Post on 07-Jul-2020
West Contra Costa Unified School District
Sheldon Elementary School
Title I
SINGLE PLAN FOR STUDENT ACHIEVEMENT
2012-13
Board Approval Date:
Contact Person: Sonja L. Bell
Principal: Sonja L. Bell
Telephone Number: (510) 231-1414
Address: 2601 May Road
Richmond, CA 94803
E-mail address: slbell@wccusd.net
BOARD OF EDUCATION 2012-13
MADELINE KRONENBERG, President
CHARLES T. RAMSEY, Clerk
RANDALL ENOS, Member
TODD A. GROVES, Member
ELAINE R. MERRIWEATHER, Member
Superintendent Dr. Bruce Harter
District Address
1108 Bissell Avenue City
Richmond, CA Zip Code
94801
Telephone
(510) 231-1101
Fax
(510) 236-6784
Email Address
bharter@wccusd.net
Assistant Superintendent Nia Rashidchi
District Address
1108 Bissell Avenue City
Richmond, CA Zip Code
94801
Telephone
(510) 231-1130
Fax
(510) 620-2074
Email Address
nrashidchi@wccusd.net
Contents Page
School Site Council (SSC) Recommendations and Assurances
SSC Roster
Safety, Library, Technology Assurance Page
Executive Summary
Stakeholder Involvement
Action Plan for Improving Student Achievement (Academic)
Goals, Indicators, Data Analysis
QEIA Checklist/Monitoring and APS (Harding, Helms, Peres, - Only)
System-wide Barriers
Student Achievement Strategies
ELA #1
ELA #2
Math #1
Math #2
Science
History/Social Science
Physical Education
Visual and Performing Arts
Educationally Disadvantaged Youth
Special Education
Gifted and Talented Education (GATE)
English Learners
Extended Learning
Preschool Transition
Action Plan for Improving Student Achievement (Student Support)
Data Analysis
Student Support Programs
Attendance
Health and Safety
School Climate
Coordination of Services Page
Agreements
Centralized Services
School Site Council (SSC) Recommendations and Assurances
The school site council recommends this school plan and proposed expenditures to the district governing board for approval, and
assures the board of the following:
1. The school site council is correctly constituted, and was formed in accordance with district governing board policy and state
law.
2. The school site council reviewed its responsibilities under state law and district governing board policies, including those
board policies relating to material changes in the school plan requiring board approval.
3. The school site council sought and considered all recommendations from the following groups or committees before adopting
this plan (Check those that apply):
[ ] School Advisory Committee for State Compensatory Education Programs
[X] English Learner Advisory Committee
[ ] Community Advisory Committee for Special Education Programs
[X] Gifted and Talented Education Program Advisory Committee
Other (list)
4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for
Student Achievement and believes all such content requirements have been met, including those found in district governing
board policies and in the Local Improvement Plan.
5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a
sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.
6. This school plan was adopted by the school site council on: October 26, 2012.
7. The School Site Council will monitor the implementation and effectiveness of strategies in the plan at least twice during the
2012-13 school year, using the WCCUSD monitoring process.
Attested:
Sonja L. Bell
Typed name of school principal Signature of school principal Date
Deborah Delvalle
Typed name of SSC chairperson Signature of SSC chairperson Date
Assurances Regarding the School Safety Plan
The principal’s signature verifies that Sheldon Elementary School has reviewed the school Safety Plan for 2012-13.
The plan [X] was [ ] was not updated. Key elements of safety, emergency and crisis preparedness were reviewed and discussed with
all school faculty and staff.
Sonja L. Bell
Typed name of school principal Signature of school principal Date
Assurance Regarding the Library Plan
The principal’s signature verifies that Sheldon Elementary School has reviewed the district Library Plan for 2012-13.
Sonja L. Bell
Typed name of school principal Signature of school principal Date
Assurance Regarding the Technology Plan
The principal’s signature verifies that Sheldon Elementary School:
[ ] will develop a Technology Plan for 2012-13
[X] has updated the Technology Plan for 2012-13
Sonja L. Bell
Typed name of school principal Signature of school principal Date
West Contra Costa Unified School District
Sheldon Elementary School
2012-13
School Site Council Membership Roster
Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures
of funds allocated through the Consolidated Application, by the school site council. The current make-up of the school site council is
as follows:
Names of Members Email address
(Home mailing address if email n/a) Phone Number
Term
ends on*:
Identify
Chair
Person:
Parent/Community Members
#1 Keith Alms 6/12 [ ]
#2 Don Black 6/13 [ ]
#3 Patrick Golden 6/13 [ ]
#4 Aiysha Davis 6/13 [ ]
#5 Ms.Gallardo 6/13 [ ]
School/Other Members
Tchr #1 Crystal Barb 6/13 [ ]
Tchr #2 Karen Jarrell 6/13 [ ]
Tchr #3 Jennifer Titus 6/13 [ ]
Other Deborah Delvalle 6/13 [X]
Principal Sonja L. Bell 6/12 [ ]
Membership Composition:
Elementary (10 total)
1 Principal
3 classroom teachers
1 other school staff
5 parents/community members
* Indicate “n/a” if your council does not have SSC Bylaws that specify term limits.
Executive Summary
Equity, Student Achievement, Accountability for All, Safety, Community Engagement and Stewardship are the 2012-13
WCCUSD Goals. Our school establishes programs, activities and actions which are designed to continually address these
goals.
GOALS:
Equity: Implement fair, evenhanded district and school level policies, practices, and actions that ensure each student counts, all
students can learn, district resources are developed and deployed based on recognition and acknowledgement of the needs and
strengths of each student, and all stakeholders are valued members of the WCCUSD community.
Sheldon Elementary School's goal is to inspire in students a lifelong love of learning and pursuit of academic excellence.
Sheldon strives to create an educational environment that reflects the School's core values of academic excellence and
citizenship, where each student can thrive. We are a K-6 school striving to create an educational environment that reflects the
School's core values of academic excellence, diversity, and citizenship. We believe that a program based on these core values
will prepare our students to be effective citizens. We believe in high standards and are committed to daily standard
instruction. We are a multi-ethnic population that tries to draw in all facets of the community.
Student Achievement: Provide a clear, well-resourced and rigorous student achievement program that addresses the full range of
student needs and results in all students being prepared for a successful life.
Sheldon students have accessible on daily basis, a myraid of learning strategies and instructional practices. Teachers provide
all students standards based direct instruction provided through engaging and challenging presentation. Student deficiencies
and support to ensure academic growth are indentifed through academic conferences and data analysis. Learning center
support a trajectory of RtI strategies to address student needs. Afterschool tutoring in language arts and math is provided for
students in grades 2 through 6. Student achievement is acknowledged by the whole school community by award assemblies.
Accountability for All: Build a system of accountability for all that nurtures a culture where all administrators, teachers, district
employees, families, students, and community members are accountable for their roles in improving student achievement.
Data meetings ensure that all teachers and administrator are informed of the academic history and progress of students.
Academic conferences allow for ongoing assessment of student progress. Parents are informed through progress reports,
report cards and the SST process and conferences. Parents are also informed through weekly notes and on-line accountabilty
as well as principal messages.
Safety: Implement strategies that ensure 1) safe, positive learning and working environments, 2) site preparedness for any crisis or
emergency.
Sheldon is committed to the safety of all students. We have systems and procedures in place to ensure and maintain students
and campus safety that include all staff. We have established on-going and closely monitored relationships with school safety
officials and local agencies. Sheldon has a Safety Committee which works in conjunction with the district requirements to
provide a safe environment to the school population.
Sheldon staff convey a consistent message of school safety and positive learning. We employ BEST strategies to encourage our
students to strive towards student achievement, responsiblity, respect for others and honesty. We are tireless in ensuring
students feel safe at school and are able to advance academically, socially and emotionally. We celebrate Red Ribbon week and
monitor bullying through discussions and assemblies.
Community Engagement: Engage the community in a process that provides for open, transparent, and inclusive participation of
community stakeholders in WCCUSD planning and provides for meaningful dialogue on critical issues. This will be fostered and
sustained on a district-wide level by continuously improving WCCUSD internal capacities and capabilities to engage all stakeholders.
The PTA and all SSC meetings are open to the public and generally well attended. The PTA also promotes activities that
encourage a sense of community and support increasing numbers of people becoming involved in the school by volunteering.
Stewardship: Continually strive to improve the effective and efficient use of financial and other resources. Stewardship is the wise
use of resources and the attribute by which the district can build and maintain public trust.
Our goal is to monitor and maintain all of our resources. We try to focus all resources and structure them to benefit the
students. Items are reviewed and approved by the various committees prior to including them in the budgets. All staff know
their assigned duties and responsibilities; they work daily to improve academic achievement of our students.
Description of any grants (i.e., Scully) that are not under the purview of the SSC, yet contribute to the school’s path to
academic excellence:
Program Name:
Program Focus:
Program Name:
Program Focus:
Program Name:
Program Focus:
Program Name:
Program Focus:
Program Name:
Program Focus:
Program Name:
Program Focus:
SPSA Stakeholder Involvement
The School Site Council (SSC) works effectively with its stakeholders to complete the variety of tasks involved in developing,
implementing, and monitoring the effectiveness of the Single Plan for Student Achievement (SPSA).
As the lead group, the SSC agrees to the following procedures for completing all work involving the SPSA:
Choose one task management option for each step
Task SSC Actively Involved in Task or Task Delegated to
Step 1 Analyze CST and local assessment
data
Process: or Process: Whole staff review at the
begining of the year and report given to
SSC
Step 2 Gather input from
(check all that apply)
[X] GATE
[ ] ELAC
[ ] CAC
[X] Others ILT and grade level
teams
Process: or Process: Each group reviews the
appropriate data and makes
recommendations to reports to the SSC
Step 3 SPSA strategies development Process: or Process: Principal, ILT and the staff
develop the appropriate strategies
Step 4 Budget development Process: SSC determines budget with
input from the staff.
or Process:
Step 5 Finalize and submit SPSA for
School Board Approval
Date: October 25, 2012
Step 6 SPSA monitoring Process: or Process: ILT looks at monitoring each
time and then reviews it. The principal
then reports the findings to the SSC.
ACTION PLAN
FOR IMPROVING STUDENT ACHIEVEMENT
(CURRICULUM AND INSTRUCTION)
Elementary/Middle School ELA Goals and Indicators
Status of 2011-12 AYP Goal [ ] 2011-12 NCLB AYP Goal for ELA of 78.4% met for all students and all significant subgroups
- or -
[ ] Made AYP by Safe Harbor or other CDE Criteria
[ ] 2011-12 established school goal for ELA of % met for all students and all significant subgroups
[X] 2011-12 AYP Goal for ELA of 78.4% not met in the following areas: Schoolwide, Latino students, White,
Socioeconomically Disadvantaged, English Learners
2012-13 AYP Goal (Check One)
[X] Our goal for 2012-13 is that 94.2% of all students and all numerically significant subgroups will be proficient in ELA. This
goal is based on the NCLB AYP target of 89.2% proficient, plus the additional 5% District level requirement.
[ ] We have met the 2012-13 school-wide NCLB and District target AYP goal for ELA of 94.2%. We have established the
following goal:
ELA Data Analysis
(3-Year Comparison)
CST (AYP) Performance - School Wide 2009-10 2010-11 2011-12
Students at/above proficient 43.4 109 52.8 134 51.2 132
Students at basic and below 56.6 142 47.2 120 48.8 126
Total valid scores 100 251 100 254 100 258
Total increase required during 2012-13 to meet the goal for ELA: 43.% 111
Description of findings: Overall students have increased and maintained approximately 8% in reading language arts.
CST (AYP) Performance by Subgroup - African-American [X] Significant Subgroup 2009-10 2010-11 2011-12
Students at/above proficient 32.4 24 47.0 31 47.7 31
Students at basic and below 67.6 50 53 35 47.0 34
Total valid scores 100 74 100 66 100 65
Total increase required during 2012-13 to meet the goal for ELA: 46.5% 30
Description of findings: African American students have made consistent progress in ELA over the past 2 years.
[X] Area of strength [ ] Area of concern
CST (AYP) Performance by Subgroup - Latino [X] Significant Subgroup 2009-10 2010-11 2011-12
Students at/above proficient 33.8 23 52.1 38 43.0 34
Students at basic and below 66.2 45 47.9 35 57 45
Total valid scores 100 68 100 73 100 79
Total increase required during 2012-13 to meet the goal for ELA: 51.2% 40
Description of findings: Latino students (non- EL) experienced a 10% decrease from last year.
[ ] Area of strength [X] Area of concern
CST (AYP) Performance by Subgroup - White [X] Significant Subgroup 2009-10 2010-11 2011-12
Students at/above proficient 58.5 31 63.5 33 61.4 35
Students at basic and below 41.5 22 36.5 19 39 22
Total valid scores 100 53 100 52 100 57
Total increase required during 2012-13 to meet the goal for ELA: 33% 19
Description of findings: White students experienced a 2% decrease from last year.
[ ] Area of strength [X] Area of concern
CST (AYP) Performance by Subgroup - Asian [ ] Significant Subgroup 2009-10 2010-11 2011-12
Students at/above proficient 52.6 20 48.8 20 56.4 22
Students at basic and below 51.2 21
Total valid scores 38 100 41 39
Total increase required during 2012-13 to meet the goal for ELA: %
Description of findings:
[ ] Area of strength [ ] Area of concern
CST (AYP) Performance by Subgroup - EDY (SED) [ ] Significant Subgroup 2009-10 2010-11 2011-12
Students at/above proficient 41.0 68 47.3 87 43.9 83
Students at basic and below 59 98 52.7 97 56.1 105
Total valid scores 100 166 100 184 100 189
Total increase required during 2012-13 to meet the goal for ELA: 50.3% 95
Description of findings: EDY students experience a slight decrease of 3% from last year.
[ ] Area of strength [X] Area of concern
CST (AYP) Performance by Subgroup - English Learners [ ] Significant Subgroup 2009-10 2010-11 2011-12
Students at/above proficient 37.3 31 52.3 45 44.0 40
Students at basic and below 62.7 52 47.7 41 56 51
Total valid scores 100 83 100 86 100 91
Total increase required during 2012-13 to meet the goal for ELA: 50.2% 46
Description of findings: English Language Learners decreased 8.3 from last year.
[ ] Area of strength [X] Area of concern
CST (AYP) Performance by Subgroup - Other [ ] Significant Subgroup 2009-10 2010-11 2011-12
Students at/above proficient
Students at basic and below
Total valid scores
Total increase required during 2012-13 to meet the goal for ELA: %
Description of findings:
[ ] Area of strength [ ] Area of concern
CST (AYP) Performance by Subgroup - Other [ ] Significant Subgroup 2009-10 2010-11 2011-12
Students at/above proficient
Students at basic and below
Total valid scores
Total increase required during 2012-13 to meet the goal for ELA: %
Description of findings:
[ ] Area of strength [ ] Area of concern
Elementary/Middle School MATH Goals and Indicators
Status of 2011-12 AYP Goal
[ ] 2011-12 NCLB AYP Goal for MATH of 79.0% met for all students and all significant subgroups
- or -
[ ] Made AYP by Safe Harbor or other CDE Criteria
[ ] 2011-12 established school goal for MATH of % met for all students and all significant subgroups
[X] 2011-12 AYP Goal for MATH of 79.0% not met in the following areas: Latino, Socioeconomically Disadvantaged, English
Learners
2012-13 AYP Goal (Check One)
[X] Our goal for 2012-13 is that 94.5% of all students and all numerically significant subgroups will be proficient in Math. This
goal is based on the NCLB AYP target of 89.5% proficient, plus the additional 5% District level requirement.
[ ] We have met the 2012-13 school-wide NCLB and District target AYP goal for MATH of 94.5%. We have established the
following goal:
MATH Data Analysis
(3-Year Comparison)
CST (AYP) Performance - School Wide 2009-10 2010-11 2011-12
Students at/above proficient 51.4 129 60.9 154 62.0 160
Students at basic and below 48.6 122 39.1 99 38 98
Total valid scores 100 251 100 253 100 258
Total increase required during 2012-13 to meet the goal for MATH: 32% 83
Description of findings: Students school wide increased and maintained the proficiency levels from last year.
CST (AYP) Performance by Subgroup - African-American [X] Significant Subgroup 2009-10 2010-11 2011-12
Students at/above proficient 34.7 26 45.5 30 56.9 37
Students at basic and below 65.3 49 54.5 36 43 28
Total valid scores 100 75 100 66 100 65
Total increase required during 2012-13 to meet the goal for MATH: 37% 24
Description of findings: African American students increased by 11% from the previous year.
[X] Area of strength [ ] Area of concern
CST (AYP) Performance by Subgroup - Latino [X] Significant Subgroup 2009-10 2010-11 2011-12
Students at/above proficient 57.4 39 64.4 47 48.1 38
Students at basic and below 42.6 29 35.6 26 52 41
Total valid scores 100 68 100 73 100 79
Total increase required during 2012-13 to meet the goal for MATH: 46% 36
Description of findings: Latino students (non EL) decreased by 16% from last year.
[ ] Area of strength [X] Area of concern
CST (AYP) Performance by Subgroup - White [X] Significant Subgroup 2009-10 2010-11 2011-12
Students at/above proficient 59.6 31 69.2 36 70.2 40
Students at basic and below 40.4 21 30.8 16 30 17
Total valid scores 100 52 100 52 100 57
Total increase required during 2012-13 to meet the goal for MATH: 24% 14
Description of findings: White students increased by 1% from last year.
[X] Area of strength [ ] Area of concern
CST (AYP) Performance by Subgroup - Asian [ ] Significant Subgroup 2009-10 2010-11 2011-12
Students at/above proficient 60.5 23 70.7 29 79.5 31
Students at basic and below 29.3 12
Total valid scores 38 100 41 39
Total increase required during 2012-13 to meet the goal for MATH: %
Description of findings:
[ ] Area of strength [ ] Area of concern
CST (AYP) Performance by Subgroup - EDY (SED) [X] Significant Subgroup 2009-10 2010-11 2011-12
Students at/above proficient 45.8 76 57.4 105 56.1 106
Students at basic and below 54.2 90 42.6 78 44 83
Total valid scores 100 166 100 183 100 189
Total increase required during 2012-13 to meet the goal for MATH: 38% 71
Description of findings: EDY students decreased by 1.3% from last year.
[ ] Area of strength [X] Area of concern
CST (AYP) Performance by Subgroup - English Learners [X] Significant Subgroup 2009-10 2010-11 2011-12
Students at/above proficient 55.4 46 65.1 56 61.5 56
Students at basic and below 44.6 37 34.9 30 38.5 35
Total valid scores 100 83 100 86 100 91
Total increase required during 2012-13 to meet the goal for MATH: 33% 30
Description of findings: English Learners decreased by just over 3% from last year.
[ ] Area of strength [X] Area of concern
CST (AYP) Performance by Subgroup - Other [ ] Significant Subgroup 2009-10 2010-11 2011-12
Students at/above proficient
Students at basic and below
Total valid scores
Total increase required during 2012-13 to meet the goal for MATH: %
Description of findings:
[ ] Area of strength [ ] Area of concern
CST (AYP) Performance by Subgroup - Other [ ] Significant Subgroup 2009-10 2010-11 2011-12
Students at/above proficient
Students at basic and below
Total valid scores
Total increase required during 2012-13 to meet the goal for MATH: %
Description of findings:
[ ] Area of strength [ ] Area of concern
Academic Performance Index (API)
All Students
Base 2011 API
2012 Growth
Target Points 2012 API Growth Points Met API
789 5 805 16 Yes
English Learner Goals
Status of 2011-12 AMAO 1 Goal (Check One)
[X] 2011-12 NCLB AMAO 1 goal of 56.0% of English learners meeting the annual growth target met.
[ ] 2011-12 NCLB AMAO 1 goal of 56.0% of English learners meeting the annual growth target not met.
Status of 2011-12 AMAO 2 Goal (Check One) – Cohorts 1 and 2
[X] 2011-12 NCLB AMAO 2 Cohort 1 goal of 20.1% of English learners attaining English proficiency (defined as a score of
Early Advanced or Advanced with no skill area below Intermediate) met.
-and-
2011-12 NCLB AMAO 2 Cohort 2 goal of 45.1 % of English learners attaining English proficiency (defined as a score of
Early Advanced or Advanced with no skill area below Intermediate) met.
[ ] One or both 2011-12 NCLB AMAO 2 goals for Cohorts 1 and 2 were not met.
2011-12 NCLB AMAO 2 Cohort 1 goal of 20.1% [ ] met [ ] not met.
-and-
2011-12 NCLB AMAO 2 Cohort 2 goal of 45.1% [ ] met [ ] not met.
New 2012-13 AMAO 1 Goal (Check One)
[ ] Our goal for 2012-13 is to meet or exceed the NCLB AMAO 1 goal of 57.5% of our English learners meeting the annual
growth target.
[X] We have met the 2012-13 NCLB AMAO 1 goal of 57.5%. We have established the following goal 70%
New 2012-13 AMAO 2 Goal (Check One) – 2 Cohorts
[ ] Our goal for 2012-13 is that English learners will meet the NCLB AMAO 2 Cohort 1 target of 21.4%
-and-
NCLB AMAO 2 Cohort 2 target of 47.0%
[ ] We have met the 2012-13 NCLB AMAO 2 Cohort 1 target of 21.4%.
-and-
NCLB AMAO 2 Cohort 2 target of 47.0%
We have established the following goal Cohort 1 - 42%
Comparison of AMAO Data
(Annual Measurable Achievement Objectives - Measured by CELDT)
AMAO 1 - Annual Growth Percentage of English learners (EL) who have met the growth target (e.g., moved one level or more).
AMAO 1 2010-11 2011-12
Students met AMAO 1 55.1% 49 69.7% 69
Students did not meet AMAO 1 42.7% 40 29.3% 30
Total # in Cohort 1* 97.8% 89 99.0% 99
Total increase required during 2012-13 to meet the goal: .03% 1
* Cohort 1 includes:
EL students at the Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced levels who have matched scores.
AMAO 2 - Attaining English Proficiency Percentage of English learners (EL) who have reached English proficiency, defined as score of Early Advanced or Advanced with no
skill area below Intermediate.
Cohort 1AMAO 2 2010-11 2011-12
Students in Cohort 1 met AMAO 2 29.4% 25 41.6% 42
Students in Cohort 1 did not meet AMAO 2 70.6% 60 58.4% 59
Total in Cohort 1 AMAO 2 100% 85 100% 101
Total increase required during 2012-13 to meet the Cohort 1
AMAO 2 goal: .6% 5 .04% 1
Cohort 2AMAO 2 2010-11 2011-12
Students in Cohort 2 met AMAO 2 --% -- --% --
Students in Cohort 2 did not meet AMAO 2 % %
Total in Cohort 2 AMAO 2 % 19 % 20
Total increase required during 2012-13 to meet the Cohort 2
AMAO 2 goal: % %
Two Cohorts for 2011-12 include:
Cohort 1:
ELs, including new enrollees, enrolled less than 5 years
Cohort 2:
ELs enrolled 5 years or more
Please note: If the cohort size is smaller than 30, no AMAO results are available.
QEIA Checklist and Monitoring
(Harding, Peres)
Academic Performance Index (API)
2012-13 Narrative Description:
2010 API of 753 reflects a -40
point growth
2011-2012 target
2011 API of 789 reflects a 36
point growth
Met Not Met
2012-2013 target
2012 API of 805 reflects a 16
point growth
Met Not Met
2013-2014 target
2013 API of TBD reflects a
TBD point growth
Met Not Met
For additional information see SPSA sections:
Class Size Reduction
2012-13 Narrative Description:
$
2009-10 baseline
N/A
2011-2013 target
CSR teachers required for
class size ratios of
Met Not Met
2012-2013 target
CSR teachers required for
class size ratios of
Met Not Met
2013-2014 target
CSR teachers required for
class size ratios of
Met Not Met
Highly Qualified Teachers (HQT)
2012-13 Narrative Description:
$
2009-10 baseline
2011-2013 target
100% of all teachers
Met Not Met
2012-2013 target
100% of all teachers
Met Not Met
2013-2014 target
100% of all teachers
Met Not Met
Average Teaching Experience (ATE)
2012-13 Narrative Description:
2009-10 Actual:
2011-2012 TEI target
2.3
Met Not Met
2012-2013 TEI target
4.7
Met Not Met
2013-2014 TEI target
7
Met Not Met
Teacher Professional Development Requirement
2012-13 List of PD activities and sessions:
$
2009-10 baseline
N/A
2010-11 target
1/3 of teachers
have 40 hours PD
and
All teachers have some PD
Met Not Met
2011-2012 target
1/3 of teachers
have 40 hours PD
and
All teachers have some PD
Met Not Met
2012-2013 target
1/3 of teachers
have 40 hours PD
and
All teachers have some PD
Met Not Met
For additional information see SPSA sections:
Para-Professional Development Requirement (if applicable)
2012-13 List of PD activities and sessions:
$
2009-10 baseline
N/A
2010-11 target
Met Not Met
2011-2012 target
Met Not Met
2012-2013 target
Met Not Met
For additional information see SPSA sections:
Attendance
2012-13 Narrative Description:
$
2009-10 baseline
2010-11 target
Met Not Met
2011-2012 target
Met Not Met
2012-2013 target
Met Not Met
For additional information see SPSA sections:
Williams’ Requirements Met
2009-10 2010-11 2011-2012 2012-2013
System-wide Barriers
The following system-wide barriers have impacted our ability to meet our academic goals. Check all that apply and provide brief
description of issue(s) and where applicable any site determined strategy for overcoming the barrier(s).
Barrier Description Strategy for Overcoming Barrier
[ ] Staffing: [ ]*
[X] Facilities maintenance: Sheldon Elementary needs a
new copier and fax machine for the front office. Both
machines are beyond repair.
[X]* Purchase and installation of new or used copier and
fax.
[ ] Facility capacity (space for classrooms/programs): [ ]*
[X] Safety: The morning and afterschool traffic congestion
caused by our growing enrollment causes a
tremendous safety issue.
[X]* We are in need of permanent cones to redirect traffic
in the front entry of the parking lot. We are also in
need of traffic signs: WRONG WAY, NO PARKING,
etc.
[ ] Materials availability: [ ]*
[ ] Technology: [ ]*
[ ] Fiscal Support: [ ]*
[ ] Compliance Support: [ ]*
[ ] Curriculum and Instruction Support: [ ]*
[ ] Other: [ ]*
* A check in the box indicates that completion of this section requires additional central administrative department support.
Student Achievement
English Language Arts - ELA #1 - Writing
Strategy to be used during the 2012-13 school year:
Daily standards-based instruction in the writing process aligned with the California State Standards
Focus on writing protocols with an emphasis on 4th writing and protocols
Description of the above strategy:
Grade level teams will focus monthly on writing prompts from Unit tests as benchmark writing assessments. Schoolwide
protocols around in writing will be established by collaborative teacher teams.
This strategy will address the specific learning needs of students in the following subgroups:
[ ] African-American [ ] Latino [ ] EDY
[ ] EL [ ] Special Ed. [ ] Other: [ ]
This strategy will address the content cluster area of Writing:
[ ] Written Conventions [ ] Writing Strategies
[X] We have used this strategy for 3 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
False
[ ] This is a new strategy this year.
Action steps to implement the strategy:
By October we will
Review the data for grade levels to assess areas of focus for writing through academic conferences. Review writing standards
per grade level. Review Unit test data
By November we will review benchmark 1 data and assess next steps. Continue daily writing instruction and practice.
By January we will Review the various types of genre for the 4th grade writing STAR test and guide students in instruction.
By February we will Collaboratively review the results of benchmark 2 and adjust instruction appropriately
By May we will Evaluate the results of Benchmark 3 and plan for next year's focus
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) materials to support writing process Title I 538
Parent (008)
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 538
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Annual Cost 0
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Bay Area Writing
Project
District [X] [ ] [ ]
Rubrics District [X] [ ] [ ]
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Discussion of student work and develop lessons to
address students needs
[ ] [ ] 3 times a
year
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Display of published work. Writing will also be
assigned as part of the student's homework
[X] [ ] [X]
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
4 - 6 Story telling festival Preview stories, discuss, then write
their own.
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
K - 6 Storytelling performers at Sheldon if funds permit.
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
District Writing Benchmarks
[X] [ ] [ ] [ ]
Student work [ ] [X] [ ] [ ]
English Language Arts - ELA #1
Summary of Costs
Materials
Total Expenditures: 538
Expenditures by Funding Source:
Title I 538
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Achievement
English Language Arts - ELA #2
Strategy to be used during the 2012-13 school year:
Teacher will use direct explicit instruction in comprehension strategies across all academic areas with specific focus on
literary analysis. Fluency instruction will occur on a daily basis and student growth will be motivated through implementation
of the Accelerated Reader program.
Description of the above strategy:
Teachers will administer district benchmark tests, informal and formal assessments to formulate appropriate differentiation
models within class. Teachers will compare DIBELS testing with class administered fluency as well.
Students identified as strategic or intensive are given priority with LCM for RtI after classroom differentiation is insufficient.
Students are closely monitored and move with fluidity out of groups as they progress. Identified students are also given priorty
for afterschool tutoring through leaptrack. Additionally all students will continue to receive explicit direct instruction in
comprehension and literary analysis.
Additionally, RtI component will also support EL students who have also been identified as strategic and intensive.
This strategy will address the specific learning needs of students in the following subgroups:
[ ] African-American [ ] Latino [ ] EDY
[ ] EL [ ] Special Ed. [ ] Other: [ ]
This strategy will address the content cluster area of:
[X] Comprehension [ ] Vocabulary [X] Other: Fluency
[X] We have used this strategy for 3 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
[ ] This is a new strategy this year.
Action steps to implement the strategy:
By September we will
Identify students from the DIBELS assessments and identify "strategic" and intensive students.
Assess students with Accelerated Reader STAR reading assessment to determine appropriate reading levels.
Provide professional development for teachers on using AR in the classroom.
By October we will
Set up testing and schedules for the Learning Center Model.
Ongoing: Guide students to read appropriately leveled books and take AR quizzes in the classroom and in the computer lab
to assess progress.
By November we will
Reassess and reorganize groups if needed based on academic conferences.
Adjust fluency instruction based on AR quiz assessment data.
By February we will
Reassess after Benchmark 2 and reorganize groups
Continue to focus on fluency and student progress with AR data.
By March - April we will Focus on test taking skills
By May we will
Students will receive End of the year assessment.
Provide incentives for students who have earned significant AR points.
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) Additional books to coordinate with OCR themes
and other materials as determined by the staff.
Carpet will be necessary for primary reading and
phonics training during RLA.
Title I 2038
Parent (008) Snacks and materials for Family Literacy and
Family Test Prep Nights
Professional Dev (024)
Technology (001) Accelerated Reader site license. Leveled books.
Book labels, prizes, certificates to support
Accelerated Reader program. Follett Software book
labeling system.
Title I 2020
Library (006)
Annual Cost: 4,058
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Subs for assessment [X] Title I 594
Tchr.hrs for Fmly. Literacy+Test Prep Night [X] Title I 1338
Annual Cost 1,932
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Babysitting for Family Night [ ]
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Data Analysis to
Inform instruction
Ms. Bell [X] [ ] [ ]
Standards-Based
Instruction
TAS [ ] [X] [ ]
Accelerated Reader
(web-based training)
Renaissance
Learning
[ ] [X] [ ]
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Review comprehension scores from weekly tests,
discuss strategies
[ ] [X]
Review benchmark scores for comprehension and
fluency
[ ] [ ] after tests
Review CST scores for comprehension [ ] [ ] August
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Daily fluency practice as part of homework,
verification of trade books read and other
independent reading, parents checking homework,
students in soime classes take home the text to pre-
read it with the parents.
[X] [X] [X]
[X] [ ] [ ]
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
Student work samples [ ] [X] [ ] [ ]
benchmark assessments [X] [ ] [ ] [ ]
DIBELS [X] [ ] [ ] [X]
AR/STAR Reading data [ ] [ ] [ ] [ ]
English Language Arts - ELA #2
Summary of Costs
Materials
Total Expenditures: 4,058
Expenditures by Funding Source:
Title I 4,058
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 1,932
Expenditures by Funding Source:
Title I 1,932
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Achievement
Math #1
Strategy to be used during the 2012-13 school year:
Daily review and practice within Everyday Math of math operations will be implemented within number sense, problem
solving, patterning, throughout all grade levels.
Description of the above strategy:
Teachers will Everyday Math Curriculum using math manipulatives, math games, exit exams as well as a variety of methods
to explicitly instruct students. CST data for math, benchmark data, formative assessments support math instruction. Math
intervention component will be added to learning center to provide additional assistance to students. After school tutoring will
also support student instruction.
This strategy will address the specific learning needs of students in the following subgroups:
[X] African-American [X] Latino [X] EDY
[X] EL [X] Special Ed. [X] Other: GATE
This strategy will address the content cluster area(s) of:
[X] Algebra & Functions [X] Measurement & Geometry [X] Statistics, Data, Probability
[X] Other: patterns
[X] We have used this strategy for 4 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
The new adoption is showing a rise in student proficiency.
[ ] This is a new strategy this year.
Action steps to implement the strategy:
By Sept we will disaggregate data and identify strategic students by each math strand
By Nov we will administer benchmark 1 and review outcomes to determine whether strategies are effective
By Jan we will continue to review student progress and intervention on a monthly basis. calibrate math instruction with CST
release questions.
By Feb we will administer benchmark 2 and review outcomes to determine whether strategies are effective. review with CST
release questions.
By May we will continue classroom observations of calender math and review benchmark 2 results.
By June we will continue to review student progress
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) supplemental materials to support the curriculum
(i.e geometric templates, etc.)
Parent (008)
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 0
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
subs for assessment [X] Title I 594
Annual Cost 594
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
attend summer EDM
professional
development
district [X] [ ] [ ]
differentiation district [X] [ ] [ ]
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
monthly grade level collaboration and data chats [ ] [X]
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Family Math Night [X] [ ] [ ]
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
Benchmark Exams [X] [ ] [ ] [ ]
exit exams and assessments [X] [ ] [X] [ ]
Math Facts [ ] [ ] [ ] [X]
Classroom observations [ ] [ ] [ ] [X]
Math #1
Summary of Costs
Materials
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 594
Expenditures by Funding Source:
Title I 594
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Achievement
Math #2
Strategy to be used during the 2012-13 school year:
Develop and maintain basic math facts appropriate for the grade level.
Description of the above strategy:
Using the district adopted Everyday Math program, focus will be on reinforcing basic number sense skills. All students will
use computer lab weekly for practice. Exit exams will be given to access whether students are able to apply standards in
addition to weekly timed tests of facts.
This strategy will address the specific learning needs of students in the following subgroups:
[X] African-American [X] Latino [X] EDY
[X] EL [X] Special Ed. [X] Other: GATE
This strategy will address the content cluster area(s) of:
[X] Algebra & Functions [X] Measurement & Geometry [X] Statistics, Data, Probability
[X] Other: basic skills
[X] We have used this strategy for 1 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
CST data schoolwide has improved approximately 4%.
[ ] This is a new strategy this year.
Action steps to implement the strategy:
By September we will send the fact sheets to the print shop for duplication
By November we will review the first benchmark test to determine our strengths and to determine if the memorization has
improved test scores.
By February we will review the first benchmark test to determine our strengths and to determine if the memorization has
improved test scores.
By on-going we will continue to retest until mastery on the various operations
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) copy paper
Parent (008) copy paper
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 0
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Annual Cost 0
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Collabrate at grade level or upper grade grouping
to work with students who are struggling
[ ] [ ] three times a
year
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Family Math Night [X] [X] [X]
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
formative (timed) assessments [X] [ ] [ ] [X]
Benchmark tests
[X] [ ] [ ] [ ]
teacher observations [X] [ ] [ ] [ ]
Math #2
Summary of Costs
Materials
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Achievement
Science
Strategy to be used during the 2012-13 school year:
Teachers will provide direct instruction of the scientific method of discovery to coordinate the 4th and 5th grade standards.
Description of the above strategy:
Teachers will lead students through investigative strategies where the scientific method can be applied. Teachers will align and
create these science topics to the 4th and 5th standards.
[X] We have used this strategy for 2 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
[ ] This is a new strategy this year.
Action steps to implement the strategy:
By Sept we will appropriate materials supplied to all classrooms
By Oct. we will units and standards aligned in preparation for scientific methods direct instruction
By Oct we will Benchmark data examined and compared to formative and end unit assessments
By Dec we will continued instruction in scientific method and data evaluation of formative and unit assessments within
gradelevel meetings
By Jan we will project based assessments prepared for scientific method for science fairs
By March we will data analysis of benchmark assessments within grade level teams
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) display boards
Parent (008)
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 0
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Annual Cost 0
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
grade level planning meetings [X] [X] bi-monthly
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Sheldon Science Fair and presentation of the
scientific method.
[X] [X] [X]
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
Benchmark exams [X] [ ] [ ] [ ]
unit assessments and formative assessments focused
on scientific method
[X] [X] [X] [ ]
student created projects highlighting scientific
methods
[X] [X] [ ] [ ]
Science
Summary of Costs
Materials
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Achievement
Physical Education
Strategy to be used during the 2012-13 school year:
The teachers will continue to utilize the SPARK program to teach PE.
Description of the above strategy:
All teachers have had the SPARK training and will continue to use the SPARK PE program
[ ] We have used this strategy for 2 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
More students receive receive structure PE instruction and the California Physical Fitness Test results have improved.
[ ] This is a new strategy this year.
Action steps to implement the strategy:
By September we will have the equipment available for use
By on-going we will rotate the materials needed for the program
By May we will evaluate the program
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) Any additional materials necessary for the program
Parent (008)
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 0
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Annual Cost 0
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
SPARK training for
new staff if necessary
District [X] [ ] [ ]
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Discussion of activities [ ] [ ] three times a
year
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Informatin about the PE test results [ ] [ ] [X]
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
Teacher evaluation [ ] [ ] [ ] [X]
PE Fitness test [X] [ ] [ ] [ ]
Physical Education
Summary of Costs
Materials
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Achievement
Visual and Performing Arts
Strategy to be used during the 2012-13 school year:
Students will be familiar with the standards of the visual and performing arts .
Description of the above strategy:
Students will be given the opportunity to participate in aspects of the arts such as dance, visual arts through Arts Attack, and
to see aspects of the theater arts such as the storytelling festival.
[ ] We have used this strategy for 1 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
There was no PD offered in the arts this year, however the teachers were familar with Arts Attack and the materials
were used. Also, approximately 140 students attended the Storytelling Festival, and a Talent Show was held at
Sheldon. Some Dance standards are addressed in the SPARK program.
[ ] This is a new strategy this year.
Action steps to implement the strategy:
By September we will discuss the various startegies and coordinate them with dates
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001)
Parent (008)
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 0
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Annual Cost 0
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Arts Attack District [ ] [ ] [ ]
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Discuss the arts programs [ ] [ ] twice a year
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
4 - 6 Storytelling Festival story telling, poetry
5 - 6 Theater productions
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
K - 6 assemblies
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
Studnt work in the visual arts [ ] [X] [ ] [ ]
Visual and Performing Arts
Summary of Costs
Materials
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Achievement
Educationally Disadvantaged Youth (EDY) #1
(Socio-Economically Disadvantaged - SED)
Strategy to be used during the 2012-13 school year:
Response to Intervention (RTI) - Learning Center
Description of the above strategy:
RTI is a three-tiered model of intervention that does not wait for students to fail. It is a multi-step approach to providing services to
struggling students who have not been identified as individuals with special needs. Students are assessed early and frequently to
ensure that the researched based programs of intervention that are being used are appropriate. Student achievement and progress are
measured through continuous progressed monitoring and data collection.
Our specific program is set up as follows:
Tier I -
• Classroom instruction using direct instruction and cooperative learning
• Classroom instruction using standards-based curriculum • Assessment data to inform instruction and identify students "strategic" students (CST District Benchmarks / unit
assessments / DIBELS /formative assessments
• Academic conferencing
Tier II-
• RSP teacher along with an aide (intervention team) will instruct specific groups of students based upon DIBELS
assessments.
• Classroom teachers will provide rigorous differentiated instruction for small student groups within this model • Intervention team with provide 30-40mins instruction 3 to 4 days per week. • Intervention team will meet every 3 weeks to discuss reassessment of groups and make adjustments to groups and
instructional materials • RSP teacher will concentrate efforts on learning center students during small group instructional time
• After School Program – assistance with homework; additional reading(leap track), writing and mathematics practice
(leap track)
• Centrally funded/EL grad tutors push-in classroom and small group support to ELs using OCR EL intervention materials • Classroom teachers schedule 45 minute period for ELD instruction daily for EL students – grade level and CELDT level
grouping
Tier III Not fully developed
• The goal for the students is to move to a less restrictive environment.
[X] We have used this strategy for 1 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
[ ] This is a new strategy this year.
Action steps to implement the strategy:
By Sept we will Assess schoolwide using DIBELS diagnostic assessments and organize data to establish push in model for
groups.
By Nov. we will hold academic conferences to assess student progress in addition to reassess students in DIBELS.
By Jan. we will Reassess students and evaluate data and program effectiveness. Restablishment of grouping investigated.
By April we will Re-evaluate groups and continue support in preparation for testing. Make recommendations to teachers
regarding student progress.
By June we will Report student successes. Evaluate program effectiveness.
By we will
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) DIBELS materials, supplement curriculum from
district mandated curriculum for RLA, Phonics for
Reading, The Six-Minute Solution, Read Naturally
EIA/SCE 234
Parent (008)
Professional Dev (024) Academic Conferences, Peer Coaching for new
teachers
Technology (001) CD players/headphones for Read Naturally Title I 500
Library (006)
Annual Cost: 734
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Grad Tutor 1 .20
[ ] Title I 2084
EIA/SCE 9004
Grad Tutor 2 .20
[ ] Title I 2169
EIA/LEP 8646
Teacher Collaboration [X] Title I 3346
Annual Cost 25,249
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Subs for Academic Conferences [X] Title I 2641
Annual Cost 2,641
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Teacher collaboration, grade level planning [ ] [X]
Annual Cost 0
Parent involvement activities to support the strategy Focus Cost
Activity Academics
Community
Building
Communicati
ons
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
DIBELS Benchmarks and Progress Monitoring [X] [ ] [X] [ ]
formative assessments [X] [X] [ ] [ ]
District Benchmarks [X] [ ] [ ] [ ]
Educationally Disadvantaged Youth (EDY) #1
(Socio-Economically Disadvantaged - SED)
Summary of Costs
Materials
Total Expenditures: 734
Expenditures by Funding Source:
Title I 500
EIA/LEP 0
EIA/SCE 234
Additional Certificated Staff
Total Expenditures: 25,249
Expenditures by Funding Source:
Title I 7,599
EIA/LEP 8,646
EIA/SCE 9,004
Additional Classified Staff
Total Expenditures: 2,641
Expenditures by Funding Source:
Title I 2,641
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Achievement
Educationally Disadvantaged Youth (EDY) #2
(Socio-Economically Disadvantaged - SED)
Culturally Responsive Pedagogy
Strategy to be used during the 2012-13 school year:
Daily use of culturally responsive practices both inside and outside the classroom.
Description of the above strategy:
All staff will support high achievement by all students and close the achievement gap between student subgroups by:
incorporating culturally responsive pedagogy into teaching and learning across the school
effectively using the Equity Walkthrough Protocol to identify areas of focus, and
using culturally responsive approaches with students and other stakeholders
The specific strategy components are as follows:
Grade level teams will decided upon grade specific CRP strategies to implement daily for the purpose of improving reading
comprehension skills. Additionally, we will examine our practices around teaching vocabulary to improve the level of Tier II
instruction.
[X] We have used this strategy for 2 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
Within the CRP, teachers will frame the discussion prompts for reading comprehension instruction.
[ ] This is a new strategy this year.
Action steps to implement the strategy:
By Oct. we will Evaluate current instructional strategies in CRP and decide on 1 or 2 which is suitable for their grade level.
By Nov. we will During academic conferences, staff will address engagement strategies for students whose data indicates a
necessity as well as identify those students who are the underserved for the classroom and the school.
By Dec we will We will host our equity walkthough with the district and share the results with staff
By Jan.- May we will Evaluate benchmark data for trends in comprehension improvement.
By June we will staff will explore data in preparation for next year.
By Ongoing we will Principal will observe CRP engagement strategies on classroom walkthroughs and provide feedback to
teachers
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001)
Parent (008)
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 0
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Subs for teachers to attend equity walkthroughs [X]
Annual Cost 0
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Engagement
strategies
S.Bell [X] [ ] [ ]
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
equity walkthrough data [ ] [ ] twice a year
grade level meetings [ ] [ ] monthly
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
parent volunteers for walkthrough [X] [ ] [ ]
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
Equity walkthrough summary data [ ] [ ] [ ] [X]
benchmark data [X] [ ] [ ] [X]
principal observations [ ] [ ] [ ] [X]
Educationally Disadvantaged Youth (EDY) #2
(Socio-Economically Disadvantaged - SED)
Summary of Costs
Materials
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Achievement
Special Education
Strategy to be used during the 2012-13 school year:
Differentiated Instruction and clustering based upon academic needs. We are also using the Learning Center Model protocol
using the three-tiered model.
Description of the above strategy:
We will concentrate on using differentiated instruction with core curriculum to ensure that the Special Education students
have mastered the reading comprehension and writing strategies.
[ ] We have used this strategy for year(s) and plan to continue the strategy this year because data shows (include findings from
the SPSA Monitoring form where available):
[X] This is a new strategy this year.
Action steps to implement the strategy:
By Aug we will All students will be assessed using DIBELS diagnostic assessments and district benchmark assessments and
formative assessments administered by the teachers.
By Sept we will Learning center will support the outcomes of assessments.
By Sept we will RtI will include push in differentiation for students
By Oct we will Evaluate students and determine modifications for students during academic conferencing.
By Nov we will Provide opportunity staff development and reassessing students
By Nov. we will RtI will reassess students
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) Intervention Materials from core reading programs,
Touch Math materials
Parent (008)
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 0
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Annual Cost 0
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
DIBELS [X] [ ] [ ] [ ]
Benchmark [X] [ ] [ ] [ ]
Special Education
Summary of Costs
Materials
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Achievement
Gifted and Talented Education (GATE)
Strategy to be used during the 2012-13 school year:
Teachers actively differentiate instruction throughout the year within the adopted curriculum via small group projects,
extension assignments and through homework.
Description of the above strategy:
Through GATE designation and early assessments both district and formative, teachers will allow students opportunities to
explore curriculum strands independently and through small groups.
[X] We have used this strategy for 2 year year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
Reseach shows that GATE students must be continually challenged through daily instruction to maintain and
promote their academic achievement.
[ ] This is a new strategy this year.
Action steps to implement the strategy:
By Oct. we will
DIBELS assessment completed school wide will provide opportunity to differentiate instruction as a part of RtI.
identify GATE students during academic conferencing and discuss strategies.
By Nov. / Dec. we will review benchmark assessments to monitor GATE student progress and adjust plan accordingly
By Jan./Mar we will review benchmark assessments to monitor GATE student progress and adjust instruction
By May we will review Benchmark assessments to monitor GATE student progress and adjust instruction
By we will
By we will
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) materials as needed
Parent (008)
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 0
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Annual Cost 0
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
Benchmark assessments [X] [ ] [ ] [ ]
writing assessments and projects [X] [X] [ ] [ ]
unit assessments [ ] [ ] [ ] [ ]
Gifted and Talented Education (GATE)
Summary of Costs
Materials
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Achievement
English Learners (EL) #1
Strategy to be used during the 2012-13 school year:
Use effective strategies in reading comprehension, academic vocabulary and writing to improve the academic achievement of
EL students.
Description of the above strategy:
Teachers (K-5) will use Moving Into English, OCR and direct instruction as the primary source for vocabulary, writing
conventions and comprehension and supplement with OCR where applicable. Sixth grade teachers will use Write strategies.
Teachers will progress monitor students for reclassification and for learning center referrals.
[X] We have used this strategy for 2 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
Last year was the first year Sheldon had the numbers of EL students for blocking successfully and using the MIE with
fidelity. This year should yield significant data with regards to EL students.
[ ] This is a new strategy this year.
Action steps to implement the strategy:
By Aug we will use CELDT data to begin formulating groups for ELD and redistribute curriculum materials.
By Sept. we will begin regrouping for grade k-3 using MIE and grades 4-6 teachers will begin implementing the writing
strategies for ELD instruction. Data from ELD assessment will be used to support groupings. We will assess student writing
samples as a part of school wide focus on writing. Teachers will collaborate to identify trends in student writing and target
areas of need base upon ELD framework. Grad tutors will push-in to support instruction.
By Oct. we will RtI will continue to support the ELD instruction in the Learning Center using Grad tutors
By Jan.-May we will
New CELDT information will allow teachers to regroup students based upon results and continue instruction. RtI will make
changes to groups based upon teacher recommentations.
Students will be classified for reclassification.
By we will
By we will
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) supplemental standards based materials as needed.
Moving Into English materials. EIA/LEP 230
Parent (008)
Professional Dev (024)
Technology (001) LCD projectors and lockdown tables
Library (006)
Annual Cost: 230
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Annual Cost 0
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Translation Hours [ ] EIA/LEP 373
Grad Tutor 1 4 [ ] EIA/LEP 12620
Grad Tutor 2 4 [ ] EIA/LEP 13142
Upper division tutor [ ] EIA/LEP 7295
Annual Cost 33,430
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
grade level planning meetings to evaluate data [ ] [X]
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Parent meeting to emphasize the importance of
writing with EL students. Reclassification process
explained
[X] [X] [X]
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
ELD writing assessments [X] [ ] [ ] [ ]
writing assessments (4-6) [X] [X] [ ] [ ]
reclassification data [X] [X] [ ] [ ]
English Learners (EL) #1
Summary of Costs
Materials
Total Expenditures: 230
Expenditures by Funding Source:
Title I 0
EIA/LEP 230
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 33,430
Expenditures by Funding Source:
Title I 0
EIA/LEP 33,430
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Achievement
English Learners (EL) #2
Strategy to be used during the 2012-13 school year:
Bilingual staff member will be available for targeted families and with SDAIE teachers in need of translation for the promote
of operations and student achievement.
Description of the above strategy:
Translation will be available for teacher/parent meetings, collaborations and for the purpose of ELAC meetings. This will
promote and improve relationships amount targeted subgroups/families.
[ ] We have used this strategy for year(s) and plan to continue the strategy this year because data shows (include findings from
the SPSA Monitoring form where available):
[X] This is a new strategy this year.
Action steps to implement the strategy:
By Sept we will Begin the process of establishing an ELAC
By Oct we will Notify targeted parents for ELAC and provide translation by staff member during meetings.
By Nov.-May we will ELAC will convene as needed to discuss and make decisions for targeted group. Staff member will
provide translation.
By we will
By we will
By we will
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001)
Parent (008)
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 0
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
bilingual clerk [ ]
grad tutor [X]
Annual Cost 0
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Teacher meetings with bilingual staff for targeted
families
[ ] [ ] as needed
Grade level meetings for collaboration to increase
communication and student achievement among
targeted families
[ ] [X]
Teachers create schedule for parent/teacher
conferences with bilingual staff.
[ ] [ ] as needed
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
ELAC established [ ] [X] [X]
Parents will contact bilingual staff member with
regards to activities
[ ] [X] [X]
Teachers will contact targeted families to
participate in school functions.
[ ] [X] [X]
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
EL assessments [X] [ ] [ ] [ ]
meeting notes [ ] [ ] [ ] [X]
English Learners (EL) #2
Summary of Costs
Materials
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Achievement
Extended Learning #1
(Before/After/Saturday School)
Strategy to be used during the 2012-13 school year:
To foster foundational academic strategies in math and in reading, students per teacher referral will attend afterschool math
and reading tutoring.
Description of the above strategy:
Based upon DIBELS and district benchmark assessments, students performing below grade level in the areas of reading
comprehension and fluency and basic math operations, will receive extra support afterschool from teachers and grad tutors.
[ ] We have used this strategy for year(s) and plan to continue the strategy this year because data shows (include findings from
the SPSA Monitoring form where available):
[X] This is a new strategy this year.
Action steps to implement the strategy:
By Nov we will Assess student achievement based upon DIBELS and district benchmarks. Teachers will identify students
through academic conferences
By Dec we will Student groups will be identified and parent letters will go home
By Jan we will Student groups will begin tutoring in math and in reading. Groups will remain fluid based upon student
performance
By Feb we will Teachers will check in periodically to add or withdraw students
By April we will Tutoring will end this month
By we will
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) Read Naturally
Basic math facts and EDM games
Parent (008)
Professional Dev (024) teacher/grad tutor collaboration
Technology (001)
Library (006)
Annual Cost: 0
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
teacher hrs.
[X] Title I 1505
EIA/SCE 2008
Annual Cost 3,513
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
grad tutor additional hrs [X] Title I 2359
Annual Cost 2,359
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Parent Permission Slips for participation in the
program
[X] [X] [X]
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
district benchmarks [X] [ ] [ ] [ ]
program pre/post assessment [X] [ ] [ ] [ ]
DIBELS [X] [ ] [ ] [ ]
Extended Learning #1
(Before/After/Saturday School)
Summary of Costs
Materials
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 3,513
Expenditures by Funding Source:
Title I 1,505
EIA/LEP 0
EIA/SCE 2,008
Additional Classified Staff
Total Expenditures: 2,359
Expenditures by Funding Source:
Title I 2,359
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
ACTION PLAN
FOR IMPROVING STUDENT ACHIEVEMENT
(STUDENT SUPPORT SERVICES)
Data Analysis
(Attendance, Health and Safety, Climate)
Data Reviewed Concern/Strength Description of Findings (400 character max)
Attendance [X] Area of concern
[ ] Area of strength
2011-12 average attendance: 94.65%%
We have been greatly impacted by the number of
transfer students from surrounding schools with high
enrollment. These students have transferred to our site
but often have transportation issues. Additionally, flu
season has greatly our program with excessive
absences.
Suspension Data [ ] Area of concern
[X] Area of strength Suspension data suggests that PLAYWORKS along
with instruction has greatly reduced the number of
referrals and suspensions. Students are more engaged
during recess and have learned effective strategies for
problem solving and conflict resolution.
Parent/Community Survey [ ] Area of concern
[ ] Area of strength
Crime Statistics - Site [ ] Area of concern
[ ] Area of strength
Other: [ ] Area of concern
[ ] Area of strength
Other: [ ] Area of concern
[ ] Area of strength
Student Programs
Attendance
Program to be used during the 2012-13 school year:
To promote and maintain daily attendance, we will continue with home-school contact regarding absences and tardies, SST
referrals for poor attendance, verifiy and maintain student addresses and SARB students when necessary.
Description of the above Program:
The secretary or clerk will call the home for verification of illness on a daily basis. Teachers will fill out the SST referrals for
excessive absences and tardies. If the problem continues the principal will contact the parents. The principal has a list of
students on an Attendance Watch list generated by absences/tardies last year. Parents will be called in when they have five
days of tardy or three of unexcused absence.We will also give awards during our quarterly awards assemblies to students with
perfect attendance grades k-6.
We have used this Program for year(s) and plan to continue the Program this year because data shows (include findings
from the SPSA Monitoring form where available):
This is a new Program this year.
Action steps to implement the Program:
By September we will check the students attendance who received letters at the end of last year.
By daily we will the clerk and/or secretary will call on all absences
By October and on-going we will hold SST meetings for students with excessive absences or tardies, concentrating on the
ones who have had the problem in the past. Make referrals to SWAT or SARB.We will award students Perfect Attendances
awards during our first ceremony.
By March we will Continue to monitor attendance. Perfect attendance award for 2nd trimester
By June we will continue to monitor attendance. Perfect attendance award for 3rd trimester
By we will
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) Students are rewarded for Perfect Attendance. We
give out certificates and/ordog tags for students with
perfect attendance for each trimester. Each class
that has three weeks of perfect attendance (non-
consecutive and the larger classes may have 1
absence) will receive a pizza party.
Parent (008) copy paper
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 0
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Annual Cost 0
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
Attendance monitoring from Power School [ ] [ ] [ ] [X]
Attendance
Summary of Costs
Materials
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Programs
Health and Safety
Programs to be used during the 2012-13 school year:
Program Activity
Tobacco Use Prevention Education (TUPE) We do numerous activities in connection with Red Ribbon Week.
Safe and Drug-Free Schools (SDFS) Students participate in the Safe and Drug-free Schools Program
Conflict Mediation We have had a successful Conflict Mediation program that has been in existence
over 15 years.
Other: Disaster The Disaster committee updates the school safety plan at least yearly.
Other: Health and Nutrition EB4K and Playworks begin in October. Playworks provides activities for all
students grades k-6 during morning and afternoon recesses and p.e. EB4K is a
nutrition grant working with students grades 3-5.
We have used this Program for year(s) and plan to continue the Program this year because data shows (include findings
from the SPSA Monitoring form where available):
This is a new Program this year.
Action steps to implement the Program:
By end Oct. we will plan the Red Ribbon week will be announced to students.
By October we will update the Safety Plan to include new personnel.
By October we will choose the new Conflict Mediators and schedule their training.
By December we will Conflict mediation will be fully implemented.
By on-going we will the principal will keep track of suspensions
By we will
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) Rewards for students who give up their free time for
Conflict Mediation.
Parent (008)
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 0
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Annual Cost 0
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Conflict Mediation District [X] [ ] [ ]
Too Good For Drugs District [X] [ ] [ ]
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Teachers will discuss the Conflict Mediation
training and other programs
[ ] [ ] once a year
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Parents will be informed about Red Ribbon week,
the Disaster plan
[ ] [X] [X]
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
Suspension report
[ ] [ ] [ ] [X]
Final report on the Conflict Mediators [ ] [ ] [ ] [X]
Health and Safety
Summary of Costs
Materials
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Programs
School Climate #1
Strategy to be used during the 2012-13 school year:
Daily use of Culturally Responsive classroom management plans and behavior policies to decrease disproportionality in
referrals and suspensions and increase the positive engagement of all students.
Description of the above strategy:
• Culturally Responsive engagement strategies will be used by all staff
• Schoolwide Culturally Responsive ways of managing behavior and discipline will be implemented consistently across
the school
• Situational appropriateness as it relates to both social and academic behavior will be consistently taught at all grade
levels.
Principal will monitor the referrals for discipline and how it pertains to achievement gap with students in subgroups.
[ ] We have used this Program for year(s) and plan to continue the Program this year because data shows (include findings
from the SPSA Monitoring form where available):
[ ] This is a new Program this year.
Action steps to implement the Program:
By Oct we will
Teachers begin collecting data for attendance and academic achievement
Honor Roll students will be acknowledged
Attendance and achievement awards acknowledged
By Oct. we will Conflict mediators are selected and trained. A schedule is created for their participation
By Nov. we will Awards are given to students based upon achievement and attendance. Certificates are given to students
By Dec we will First honor roll breakfast for upper grade students for academic achievement
By March we will
Awards for attendance and academic achievement are given
Honor roll breakfast is given for upper grade students
By June we will Sixth grade students receiving two consecutive awards will receive acknowledgement at the promotion
ceremony. Students grades K-5 will be acknowledged at the end of the year.
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) copy paper
Parent (008)
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 0
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Annual Cost 0
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
All parents are invited to attend awards assemblies [X] [X] [ ]
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
Teachers will evaluate testing data and formative
assessments to determine awards
[X] [X] [X] [X]
School Climate #1
Summary of Costs
Materials
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Programs
School Climate #2
Program to be used during the 2012-13 school year:
To maintain and promote the academic and social climate at Sheldon, the following events and programs are implemented:
Honor Roll breakfast
Conflict Mediators
Attendance and Academic Achievement Awards
CRP strategies
Description of the above Program:
The Honor Roll breakfast acknowledges upper grade students for their academic achievement.
Attendance and academic awards (most improved, most outstanding) are given to students grades k-6.
Conflict Mediators (4-6) provide additional assistance during lunch time recesses in addition to promoting leadership skills.
Our specific strategy implementation includes:
Principal will monitor the referrals for discipline and how it pertains to achievement gap with students in subgroups.
We have used this Program for year(s) and plan to continue the Program this year because data shows (include findings
from the SPSA Monitoring form where available):
This is a new Program this year.
Action steps to implement the Program:
By Sept. we will Staff and principal will revisit current discipline policy. Using conflict mediation and CRP we will create
discipline plan that supports student achievement and equity.
By Sept we will Teachers will continue to use CRP strategies
By Dec we will evaluate data from discipline and referral data.
By May we will
By we will
By we will
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001)
Parent (008)
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 0
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
school psychologist [X]
Annual Cost 0
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Collect discipline data to disaggregate: referrals [ ] [X]
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
suspensions [ ] [ ] [ ] [X]
benchmark data [X] [ ] [ ] [ ]
School Climate #2
Summary of Costs
Materials
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Overall Budget Summary
Summary of Costs
Materials
Total Expenditures: 5,794
Expenditures by Funding Source:
Title I 5,096
EIA/LEP 230
EIA/SCE 468
Additional Certificated Staff
Total Expenditures: 31,288
Expenditures by Funding Source:
Title I 11,630
EIA/LEP 8,646
EIA/SCE 11,012
Additional Classified Staff
Total Expenditures: 56,080
Expenditures by Funding Source:
Title I 5,000
EIA/LEP 42,076
EIA/SCE 9,004
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Coordinated Services
Total Expenditures: 3,000
Expenditures by Funding Source:
Title I 3,000
EIA/LEP 0
EIA/SCE 0
Coordination of Services
Personnel
The staff included in the table below are the people who make it “all work together” to improve student achievement. These staff
members work to support the overall, comprehensive implementation of site-based programs. Resource teachers and instructional
assistants should be referenced in the strategy sections of the plan.
Other Coordination of Services Costs (materials, supplies)
The materials/supplies included in the table below are the items that make it “all work together” to increase student achievement.
These materials are not intended for use in specific instructional or safety/climate/attendance related programs. Instead, these materials
support the overall, comprehensive implementation of site-based programs. Instructional materials, professional development, and
study trips should be referenced in the strategy sections of the plan.
Item Rationale Funding Source/Amount
Miscellaneous Student and Office
Supplies
daily functioning of the school Title I 3000
Agreements
The following critical compliance items are in place throughout WCCUSD:
Highly Qualified Teachers: All teachers and paraprofessional involved in our academic programs will meet NCLB’s highly
qualified requirements. Our site coordinates with the WCCUSD Human Resources Department to ensure compliance with this
item.
Strategies to attract and retain high quality teachers: Our site acknowledges the importance of attracting and retaining high
quality instructional staff. Our site coordinates with the WCCUSD Human Resources Department to develop programs and
strategies to ensure high quality instruction staff want to come to and remain at our site.
Learning Center Collaborative Model: Each WCCUSD school that runs a collaborative model provides a seamless approach to
integrating personnel, resources, and teaching strategies to serve at-risk special and general education students. Special education
teachers may work with unidentified students and regular education teachers may work with identified students (as long as they
are qualified to meet the goals on the students’ I.E.P.s).
Staff development, selected strategies to implement or continue, and materials used are focused on meeting the needs of at-risk
and general education students. This information is detailed in the SPSA. Any funds spent to support the model are also outlined
in the SPSA. Finally, staff is consistently monitoring and evaluating the effectiveness of the collaborative model so that changes
can be made where needed.
Parental Involvement: We recognize that parents/guardians need to be purposely involved in the education of their children.
Our school will develop systems and opportunities for parents/guardians to understand the grade level standards and assessments,
as well as participate in learning at home and decision-making activities. Many of our parental involvement activities are reflected
in our SPSA. The following represents our agreements:
o Our site provides parents with individual student performance information and assistance with interpretation of the state
assessment results through the following activities:
Progress reports
School reportcards
Parent teachers conferences
PTA
Parent/Teacher notes (weekly)
SST (Student Success Team) mtgs
IEP ( Individual Educational Plan)
Connect Ed
o Our site provides information and assistance to parents on how to understand academic content standards, assessments
and how to monitor academic progress through the following activities:
Progress reports
School reportcards
Parent teachers conferences
PTA
Parent/Teacher notes (weekly)
SST (Student Success Team) mtgs
IEP ( Individual Educational Plan)
Connect Ed
o Parents have opportunities to attend meetings to discuss programs and decisions related to their child’s academic
performance as follows:
Progress reports
School reportcards
Parent teachers conferences
PTA
Parent/Teacher notes (weekly)
SST (Student Success Team) mtgs
IEP ( Individual Educational Plan)
o Students who have difficulty attaining proficiency are identified and provided with additional academic help.
o Parents have the opportunity to submit comments on the SPSA to the LEA if they do not find the plan to be satisfactory.
Schoolwide Plans and Homeless Children and Youth: In accordance with McKinney Vento Federal Homeless Assistance
Law, the following actions are taken:
o Flyers are posted in the front office stating the rights of homeless children and services available. These flyers are made
readily available to homeless families.
o Staff is trained before the start of each academic year on how to enroll and identify homeless students by the district’s
homeless liaison.
o Teachers receive yearly training on how to identify warning signs which may indicate homelessness and sensitivity
training on the special needs of homeless children and youth.
o Parents without homes are included in outreach efforts by parent involvement outreach workers for inclusion in school
site councils.
Title I Schools Only:
Parent Involvement is supported through the development and maintenance of
1) school-level parent involvement policy - Revised on
2) parent-school compact - Revised on 1-12-2011
Our site will hold an annual Title I meeting to
1) inform parents of school’s participation in Title I program,
2) explain the requirements of Title I, and
3) explain the rights of parents to be involved. For 2012-13 this meeting is held on:
1-12-2013
The information distributed at the annual Title I meeting will be made available to all parents through the following activities:
Parents will be invited to gain information regarding the Title 1 status
We have a flexible number of meetings in order to involve parents in an organized, ongoing and timely way in the planning,
review and improvement of Title I programs.
Centralized Direct Services
Educational Services provides the following centralized direct services:
• Assistance with registration materials for the families of potential English learners
• Assistance in administering annual and initial CELDT
• Primary language assessment for newly enrolled English learners (ELs)
• English learner data analysis and reports for schools
• English learner parent education opportunities
• Identifying translators and interpreters to meet school needs
• Professional development for teachers and administrators regarding English Language Development (ELD) and core
instructional methodologies appropriate for English learners
• Support for principals, teachers and paraprofessional staff for effective implementation of the EL programs and services at
the school
• Support for the local assessment system (e.g. benchmarks, placement, screening) for ELD and for bilingual programs.
• Graduate Tutors provided at all elementary schools to support ELs
• Additional FTEs for class size reduction for secondary ELD classes