The School Plan for Student Achievement

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The School Plan for Student Achievement 1 of 87 3/26/19

The School Plan for Student Achievement

School: Luther Burbank Elementary School CDS Code: 24-6577-6025670

District: Merced City School District Principal: Ms. Jill Settera

Revision Date: March 3, 2019

The School 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: Ms. Jill Settera Position: Principal Phone Number: (209) 385-6674 Address: 609 E. Alexander Ave

Merced, CA 95340 E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on April 9, 2019.

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School Vision and Mission

Luther Burbank Elementary School’s Vision and Mission Statements Burbank's Mission Statement:

Ensuring all students ride the wave to success by promoting and supporting both academic and behavioral growth.

Burbank's Vision Statement:

Swimming Towards Success

School Profile

Burbank Elementary, which is a traditional calendar school serving grades preschool through sixth grade, lies in the northern section of the city of Merced. Student body demographics are in a separate file. Burbank Elementary was named in honor of Luther Burbank, a horticulturist who developed more than 800 strains and varieties of plants, including the Shasta Daisy, the Santa Rosa Plum, and the Freestone Peach. Burbank Elementary is dedicated to ensuring that its students come away with a well-rounded educational experience that will serve them well in the future. The staff at Burbank Elementary School is committed to building the character, based on the six pillars of Character Counts, of the students entrusted to them. They provide a strong academic foundation for students to meet success in middle school and beyond. Knowing that modeling is important, the staff seeks to live the character traits they want to see in the students. Additionally, they model the importance of life-long learning. The staff at Burbank Elementary School is committed to making it a place of learning where children can develop their full potential.

Comprehensive Needs Assessment Components

Data Analysis

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

Surveys

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

Parent surveys are administered and analyzed at least twice yearly. The Title I Parent Survey responses indicated that most parents felt the school met their child's academic needs, Burbank's teachers had high expectations and supported achieving a high level of learning. Teachers responded to communication through calls, notes, and meetings. Parents reported that the school offers opportunities to volunteer, but many stated that they had not attended any of our workshops or parent education nights. In response, the school will continue to provide opportunities for parent input on which offerings we have available and what they feel would be the most beneficial to them. We will offer them in multiple languages.

Classroom Observations

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

Formal and informal observations are conducted routinely in an effort to support continual improvement to the instructional program. This is accomplished in a variety of ways. District Support Team (DST) walkthroughs, which occur twice a year, formal and informal classroom visitations conducted by the site administrators regularly, teachers are supported and encouraged to participate in lesson study activities which include colleague collaboration, observation, and feedback. Classroom observations serves several

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purposes: Monitoring of standards based adopted programs, implementation of research supported instructional strategies, PLC development, as well as identification of instructional trends. Professional development offerings are also shaped by the information gathered during classroom observations.

Analysis of Current Instructional Program

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

• Not meeting performance goals

• Meeting performance goals

• Exceeding performance goals

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

Standards, Assessment, and Accountability

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

Using data from state and local assessments, including California Assessment of Student Performance and Progress (CAASPP), English Language Proficiency Assessments for California (ELPAC), District Progress Assessments (DPA), Dynamic Indicators of Basic Early Literacy Skills (DIBELS), and English Language Arts, and Math Performance tasks, teachers in Professional Learning Communities (PLC) place student in tiered groups with appropriate interventions.

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

The calendar of assessments is developed by district and Professional Development Communities: Curriculum based measures, weekly and unit assessments, and formative assessments. The adopted English Language Arts program provides common formative and summative assessments. Assessments are used to monitor student progress and modify instruction. Math Performance tasks contained in the district adoption support achievement progress monitoring. Supplemental materials in both ELA and math are provided for student support. Tier II interventions may include: WonderWorks, Reflex, StudySync, SIPPS, Educeri, and i-Ready. The district recently added Nearpod as an instructional platform that promotes digital student engagement.

Data is systematically collected and analyzed by PLCs to ensure proper student placement and instructional delivery based on individual student need. PLCs are guided by DuFour's Essential Questions:

1. What do we expect our students to learn?

2. How will we know they are learning?

3. How will we respond when they do not learn?

4. How will we respond if they already know?

Staffing and Professional Development

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

All Full Time Equivalent teachers of the Merced City School District meet or exceed the requirements of the Every Student Succeeds Act (ESSA, 2015) and are considered highly qualified. Teachers on a Provisional Intern Permit, or Part-time Clinicians work with the Personnel Department to ensure proper credentialing and licensure. At Burbank school, there are 25 Full Time Equivalent teachers, no teachers on a Provisional Intern Permit, and three Part-time Clinicians, and all three are Part-time Clinicians with a teaching credential.

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

The 2017-2018 Williams Settlement Report Results indicate that Burbank school meets the requirements of sufficiently credentialed teachers. In 2015 the District adopted State Board of Education approved materials for mathematics. Teachers received training from the publisher, as well as from Teachers on Special Assignment from within the District with expertise in mathematics. During the 2016-2017 school year the District adopted English Language Arts/English Language Development materials, also approved by the State Board of Education. Professional development opportunities specific to both new adoptions have occurred at the District and site level throughout the traditional school year, and even during summer months.

Evidence of formal professional development can be retrieved for each individual teacher through accessing the District’s Online Management System. All professional development offerings are also documented in the School Accountability Report Card for each school site. Site based activities occur during allocated weekly teacher collaboration times, faculty meetings and

Professional Learning Community work. Teachers on Special Assignment (mathematics and science) and Teacher Librarians (humanities) are assigned to serve all sites throughout the District.

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

All staff development activities are aligned to Common Core State Standards, which have been an emphasis for the District in the disciplines of English Language Arts/English Language Development and Mathematics in the last several years (Wested Lesson Study and Math Network). In 2018-2019 the District will continue to support the site towards full implementation of the Next Generation Science Standards, as well as a thoughtfully planned program with a focus upon Science, Technology,

Engineering, the Arts and Mathematics (STEAM). Additionally, the District opened its newly constructed STEAM Center, located at Ada Givens Elementary School, in June of 2017. Teachers will continue to accompany their students and receive embedded professional development in the Next Generation Science Standards, which allows them to enhance lessons when they return to their home school. Student performance in mastery of standards is measured several times throughout the year through the administration of standardized state tests, district progress assessments, district and grade level performance tasks, as well as through common formative assessments.

6. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) Teachers at all sites receive the support and services of a Teacher on Special Assignment, as well as a Teacher Librarian.

Additionally, teachers share opportunities to refine their craft through access to content specialists who provide professional development in a variety of settings: Conferences, District Professional Development Center, school Lesson Study teams and individual classroom coaching.

7. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC)

Teachers collaborate by grade-level at least once weekly during an agreed upon formal collaboration time, in addition to their Professional Learning Community work that may occur during the course of grade-level, faculty or other designated meeting times. Articulation of student achievement information occurs routinely, as teachers, clinicians and other staff monitor student progress data and make adjustments to meet student needs.

Teaching and Learning

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

District-wide adopted ELA and math materials were selected based on State Board Adoption recommendations. Curriculum is aligned to Common Core State Standards, and includes tiered materials to facilitate adaptive learning. Instructional pacing guidelines are utilized by teachers to ensure students access standards at a similar pace. Research supported instructional strategies are the foundation of instruction. Methods, such as, direct instruction, Close Reading, Repeated Interactive Real Aloud and Academic Discourse are applied during day to day practice by teachers. Recent data indicates a need to provide further instruction in the area of vocabulary development across disciplines.

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

Burbank follows a detailed master calendar which adheres to the California Department of Education instructional minutes requirement for all subjects.

10. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)

Lessons are paced according to the district recommended instructional pacing guide. Teachers utilize the recommended units to align knowledge of standards and skills to student needs. Students who require further support to access grade level standards receive targeted intervention. A flexible intervention schedule, complementary to the master schedule, is implemented.

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

Standards-based instructional materials are available to all student groups at Burbank School. All core standards-based materials contain digital and text options that allow for instructional differentiation, support and many are adaptable to accommodate student achievement levels. State Board approved and District adoptions include:

Reading:

McGraw Hill

Wonders with Integrated ELD World of Wonders

Wonder Works Study Sync Flex

Mathematics:

Houghton Mifflin Harcourt Go Math Social Science:

In March of 2019 a new Social Studies adoption will be proposed for district approval.

Science:

Macmillan McGraw Hill California

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

Students access standards through direct instruction, as well as other research supported and District adopted methodologies (Close Reading, Repeated Interactive Read Aloud and Academic Discourse) and include the use of both digital and text

standards-aligned resources. Intervention materials are available for students who require further support. In English Language Arts/English Language Development and Mathematics the primary source of materials are sources located within the District’s adopted materials.

Opportunity and Equal Educational Access

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

Within the regular program services such as the support of counselors, clinicians and instructional aides, as well as tutorial and support classes are offered to ensure underperforming students meet standards. Students may also access support through a variety of extended day activities focusing on increasing student achievement in literacy, mathematics, science, technology and other integrated disciplines that complement standards.

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14. Research-based educational practices to raise student achievement

Research-based educational practices promoted by the school and district include: Direct Instruction, Close Reading, Academic Discourse, Selection of Random Non-Volunteers, Justification of Answers, Repeated Interactive Read Aloud, completion of Performance Tasks, integration of technology, as well as Research and Inquiry activities.

Parental Involvement

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

The Merced City School District and Burbank School recognizes parents are their child’s first teacher and encourages parents to participate in the educational program of their children, especially to help promote the achievement of underachieving students. Many opportunities exist for parents to participate in the educational and decision-making process at Burbank Elementary School. Parents, teachers and students compose the Parent Teacher Club, which coordinates fundraisers and other school events to benefit the student body, and further build the relationship of the school with parents and students.

Opportunities for parental involvement include: Back to School Night, Parent-Teacher Conferences, celebrations, awards ceremonies, seasonal events, Open House, academic fairs, extended day displays, as well as student performances. Additional opportunities to participate in district wide Local Control Accountability Plan (LCAP) forums, as well as site-based LCAP activities available.

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

Parents have had adequate opportunities to participate in the development of school wide programs at Title I schools and categorical program schools as described in federal law (No Child Left Behind Act of 2001 and subsequent Every Student Succeeds Act of 2015), California Education Code, and the policies and regulations of the Merced City School District. Parents elected to the School Site Council advise the administration of the school, and approve the categorical programs budget. A School Site Council parent-member is also selected each year to represent the school site as a member of the District Advisory Council. Parents of English Learners may participate in Burbank Elementary School’s English Learner Advisory Committee. The English Learner Advisory Committee advises the administration in regard to the English Language Development program and matters relevant to English Learner students. A member of this committee is selected to represent Burbank Elementary School at the District English Learner Advisory Committee.

Funding

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

Burbank School and the District provide numerous programs to benefit under-performing students. These services:

• Teach to grade level standards

• Offer a robust educational program during summer months, providing more time to learn

• Establish and routinely implement collaborative structures and processes to monitor student academic progress at all levels

• Track and trend dis-aggregated student achievement data and provide all students in the “standard not met” or

“standard nearly met” performance levels with the following ELA and Math interventions to accelerate progress and close the achievement gap: WonderWorks, SIPPS, Alphabet Arc, Foundational Skills, i-Ready, Go

Math Intervention, SRA Connecting Concepts, and Math Coach.

 Implement intervention best practices as part of the district-wide Response to Intervention (RtI) and Mutli Tiered System of Support (MTSS) framework

 Develop and implement tiered levels of academic intervention support at each site, by grade level based on findings from multiple measures

 Develop and maintain an Instructional Leadership Team representing various grade and subject levels

 Provide instructional coaching and professional learning opportunities that are aligned with research based practices

 Use data driven decision making to identify supplemental services and materials for students

 Institutionalize research supported and District preferred lesson design and delivery models

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18. Fiscal support (EPC)

The school and District’s general and categorical funds are coordinated, prioritized, and allocated to align with the full

implementation of the Essential Program Components in English Language Arts/ English Language Development, Mathematics, the Local Education Agency Plan, the Local Control Accountability plan and the Single Plan for Student Achievement.

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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

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 93 99 94 87 96 93 87 96 93 93.5 97 98.9

Grade 4 91 78 97 90 77 97 90 77 97 98.9 98.7 100

Grade 5 74 100 77 73 98 77 73 98 77 98.6 98 100

Grade 6 88 75 95 87 73 94 87 73 94 98.9 97.3 98.9

All Grades 346 352 363 337 344 361 337 344 361 97.4 97.7 99.4

* 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

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 2445.4 2451.4 2465.8 36 36.46 45.16 21 23.96 19.35 24 19.79 20.43 20 19.79 15.05 Grade 4 2456.2 2463.1 2468.0 28 28.57 35.05 10 20.78 14.43 16 15.58 12.37 47 35.06 38.14 Grade 5 2508.5 2508.0 2552.5 14 31.63 37.66 44 17.35 36.36 19 16.33 15.58 23 34.69 10.39 Grade 6 2521.0 2557.1 2528.1 15 28.77 22.34 37 36.99 21.28 20 24.66 26.60 29 9.59 29.79 All Grades N/A N/A N/A 23 31.69 34.90 27 24.13 22.16 20 18.90 18.84 30 25.29 24.10

Reading

Demonstrating understanding of literary and non-fictional texts

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

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 28 35.42 43.01 43 41.67 39.78 30 22.92 17.20

Grade 4 27 31.17 31.96 37 37.66 36.08 37 31.17 31.96

Grade 5 30 31.63 44.16 42 38.78 41.56 27 29.59 14.29

Grade 6 21 34.25 29.79 46 52.05 34.04 33 13.70 36.17

All Grades 26 33.14 36.84 42 42.15 37.67 32 24.71 25.48

Writing

Producing clear and purposeful writing

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 33 35.42 39.78 45 42.71 41.94 22 21.88 18.28

Grade 4 27 32.47 32.99 30 33.77 34.02 43 33.77 32.99

Grade 5 19 34.69 45.45 56 33.67 45.45 25 31.63 9.09

Grade 6 24 32.88 24.47 37 52.05 41.49 39 15.07 34.04

All Grades 26 34.01 35.18 41 40.12 40.44 33 25.87 24.38

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The School Plan for Student Achievement 9 of 87 3/26/19 Listening

Demonstrating effective communication skills

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 23 25.00 30.11 67 59.38 60.22 10 15.63 9.68

Grade 4 27 18.18 27.84 53 49.35 53.61 20 32.47 18.56

Grade 5 11 27.55 33.77 82 47.96 54.55 7 24.49 11.69

Grade 6 17 32.88 31.91 69 52.05 45.74 14 15.07 22.34

All Grades 20 25.87 30.75 67 52.33 53.46 13 21.80 15.79

Research/Inquiry

Investigating, analyzing, and presenting information

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 31 42.71 46.24 49 41.67 37.63 20 15.63 16.13

Grade 4 28 24.68 26.80 30 51.95 43.30 42 23.38 29.90

Grade 5 30 29.59 44.16 58 41.84 44.16 12 28.57 11.69

Grade 6 26 39.73 26.60 60 49.32 53.19 14 10.96 20.21

All Grades 29 34.30 35.46 49 45.64 44.60 23 20.06 19.94

Conclusions based on this data:

1. Double digit gains were made in grade five. Third grade showed a gain of 4.09% which is still considered statistically significant 2. Though grades three, four, and five all made growth, grade six had a decline of 22.14%. This will be addressed in part by the

implementation of our after-school academies, our Response to Intervention (RtI) groups, and i-Ready instruction, teacher training, and lesson study.

3. With the exception of sixth grade, a domain where every grade level showed growth would be in the area of Research and Inquiry.

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School and Student Performance Data

Mathematics

Overall Participation for All Students

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 93 99 94 87 98 93 87 98 93 93.5 99 98.9

Grade 4 91 78 97 90 78 97 90 78 97 98.9 100 100

Grade 5 74 100 77 73 99 77 73 99 77 98.6 99 100

Grade 6 88 75 95 87 73 95 87 73 95 98.9 97.3 100

All Grades 346 352 363 337 348 362 337 348 362 97.4 98.9 99.7

Overall Achievement for All Students

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 2450.7 2457.3 2460.1 30 30.61 33.33 29 32.65 30.11 18 18.37 18.28 23 18.37 18.28 Grade 4 2447.3 2461.8 2466.7 26 25.64 27.84 9 14.10 9.28 13 24.36 30.93 52 35.90 31.96 Grade 5 2497.7 2484.8 2538.0 21 29.29 36.36 18 7.07 18.18 30 13.13 28.57 32 50.51 16.88 Grade 6 2523.1 2545.6 2504.7 31 30.14 27.37 11 24.66 9.47 15 20.55 17.89 43 24.66 45.26 All Grades N/A N/A N/A 27 29.02 30.94 17 19.54 16.57 19 18.68 23.76 38 32.76 28.73

Concepts & Procedures

Applying mathematical concepts and procedures

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 40 43.88 51.61 34 34.69 23.66 25 21.43 24.73

Grade 4 32 32.05 32.99 10 14.10 14.43 58 53.85 52.58

Grade 5 23 32.32 45.45 29 10.10 29.87 48 57.58 24.68

Grade 6 33 41.10 30.53 17 30.14 12.63 49 28.77 56.84

All Grades 33 37.36 39.78 22 22.13 19.61 45 40.52 40.61

Problem Solving & Modeling/Data Analysis

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

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 33 36.73 40.86 36 41.84 38.71 31 21.43 20.43

Grade 4 24 26.92 30.93 24 34.62 25.77 51 38.46 43.30

Grade 5 19 29.29 36.36 42 20.20 41.56 38 50.51 22.08

Grade 6 28 20.55 25.26 31 46.58 26.32 41 32.88 48.42

All Grades 26 29.02 33.15 33 35.06 32.60 41 35.92 34.25

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The School Plan for Student Achievement 11 of 87 3/26/19 Communicating Reasoning

Demonstrating ability to support mathematical conclusions

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 34 40.82 38.71 53 41.84 40.86 13 17.35 20.43

Grade 4 29 32.05 27.84 17 25.64 36.08 54 42.31 36.08

Grade 5 21 26.26 35.06 42 30.30 42.86 37 43.43 22.08

Grade 6 24 28.77 28.42 45 42.47 23.16 31 28.77 48.42

All Grades 27 32.18 32.32 39 35.06 35.36 34 32.76 32.32

Conclusions based on this data:

1. Fifth grade showed double digit gains in math.

2. Overall Burbank dropped by 1.05%. This will be addressed in part by the implementation of our after-school academies, our Response to Intervention (RtI) groups, and i-Ready instruction, teacher training, and lesson study.

3. The domain where every grade level showed an increase of students in the Above Standard category was in the area of Problem Solving and Modeling/Data Analysis. The overall Above Standard percentage growth of all grade levels was 4.13%.

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School and Student Performance Data

CAASPP Results (Students with Disability) English Language Arts/Literacy

Overall Participation for Students with Disability

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 6 * * 6 * * 6 * * 100

Grade 4 3 * * 3 * * 3 * * 100

Grade 5 3 * * 3 * * 3 * * 100

Grade 6 6 * * 6 * * 6 * * 100

All Grades 18 14 18 18 14 17 18 14 17 100 100 94.4

Overall Achievement for Students with Disability

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 * * * * * * * * * * * * * * *

Grade 4 * * * * * * * * * * * * * * *

Grade 5 * * * * * * * * * * * * * * *

Grade 6 * * * * * * * * * * * * * * *

All Grades N/A N/A N/A 6 7.14 17.65 6 7.14 5.88 17 14.29 0.00 72 71.43 76.47

Reading

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 * * * * * * * * *

Grade 4 * * * * * * * * *

Grade 5 * * * * * * * * *

Grade 6 * * * * * * * * *

All Grades 6 7.14 23.53 22 42.86 11.76 72 50.00 64.71

Writing

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 * * * * * * * * *

Grade 4 * * * * * * * * *

Grade 5 * * * * * * * * *

Grade 6 * * * * * * * * *

All Grades 6 14.29 17.65 22 14.29 11.76 72 71.43 70.59

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15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 * * * * * * * * *

Grade 4 * * * * * * * * *

Grade 5 * * * * * * * * *

Grade 6 * * * * * * * * *

All Grades 0 7.14 11.76 50 28.57 23.53 50 64.29 64.71

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 * * * * * * * * *

Grade 4 * * * * * * * * *

Grade 5 * * * * * * * * *

Grade 6 * * * * * * * * *

All Grades 6 7.14 17.65 39 50.00 23.53 56 42.86 58.82

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School and Student Performance Data

Mathematics

Overall Participation for Students with Disability

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 6 * * 6 * * 6 * * 100

Grade 4 3 * * 3 * * 3 * * 100

Grade 5 3 * * 3 * * 3 * * 100

Grade 6 6 * * 6 * * 6 * * 100

All Grades 18 14 18 18 14 17 18 14 17 100 100 94.4

Overall Achievement for Students with Disability

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 * * * * * * * * * * * * * * *

Grade 4 * * * * * * * * * * * * * * *

Grade 5 * * * * * * * * * * * * * * *

Grade 6 * * * * * * * * * * * * * * *

Concepts & Procedures

Applying mathematical concepts and procedures

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 * * * * * * * * *

Grade 4 * * * * * * * * *

Grade 5 * * * * * * * * *

Grade 6 * * * * * * * * *

All Grades 6 7.14 17.65 17 14.29 5.88 78 78.57 76.47

Problem Solving & Modeling/Data Analysis

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

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 * * * * * * * * *

Grade 4 * * * * * * * * *

Grade 5 * * * * * * * * *

Grade 6 * * * * * * * * *

All Grades 0 0.00 17.65 28 35.71 5.88 72 64.29 76.47

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The School Plan for Student Achievement 15 of 87 3/26/19 Communicating Reasoning

Demonstrating ability to support mathematical conclusions

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 * * * * * * * * *

Grade 4 * * * * * * * * *

Grade 5 * * * * * * * * *

Grade 6 * * * * * * * * *

All Grades 6 0.00 17.65 39 28.57 17.65 56 71.43 64.71

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School and Student Performance Data

CAASPP Results (English Learner) English Language Arts/Literacy

Overall Participation for English Learner

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 8 * * 8 * * 8 * * 100

Grade 4 8 * * 8 * * 8 * * 100

Grade 5 8 * * 8 * * 8 * * 100

Grade 6 5 * 5 * 5 * 100

All Grades 29 22 18 29 18 16 29 18 16 100 81.8 88.9

Overall Achievement for English Learner

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 * * * * * * * * * * * * * * *

Grade 4 * * * * * * * * * * * * * * *

Grade 5 * * * * * * * * * * * * * * *

Grade 6 * * * * * * * * * *

Reading

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 * * * * * * * * *

Grade 4 * * * * * * * * *

Grade 5 * * * * * * * * *

Grade 6 * * * * * *

All Grades 0 0.00 6.25 28 16.67 0.00 72 83.33 93.75

Writing

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 * * * * * * * * *

Grade 4 * * * * * * * * *

Grade 5 * * * * * * * * *

Grade 6 * * * * * *

All Grades 3 0.00 6.25 41 27.78 12.50 55 72.22 81.25

(17)

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 * * * * * * * * *

Grade 4 * * * * * * * * *

Grade 5 * * * * * * * * *

Grade 6 * * * * * *

All Grades 3 0.00 6.25 66 22.22 37.50 31 77.78 56.25

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 * * * * * * * * *

Grade 4 * * * * * * * * *

Grade 5 * * * * * * * * *

Grade 6 * * * * * *

All Grades 3 0.00 6.25 45 33.33 56.25 52 66.67 37.50