REYBURN INTERMEDIATE
2901 DeWolf Ave Clovis, CA 93619
12/31/20 - 1/1/22
Contact:
RYAN EISELE Principal (559) 327-4500 [email protected]
School Year: 2020-21 SPSA Title Page
School Plan for Student Achievement (SPSA) Template
Instructions and requirements for completing the SPSA template may be found in the SPSA Template Instructions.
School Name Reyburn Intermediate School
County-District-School (CDS) Code 10621176116321
Schoolsite Council (SSC) Approval Date December 8, 2020
Local Board Approval Date
January 13, 2021
About This School
VISION STATEMENT:
The vision of Reyburn Intermediate School is to create a system to equip all students to excel in Mind, Body, and Spirit.
Setting High Academic Standards, and Teaching Core Values. Our ultimate goal of student
achievement is to ensure that each student receives the support necessary to fully prepare them for college and/or the workplace after graduation.
In the Area of Safe Learning Environment:
As a school community, we are focused on upholding CUSD policies as well as holding students accountable for their behavior. It takes the collective effort of all stakeholders to ensure safety for all on campus. Our Student Responsibility Center staff are masterful in working with students to
eliminate obstacles while holding them accountable for their actions. Our focus on character, healthy life choices, and counseling interventions contribute to a positive learning environment.
How Reyburn accomplishes its goals:
*Pro-active leadership
*Continuous improvement through comprehensive planning, thoughtful implementation, and ongoing evaluation of all programs on campus
*Data-driven decision making
*Focus on results
*Valuing all students, staff, and parents
*Build relationships based on trust and a common goal to improve student achievement CHARACTERISTICS OF REYBURN INTERMEDIATE SCHOOL:
*One half of the Reagan Educational Center offering a seamless educational experience for students in grades 7 through 12
*A comprehensive 7-12 campus providing excellent academic, athletic, and artistic programs
* Diverse student population
*Offers a full service Career and Counseling Center that provides guidance and support for students from 7th grade to graduation
*A talented staff who provides superior academic, athletic, and artistic instruction and support SCHOOL'S PROGRESS INDICATORS:
*Increased achievement on the CAASPP, ELPAC, CAST, CAA, and AP Exams
*Increased number of students graduating from CEHS
*Regular monitoring of common assessment data within PLCs
*On-going evaluation and monitoring of intervention programs on campus SCHOOL-WIDE PROGRAMS:
Reyburn Intermediate School offers a variety of programs to meet the needs of our students. The available programs include, but are not limited to:
*Differentiated course offerings to address all learners
*Peer Counseling and Psychological Services
*ELD Classes for English Learners
*Special Education Services
*Transition Program
Purpose and Description
Briefly describe the purpose of this plan (Select from Schoolwide Program, Comprehensive Support and Improvement, Targeted Support and Improvement, or Additional Targeted Support and
Improvement)
X Schoolwide Program
X Targeted Support and Improvement
Briefly describe the school’s plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs.
Reyburn Intermediate seeks to improve student achievement in all core content areas (ELA, Math, and Science).
All goals align with Clovis Unified School District Local Control Accountability Plan (LCAP).
Our goals for Reyburn are:
Reyburn Goal 1: Increase percentage of student who meet or exceed standards on the CAASP in ELA
Reyburn Goal 2: Increase percentage of student who meet or exceed standards on the CAASP in Math
Reyburn Goal 3: Increase student enrollment and attain superior rating at local, regional, and state competitions for all Reyburn Performing Arts Programs.
SPSA Title Page ...1
About This School ...1
Purpose and Description ...3
Table of Contents ...4
Comprehensive Needs Assessment Components ...6
Data Analysis ...6
Surveys ...6
Classroom Observations ...7
Analysis of Current Instructional Program ...9
Stakeholder Involvement ...23
Resource Inequities ...23
School and Student Performance Data ...24
Student Enrollment ...24
CAASPP Results ...26
ELPAC Results ...30
Student Population ...32
Overall Performance ...33
Academic Performance ...34
Academic Engagement ...40
Conditions & Climate ...43
Goals, Strategies, & Proposed Expenditures ...45
Goal 1 ...45
Goal 2 ...50
Goal 3 ...55
Budget Summary ...59
Budget Summary ...59
Other Federal, State, and Local Funds ...59
Budgeted Funds and Expenditures in this Plan ...60
Funds Budgeted to the School by Funding Source ...60
Expenditures by Funding Source ...60
Expenditures by Budget Reference ...60
Expenditures by Budget Reference and Funding Source ...60
Mission, Aims, Goals for 2020-21 ...66
Funding Categorical Handbook 2020-21 ...70
2020-21 Description of Centralized Services ...72
LCAP Flow Chart ...73
Board Policy and Administrative Regulations ...74
SART Parent Results ...89
Instructions ...98
Instructions: Linked Table of Contents ...98
Purpose and Description ...99
Stakeholder Involvement ...99
Resource Inequities ...99
Goals, Strategies, Expenditures, & Annual Review ...100
Annual Review ...101
Budget Summary ...102
Appendix A: Plan Requirements ...104
Appendix B: ...107
Appendix C: Select State and Federal Programs ...109
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).
Reyburn Intermediate School is committed to establishing a true partnership with all facets of the Clovis Learning Community. Clovis Unified School District (CUSD) values feedback and input.
Parents continue to make a positive difference in the lives of the children we support. Research claims that participation in your child’s education will not only bring success to your child, but other children in the school. Our parents truly make a difference in the lives of Clovis kids!
Reyburn Intermediate School (RIS) administers several district, school and community surveys, and evaluations throughout the year. The purpose of the surveys and evaluations is for school staff to assess the effectiveness of school programs, personnel, professional development, parent
engagement, and involvement activities and to determine what action needs to be taken, if any, to increase participation and input for successful school programs. This is critical as school teams’
work towards the goal of continuous improvement with programs. Parent and community input is valued and appreciated. These annual school surveys and evaluations afford our site the opportunity to evaluate, review and reflect on programs from an internal point-of-view collaborating with all
stakeholders, both classified, certificated, parents, and district departments. Our Parent Surveys provide valuable information containing parental perspectives on many issues concerning our overall school programs.
The data collection assists in addressing our quality indicators of an effective School Program, as outlined in our School Plan for Student Achievement (SPSA) that school staff reviews and uses as a reflective tool. These indicators include, but are not limited to: participation rate, expenditures, staff development opportunities, parent participation and education, student achievement and
recommendations for continuous improvement. Based upon a comprehensive analysis of data and information, schools are asked to articulate what was effective and list any program
modifications/changes that may be projected. RIS is committed to promoting excellence and high expectations for all students and work to ensure meaningful involvement in decision-making by students, teachers, parents, and community members. The survey and evaluation results are shared with staff, community members, district department, and our Area Superintendent, as well as, the district Superintendent and are presented and reviewed with staff members, the School Site Council (SSC), and other parent committees.
These Surveys and Evaluations include:
School Assessment Review Team Survey (SART) Title I Survey, Title I Evaluation
LCAP Survey
CUSD School Climate Survey
Classroom Observations
This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings.
As per CUSD Board Policy 6211, all certificated-teachers in good standing, shall be evaluated every other school year, based on the school year of hire. All certificated-administrators shall be evaluated annually. The goal of the certificated-personnel evaluation is to improve instruction and provide a better educational program through professional growth and continuous improvement. Identifying teacher deficiencies is the basis of provided assistance correction. The observations and appraisals provide a sound basis for administrative decisions for continued employment or dismissal, although it is not the basic purpose. Education Code 44664 states that evaluation and assessment of each certificated employee shall be made on a continuing basis. Formal evaluation procedures are
accomplished on a pre-determined schedule and by mutual agreement. The Evaluator, in regards to the normal function of duties related to the position, may record observations throughout the year, which may be utilized in the formal evaluative process.
At Reyburn Intermediate School, all credentialed and supportive non-credential personnel will be evaluated annually unless more frequent evaluation is requested by either the Evaluator or
Evaluatee. At any time during the school year the Evaluator or Evaluatee may place in the official file of the permanent certificated employee written comments relative to the performance of the
employee. A copy of the written document shall be given to the Evaluatee. At the time of placement in the employee’s file, a copy of the written document shall be given to the Evaluatee, who may respond in writing with any discrepancies. A copy of the Evaluatee’s response will be placed in the Evaluatee’s file. For evaluation purposes, all teaching and supportive personnel, in cooperation with the Evaluator, shall develop applicable, performance objectives for the assigned job description, in the following areas:
a. The progress of students toward the standards, of expected student achievement, at each grade level, in each area of study;
b. Instructional techniques and strategies;
c. Adherence to curricular objectives;
d. Establishment and maintenance of a suitable learning environment.
A bi-annual cycle will be followed each year of a certificated employee’s permanent service. Tenured Teachers in “good standing” shall be evaluated bi-annually and complete a pre- and post- self-
assessment annually. The year of evaluation will be established by the odd or even school year of hire, and include:
a. Pre- and Post-Self Assessments. The pre-assessment is due to the supervising administrator by the end of the first quarter and the post-assessment is due two weeks prior to the bi-annual
evaluation or June 1 in a non-evaluation year. Teachers who are not in an evaluation cycle year are
• All permanent personnel shall receive a formal evaluation as prescribed by the 30 days, before the evaluation procedures, on or before May 1, or 30 days before the end of the school year.
All Probationary Teaching and Supportive Personnel will be evaluated not less than twice a year, unless more frequent evaluation is deemed necessary by either the Evaluator or Evaluatee.
At any time during the school year, the Evaluator, or Evaluatee, may place written comments in the official file of the probationary employee relative to the performance of the employee. A copy of the written document shall be given to the Evaluatee. At the time of placement, in the employee’s file, a copy of the written document shall be given to the Evaluatee, who may include a written response. A copy of the Evaluatee’s response will be placed in the Evaluatee’s file.
Evaluations will be conducted each year, of the temporary or probationary certificated employee’s probationary service, as follows:
a. Pre and Post-Self Assessments: The pre-assessment will be due to the supervising administrator, by the end of the first quarter, and the post-assessment will be due two-weeks prior to the
evaluation;
b. 2 Formal Observations (or equivalent informal "walk-throughs,");
c. 2 Certificated Teacher Performance Appraisals.
Evaluation Schedule:
All probationary personnel shall present by October 1, to the Primary Evaluator in writing the performance objectives which have been mutually agreed upon for one's evaluation;
The first evaluation will be made by the primary Evaluator on or before December 1;
The primary Evaluator will make a second evaluation, notifying the teacher that a recommendation for non-reemployment is forthcoming on or before the last day in February..
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
Use of state and local assessments to modify instruction and improve student achievement (ESEA) State assessment results including SAT/ACT, AP exams, CAASPP, CAST, CAA, and ELPAC are reviewed prior to the start of the new school year by the district and site-based leadership team.
These assessments are reviewed to determine gaps in student achievement for specific populations, and to identify students who are not meeting standards. The results are then compared to school goals and intended outcomes of school programs. Revisions are drafted and reviewed with all stakeholders. Faculty then collaborates to develop a plan to improve student achievement. Input is solicited from additional stakeholders in meetings with the SSC, ELAC, and IDAC. Goals are identified to align to the Common Core State Standards and the instruction to improve student achievement. Once plans and goals are developed, subject level and grade level teams articulate short term objectives.
Formative assessments are utilized to ensure appropriate student placement in interventions, to provide instructional focus, areas of need for intervention services, and to determine student baseline knowledge. Summative and curricular embedded unit assessments are utilized to identify effectiveness of intervention programs, effectiveness of instructional strategies, short-term retention of material, areas of need for re-teaching, and overall progress toward school goals.
Formative and summative assessments are examined by grade level teams, teachers, students, counselors, Learning Directors, Principal, SSC, SART and ELAC. Assessment and evaluation of student performance is an on-going conversation within and across the school community. Progress toward goals are examined and reviewed on a frequent basis. Students progress in each class is provided to parents and students through Parent Connect which parents can access to view school news, attendance, schedules, assignments (for classes where Q grade book is used), grades, transcript history, testing information. Progress grades are mailed home at 6 and 12 week intervals.
All Reyburn teachers use summative and formative assessments to guide instruction in their classroom. Assessment data is analyzed and instruction is modified based on data gained assessment results.
Staffing and Professional Development
Status of meeting requirements for highly qualified staff (ESEA)
All Reyburn staff are highly qualified and are assigned to the appropriate area of instruction. Clovis Unified School District offers seven contractual staff development days per year. Reyburn staff implements mandatory weekly PLC meetings, held Wednesday/Thursday of each week.
Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC)
All staff participate in PLCs and various professional development opportunities with the goal of instructional improvement. Administrators attend professional development to become more effective instructional leaders. These professional developments are provided by the district to ensure classes align with the Common Core State Standards and maximize student achievement.
Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)
Reyburn's primary focus is maximizing academic achievement for all students. Reyburn teachers rely on a variety of research-based instructional strategies to meet the needs of all students. During Professional Learning Communities, and department meetings, faculty builds its instructional
repertoire by sharing relevant, best practices within and across disciplines. Researched-based strategies used across the content areas include: scaffolding, building background knowledge, modeling, guided practice, cooperative learning, independent practice, and think-pair-share.
Teachers consistently employ a variety of meta-cognitive strategies to encourage students to think and reflect upon learned material, including Cornell note-taking, quick writes, Socratic Method or guided inquiry, and dialectical journals. Teachers use academic openers, demonstrations, modeling, individual white boards activities, small group white boards activities, interactive notebooks, graphic organizers, hands-on labs, simulations, and review strategies to support student learning. Individual activities, small group projects, and student research assignments promote problem-solving skills and encourage interactive debate through the inquiry process. Teachers also incorporate the use of PowerPoint, History Alive simulations, interactive student prompts, class debates, group quizzes, presentations, guest speakers, and Internet use/research. The homework policy is based on
providing standards-based practice focused on each student's individual learning needs. Reyburn is responsible for ensuring that professional development opportunities consistently focus on student learning needs.
Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)
In addition to PLC meetings and trainings mandated for all certificated teachers in CUSD, CUSD also partners with Fresno County Office of Education to extend of administrators, and certificated
Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC)
Teachers are provided time during the school day to meet with colleagues to share best instructional practices that align with the California Common Core State Standards. Collaboration time allows teachers to analyze and discuss student achievement on writing performance tasks, common benchmark assessments, and District ELA and Math tests. Illuminate provides data which
contributes to ongoing PLC reflection about instructional practices and curriculum development to address student needs. When a PLC assesses performance on benchmark tests, they develop a list of students' strengths and weaknesses. Ultimately, this data drives classroom instruction and
reteaching, thus providing invaluable conversation about improving achievement for ALL students.
Teachers meet weekly in PLC groups to analyze the data, assess student needs, and develop instructional practices. Formal and informal conversations among teachers and administrators continue to enhance curriculum maps, common assessments, and instructional strategies.
Teaching and Learning
Alignment of curriculum, instruction, and materials to content and performance standards (ESEA) All core curriculum materials and instruction are aligned to Common Core State Standards. Clovis Unified School District (CUSD) has created Content Standard Guides for teachers describing what
"students should know and be able to do" to achieve mastery of each standard. Within each content area all students are provided a standards-based materials as a primary resource. The basic
instructional program utilizes standards-aligned state adopted textbooks and instructional materials and board approved textbook materials in grades 7-12 in the four content areas: English Language Arts (ELA), Mathematics, Social Science, and Science.
Students who speak a second language, in addition to English, are identified through the completion of the Home Language Survey (HLS) provided in the school registration documents. Students
whose HLS indicate a language other than English, are assessed for English and primary language proficiency through the English Language Proficiency Assessment for California (ELPAC). Education Code 313 establishes the ELPAC as the initial and annual test for English learners. ELPAC is to be administered for initial identification purposes within 30 calendar days of first enrollment to a pupil whose primary language is other than English, as determined by the HLS, and who has not previously been assessed for English language proficiency in a California public school in
kindergarten - grade 12. Student placement into an EL program occurs when a student scores "Low Expanding/Mid Expanding" on the ELPAC. The student must be appropriately placed in an EL program that reflects his/her needs and level of proficiency. There are four (4) proficiency levels with ELPAC: Level 1- Emerging, Level 2- Low Expanding/Mid Expanding, Level 3- Upper
Expanding/Lower Bridging, and Level 4- Upper Bridging. A student scoring at or below Level 3- Low Expanding/Mid Expanding is considered an EL student and must be placed in an appropriate EL program. All English Learners scoring at the Low Bridging, Expanding and Emerging shall be enrolled in a Structured English Immersion (SEI) program. All English Learners initially scoring at Upper Bridging level are considered Fluent English Proficient (FEP) and are not placed in an EL program. However, as students' progress through the EL program and score Upper Bridging on the
maximum number of minutes required, it is recommended that students receive a minimum of 30 minutes daily targeted ELD instruction. ELD is a specific program of instruction that addresses the teaching of the English language according to the level of language proficiency of the English Learner. The goal is to attain language proficiency in English as efficiently and effectively as
possible and meet the criteria for reclassification. Progress is monitored and assessed following the CUSD ELD Assessment Calendar. The state of California passed a state regulation to administer the English Language assessment to EL students annually. This assessment is known as the ELPAC, and is administered in the spring annually. The language proficiency and academic performance of each student is reviewed yearly and those that meet fluency requirements are submitted for Reclassification. Reclassification is the process where students who have been identified as English Learners are reclassified to fluent English Proficient (RFEP) when they have demonstrated that they are able to compete effectively with English-speaking peers in mainstream classroom. California Education Code 313(d) requires that all English Learners who have been reclassified be monitored for a four-year period. In CUSD, monitoring does not mean the ELPAC should be administered again, rather, the student's academic progress and achievement should be monitored and reviewed on a periodic basis to be certain the student is continuing to progress. If the student fails to progress, it is necessary to intervene and not allow him/her to fall behind.
Unit assessments aligned to state and district content standards exist for English language arts (ELA, Science and Mathematics in grades K-12) and are administered uniformly across all CUSD schools. The results of these assessments are maintained in the Illuminate database which all teachers can access. Additionally, many subject specific secondary teachers use common
standards-based finals, at the end of each semester. The results from these multiple measures are designed to inform instruction and guide the re-teaching, re-testing and intervention processes for students who have not yet met or exceeded standards. Site developed assessments are currently utilized and housed within Illuminate in the areas of Social Science. CUSD is working with all schools to align unit assessments for Social Science and Science, into a district-wide process, similar to that of ELA and Mathematics. All sites have the ability to create teacher-made
assessments that are standards-aligned through Illuminate. Teachers may prescribe re-teaching materials for students with identified weaknesses in a specific standard. All instructional programs offer teacher support materials for differentiation of instruction for all student groups including Special Education, Gifted and Talented Education (GATE), and English Learners (EL). All schools use additional resources for students who have not met or exceeded standards. The needs of the Gifted and Talented (GATE) students are met through the number of Honors and Advanced Placement course offerings and enrolled in the Advanced Academic Academy (AAA) program at Clovis East. Students in the AAA program are expected to attend tutoring sessions after school with credentialed teachers and peer support. These academic sessions prepare students for collegiate- level courses.
Students who receive special education services have access to all educational, co-curricular, and special activities at Reyburn Intermediate School. The Individual Education Plan (IEP) developed by the Special Education team determines appropriate special education services for each student based on the students needs. The Special Education Department works collaboratively with
colleagues in core content areas to provide educational services as designated by the IEP team. A
Clovis Unified School District provides professional development based on core content areas and implementation of CCSS. Teachers have created units and designed lessons of study aligned to the CCSS and engage in PLC dialog to develop shared understanding and a system of support.
Department meetings and PLC meetings are data driven focusing on current needs of students, and best practice for instruction. Administrators use the walk-through process to conduct and record classroom observations and determine the impact of instruction on all students. This creates
reflective dialogue between teachers and administrators on first time best instruction using site wide instructional practices. Students performing below grade level are monitored through this process.
Weekly PLC meetings take place to review data and develop interventions needed for student who are performing below grade level.
Reyburn Intermediate School's Multi-Tiered Systems of Support (MTSS) is a researched based approach to provide leveled intervention to maximize student achievement. Our MTSS process begins with first time best instruction in all learning environments. When a student struggles to master grade level standards, strategic interventions are provided by teachers. Our struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services are provided by a variety of Clovis East High School's personnel, including certificated staff. Progress is closely monitored to assess both the learning rate and level of
performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to intervention, and when a student has mastered the standard. We have developed and implemented essential components to maximize student achievement:
Tier 1: First-time best instruction
Teachers use research-based instructional strategies. Universal methods of evaluations are used to provide a teacher baseline data, to drive instruction and identify learning gaps. Student progress is closely monitored for progress on grade level standards. Students who are not showing growth and/or mastery of standards, are provided targeted interventions.
Tier 2: Targeted Interventions
Students who are not mastering standards are provided targeted intervention to develop their understanding of content. These targeted interventions are provided in a small group setting in addition to instruction of the core curriculum. Students who do not respond to targeted, are then considered for more intensive intervention.
Tier 3: Intensive Interventions and Comprehensive Evaluation
Research indicates that students who need this level of support is a small percentage of the overall student population. Tier 3 supports are tailored to students’ individual needs. Tier 3 is for our
students who require more intense, explicit and individualized instruction and have not responded to Tier 1 and Tier 2 interventions. The instruction in Tier 3 is typically delivered outside of the
classroom. Programs, strategies, and procedures are designed to supplement, enhance, and support Tier 1 and Tier 2 instruction.
The daily schedule reflects adherence to the recommended instructional minutes for English
language arts and mathematics. All teachers at Reyburn Intermediate School provide a classroom schedule at the beginning of each year in order to account State recommended instruction minutes for all subject areas.
Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)
Long-term and short-term plans are guided by the school and district units of study and assessment calendar. Students who require additional support are pulled in small groups for re-teaching or pre- teaching of specific concepts tailored to the students' needs - embedding focused intervention throughout the day.
Availability of standards-based instructional materials appropriate to all student groups (ESEA) Reyburn Intermediate School is a Professional Learning Community, where the vision of equitable learning for all students is at the forefront of every decision and initiative made by the community of stakeholders. To close the student achievement gap with the existing common core standards and adopted curriculums for ELA, Math, Science, and ELD, allocating categorical funds for technology usage is one of the many ways the school site can provide appropriate standards-based
instructional materials for all students. Technology plays a vital role in student success therefore, students will be exposed to the use of technology, receive daily practices on the
computer/laptop/Chromebooks, opportunities to utilize online assessments provided through the approved and adopted materials in the district, and promote familiarity of utilizing online tools for readiness of high-stakes tests such as CAASPP, CAA, CAST, CACC, and ELPAC.
Core Courses:
All core curriculum and intervention materials are SSE-adopted and standards-aligned. All high school students are provided access and enrolled in standards-aligned core courses. CUSD has created Content Standards Guides for teachers describing what "students should know and be able to do" to achieve mastery of each standard. Within each content area all students are provided a standards-based text and/or materials as a primary resource. Teachers have the ability and
autonomy to provide additional standards-aligned materials to augment the basal text. Benchmark assessments aligned to state and district content standards exist for English/Language Arts (ELA) and mathematics in grades K-11 and are administered uniformly across all CUSD schools.
Benchmarks exist for additional core content courses in grades 8, including AB, math, and science.
Content area secondary teachers are encouraged to utilize standards-based common finals and unit exams. The results of multiple assessments are maintained in the Illuminate database. All teachers have access to the database and have the ability to access and publish assessments in "shared"
folders or to restrict access though "private" folders. The results from these multiple measures guide instruction and focus re-teaching and intervention processes for students who have not yet mastered standards. All base instructional programs offer teacher supplemental support materials for
differentiation of instruction for all student groups including special education, AAA, and English learners (EL). All schools use additional resources for students who have not yet reached the proficient level. Specific resources may include state adopted EL materials (INSIDE and EDGE),
program which emphasizes and develops six major themes: energy, evolution, patterns of change, scale and structure, stability, and systems and interactions. These themes integrate concepts and facts at all levels of the curriculum and unify topics in physical, life, and earth science. The students learn and develop the thinking processes of observing, categorizing, relating, inferring, ordering, comparing, communicating, and applying. We emphasize active learning and student involvement through process-oriented activities and hands-on lessons. With the newly adopted NGSS standards, we integrate science into other areas of our instruction. We have incorporated the hands-on labs to engage students in learning. Students use a variety of instructional materials, including lab
equipment, reference books, and relevant technology, to facilitate active learning and construction of new knowledge. Reyburn Intermediate School focuses on teaching the scientific method, and
students develop class, group, or individual Science Fair projects at various levels.
Health & Wellness:
Good health and academic success go hand-in-hand, mind, body and spirit are the core in Clovis Unified School District. At Reyburn Intermediate, we believe healthy children make better students, and better students become healthy, successful adults who are productive members of their
communities. Comprehensive health education that addresses the physical, mental, emotional, and social aspects of health teaches students how to maintain and improve their health; prevent disease;
reduce health-related risk behaviors; and develop health knowledge, attitudes, and skills that foster academic achievement, increase attendance rates, and improve behavior at school. Quality health education programs help students achieve their highest academic potential. The Health Education Content Standards for California Public Schools, Kindergarten Through Grade Twelve provides guidance for our teachers on the essential skills and knowledge that students should have at each grade level. Local educators are encouraged to apply these standards when developing curricular and instructional strategies for health education and other interdisciplinary subjects. Recognizing the significant impact of health on academic achievement, we work diligently to improve the quality of health education for our students. The health education content standards represent our
commitment to promoting excellence in health education for our students. A primary goal of the health education standards is to improve academic achievement and health literacy for all students in California. Four characteristics are identified as essential to health literacy.
Health-literate individuals are:
Critical-thinkers and problem-solvers when confronting health problems and issues
Self-directed learners who have the competence to use basic health information and services in health-enhancing ways
Effective communicators who organize and convey beliefs, ideas, and information about health issues
Responsible and productive citizens who help ensure that their community is healthy, safe, and secure. These four essential characteristics of health-literate individuals are woven throughout the education standards and programs.
Physical Education:
provide opportunities. Physical education is an integral part of our instructional education program for all students. We work to teach students how their bodies move and how to perform a variety of physical activities. Students learn the health-related benefits of regular physical activity and the skills to adopt a physically active, healthy lifestyle. The discipline also provides learning experiences that meet the developmental needs of students. With high-quality physical education instruction, students become confident, independent, self-controlled, and resilient; develop positive social skills; set and strive for personal, achievable goals; learn to assume leadership; cooperate with others; accept responsibility for their own behavior; and, ultimately improve their academic performance. To monitor the progress of our students, as a district, we not only administer the spring state Physical Fitness Tests, but we have physical grade-level assessments for grades 1-12. This data is used to adjust both program and curricular needs.
Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC)
All courses at RIS are aligned with the CCSS. All courses of study are reviewed and updated as required. All students have textbooks and instructional material that are aligned to the content standards in their core content areas as required by the Williams Act.
Opportunity and Equal Educational Access
Services provided by the regular program that enable underperforming students to meet standards (ESEA)
Students in need of additional intervention resulting from academic, emotional, or behavioral difficulties are referred to the Student Study Team (SST) where their needs are assessed and they are covered with necessary interventions. Students may be referred to SARB, the 504 evaluation processes, one-on-one counseling, peer counseling, and other student support groups based on school psychologist recommendations and student's specific needs. When necessary, students may be referred to Comprehensive Youth Services (CYS) for mental health and social/emotional support.
Identified students meeting the criteria will be referred to the Transition Program to provide
additional support in the areas of academics and social/emotional support. These services are not limited to just identified students in the Transition Program. Additionally CUSD offers a
comprehensive summer school or extended year program designed to meet the specific needs of students K-12. A variety of extended year programs are offered for students at risk of retention, performing below proficiency and in need of credit for graduation. Supplementary or companion materials in each adopted textbook allow teachers to provide differentiation of instruction based upon student needs. At the secondary level, supplementary instruction and support for mastery of pre-requisite skills in both English and Math is provided for students who are performing significantly below expected levels. Instruction occurs within the school day but outside of the core instructional setting. Additional intervention periods provide research supported intervention and double the instructional minutes provided in the core content areas, for students scoring far below grade-level norms. Intervention utilizes standards aligned and SBE approved supplementary intervention
materials. Intervention occurs, within, and outside of, the school day depending on the level of need of the student.
Evidence-based educational practices to raise student achievement
RIS uses the Mult-Tiered Systems of Support in order to meet all student needs. RIS offers:
Tier 1: First time best instruction
Teachers use research based instructional strategies. Universal screeners are used to provide a teacher baseline data to drive instruction and identify learning gaps. Student progress is closely monitored for progress on grade level standards. Student who are not showing growth and mastery of standards are provided targeted interventions.
Tier 2: Targeted Interventions
Students who are not mastering standards are provided targeted intervention to develop their understanding of content. These targeted interventions are provided in a small group setting in addition to instruction of the core curriculum. Students who do not respond to targeted, are then considered for more intensive intervention.
Tier 3: Intensive Interventions and Comprehensive Evaluation
Research indicates that students who need this level of support is a small percentage of the overall student population. Tier 3 supports are tailored to students’ individual needs. Tier 3 is for our
students who require more intense, explicit and individualized instruction and have not responded to Tier 1 and Tier 2 interventions. The instruction in Tier 3 is typically delivered outside of the
classroom. Programs, strategies, and procedures are designed to supplement, enhance, and support Tier 1 and Tier 2 instruction. Students who need this level of support are monitored closely and when they have mastered the standard will no longer need the intensive intervention.
Additionally, RIS offers a tiered system of support to meet the social and emotional needs of all students
Tier 1: providing safe learning environments for all students
Our staff is committed to building a safe environment for all students to learn and grow. We offer support through building relationships with our students, offering supports from our transition office, and using Timberwolf territory in which students can go to any classroom open to have a safe, warm environment under the supervision of a teacher during lunch.
Tier 2: Targeted interventions for student who need social-emotional support
Students who have been identified as needing more support are referred to our Clovis Support Intervention which is a group setting with teachers who have been trained to facilitate conversations to support students, Check in/out with a specific member of the RIS staff with targeted goals to support the student, and Peer counseling which is a referral based program where students are trained to support other students through difficult situations.
Tier 3: Intensive Interventions
Students who do not respond to Tier 1 and Tier 2 interventions are then referred to our most intensive supports on campus. We have a school psychologist 5 days a week in order to support our students social and emotional wellness and they meet with each student individually. RIS also
Resources available from family, school, district, and community to assist under-achieving students (ESEA)
On an annual basis, Clovis Unified School District (CUSD) submits the Application for Funding Consolidated Application and Reporting System for Categorical Aid Programs, commonly referred as CARS. The application is submitted in two (2) parts: Part I, which contains program and
demographic information, is submitted by June 1 each year; and Part II, which contains the budget information and additional program data, is submitted by January 31 each year. The categorical programs included in the application are Title I, Part A – Improving the Academic Achievement of the Disadvantaged Improving, Title I, Part C – Migrant Education, Title II, Part A – Preparing, Training and Recruiting High Quality Teachers and Principals, and Title III – Language Instruction for Limited English Proficient and Immigrant Students. Essentially, these funds are designed to assist students in mastering state standards.
Clovis Unified Schools are committed to establishing a true partnership with all facets of the Clovis Learning Community. CUSD values feedback and input. Parents continue to make positive
differences in the lives of the children we all support. We know from research that participation in your child’s education will not only bring success to your child but other children in the school. Our parents truly make a difference in the lives of Clovis kids!
CUSD is pleased and proud to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the CUSD include:
School Site Council (SSC)
English Learner Advisory Committee (ELAC)
District Advisory Committee (DAC) and School Advisory Committee (SAC) District Learner Advisory Committee (DELAC)
District Migrant Education Parent Advisory Committee (DMEPAC) District Indian Education Parent Advisory Committee (IPAC)
School and District level School Assessment Review Team (SART) Intercultural and Diversity Advisory Council (IDAC)
Local Control Accountability Plan Public Forums (LCAP)
We encourage all parents and guardians to become involved with their child’s education at the classroom level the school-wide level as well as the district level. Each school’s Single Plan for Student Achievement (SPSA) describes the school’s basic educational program and the categorical supplementary programs/services that are designed to support student achievement of each and every student. Parental involvement is a necessary and vital part of developing the SPSA as well as our overall program. At the district level, parent committees provide input into each of the site’s SPSA and to the District’s Local Education Agency Plan (LEAP). If you would like additional
information on any of the District Parent Councils or Committees, please call your child’s school. The Principal, Learning Director (LD), or Guidance Instructional Specialist (GIS), would be happy to assist you, or go: to http://www.cusd.com/supplementalservices.
District Advisory Committee (DAC) & School Advisory Committee (SAC): The entirety of the SSC acts as the SAC. The SAC serves as an advisory committee for the purpose of advising schools regarding supplemental education programs and acting as a liaison for their school community. They serve to share information and comments both at the district and site level. These education
programs are supplemental education opportunities that provide services to students who are disadvantaged, English learners, foster youth and/or at-risk. The SSC has approved to designate our SSC pursuant to California Education Code (EC) Section 52852 to function as the School Advisory Committee.
English Learner Advisory Committee (ELAC): All schools enrolling 21 or more English learners are required to form an ELAC. The ELAC is composed of parents and school personnel. The ELAC provides input and makes recommendations to the principal, staff and SSC regarding services for English learners and conducts an annual survey. Members serve for two years.
District English Learner Advisory Committee (DELAC): Whenever there are 51 or more EL students in the district, there shall be a functioning District English Learner Advisory Committee (DELAC). It is important that each school site ELAC elect a DELAC representative and arrange to have that
representative attend every DELAC meeting. Currently the DELAC bylaws require each DELAC representative to be 1) a parent/guardian of an EL or former EL (i.e., a reclassified fluent English proficient student) currently enrolled at the site he/she represents, and 2) elected to serve as the DELAC representative by the site’s ELAC.
District Indian Education Parent Advisory Committee (IPAC): The CUSD Native American Indian Education Parent Advisory Committee meets four times a year to discuss program issues, services provided, and other needs related to the student achievement of our students, community agencies and outreach programs. CUSD Indian Education Program addresses the needs of American Indian and Alaskan Native students in grades K - 12. The program assists eligible students to achieve at the same challenging state performance standards expected of all students in grades pre-K -12.
Local Control Accountability Plan (LCAP) Forums: CUSD develops an LCAP annually that works to better align the academic plan with the district expenditure plan that is approved by our CUSD Governing Board each June. Parents and other stakeholder groups are invited to participate in the development of the LCAP through participation of school and district committee meetings and community forums. LCAP School, District Meetings and Community Forums are exciting
opportunities for all stakeholders and school committees to engage with the District and share their ideas on how CUSD can provide quality opportunities and support for CUSD youth and schools.
Community participation and feedback in the forums will inform the District’s LCAP’s funding priorities over the next several years.
These forums are designed to provide an opportunity for school communities to hear about CUSD’s current efforts to support youth and families and to provide input and feedback on future plans and opportunities. Sites also have an opportunity to work together in teams to share new ideas to support identified groups and to plan for site engagement and implementation.
The following is an overview of the categorical funding and programs in CUSD. These funds are further discussed and outlined in each school’s SPSA and at the committee meetings.
needs.
Philosophy
All CUSD schools offer students with special needs equal high-quality learning opportunities and access to the core curriculum, in all curricular areas. Categorical funds are designed to support additional assistance, to help students succeed in all classroom programs (base/core curriculum) and address any learning gaps. The focus is on the effective utilization of supplementary materials, personnel, and staff development. Staff development activities are used to improve instructional practices and strategies which increase teaching abilities and assist all students to reach their full potential.
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)
The following categorized list shows examples of various activities we use to attract parent and community involvement.
Parental and community links:
Back to School Night
School Report Card
School website through Clovis Unified School District
Academic Achievement Awards Ceremony
Quarterly Mailings of student transcripts with an individualized plan
Parent/Student Orientation and meeting with the Site Administrator at enrollment
Community Service participation
School Site Council
Utilization of local resources from parents and community:
Transitional Support through Transition Programs
Holiday food drives
Strategies tor involving non- English speaking parents:
EL Program
All informative school mailings sent home in English and Spanish
Translators- Bilingual aides, teachers, attendance/office secretary Parents as active partners:
Active advising with counselor
Classroom visits
Cumulative file available for inspection
Progress Reports
Grade Checks upon request
Open communication with teachers and staff by email, phone, or face-to-face
ELAC
Site Council
Parents/Community members arc involved in decision-making process
Site Council
English Language Advisory Council (ELAC) /District English Language Advisory Council (DELAC)
Funding
The service delivery options for our special education staff may include: district services,
consultation and collaboration, alternative materials and/or curriculum, physical accommodations, modified teaching and testing strategies, curriculum and material adaptation, and in-service training for staff members. Special education staff may work with students and/or staff in the regular
classrooms or in a small group setting. Our staff will participate in staff development, planning, and other activities, which promote the effective use of available resources to meet the educational needs of all students in our school.
Instruction for EL students is prescribed by the classroom teacher and the English Language
Development Coordinator and is implemented by the teacher and bilingual instructional assistant. EL students receive English Language Development (ELD) and gain access to the core curriculum through primary language assistance and /or Specially Designed Academic Instruction in English (SDAIE).
Highly-qualified paraprofessionals work under the direct supervision of the credentialed-classroom teacher, and Learning Director, to provide instructional assistance to EL students individually or in small groups with such activities that include, but are not limited to: academic support in core curriculum, assist teacher with preparation of instructional materials, assist teacher with
interpretation to parents via phone calls, conferences, written communication or home visits, assist EL Coordinator with documentation pertaining to the implementation of services for EL students, other duties pertaining to the services for EL students, and when needed to provide primary language support to EL students.
Special English Learner Pathway courses have been developed at Reyburn Intermediate School to ensure students at the beginning and early intermediate levels of proficiency access to the core content through instruction from a teacher credentialed in the content area. In addition to the services provided above, pathway courses provide supplementary technology, extended day tutoring, supplementary materials, teacher cross curricular collaboration, and intervention to insure progress toward mastery of state standards in the content areas. Additionally, categorical funds are allocated to hire Instructional Assistants and Student Relations Liaisons to build positive connections with students at Clovis East and Reyburn Intermediate. These individuals support in the classroom as well as outside of the classroom with goal setting on academia as well as behavioral goals. The students' wellbeing/safety and academic success is a priority the administration, teachers, and supporting staff members strive for on a daily basis.
Fiscal support (EPC)
The District provides each school site with a complete budget and provides Reyburn Intermediate School with LCAP and Title III funds support for academic and intervention needs. These funds are reviewed and approved by the SSC on a quarterly basis. Please see Page 2 and 6 located in the Appendix of the SPSA.
Stakeholder Involvement
How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update?
Involvement Process for the SPSA and Annual Review and Update
Each year Reyburn Intermediate School has a spring evaluation of the SPSA. Data from surveys is used as part of the evaluation process. The School Site Council meets quarterly as a part of the evaluation process to gather input for the annual update. The update is shared through the School Accountability Report Card (SARC) report and the school website. The final update is shared site wide at the end of the year staff meeting.
Resource Inequities
Briefly identify and describe any resource inequities identified as a result of the required needs assessment, as applicable.
Based on past benchmark data in both ELA and math, there is still a need for students to attend in school and after school interventions, continue with small group instruction, reteach standards that were not mastered within both content areas, checking for understanding and continue to monitor those students who are considered at-risk. Performance indicators from these assessments indicate that students are still in need of interventions to close the achievement gap. Formative assessments will continue to be used to monitor all students in both areas of ELA and math.
Student Enrollment Enrollment By Student Group
Student Enrollment by Subgroup
Percent of Enrollment Number of Students Student Group
17-18 18-19 19-20 17-18 18-19 19-20
American Indian 0.35% 0.8% 1.23% 5 12 19
African American 2.73% 3.09% 3.56% 39 46 55
Asian 23.64% 23.81% 23.11% 338 355 357
Filipino 3.36% 3.69% 4.14% 48 55 64
Hispanic/Latino 45.66% 45.61% 42.85% 653 680 662
Pacific Islander 0.21% 0.2% 0.13% 3 3 2
White 22.03% 21.26% 23.11% 315 317 357
Multiple/No Response % % 1.88% 0
Total Enrollment 1430 1,491 1,545
Student Enrollment Enrollment By Grade Level
Student Enrollment by Grade Level
Number of Students Grade
17-18 18-19 19-20
Grade 7 704 766 773
Grade 8 726 725 772
Total Enrollment 1,430 1,491 1,545
Conclusions based on this data:
1. Student enrollment at RIS has increased every year, but the demographics remain unchanged.
2. Every student group has increased in student population, except Hispanic/Latino
School and Student Performance Data
Student Enrollment
English Learner (EL) Enrollment
English Learner (EL) Enrollment
Number of Students Percent of Students Student Group
17-18 18-19 19-20 17-18 18-19 19-20
English Learners 109 107 87 7.6% 7.2% 5.6%
Fluent English Proficient (FEP) 281 282 298 19.7% 18.9% 19.3%
Reclassified Fluent English Proficient (RFEP) 7 59 44 7.2% 54.1% 41.1%
Conclusions based on this data:
1. RIS has had a decrease in the number of students who have been Reclassified Fluent English Proficient 2. The number of English Learners decreased from 18-19 to 19-20
CAASPP Results
English Language Arts/Literacy (All Students)
Overall Participation for All Students
# of Students Enrolled # of Students Tested # of Students with Scores
% of Enrolled Students Tested
Grade
Level 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19
Grade 7 691 683 749 677 677 738 676 677 738 98 99.1 98.5
Grade 8 635 696 694 625 683 689 625 683 689 98.4 98.1 99.3 All
Grades 1326 1379 1443 1302 1360 1427 1301 1360 1427 98.2 98.6 98.9
* 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 Grade Met
Level 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 Grade 7 2575.
6 2592.
6 2604.
4 21.89 24.67 34.42 43.49 47.42 42.41 17.90 18.46 13.14 16.72 9.45 10.03 Grade 8 2603.
6 2594.
7 2600.
5 25.60 24.74 24.38 41.28 40.70 40.06 22.40 19.77 24.67 10.72 14.79 10.89 All Grades N/A N/A N/A 23.67 24.71 29.57 42.43 44.04 41.28 20.06 19.12 18.71 13.84 12.13 10.44
Reading
Demonstrating understanding of literary and non-fictional texts
% Above Standard % At or Near Standard % Below Standard Grade Level
16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19
Grade 7 28.70 31.76 41.06 48.52 51.70 42.95 22.78 16.54 15.99
Grade 8 34.08 33.58 35.41 47.20 45.31 44.12 18.72 21.11 20.46
All Grades 31.28 32.67 38.33 47.89 48.49 43.52 20.83 18.84 18.15 Writing
Producing clear and purposeful writing
% Above Standard % At or Near Standard % Below Standard Grade Level
16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19
Grade 7 40.09 42.10 50.68 45.71 49.78 41.19 14.20 8.12 8.13
Grade 8 43.36 35.98 36.28 46.24 50.66 56.46 10.40 13.36 7.26
All Grades 41.66 39.03 43.73 45.96 50.22 48.56 12.38 10.75 7.71 Listening
Demonstrating effective communication skills
% Above Standard % At or Near Standard % Below Standard Grade Level
16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19
Research/Inquiry
Investigating, analyzing, and presenting information
% Above Standard % At or Near Standard % Below Standard Grade Level
16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19
Grade 7 41.12 49.04 45.93 41.72 42.10 43.90 17.16 8.86 10.16
Grade 8 43.36 41.50 35.41 44.16 44.87 50.94 12.48 13.64 13.64
All Grades 42.20 45.25 40.85 42.89 43.49 47.30 14.91 11.26 11.84 Conclusions based on this data:
1. In overall achievement RIS students saw a increase of approximately 5% in students who exceeded standards 2. In writing, RIS students saw a overall increase of 4% in students who exceeded standards
3. There was decrease in Research/Inquiry in grade 7 and grade 8 by 5 percent