rounds

• Professional Release Days

• Coaching for Teachers

• Collegial Observations

Increase student performance by adjusting instruction to maximize learning; provide intervention services/resources to support students; and embed meaningful and relevant curriculum.

• Small Group/Differentiated Instruction

Development

Teacher Substitute (Academic Conferences)

LCFF F/R 2,000 All

Teacher

LCFF F/R 18,000 All

LCFF F/R 2,000 All

Instructional Aide LCFF F/R 13,336 All

Principal

Consistent Implementation of Language Arts, Math, and Technology Program components

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Responsible

Group

• Tutoring (After School, Saturday School Sessions)

Review Language Arts and Math programs and make necessary adjustments for alignment with essential grade level standards. Provide for the purchase of supplemental materials/technology as applicable.

High quality first instruction, culturally relevant teaching strategies and differentiation.

Students tasks will be culturally relevant and of appropriate rigor to challenge student levels.

Provide common academic language and foster academic conversations in classrooms.

Utilization of the following to enhance literacy/math skills:

• I-Ready Program

• Reading Assistant Program

• Read Naturally Program

• Computer Lab

• School Library

• Other technology as applicable

Technology will be utilized in daily instructon by teachers through the use of:

• Document Cameras

• Interactive LCDs

• Laptops

Textbooks LCFF F/R 2,000 All

Other Books LCFF F/R 1,000 All

LCFF F/R 28,727 All

Equipment (Instructional Technology)

LCFF F/R 3,000 All

Duplicating LCFF F/R 3,000 All

Assemblies and SCOE

(Sacramento County Office of Education

LCFF F/R 13,000 All

Posting of Daily Objectives and Instructional Schedule

• Mid Year

• End of Year By year end- increase student performance levels as evidenced by state performance goals/SBAC Review of I-Ready Diagnostic Assessments, curriculum embedded

assessments, other student data. Use test results to create an action plan for delivery of instruction and to set student academic goals Provide support services based on

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Responsible

Group

• Other research based software Establish school wide performance goals through the following:

• Use student performance notebooks to include goals for fluency, I-Ready diagnostic results (Language Arts and Math) and State achievement goals.

• School wide dissemination of data to include all stake holders (i.e., students, staff, and parents)

Professional Development to:

• Improve practices and instructional strategies

• Build understanding and knowledge of Common Core Standards

• Raise level of cognition of students (DOK Levels)

• Technology Instructional Rounds to:

• Identify learner centered problems

• Address problems of practice

• Establish a common understanding of instruction amongst staff

• Identify focus areas for follow up and professional development

Coaching and Collegial Observation and Debrief to:

• Strengthen teacher instructional

academic, attendance, social/emotional, and familial needs Teacher

conferencing and collaboration through Common Planning Time and Grade Level Meetings Students performance accountability though the following:

Conferences

• Teacher/Parent Conferences Student

performance goals (academic, attendance, social/emotional) Positive incentives and recognition for students making progress in academic performance,

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Responsible

Group

Success Criteria/Monitoring practices and common core

understanding and knowledge.

• Refine the delivery of instruction through the elements of high quality first instruction

attendance, and behavior Professional Learning:

Parent Invovlement LCFF F/R 1,000 All

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SCHOOL GOAL #1:

Implement effective and systematic ELD and SDAIE strategies to meet the needs of all English Language Learners and integrate the strategies into all areas of the curriculum.--- --

Data Used to Form this Goal:

Findings indicate that a vast majority of students are not meeting grade level standards.--- How the School will Evaluate the Progress of this Goal:

This goal will improve the academic performance of English Language Learners.

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Responsible

Group

Success Criteria/Monitoring Implement culturally and linguistically

responsive instructional strategies.

Inclusion of cultural relevant literature in lessons and affirmation and validation of students' cultural background.

• Small group instruction

• Saturday Sessions

• After School Tutoring Student interaction to provide opportunities in the following:

• Collaborative

• Interpretive

• Productive

Professional development centered around:

• Systematic ELD and SDAIE strategies for whole class instruction

• High Quality First Instruction (Objecitives and Depth of Knowledge)

Development

Teacher

LCFF LEP 5,000 EL

Instructional Aide LCFF LEP 13,336 EL

LCFF LEP 3,100 EL

Translators LCFF LEP 2,000 EL

Parent Involvement LCFF LEP 808 EL

Principal

Consistent Implementation of Language Arts, Math, and Technology Program components Posting of Daily Objectives and Instructional Schedule

Administer CELDT (California English Language

Development Test) to all ELL students to establish English Language

Proficiency Review of CELDT results, I-Ready, curriculum embedded assessments, and other student data Level students according to EPAL scores in each classroom

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Responsible

Group

Success Criteria/Monitoring Reclassify students as RFEP

(Reclassified Fluent English Proficient ) as applicable Identify ELL students who need additional

support/interventio ns

By year end- increase English Proficiency levels with all EL students as evidenced by Fall CELDT proficiency levels and state performance goals Provide support services based on academic, attendance, social/emotional, familial needs Teacher

conferencing and collaboration through Common Planning Time and grade level meetings.

Students performance accountability though the

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Responsible

Group

Success Criteria/Monitoring following:

Conferences

• Teacher/Parent Conferences Student

performance goals (academic, attendance, social/emotional) Positive incentives and recognition for students making progress in academic performance, attendance, and behavior Professional Learning:

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SCHOOL GOAL #3:

Strengthen the metacognition of students by structuring practices and tasks that require higher order levels of thinking.--- Data Used to Form this Goal:

Findings indicate that instructional practices and student tasks need to focus on higher levels of thinking.--- How the School will Evaluate the Progress of this Goal:

This goal will improve the academic performance of students.

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Responsible

Group

Success Criteria/Monitoring Utilize specified strategies for learning and

problem solving through deliberate direct instruction, modeling, explicit

extrapolation from text, and through open ended questions.

Provide opportunities to build students' critical thinking skills to respond to higher critical thinking tasks-verbal and written.

Writing oppotunities will include the following:

• Balanced Literacy

• Inference Board

• Response journals

• Respond to a variety of writing prompts

• Use of Technology Student interaction to provide opportunities in the following:

• Collaborative

• Interpretive

• Productive

Professional Development:

• Instructional practices and strategies to raise level of cognition of students (DOK Levels)

• Common Core Standards

• Integration of technology with instructional practices and strategies Coaching and Collegial Observation and Debrief to:

Development

Teacher Substitute (Academic Conferences)

Title I Part A:

Teacher

Title I Part A:

Allocation

5,000 All

SCOE

(Sacramento County Office of Education

Title I Part A:

Allocation

5,000 All

Posting of Daily Objectives and Instructional Schedule

• Mid Year

• End of Year By year end- increase student performance levels as evidenced by state performance goals/SBAC Review of I-Ready Diagnostic Assessments, curriculum embedded

assessments, other student data Students performance accountability though the following:

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Responsible

Group

• Strengthen teacher instructional practices/strategies and understanding and knowledge of the Common Core Standards

Conferences

• Teacher/Parent Conferences Implementation of higher order practices and tasks Posting of critical thinking questions and utilization of journals

Variety of student writing samples for curriculum

themes/units of study

Professional Learning:

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Summary of Expenditures in this Plan

Total Expenditures by Funding Source

Funding Source Total Expenditures

LCFF F/R 87,063.00

LCFF LEP 24,244.00

Title I Part A: Allocation 62,760.00

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Summary of Expenditures in this Plan

Total Expenditures by Goal

Goal Number Total Expenditures

Goal 1 130,823.00

Goal 2 24,244.00

Goal 3 19,000.00

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School Site Council Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows:

Name of Members

Principal Classroom Teacher Other School Staff Parent or Community Member Secondary Students

Rosario Jovel X

Kathy Smith X

Jason Hartin X

Rebecca Weinert X

Amber Thomas X

Linda Franco X

Nancy Garcia X

Robin Littau X

Brannon Pickett X

Jenny Franco X

At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.

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Recommendations and Assurances

The school site council (SSC) recommends this school plan and Proposed Expenditure(s)s to the district governing board for approval and assures the board of the following:

1. The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.

2. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.

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

X English Learner Advisory Committee

Signature

Special Education Advisory Committee

Signature

Gifted and Talented Education Program Advisory Committee

Signature

District/School Liaison Team for schools in Program Improvement

Signature

Compensatory Education Advisory Committee

Signature

Departmental Advisory Committee (secondary)

Signature

Other committees established by the school or district (list):

Signature

4. The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

5. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This SPSA was adopted by the SSC at a public meeting on March 9, 2016.

Attested:

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Rosario Jovel

Typed Name of School Principal Signature of School Principal Date

Nancy Garcia

Typed Name of SSC Chairperson Signature of SSC Chairperson Date

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Annual Evaluation – REQUIRED Spring 2016

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

Strategies and Activities

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

The strategies that appear to have been effective in improving student achievement include the following: Focus on Balanced Literacy, tasks that promote higher Depth of Knowledge levels, and opportunities for students to have academic discourse. In addition, the professional development support has provided opportunities for the staff to plan and design lessons that meet the expectations of the Common Core Standards and the school goals.

Based on student data from the I-Ready program, there was a school-wide increase of students who made gains in moving towards grade level performance in both Language Arts and Math between the first trimester and the second trimester. In the area of reading, a 6% increase was made. In the first trimester 17% of students were at or above grade level. In the second trimester 23% of students were at or above grade level. In addition, the percentage of students who were at the risk for being more than one grade level behind decreased by 2%. In the area of Math, a 5% increase was made. In the first trimester 14% of students were at or above grade level. In the second trimester 19% of students were at or above grade level. In addition, the percentage of students who were at the risk for being more than one grade level behind decreased by 3%.

In terms of grade levels the data indicated the following:

Reading

Grade 1-First Trimester-15% Grade Level or Above Grade 1-First Trimester-34% Grade Level or Above Grade 2-First Trimester-20% Grade Level or Above Grade 2-Second Trimester-24% Grade Level or Above Grade 3-First Trimester-23% Grade Level or Above Grade 3-Second Trimester-28% Grade Level or Above Grade 4-First Trimester-9% Grade Level or Above Grade 4-Second Trimester-8% Grade Level or Above Grade 5-First Trimester-20% Grade Level or Above Grade 5-Second Trimester-22% Grade Level or Above Grade 6-First Trimester-18% Grade Level or Above Grade 6-Second Trimester 26% Grade Level or Above

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Math

Grade 1-First Trimester-8% Grade Level or Above Grade 1-Second Trimester-11% Grade Level or Above Grade 2-First Trimester-3% Grade Level or Above Grade 2-Second Trimester-10% Grade Level or Above Grade 3-First Trimester-2% Grade Level or Above Grade 3-Second Trimester-10% Grade Level or Above Grade 4-First Trimester-13% Grade Level or Above Grade 4-Second Trimester-16 % Grade Level or Above Grade 5-First Trimester-29% Grade Level or Above Grade 5-Second Trimester-22% Grade Level or Above Grade 6-First Trimester-24% Grade Level or Above Grade 6-Second Trimester-40% Grade Level or Above

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

Possible factors for the varied results may be due to varying implementation of practices within the classrooms/grade levels.

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

Lack of timely implementation

Limited or ineffective professional development to support implementation Lack of effective follow-up or coaching to support implementation

Not implemented with fidelity

Not appropriately matched to student needs/student population

X Other: There is a need to have all grade levels test all students within a given time frame for better accuracy with data results.

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

Eliminating it from next year’s plan

X Continuing it with the following modifications:

Testing window for I-Ready assessments.

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