2015-2016 Single Plan for Student Achievement Cornell ... · Cornell Elementary School Single Plan...

2015-2016 Single Plan for Student Achievement

Cornell Elementary School

The Single Plan for Student Achievement

School: Cornell Elementary School

District: Albany Unified School District

County-District School (CDS) Code: 01-61127-6090161

Principal: Mrs. Heather Duncan

Date of this revision: May 11, 2015 The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA. For additional information on school programs and how you may become involved locally, please contact the following person:

Contact Person: Heather Duncan

Position: Principal

Telephone Number: 510-558-3702

Address: 920 Talbot Avenue, Albany, CA 94706

E-mail Address: [email protected] The District Governing Board approved this revision of the SPSA on May 26, 2015.

Table of Contents

Executive Summary 4

School Profile & Mission/Vision Statements

5/6

Analysis of Current Academic Achievement

7

Analysis of Current Academic Programs

12

Conclusions from Analysis of Current Academic Programs

13

Planned Improvements in Student Performance

14

Programs Included in This Plan

28

School Site Council Membership

30

Recommendations and Assurances

31

Cornell Elementary School Single Plan for Student Achievement, 2015-2016

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EXECUTIVE SUMMARY This summary is written in support of our 2015-16 Single Plan for Student Achievement at Cornell Elementary School. It includes a reflection of how we did with progress towards our 2014-2015 site plan, indicators that support those conclusions and a description of how this review has influenced our action steps for next year.

How well did we do implementing this year’s plan? Cornell’s plan focused heavily on supporting at-risk students in 2014-15. As a staff, we worked to integrate all support staff, classroom staff, and resources to align planning and site plan goals towards improving student performance. While Cornell welcomed a new principal, new office staff, and some new teaching staff to the team, great emphasis was placed on synthesizing school wide systems in order to provide consistent routines for gathering data, arranging SST meetings, instruction, and follow through for students’ need-related supports and resources to teachers and students. For example, we encountered challenges around providing math intervention through our Math Club program. Recruiting interested and qualified staff to work during before and after-school timeslots was difficult, delaying the start of the program. Also, through analysis of past materials used, we agreed to purchase a new CCSS aligned intervention program. Data is included to show the progress of this year’s Math Club. Intervention and Support Staff provided insightful and detailed updates to the School Site Council on programs that correlated to our goals and plans for student achievement. Action steps related to teaching and learning were implemented through regularly scheduled collaboration and assessment days provided to teachers.

How do we know if we were successful or not? In realizing that we are experiencing a gap in access to statewide data, we had a valuable insight. 2014-15 was a unique opportunity to focus on our own local assessments. The multiple measures gathered by teachers using local data is both valuable information and it can provide timely information on how our students are performing. With this data we can glean data points that support next steps for teaching individual students and groups as a whole. Collecting, housing, and reporting local assessment information has been very challenging. Poor software design and the need for all staff to learn new technical skills inhibited our ability to provide interim and longitudinal reports back to teachers in a timely manner. First we need to operationalize the technical steps in housing and reporting data, which will therefore provide us the ability for data analysis. Even with the challenge, the data gathered provided valuable information for our planning. Based on the data gathered, we can see that the majority of our students are meeting standards in language arts and math. We observed slight dips seen in Kindergarten phonemic awareness, 1st grade reading proficiency, and 3rd grade math.

How has this knowledge influenced the plan for 2015-16? Site Council, Site Leadership Team, and Staff have given input to important new goals and continued goals for the 2015-16 plan. Next year we will implement Pre-SST intervention meetings in the fall to include grade level teams, Intervention staff, and the principal. These meetings will provide grade teams opportunities to analyze student needs by priority while working with support staff. We will work together to align these needs to programs onsite to ensure that students are receiving supports that they qualify for as early in the year as possible. Staff will engage in continued analysis of newly gathered local assessment data along with developing protocols for gathering this data over time. Additionally, we look forward to integrating CAASPP (California Assessment of Student Performance and Progress) data becomes more dependable with multiple years passing. We plan on partnering with district and our school and community partners in the future as CCSS implementation continues to evolve in the classroom implementation, along with furthering professional development opportunities for staff as appropriate and timely. As the Principal of Cornell Elementary School, I am proud to offer this Single Plan for Student Achievement for the AUSD Board of Education approval. Please contact me with any questions or requests you have for more information. Heather Duncan, Cornell Principal


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SCHOOL PROFILE Cornell Elementary School is part of the Albany Unified School District in Albany, California, a small community located in the San Francisco East Bay Area. Albany schools serve a large number of families from all over the world, many through their connection to University of California, Berkeley. The strength of our school lies with our staff and parent community. Our teaching faculty is comprised of highly qualified, fully credentialed teachers who offer focused instruction and design rigorous academic curricula based on Common Core State Standards. The partnership between our school, Cornell families, and our community allows us to effectively support our students, staff, and instructional programs. Parent support at Cornell is remarkable. Our school community benefits greatly from the volunteer and financial support provided by our parents and local community. Currently there are approximately 570 students currently enrolled at Cornell School. The school serves students in kindergarten through 5th grade, with 23 general education and 2 special education classrooms on campus. The general education classrooms have a student range of 21 to 28 students. Additional teachers and staff serve students in need of reading and math Intervention, English Language Development Instruction, Speech and Language Therapy, Special Education Resource Instruction, Adapted Physical Education, Occupational Therapy, and Mental Health Counseling Services. The intervention specialist teachers offer support comprised of ELD Specialists (1.4 FTE), and Reading Intervention, (1.2 FTE), both of which are funded by the District/Site and SchoolCARE. Students at Cornell School receive a core academic curriculum based on Common Core State Standards. To develop focus on the whole child, our faculty provides learning experiences to foster students' social and emotional growth. Cornell teachers differentiate their instruction to meet the individual learning needs of their students, thereby helping all students to make progress towards mastery of learning goals. K-3rd grade students participate in library, physical education and music classes each week, and 4th-5th grade students also participate in science classes each week, all of which are taught by credentialed teachers. Through the Albany Elementary Giving Campaign, students are offered additional enrichment activities, such as dance, performing arts, chess, and poetry during the school day. Additionally, both before and after-school enrichment opportunities are provided on-site to those families that enroll, for example Chinese School. Nearly 30% of our students are English Language Learners and about 11% of our students participate in the Free or Reduced Lunch program. With close to 30 different languages spoken, our students are provided wonderful opportunities for cultural dialogue with a rich multi-cultural foundation on which to build a life-long appreciation of diversity. Cornell is proud to be an inclusive and welcoming school.


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SCHOOL MISSON & VISION School Mission Statement At Cornell Elementary School, our mission is to create a community of self-sufficient life-long learners who are cooperative, respectful, and responsible. School Vision Statement We support the district’s mission, values and beliefs by: - Offering a safe and supportive learning environment that allows all of our students to thrive in their academic achievement and social-emotional growth - Valuing the diversity of our population, embracing the unique qualities of each student, and building students’ understanding and acceptance of these differences between one another - Targeting our work to ensure that our students have a deep understanding of the essential knowledge and skills taught at their grade level, develop critical thinking skills, produce high quality work, are adept at applying their learning, and are thoughtful, caring members of our community


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ANALYSIS OF STUDENT ACADEMIC ACHIEVEMENT

English Language Arts Local assessments from Spring 2014: Kindergarten – Concepts of Print, measuring basic early literacy skills

100%

83% 91%

98%

72%

97%

0%

20%

40%

60%

80%

100%

120%

Percent

Kindergarten Assessments Spring 2014

Meeting Benchmark

Number of Students Entered

Kindergarten-64/91

The Cornell Teaching Faculty and the School Site Council analyzed the following data to create school-wide goals for the 2015-2016 school year: Spring 2014 Kindergarten Concepts of Print, Spring 2014 Developmental Reading Assessment, Spring 2014 Gates McGinitie Reading Assessment, and Fall 2014 District Math Benchmark.


8

1st-3rd grade – Developmental Reading Assessment, an informal test that measures a student's ability to preview and predict a story, oral reading of a story, the fluency, and expression the student uses when reading, comprehension, and any oral reading strategies the student uses.

75%

85% 87%

25%

15% 13%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1st Grade 2nd Grade 3rd Grade

Percent

Developmental Reading Assessment 1st-3rd Spring 2014

Met Benchmark

Below Benchmark


First-96/99

Second-71/75 Third-79/97


9

3rd-5th – Gates-McGinitie, reading test designed to determine overall reading ability in vocabulary and comprehension.

92%

80% 87%

8%

20% 13%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

3rd 4th 5th

Percent

Gates MacGinitie Reading Assessment 3rd, 4th, and 5th Spring 2014

Met Benchmark

Below Benchmark

Number of Students Entered Third 63/106 Fourth-93/103 Fifth- 64/102


10

Mathematics Kinder-5th - District Benchmark Assessment, Grade level trimester assessments designed to assess standards mastered.

88% 93% 95%

72%

91% 86%

12% 7% 5%

28%

9% 14%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percent

District Math Benchmark Fall 2014

Met Profiency 70%

Below 70%


Kindergarten-

60/83 First-88/91

Second-99/104 Third-78/83

Fourth-48/106 Fifth-93/102


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3rd and 5th – Scholastic, ‘Do the Math’ intervention provided through 2 ten-week modules in Math Club.

Cornell Math Club Final Module Assessment Results Analysis

STUDENT Pretest

“Beginning of the Module Assessment”

Post-test “End of the Module Assessment”

Change

Third Grade

“Addition and Subtraction B”

S1 15/25=60% 18/25=72% +12%

S2 15/25=60% 19/25=76% +16%

S3 14/25=56% 22/25=88% +32%

S4

21/25=84% strong post test score

S5 16/25=64% 20/25=80% +16%

Results: All third grade students passed post-test. Average score: 80%

All third grade students’ scores increased. Average increase: 19%

Fifth Grade

“Division”

S1 13/20=65% 18/20=90% +25%

S2 13/20=65% 17/20=85% +20%

S3 10/20=50% 15/20=75% +25%

S4 13/20=65% 19/20=95% +30%

S5 12/20=60% 20/20=100% +40%

S6 15/20=75% 18/20=90% +15%

S7 17/20=85% 20/20=100% +15%

S8 11/20=55%

Results: All fifth grade students who took the post-test passed. One student does not have a final score. Average score: 90.7%

All fifth grade students’ students scores increased. Average increase:24%


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ANALYSIS OF CURRENT EDUCATIONAL PROGRAMS

Analyze Educational Practices

Educational Practices

Alignment of curriculum, instruction and materials to content and performance standards

District curriculum standards are aligned with Common Core State Standards in Language Arts and Mathematics. Science and History-Social Science standards will be adopted by the District as soon as they are finalized. Teachers are continuing to identify best practices to teach to the District/Common Core State Standards. The sites along with the district will provide ongoing professional development for teachers so they can successfully implement the program, identify at-risk students through embedded assessments, and provide intervention for students who are struggling.

Services provided by the regular program to enable under-performing students to meet standard

- Differentiation of the curriculum - Re-teaching during the school day - Specially Designed Academic Instruction in English (SDAIE) strategies/English Language Development (ELD) vocabulary strategies - Guided Language Acquisition Design (GLAD) strategies for accessing academic language - Student Success Team (SST) process - Individual Education Plans (IEPs) and Section 504 plans and processes - School Attendance Review Team (SART)/School Attendance Review Board (SARB) processes - Mental health counseling interns who offer individual and group counseling to students in need - Teacher grade level collaboration - Library Media Specialist available to all students - Vision and hearing screening in grades K, 2 and 5, as well as, teacher referrals - Early Bird/Late Bird split schedule for lower teacher student ratio - Co-teaching model in place in grades 1-5 - Pull-out and push-in language support of ELD/Intervention teacher -Reading Specialist

Use of the state and local assessments to modify instruction and improve student achievement

- California English Language Development Test (CELDT) testing - District Writing Assessments (K-5) - District Math Benchmark Assessments (K-5) - Gates-MacGinitie Reading Test grades 4 & 5 - Developmental Reading Assessment (DRA) grades K-3 - Slosson Oral Reading Test (SORT) grades 2 & 3 - Albany First Grade Word List (grade 1) - Letter Recognition (Kindergarten) - Letter Sounds (Kindergarten) - Sight Words (Kindergarten) - Concepts of Print (Kindergarten) - CVC word list (Kindergarten)


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- Phonemic Awareness (Kindergarten) - Curriculum assessments - Teacher created assessments

Family, school, district and community resources available to assist these students

-English Language Advisory Council (ELAC)/District English Language Advisory Council (DELAC) -School Site Council (SSC) - Parent Teacher Association (PTA) - Albany Education Foundation (AEF) Grants - SchoolCARE - Albany Music Fund - Albany Elementary Giving Campaign - SART/SARB - Special Education Local Plan Area (SELPA)

School, district and community barriers to improvements in student achievement

-Inconsistent student attendance (multiple absences and/or tardies) - Students experiencing emotional distress - Statewide reduction in funding starting 2009 - Increased adult-student ratio in K-3 classrooms due to reduced state funding for this purpose - Disruption in students' classroom programs due to support service scheduling - Need for professional development to support various needs of students - Limited training provided to support personnel in classrooms - High needs of educationally disadvantaged students - Reduced services for intervention, higher needs than staffing can provide - More time needed for support staff to collaborate with teaching staff - Limited language skills of EL students - Limited access to resources

CONCLUSIONS FROM ANALYSIS OF INSTRUCTIONAL PROGRAMS

Teachers and the School Site Council reviewed 2013-14 local assessments and anecdotal site wide data and determined there was a need to make improvements to support students not making grade level progress in both math and language arts. Additionally, we determined that systems used to decide which students receive intervention services need to be refined, and we want to increase the number of students that receive math intervention. One of the action steps from last year’s site plan was to continue after-school math club intervention for students performing below grade level. With funds available in 2014-15, we were able to continue this service for only 2 grades. Cornell implemented a new Common Core aligned intervention for Math Club this year with much success. The School Site Council feels that this should be continued and that staff should evaluate models that will provide the greatest level of access to highest number of students possible with available funds. Staff will be investigating pull-out programs for small group instruction after-school for 2-3 grade levels in below-grade intervention and an online program that would enable whole class access for intervention and extension in math. With continued learning of Common Core Standards we look forward to the pilot and further implementation of a new writing curriculum in 2015-2016. As Albany adopts this new writing program and trains teachers to use the 2014-15 CAASP results, this data will further guide instruction in order to identify target students for intervention.


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PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE Cornell teachers and School Site Council have analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet grade level performance. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:

AUSD STRATEGY #1 We will provide a comprehensive educational experience with expanded opportunities for engagement, assessment and academic growth so that all students will meet or exceed grade level standards.

Goal 1: Align essential standards with CA Common Core Standards (CCCS), use them to guide instruction, and assess student learning both systematically and periodically using a variety of measures.

Goal 2: Implement an array of research-based teaching and learning strategies to increase student engagement and motivation.

Goal 3: Review, refine, and implement academic interventions that reflect current research and best practices. LOCAL CONTROL AND ACCOUNTABILITY PLAN (LCAP)

Goal #1: We will provide all students with access to CCSS-aligned instructional materials

Goal #4: All staff will become knowledgeable about CCSS. Students will experience instructional programs that are CCSS-aligned. CORNELL SCHOOL GOAL: ENGLISH-LANGUAGE ARTS All students will demonstrate growth. 1. 90% of students will make at least one year’s growth as demonstrated by maintaining or increasing their performance on their current grade level local assessments in reading and written language as compared to previous grade level assessments. 2. Students who demonstrate grade level achievement in reading and written language will be considered students who made growth. 3. All students who make at least one year’s growth as demonstrated by maintaining or increasing their performance on their current grade level local math assessments as compared to previous grade level assessments will be considered as making growth. 4. Students who maintain below grade level achievement and have not made at least one year’s growth will be considered as not making growth.

What data did you use to form this goal? 1. Grades 1-3, Developmental Reading Assessment (DRA), Spring 2014 2. Grades 4-5, Gates McGinitie, Spring 2014

What were the findings from the analysis of this data? School-wide achievement in ELA is high. On the 2014 local reading assessments, a majority of students scored at grade level or above. However, we still recognize an achievement gap for students of various sub-groups in particular, English Language Learners.

How will the school evaluate the progress of this goal? Smarter Balanced formative and summative assessments, CCSS-based assessments, District writing assessment, Developmental Reading Assessment (grades 1-3), Gates-MacGinitie Reading Test (grades 3-5), CELDT, other local assessments


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STRATEGY I: Alignment of Instruction with Language Arts Content Standards (CCSS) We will implement instruction aligned to the Common Core State Standards through grade level collaboration, use of instructional guides and curriculum, and professional development.

Action/Date Person(s)

Responsible Evidence and/or Measures of Progress Cost and Funding Source

1. Consistent use of assessments will inform us of our students’ understanding of concepts, drive instructional decisions, and offer means for dialogue about teaching practices and student progress.

Teachers, Site Administrator

Lists of current students, lists of students newly enrolled in AUSD, lists of students identified for targeted intervention support

Time

2. Provide professional development and implementation of CCSS curriculum materials as curriculum and trainings pertain to individual, site, and district needs.

Teachers, TSA, Site Administrator, Director of Curriculum & Instruction

District CCSS implementation plan, District Language Arts Committee agendas and meeting notes, cross-site collaboration agendas and notes, CCSS-aligned lessons/units

Site/District General Fund

3. Evaluate and prioritize our Language Arts curriculum needs to determine what additional materials should be considered for purchase in order to further align classroom materials with CCSS.

Grade Level Teams, TSA, Site Administrator

Grade level meeting notes, student achievement data, resources related to CCSS curriculum materials


4. Teacher on Special Assignment (TSA) will assist with CCSS implementation through professional development and ongoing support to individual teachers and grade level teams. Focus will be placed on support for developing units/lessons that are CCSS aligned.


Professional development plans, classroom observations, grade level Cycle of Inquiry plans and notes

1.0 FTE (District CCSS Funds)

STRATEGY II: Instructional Strategies and Materials in Language Arts We will evaluate and improve our instructional strategies and curricular materials for Language Arts through professional development, reflection, and administrative feedback, which will facilitate the transition to the California Common Core State Standards.




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1. Provide weekly opportunities for teachers to partner in collaborative discussions. During this time they will have opportunities to reflect on student learning and assessment data, to plan for both short and long-term units and lessons, to deepen knowledge of curriculum, and to engage in professional development as a team.

Grade Level Teams, Site Administrators

Grade Level Meeting notes, cited changes and improvements in instructional strategies as evidenced by lesson plans, observations and walk-throughs resulting in rising student proficiency levels

Time

2. Provide regular professional development opportunities for teachers with the implementation of CCSS in Language Arts. We may use a professional text, areas of staff interest or student need, district-wide focus, whole group, or small group to guide site-based professional development

Teachers, TSA, Site Administrators

Monitor calendar for planned and executed professional development


3. Provide teachers opportunities to develop their leadership capacity by helping to plan and facilitate professional development focused on CCSS in Language Arts.

Teachers, TSA, Site Administrator

Changes and improvements in instructional strategies as evidenced by lesson plans, observations, walk-through, meeting notes resulting in rising student proficiency levels

Site General Fund

4. Offer three release collaboration days to grade level teams to collaborate, plan instruction, discuss common instructional practices and assessments, and align their work across the grade level to the CCSS. Two collaboration days offered for intervention staff to meet.

Grade level teams, Site Administrator, TSA

Grade level meeting agendas and minutes, samples of common assessments, student achievement results from common assessments

$10,500 Site General Funds

5. Offer a release day during the school year to grade level teams to focus on assessment. Teachers will work with students to assess their skills as well as analyze student work. Kindergarten teachers will be offered two days and SPED classroom teachers three.

Grade Level Teachers Site Administrator

Teacher assessments $5,000 Site General Funds

6. Provide regular professional development opportunities for teachers with the implementation of CCSS and provide opportunities for teachers to develop their leadership capacity in helping to plan

Teachers, TSA, Site Administrators

Monitor calendar for planned sessions Site/General Fund


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and facilitate these sessions.

7. Extend the Daily Five/CAFE program as a way to enhance their Language Arts instruction. Teachers will be offered the opportunity to attend a Daily Five/CAFE workshop.


Participation in Daily Five/CAFÉ workshop, integration of strategies in Language Arts instruction

Site/District Funds -based on available funding

STRATEGY III: Language Arts Intervention We will insure that learning is accessible to all students by providing high quality instruction matched to student needs. We will continue to reflect on effective language arts interventions to reach target students at each grade level and determine next steps for implementation.



1. Monitor and track at-risk students through implementation of Student Success Planning Model (SSP) in the Fall. Analysis of multiple measures will be uses to identify target students for available interventions onsite. These students will be monitored for progress while participating in interventions throughout the year. --Spring meetings to occur for class placement

Teachers, Specialists, Site Administrator

List of Identified Target Students (names, needs, skills, assessment results)

$3350 Site General Fund

2. Provide reading intervention service for our students that qualify for additional support in reading and written language.

Reading and Intervention Specialist, Teachers, Site Administrator

List of students served by interventions, Reading Specialist’s schedule, lesson plans, pre/post assessment results

1.2 FTE (District & Site Funds, SchoolCARE)

3. Support our Beginner and Early Intermediate EL students through pullout support from our ELD Specialist. Support Intermediate students with push-in/co-teaching support.

ELD Specialists, Teachers, Site Administrator

Class placements, list of students served by ELD services, ELD Specialists’ schedule, lesson plans, pre/post assessment results, CELDT data

1.4 FTE (EIA Funds, SchoolCARE Funding)


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4. Continue to integrate GLAD strategies into our practice. We will plan a site-based professional development opportunities focused on GLAD. 1. New staff members will be offered initial training

opportunities. 2. Refresher training will be investigated for

ongoing staff. 3. Grade level collaboration days continue to allow

for unit planning.

Teachers, ELD Specialists, Site Administrator

Integration of GLAD strategies in classroom instruction

Site General Fund/PTA

STRATEGY IV: Family Involvement and Communication We will offer opportunities for families to participate in and become better informed about the educational process of their children.



1. Provide parent education events through coordination with the PTA for topics related to supporting students’ reading and writing development.

PTA Representatives, Site Administrator (advises)

PTA event calendar, event agendas and notes, and school newsletters

PTA

2. Provide opportunities for parents of English Language Learners to build their skills in assisting their children at home in reading/writing with the support of the English Language Advisory Committee (ELAC).

ELD Specialists, ELAC Representatives, Site Administrator

ELAC meeting agendas and notes Time

3. Provide translators as often as possible for school meetings.

ELD Specialists, District and Site Administrators

Conference notes and sign-in sheets from parent involvement activities

Volunteers/District

4. Provide translations of documents in as many languages as possible, with the priority on translating into Chinese (Mandarin), Korean, and Japanese, and Spanish.

ELD Specialists, District and Site Administrators

Translated documents Volunteers/District

5. Provide outreach to our target students and to foster an environment that welcomes and supports our families of language learners and new families.

Staff, Parents Schedule of family events, translated documents, parent survey results

Time


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AUSD STRATEGY #1: We will provide a comprehensive educational experience with expanded opportunities for engagement, assessment and academic growth so that all students will meet or exceed grade level standards.

Goal 1: Align essential standards with CA Common Core Standards (CCCS), use them to guide instruction, and assess student learning both systematically and periodically using a variety of measures.


Goal 3: Review, refine, and implement academic interventions that reflect current research and best practices. LOCAL CONTROL AND ACCOUNTABILITY PLAN (LCAP)

Goal #1: We will provide all students with access to CCSS-aligned instructional materials

Goal #4: All staff will become knowledgeable about CCSS. Students will experience instructional programs that are CCSS-aligned. CORNELL SCHOOL GOAL: MATH All students will demonstrate growth. 1. 90% of students will make at least one year’s growth as demonstrated by maintaining or increasing their performance on their current grade level local assessments in reading and written language as compared to previous grade level assessments. 2. Students who demonstrate grade level achievement in reading and written language will be considered students who made growth. 3. All students who make at least one year’s growth as demonstrated by maintaining or increasing their performance on their current grade level local math assessments as compared to previous grade level assessments will be considered as making growth. 4. Students who maintain below grade level achievement and have not made at least one year’s growth will be considered as not making growth. We will increase school-wide proficiency in mathematics as dictated by the Standards for Mathematical Practices in compliance with the Common Core State Standards.

What data did you use to form this goal? K-5, District Benchmark Assessment (DBA), Spring 2014

What were the findings from the analysis of this data? School-wide achievement in Math is high. On the 2014 local math assessments, a majority of students scored at grade level or above. However, we still recognize an achievement gap for students of various sub-groups in particular, English Language Learners.

How will the school evaluate the progress of this goal? Smarter Balanced formative and summative assessments, CCSS-based assessments, District Benchmark Assessment (DBA)

STRATEGY I: Alignment of Instruction with Math Content Standards (CCSS) We will implement instruction aligned to the Common Core State Standards through grade level collaboration, use of instructional guides and curriculum, and professional development.


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1. Consistent use of assessments will inform us of our students’ understanding of concepts, drive instructional decisions, and offer means for dialogue about teaching practices and student progress.


Lists of current students, lists of students newly enrolled in AUSD, lists of students identified for targeted math intervention support

Time

2. Evaluate and prioritize our math curriculum needs to determine what additional materials should be considered for purchase in order to refine classroom materials that align with CCCS.

Grade Level Teams, TSA, Site Administrator

Grade level meeting notes, student achievement data, resources related to CCSS curriculum materials


3. The Teacher on Special Assignment (TSA) will assist with CCSS implementation through professional development and ongoing support to individual teachers and grade level teams. Focus will be placed on support for developing units/lessons that are CCSS aligned.


Professional development plans, classroom observations, grade level Cycle of Inquiry plans and notes

1.0 FTE (District CCSS Funds)

STRATEGY II: Instructional Strategies and Materials in Math We will evaluate and improve our instructional strategies and curricular materials for math through professional development, reflection, and administrative feedback, which will facilitate the transition to the California Common Core State Standards.



1. Provide weekly opportunities for teachers to partner in collaborative discussions. During this time they will have opportunities to reflect on student learning and assessment data, to plan for both short and long-term units and lessons, to deepen knowledge of curriculum, and to engage in professional development as a team.

Grade Level Teams, Site Administrator

Grade Level Meeting notes, cited changes and improvements in instructional strategies as evidenced by lesson plans, observations and walk-throughs resulting in rising student proficiency levels

Time

2. Provide regular professional development opportunities for teachers to enhance their skills with the implementation of the District-adopted, CCSS-aligned math programs, Investigations (grades

Teachers, TSA, Site Administrator, Director of

Monitor calendar for planned and executed professional development

Time, Site/District General Fund


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K-3) and Math Expressions (grades 4-5). Curriculum & Instruction

3. Offer teachers opportunities to develop their leadership capacity by helping to plan and facilitate professional development focused on CCSS in Math.


Changes and improvements in instructional strategies as evidenced by lesson plans, observations, walk-throughs, meeting notes resulting in rising student proficiency levels

Time

4. Administer local math assessments each trimester. Assessment results will support progress on report cards.


Grade Level Meeting notes, cited changes and improvements in instructional strategies as evidenced by lesson plans

Time

STRATEGY III: Math Intervention We will insure that learning is accessible to all students by providing high quality instruction matched to student needs. We will continue to reflect on effective math interventions to reach target students at each grade level and determine next steps for implementation. Students will be provided with a balanced instructional program where students increase their proficiency in basic computational skills and procedures, develop conceptual understanding, and become adept at problem solving.



1. Provide intervention for students who qualify for additional support in math Math Club will be offered before and/or after school, as staffing permits. It will be comprised of students working well below grade level in varying grades, as funding and students needs dictate. The program will focus on building the foundational skills of number and operations. The program teaches students the basics of math-computation, number sense, and problem solving.

Teachers, Math Club Instructors, Site Administrator

Math Club schedule, List of students in Math Club, Assessment results

$11,000 District General Fund

AUSD STRATEGY #1: We will provide a comprehensive educational experience with expanded opportunities for engagement, assessment and academic growth so that all students will meet or exceed grade level standards.

Goal 1: Align essential standards with CA Common Core Standards (CCCS), use them to guide instruction, and assess student learning


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both systematically and periodically using a variety of measures.


Goal 3: Review, refine, and implement academic interventions that reflect current research and best practices. CORNELL SCHOOL GOAL: TECHNOLOGY Students need to gain the skills and comfort level to receive instruction and participate in learning that incorporates technology. Students need to be adept at using technology and the Internet to safely and efficiently gather information. Students need to be able to create documents and make presentations using this content. Students need skill with using technology for communication purposes within the learning environment. With the development of these skills, our students will be better prepared for college and/or career. Goal Objective Students will be able to use and demonstrate age appropriate skills, software, and applications, as recommended by the National Education Technology Standards (NETS). - Use of iPads to use educational applications and websites - K-2nd grade students - Use of computers to develop keyboarding skills - 3rd grade students - Use of computers to develop word processing skills - 4th grade students - Use of computers to develop Internet researching skills - 5th grade students Teachers will be able to effectively use technology to enhance their instruction and increase student engagement. - Use of document cameras and LCD projectors - Use of classroom amplification systems - Use of Internet sites to pull content for instruction - Use of educational websites, applications, and software - Use of GAFE (Google apps for education) for communication and collaboration

What data did you use to form this goal? Technology use calendar Typing Club students reports Professional development agendas/minutes Teacher interest surveys

What were the findings from the analysis of this data? There is discrepancy in technology skill level for staff, requiring differentiated training to support their needs and interest. Access to technology limits instruction to students. A continuum of skill and content for K-5 will support articulated teaching and learning goals along with a developed for using available technology.

How will the school evaluate the progress of this goal? Increased use of technological devices in classrooms by teachers (document cameras, LCD projectors, classroom amplification system, computers, iPads), increased use of technological devices in classrooms by students (laptop computers and iPads), increased use of digital media and content pulled from educational sites on the Internet


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STRATEGY I: Instructional Technologies Teachers will use technology standards to help guide teacher and student use of technology for enhancing teaching and learning in our classrooms.


Responsible Evidence and/or Measures of Progress

Cost and Funding Source (Itemize for Each Source)

1. Continue use of iPads and Chromebooks on campus K-5 to give students access to 21st century technology skills.

iPads apps in K-2

Web 2.0 applications in 3rd-5th

GAFE (Google apps for education)

Digital citizenship K-5

Chromebook use in 3rd-5th

Staff, TSA, Site Administrator

NETS/AUSD technology standards Time

2. Purchase Raz-Kids accounts for K-3rd grade students and 4th-5th grade students participating in our Reading Intervention/ELD program.

K-3rd grade teachers, ELD/Reading Intervention Specialists, Parents, Site Administrator

Students’ use of Raz-Kids in classrooms during the school day and after school

$1900 PTA Funds

3. Teach identified Digital Citizenship curriculum in K-5.

Librarian, Site Administrator

Schedule of lessons on school website. Time

4. Provide professional development in technology instruction on content and skills to staff based on needs and interest.


Agendas, meeting minutes Site/District General Fund PTA Funds


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AUSD STRATEGY #2: We will identify individual social-emotional and behavior needs and apply collaborative appropriate interventions. LOCAL CONTROL AND ACCOUNTABILITY PLAN (LCAP)

Goal #5: We will continue to support the engagement of parents and community members. We will increase the participation of parents from under-represented and under-performing groups. These groups include low socio-economic, English Language Learners, foster youth, African-American and Latino families.

Goal #7 We will continue to offer capstone learning projects and measure student success rates on a variety of standards-based performance tasks.

Goal #8: We will maintain our high rate of average daily attendance. We will decrease the % of students who are chronically absent.

Goal #9 Students will have access to clubs and extra-curriculuar activities that engage them with a wide array of interests.

Goal #11 Students will be provided a safe, inclusive learning environment and a positive school culture. Students will be provided services and interventions that foster their social-emotional and behavioral growth.

CORNELL SCHOOL GOAL: CLIMATE Issue Statement If students feel emotionally and physically safe, are connected to school, feel supported by their teachers and staff, are accepted and respected for who they are, have positive interactions with others every day, and have a welcoming climate in which to learn, they will learn more and be more likely to demonstrate positive behavioral choices.

What data did you use to form this goal? CA Healthy Kids Survey results, School wide discipline data

What were the findings from the analysis of this data? Increased use of appropriate and respectful behavior by students in the classroom, reduced referrals for discipline and incidents related to bullying or harassment or poor behavior in general, reduced suspensions on campus

How will the school evaluate the progress of this goal? Ongoing discussions and reflections about student behavior, analysis of student discipline data (referrals to the office and suspensions)

STRATEGY I: Instructional Strategies and Materials Staff will be given the tools to provide instruction in the areas positive behavioral support of safe, respectful and responsible behaviors, anti-bias instruction, and physical fitness.


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1. Continue culturally responsive teaching strategies as a basis for affirming students’ home culture with integration of culturally relevant literature.


Book list, Grade level discussion schedule

Time

2. Continue Welcoming Schools curriculum with integrated lessons on disability awareness, body size acceptance, gender expression, family diversity, and name calling to address targeted bullying. 5 lessons to be taught per grade each year. Coordinate calendar to align with other units taught (Second Step, Speak up Be Safe)

Teachers, Site Administrator, Librarian

Lesson plans, faculty meeting agendas and notes

Time

3. Teach Second Step, a social skills curriculum that aims to enhance students’ social-emotional competence. Training will updated for new staff to Cornell.


Staff Development Schedule, Second Step Lesson Plans

Time

4. Integrate BEST program practices to systematically teach school-wide expectations for being safe, respectful, and responsible in all areas of the school. Offer recognition to students for making positive choices, and focus our efforts for students who need extra behavioral/social-emotional support.

Positive Behavior Support Team, Teachers, Specialists, Noon Supervision Staff, Site Administrator

School-wide expectations, positive behavior recognition systems

Time

5. Maintain site Leadership Team to meet and discuss and collaborate on school-wide needs and issues. A group of teacher representatives from all grade levels, a specialist and principal, who will meet up to 4 hours/month with other duties outside of the meeting to represent the group.

Leadership Team Members, Site Administrator

Leadership Team schedule and agendas

$2,550 - Stipends Site General Fund

5. Continue Noontime Activities program for variety of choice on the yard and in the library at lunch.

Noontime Activities Coordinator

Schedule of weekly noontime activities $4750 District General Fund


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6. Continue use of Mindfulness techniques in our classrooms. --Provide refresher trainer for new staff.

K-5th grade teachers, Site Administrator

Use of mindfulness practices in classrooms

PTA/General/or Site Funds

7. Maintain Emergency Preparedness Supplies on campus: -Emergency Backpacks/Folders updated annually -Emergency Preparedness Container supplies updated through as needed -Emergency release lanyards updated annually Emergency Drill Schedule and Safety Plan updated annually

PTA/Parent Support

STRATEGY II: Intervention Services will be provided to assist staff and students.



1. Utilize Student Study Team process to help evaluate our at-risk students using SST tracking sheets, supporting documentation, and team meeting suggestions.

SST members (classroom teacher, Reading Specialist, Psychologist, Speech Therapist, Resource Specialist, ELD Specialist, Site Administrator)

Schedule of SST meetings, SST meeting notes, assessment results

Time

2. Provide mental health counseling for at-risk students in individual and group settings

Counseling Supervisors and Interns, Site Administrator

List of students served by counselors, counseling schedule, assessment of behavior change as noted by teacher/counselor

Time


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STRATEGY III: Involvement and Communication Staff will offer opportunities for parents and the community to participate in the educational process



1. Students, parents, and the community will be informed about school attendance policies and procedures related to a positive school climate and student success.

Site Administrator Agreements signed by parents and students, communication through Parent & Student Handbook, weekly school-wide newsletters, and on Cornell website

Time

2. Continue Student Leadership opportunities - Student Council – 3rd, 4th & 5th graders - Conflict Managers – 3rd, 4th & 5th graders - Compost Helpers – 2nd graders - Clean Team – 1st graders

Staff, Parents Site General Fund -Student Council $200 -Conflict Manager $1000

3. Continue Cornell Green Schoolyard Committee to increase natural play and green space on yard.

Green Schoolyard Committee, PTA Board, Teachers, Site Administrator

Garden plot assignments and schedule, Greening Team meeting schedule, Master Greening Plan

PTA Funds

4. Schedule Community Time to offer monthly school-wide Community Time gatherings.

Student Council, Teachers, Site Administrator

Schedule of Community Time gatherings

Time

Cornell Elementary School Single Plan for Student Achievement, 2015-2016 28

Form C: Programs Included in this Plan Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. The totals on these pages should match the cost estimates in Form A and the school’s allocation from the ConApp. Note: for many of the funding sources listed below, school districts may be exercising Categorical Program Provisions options (flexibility), which are described at: http://www.cde.ca.gov/fg/aa/co/ca12sguiappcatprog.asp

State Programs Allocation

California School Age Families Education Purpose: Assist expectant and parenting students to succeed in school

$

Economic Impact Aid/State Compensatory Education (EIA-SCE) Purpose: Help educationally disadvantaged students succeed in the regular program

$

X Economic Impact Aid/Limited English Proficient (EIA-LEP) Purpose: Develop fluency in English and academic proficiency of English learners

$TBD

Peer Assistance and Review Purpose: Assist teachers through coaching and mentoring

$

Professional Development Block Grant Purpose: Attract, train, and retain classroom personnel to improve student performance in core curriculum areas

$

Pupil Retention Block Grant Purpose: Prevent students from dropping out of school

$

Quality Education Investment Act (QEIA) Purpose: Funds are available for use in performing various specified measures to improve academic instruction and pupil academic achievement

$

School and Library Improvement Program Block Grant Purpose: Improve library and other school programs

$

School Safety and Violence Prevention Act Purpose: Increase school safety

$

Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students

$

http://www.cde.ca.gov/fg/aa/co/ca12sguiappcatprog.asp


List and Describe Other State or Local Funds (e.g., Career and Technical Education [CTE], Gifted and Talented Education [GATE])

$

Total amount of state categorical funds allocated to this school $

Federal Programs Allocation

Title I, Part A: Allocation Purpose: To improve basic programs operated by local educational agencies (LEAs)

$

Title I, Part A: Parental Involvement (if applicable under Section 1118[a][3][c] of the Elementary and Secondary Education Act) Purpose: Ensure that parents have information they need to make well-informed choices for their children, more effectively share responsibility with their children’s schools, and help schools develop effective and successful academic programs (this is a reservation from the total Title I, Part A allocation).

$

For Program Improvement Schools only: Title I, Part A Program Improvement (PI) Professional Development (10 percent minimum reservation from the Title I, Part A reservation for schools in PI Year 1 and 2)

$

Title II, Part A: Improving Teacher Quality Purpose: Improve and increase the number of highly qualified teachers and principals

$

Title III, Part A: Language Instruction for Limited-English-Proficient (LEP) Students Purpose: Supplement language instruction to help LEP students attain English proficiency and meet academic performance standards

$

Title VI, Part B: Rural Education Achievement Program Purpose: Provide flexibility in the use of ESEA funds to eligible LEAs

$

For School Improvement Schools only: School Improvement Grant (SIG) Purpose: to address the needs of schools in improvement, corrective action, and restructuring to improve student achievement

$

Other federal funds (list and describe) $



Total amount of federal categorical funds allocated to this school $

Total amount of state and federal categorical funds allocated to this school $

Note: Other Title I-supported activities that are not shown on this page may be included in the SPSA Action Plan.


Form D: School Site Council Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school.1 The current make-up of the SSC is as follows:

Names of Members

Pri

nci

pal

Cla

ssro

om

Teac

her

Oth

er S

cho

ol

Staf

f

Par

ent

or

Co

mm

un

ity

Mem

ber

Seco

nd

ary

Stu

den

t

Amanda Azevedo X

Meghan Beynon X

Tobias Bodine X

Jim Brandley X

Heather Duncan X

Laura Hannum X

Stephany Joffe X

Sara Marcellino X

Ellen Murff X

Julie Paulson X

Andrea Venezia X

Numbers of members in each category 1 5 0 5 0

1 EC Section 52852


Form E: Recommendations and Assurances

The school site council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following: 1. The SSC is correctly constituted and was formed in accordance with district governing board

policy and state law. 2. The SSC reviewed its responsibilities under state law and district governing board policies,

including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.

3. The SSC reviewed the content requirements for school plans of programs included in this

SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

4. This SPSA is based on a thorough analysis of student academic performance. The actions

proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

5. This SPSA was adopted by the SSC at a public meeting on: May 11, 2015. Attested: Heather Duncan Typed name of School Principal Signature of School Principal Date Julie Paulson Typed name of SSC Chairperson Signature of SSC Chairperson Date

2015-2016 Single Plan for Student Achievement Cornell ... · Cornell Elementary School Single Plan...

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