Neil Cummins Elementary School€¦ · Web viewNeil Cummins Elementary School is an award-winning...

Larkspur-Corte Madera School District

Neil Cummins Elementary School58 Mohawk Ave.

Corte Madera, CA 94925415-927-6965

www.neilcummins.orgCDS CODE # 21-65367-6024376

Single Plan for Student Achievement2011-2012

Michelle Walker, Principal, Grades Pre-K-2 Cookie Morin, CounselorLeslie Beatson, Principal, Grades 3-4 Nathelle Belloni, Julie Nakao, Diana Nay, SecretariesDon Matthews, Director of Educational Services

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http://www.neilcummins.org/

Table of Contents

Larkspur-Corte Madera School District Vision..........................................................................................3Larkspur-Corte Madera School District Mission........................................................................................3Larkspur-Corte Madera School District Strategic Priorities 2008-2010.....................................................3Neil Cummins Vision Statement.................................................................................................................3Neil Cummins Mission Statement..............................................................................................................3School Profile..............................................................................................................................................4

Student Enrollment by Grade Level................................................................................................4Student Enrollment by Ethnic Group..............................................................................................5Neil Cummins Shared Decision Making/Leadership Structures.....................................................5Standards, Assessment, and Accountability....................................................................................6Staffing and Professional Development .........................................................................................6Teaching and Learning....................................................................................................................6Opportunity and Educational Access...............................................................................................7Involvement.....................................................................................................................................7Funding............................................................................................................................................8

School Accountability Report Card (website address) ..............................................................................8Analysis of Student Performance................................................................................................................8

Table 1 (A): Academic Performance by Grade Level - ELA..........................................................13Table 1 (B): Academic Performance by Grade Level – Mathematics.............................................14Table 2 (A): Academic Performance by Ethnicity (CSTs ELA).....................................................15Table 2 (B): Academic Performance by Ethnicity (CSTs Mathematics)........................................16Table 3: English/Language Arts Adequate Yearly Progress (AYP)...............................................17Table 4: Mathematics Adequate Yearly Progress (AYP)................................................................18Table 5: California English Language Development (CELDT) Data (Fall, 2008).........................19

Writing Assessments...................................................................................................................................20School Site Council Survey Data Summary...............................................................................................20Neil Cummins Elementary School Achievement Goals Overview............................................................21Planned Improvements in Student Performance (Action Plans) ................................................................23Programs Included in this Plan...................................................................................................................32Form D: School Site Council Membership................................................................................................34Form E: Recommendations and Assurances..............................................................................................35Budget Development Worksheets...............................................................................................................36Appendix A: Title I Programs – Reading, Mathematics, and Academic Support.....................................39Appendix B: Acronyms and Specialized Terms........................................................................................40

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Vision

Our vision is to provide an extraordinary 21st Century education for every child and a positive, supportive, inclusive environment where each student can thrive.

MissionThe mission of the Larkspur School District Board of Trustees, administrators and staff is to develop literacy, critical thinking and enthusiasm for learning within each student by offering a rich, rigorous, relevant and engaging curriculum and through a collaborative partnership with parents and community.

District Strategic Priorities 2011-20131. Cultivate safe, healthy, caring and inclusive school environments that foster respect and compassion2. Support and inspire each child to attain higher levels of achievement through a dynamic, inquiry-based curriculum that addresses

individual needs3. Attract, develop and retain talented and inspirational staff4. Maintain the fiscal integrity and stability of the district 5. Manage enrollment growth by supporting smaller learning environments6. Ensure consistent, effective communication and collaboration among classroom, home, district and community

Neil Cummins Vision StatementWe believe all children are capable of learning, and it is our responsibility to provide a rich, positive, and safe learning environment that fosters their desire to learn and meet the challenges of a changing world.

Neil Cummins Mission StatementTogether our staff, parents, students and community are dedicated to the ongoing education of all young people in the Neil Cummins School.

We work collaboratively to teach, mentor, motivate, challenge, and inspire our students. Our goal is for our students to become independent, critical thinkers who respond ethically to the challenges facing the world.

We accomplish our mission through a well-rounded curriculum of rigorous academic instruction. We differentiate the curriculum to meet divergent learning styles in a variety of ways including implementing experiential, thematic and project-based learning wherever appropriate. Our focus is on educating the whole child, addressing cognitive, emotional, social, and physical growth. Best practices are enhanced by frequent assessment, regular opportunities for reflection, and innovative, ongoing professional development for our highly qualified, inspirational staff.

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School ProfileNeil Cummins Elementary School is an award-winning public school of approximately 777 Pre-Kindergarten through fourth grade students in the Larkspur-Corte Madera School District. Located in Corte Madera, California, in scenic Marin County, just north of San Francisco’s Golden Gate. This is a community that strongly supports public education with a parcel tax, bond issue, and educational foundation. The business of the community is primarily retail and professional services.

In addition to a strong academic program, the school provides enrichment programs including music, lab science, library, and motor skills / physical education. We are also fortunate to be able to offer art and technology programs that are integrated through other content areas. These opportunities are made possible in large part by funding and volunteer support from a strong, active parent base, community businesses, supportive citizens and a generous art grant through Marin Community Foundation. The staff includes approximately 100 full and part-time certificated employees (including special educators, speech therapists, academic and English language support specialists, a nurse, a counselor, and librarian) and classified staff.

Student Enrollment by Grade LevelData reported is the number of students enrolled in each grade level as of October 11, 2011.

Grade Level Enrollment Pre-K 16 Kindergarten 146 Grade 1 166 Grade 2 143 Grade 3 164 Grade 4 142 Total Enrollment 777

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Student Enrollment by Ethnic Group – Grades K-4. Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.

Racial/Ethnic Category Number

ofStudents

Percentof

Students Racial/Ethnic Category

Numberof

Students

Percentof

Students African-American 4 .5 Hispanic or Latino 91 11.9 American Indian or Alaska Native 3 .4 Pacific Islander 0 0 Asian 41 5.4 White (Not Hispanic) 509 66.7 Filipino 2 .3 Multiple or No Response 113 14.8

Neil Cummins Shared Decision Making / Leadership StructuresOur school’s decision making philosophy supports shared, site–based decision-making processes. The result is distributed leadership across the learning community.

The School Site Council (consisting of parents, faculty, administration, and staff members) conducts a parent survey each spring to determine perceived areas of strength and need. The findings are used to help administration and staff prioritize goals and programs for the upcoming year. They work on budget development and provide oversight for expenditures.

The Leadership Team (made up of representatives from each grade level, specialist groups, and classified support staff) provides two-way communication and shared decision making between administration and staff regarding student learning on matters including: student achievement; curriculum, instruction, and assessment; school processes and budget.

The administrative structure consists of two principals. This model is designed to ensure a smaller learning community feeling within a large organization. The primary principal works with pre-kindergarten through grade two, and the intermediate principal works with grades three and four. The collaborative leadership structure allows for principals to work closely on the initiatives, issues and direction of Neil Cummins while addressing grade level appropriate work in an efficient and focused manner. The principals meet weekly with their respective grade level teams on instructional practices, curriculum and grade level alignment, school and grade level goals, and assessment of student progress. The specialists also meet monthly to coordinate and support their programs.

The PTA and SPARK (Larkspur Schools Foundation) provide strong venues for parent participation and support of the schools. There are faculty representatives to both groups to facilitate communication.

Members of the Neil Cummins school staff and administration also participate in Round Table Forum and District Advisory Council comprised of representative groups of staff, parents, and community members who serve in an advisory and review capacity for curriculum and categorical programs.

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Instructional Programs

Standards, Assessment, and AccountabilityTeachers meet in grade level teams each week. During the first weeks of school, the focus is on gathering and analyzing student data from multiple measures to identify areas of strength and need for each child. Teachers use this information to structure, plan and implement intervention/enrichment groups that target specific skills and concepts intended to reinforce or extend each student’s learning. They also differentiate instruction within classroom lessons to meet individual needs as appropriate.

Teachers across the k-8 grade span are worked together to identify essential standards.. More emphasis will be placed on this set of aligned, essential standards that are critical for student learning. This year we are working on analyzing the California Common Core Standards and determining the implementation plan for these state adopted standards. Grade levels work together to create common assessments that align to the essential standards. These assessments will measure student progress in meeting those standards. Additionally, we will be doing district-wide benchmark assessments in reading, math and writing.

Staffing and Professional DevelopmentWe are continuing our work as a Professional Learning Community (PLC). Our PLC Leadership Team has on-site training this year to facilitate our work in creating common assessments and developing leadership capacity among teachers.

Marin County Office of Education (MCOE) provides teachers with ongoing professional development opportunities. Some current topics of focus include the use of data to inform instruction and learning goals, the use of Data Director to analyze student assessment data, Response to Intervention and developing a professional learning community. Teachers attended a three-day summer institute on integrating art, dance and drama into other curricular areas provided by MOCHA (Museum of Children’s Art). They will continue to engage in job-embedded professional development throughout the year.

Our focus continues to be on project-based learning (PBL)—or inquiry-based learning with a focus on driving questions that frame units or lessons. Teachers worked in grade level teams to develop inquiry based projects that engaged students in rigorous and relevant work. They emphasize 21st Century learning opportunities including collaboration, problem-solving and critical thinking.

We continue to use Second Step and Character Counts as programs that teach social and responsibility skills both in the classroom and on the playground. The school counselor leads a peer mediation program to provide additional support for students on the playground while offering an opportunity for student leadership. The counselor offers a wealth of information and support to students and parents alike. We hold monthly character assemblies to teach and celebrate each pillar of character.

Teaching and Learning Over the past few years, Neil Cummins has implemented state-adopted curricula in the areas of math (K-1 Everyday Math; 2-4 Expressions) reading and language arts (Houghton-Mifflin), social studies (Scott-Foresman), and FOSS science. Additionally, other instructional materials

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have been implemented to support student achievement in writing (Step Up to Writing), math (Every Day Counts), and self-management (Second Step and Character Counts!)

Each grade level team has three to four curriculum planning days to facilitate art and inquiry integration. Teachers also use the days to analyze student data, and develop differentiated and inquiry lessons in a variety of content areas. They work to determine effective ways to meet the diverse needs of our students so that all are making academic progress. Teachers will have ongoing arts and inquiry related staff development that supports our focus areas of continuing work in the arts and inquiry based learning.

In addition to art and inquiry integration, using technology as a tool for learning and to demonstrate learning has been emphasized. Classrooms have pods of computers for student use. There are also laptop carts available for check out so that entire classes can have 1:1 access. Sets of Ipods and Ipads are also available as 21st century technology instructional tools.

Opportunity and Equal Educational AccessStudents who are experiencing difficulty in attaining proficiency of grade level standards are supported in several ways, with additional assistance in reading, math, and English language development from credentialed teachers, either through pull-out in our Learning Center or push-in to the classrooms. Teachers at all grade levels are grouping and trading students among other teachers in their grade level to provide targeted instruction at all levels. Specific intervention materials have been purchased to support struggling students. The academic support, ELD specialists, and special educators also provide support (strategies, materials, etc.) to classroom teachers. Please see Appendix A: Title I Programs – Reading, Mathematics, and Academic Support.

Students at all levels that are in need of extra support meet in small groups with teachers and staff for an additional period after dismissal. Small group instruction can be found at every grade level. Early release days are provided so that assessments can be conducted early in the fall to determine students’ strengths/weaknesses. On-going observation, as well as informal and formal assessment results, provides on-going feedback to the teacher. Differentiated instruction, project based learning, and phonemic and phonetic-based direct instruction for beginning reading are a few of the strategies and methods used to support all levels of learners.

Parent and Community InvolvementThe School Site Council (made up of parents, staff, and administration) and Leadership Team (faculty and staff in partnership with the principal) help to prioritize allocation of specific funds in order to support under-achieving students. Learning opportunities such as small group learning activities with credentialed faculty are supported from a variety of funding sources. Faculty input is sought to determine the types of student support needed, then we do our best to provide programs/assistance with those needs in mind. The need for additional support continues to outpace our resources, but the staff is dedicated to providing what students need. The parents are asked to support and commit to their child’s attendance in these programs. Data are kept regarding student attendance and progress to ensure that the programs are well attended and providing the support needed by the students. Assessment information is made available to the classroom teachers.

Parent groups such as the PTA and SPARK support students with financial and human resources. The PTA provides much of the volunteer force for what we do at Neil Cummins. They also provide many of the day to day needs such as classroom supplies, campus improvement and facilitate communication between teachers and parents. SPARK is the major fundraising organization on our campuses. They pay for the district Music,

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Art, Science, and Technology programs, as well as subsidize Library services at both schools and fifth grade Outdoor Education at Hall Middle School.

FundingCategorical funds (Titles I and III) are used to fund academic support and ELD specialist positions and materials for direct student accelerated intervention. These specialists provide support in a number of ways: 1) by pushing in to the classrooms to assist underperforming students, 2) by pulling students out for individual and/or small group instruction, and 3) assessing student growth and areas of continued need.

Title II (Improving Teacher Quality) funds provide support for an additional day at the beginning of the year for new teachers’ staff development, as well as costs for ongoing professional development.

District GATE funds are used to assess students and provide a .1 FTE position for GATE coordination.TUPE funds are used to partially fund the site counselor who regularly provides prevention and resilience activities.

School Safety and Violence Prevention funds are used in part for ConnectEd, a parent emergency communication tool.

School and Library Improvement Block Grant funds are used to support after school targeted instruction in language arts and math, to partially fund two general education paraprofessionals who assist in targeted instruction during the school day, materials and supplies for intervention programs, technology and continued professional development for faculty.

Parcel Tax funds contribute to the district general fund to support programs and staffing.

Lease Revenue from closed schools contribute to the district general fund to support programs and staffing.

PTA funds are used to support classroom and school supplies, our classroom art supplies, school assemblies, and supplemental instructional materials.

SPARK funds are used to pay for music, art, science and technology programs, staffing and equipment. They are also used to contribute to the library programs.

School Accountability Report CardNeil Cummins School Accountability Report Card can be found at www.neilcummins.org.

Analysis of Student PerformanceThe following charts are from the CST assessments (only 2nd-4th grade mean % correct scores are represented).

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There is no significant change in student scores from previous years. Our reading intervention groups grades 1-4 target phonics and reading comprehension. We have initiated tutorial groups in second grade to help more students reach proficiency in reading.

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Writing is an area of focus K-8 this year. Teachers are using grade level rubrics to score and analyze writing samples 3 times per year. Conventions are a continuous area for improvement. We expect to improve writing strategies and conventions through the use of rubrics and focused discussions around best practices in teaching writing.

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School-wide, scores are slightly up in both clusters of math calculations--MC1: Place Value, +/-, Fractions, Decimals and MC2: Operations & Factoring. We anticipated this slight increase as we are in year 2 of our newly adopted math programs and teachers are more familiar with the instructional techniques required by the new programs.

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This data shows a slight increase in all 3 strands pictured. The increase in Algebra and Functions reflects more emphasis on algebraic understanding (and true number sense) earlier in school. First grade now introduces some algebraic thinking in the new curriculum. Measurement and geometry continue to be areas of focus.

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Table 1 (A): Academic Performance by Grade Level – ELA

Conclusions indicated by the data:

1. Fourth grade students made impressive gains in English/Language Arts.2. All grade levels decreased the number of students performing at the far below basic level, making progress toward our district goal. 3. Second grade saw a slight decrease in scores. This is the first CST data point we have on these students, as this is the first time they have taken this test.

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Table 1 (B): Academic Performance by Grade Level – Mathematics


1. There were no 3rd or 4th grade students performing in the far below basic category.2. Grades 2 and 4 showed an increase in the number of students meeting proficiency. We anticipated this as we were in year 2 of our newly adopted

curriculum so teachers had more familiarity with the program.

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Table 2 (A): Academic Performance by Ethnicity (CSTs E/LA) All data represent the K-4 configuration @ NC Only Grades 2-4 participate in the CST tests.

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1. Hispanic students performing at or above proficiency increased by 13.5 percent from 2010-2011. Asian students performing at or above proficiency decreased by 12.7 percent from 2010-2011. There is still a significant gap between proficiency levels of Hispanic and white/Asian students, however.

2. Numbers of African American students are statistically too small to draw conclusions. 3. This was the second year of the Two or More Races category. The state changed the qualifications for this category bringing us from 42 students in

the category to only 2 students. This makes it hard to compare from one year to the next.4. There is a decrease in students scoring BB or FBB in all ethnicity categories.

Table 2 (B): Academic Performance by Ethnicity (CSTs Mathematics)


1. Asian students meeting or exceeding proficiency is holding steady, while Hispanic students scoring in the proficient/advanced categories increased by 6.6 percent and white students increased by 3.3 percent.

2. School-wide, the performance in mathematics increased. 3. Number of African American students are statistically too small to draw conclusions. 4. This was the second year of the Two or More Races category. The state changed the qualifications for this category bringing us from 42 students in

the category last year to only 2 students this year. This makes it hard to compare from last year to this year.

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Table 3: English/Language Arts Adequate Yearly Progress (AYP)


1. This was the second year of the Two or More Races category. The state changed the qualifications for this category bringing us from 42 students in the category last year to only 2 students this year. This makes it hard to compare from last year to this year.

2. Hispanic students increased in their percentage of students performing at the proficiency level; Asian students decreased in their percentage of students performing at the proficiency level.

3. Socio-economically disadvantaged students testing as proficient or advanced increased by 22% and English learners testing as proficient or advanced increased by 12%. However, English learners and socio-economically disadvantaged students remain a focus for targeted instruction.

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Table 4: Mathematics Adequate Yearly Progress (AYP)


1. Hispanic students and socio-economically disadvantaged performed slightly higher than in previous years.2. The sub-groups – Hispanic, ELL, SES, and Students with Disabilities – have significantly fewer students at or above proficiency than overall student

performance. These students continue to be a focus.

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Table 5: California English Language Development (CELDT) Data


1. Number of students tested decreased slightly from 61 (2010) to 52 (2011).2. More Kindergarteners are arriving with limited English proficiency; 76% of them scored at or below Intermediate level.3. 54% of 1st grade students tested have reached Fluent English Proficient (FEP) status within one year of entering school.4. English Learners comprise 60% of the total students tested; 40% of these students were FEP (Fluent English Proficient.) This is an increase of

10% for English Learners, and a decrease of 8% for FEP students since 2010.

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Writing Assessment

Each year fourth grade students take the CST Writing Assessment in March. Students take the assessment again in grade seven. The California Writing Standards Tests address the writing applications standards for grades 4 and 7.Student writing is scored using a 4 point rubric. Each paper is scored by two assessors and the scores are added together. Therefore, students can score between a 2 and 8 on the writing piece, with a score of 6 being proficient. At grade 4, the writing applications standards require students to produce four types of writing: narratives, summaries, information reports, and responses to literature. The California Writing Standards Tests are designed to assess only those types of writing that lend themselves to a one-hour assessment.

2011 CST Writing ScoresGrade 4 CST (146 Students) Percent of Students Score = 2 1Score = 4 29Score = 6 53Score = 8 14Students who submitted a blank paper 1Students who wrote an essay on something other than the assigned topic.

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1. 67% of students performed at proficient or higher on this assessment. We get limited information back regarding student performance on the CST writing assessment. No individualized data is received by the school.

2. Writing is a focus this year and teachers at every grade level will be administering a writing prompt 3x per year and using a 6 point rubric to scores student writing.

School Site Council Survey Data SummaryThe Neil Cummins School Site Council is responsible for creating and distributing an annual parent survey and interpreting the results. This survey provides valuable feedback to the school regarding parent perception of our performance as a school. The Site Council evaluates the feedback each year in areas such as academics, specialists and student support programs; school staff; communication between home and school; and school environment in order to identify key areas of focus for improvement. Listed below are a few highlights from the data.

Areas of Strength:93% of parents reported that they were satisfied or very satisfied with their overall school experience.93% of parents reported that they agree or strongly agree that their child’s teacher maintains a classroom environment that is conducive to learning. 96% of parents reported that they agree or strongly agree that their child feels safe and secure at school.98% of parents reported that they agree or strongly agree that information is communicated in a timely manner from both the school and teacher.

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Areas for Focus:20% of parents stated that the curriculum in language arts, math and science is too easy.78% of parents stated that the principals provide strong leadership. 73% of parents stated that they agree or strongly agree that the students consistently show respect for other students.86% of parents report that their child’s playground experience is positive.67% of parents stated that arts integration is excellent/good. 23% of parents stated that the PE and Motor Skills curriculum was fair or needed improvement.

Neil Cummins Elementary School Achievement Goals Overview

Increase student proficiency in Language Arts (as measured by the California State Standards Test and/or grade-level assessments). By May 2012:

Kindergarten: 85% of students, with prompting and support, will retell familiar stories, including key details as measured by the new kindergarten assessment.Grade One: 80% of students scoring in the bottom quartile of the BPST in the beginning of the year will reach a score of 40 or more on the BPST by the end of May.Grade Two: By May 2012, 80% of students will achieve a proficient score in Conventions as measured by a grade level rubric.Grade Three: 75% (17 out of 23 students) who scored basic on the ELA CST as second graders will score proficient on the third grade CSTGrade Four: At least 60% of the fourth graders will score greater than 70% correct on the Written Conventions section of the CST.

Increase student proficiency in Mathematics (as measured by the California State Standards Test and/or grade-level assessments). By May 2012:

Kindergarten: 85% of all students will be able to count to 100 by ones and by tens and write numbers zero to twenty .Grade One: 80% of students will score proficient in math as measured by a newly created grade level common core math standards assessment.Grade Two: Students will understand place value, using words, models and expanded form to represent numbers to 1,000. 85% of students will achieve a proficient score on a standards based test.Grade Three: 75% (8 out of 11 students) who scored basic on the Math CST as second graders will score proficient on the third grade CSTGrade Four: At least 80% of the 4th graders will score greater than 70% correct on the addition/subtraction/multiplication/division cluster of the CST.

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Ensure that core curriculum is rigorous and engaging (as measured by results of the School Site Council Survey and/or site developed measures). By May 2012:

Less than 15% of parents will rate the core curriculum in ELA, math and science is too easy.

Ensure continue academic growth for identified groups of students (as measured by results of the School Site Council Survey and/or site developed measures). By May 2012:

100% of students who are in identified subgroups (SES disadvantage, and Hispanic) will show growth in ELA and math through continuous progress monitoring.

Increase understanding and communication of NC vision (as measured results of the School Site Council Survey and/or site developed measures). By May 2012:

85% of parents will report that the principals provide strong leadership.

Ensure a safe, healthy and positive climate on the playground (as measured by results of the School Site Council Survey and/or site developed measures). By May 2012:

75% of parents will rate their child’s experiences on the playground positively (good to excellent).

Increase parental understanding of arts education and integration. By May 2012:75% of parents will rate arts integration programs positively (good to excellent).

Increase satisfaction rating of the PE/Motor Skills programs for K-4 students (as measured by results of the School Site Council Survey and/or site developed measures). By May 2012:

65% of parents will rate the k-2 Motor Skills and 3-4 PE programs positively (good to excellent). Less than 20% will state that the program is fair or needs improvement.

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Planned Improvements in Student Performance (Action Plans)The school site council has analyzed the planned program improvements and has adopted the following program support goals, related actions, and expenditures.School: Neil Cummins Elementary Date: October 11, 2011District Strategic Priority

Support and inspire each child to attain higher levels of achievement through a dynamic, inquiry-based curriculum that addresses individual needs

Goal #1 All students will demonstrate growth through a rigorous, engaging ELA curriculum as measured by:

K-4: Less than 15% of parents will report that the ELA curriculum is too easy.

100% of students K-4 who are in identified subgroups (SES disadvantages, and Hispanic) will show growth in ELA as measured by continuous progress monitoring.

Kindergarten: 85% of students, with prompting and support, will retell familiar stories, including key details as measured by the new kindergarten assessment.

Grade One: 80% of students scoring in the bottom quartile of the BPST in the beginning of the year will reach a score of 40 or more on the BPST by the end of May.

Grade Two: By May 2012, 80% of students will achieve a proficient score in Conventions as measured by a grade level rubric.

Grade Three: 75% (17 out of 23 students) who scored basic on the ELA CST as second graders will score proficient on the third grade CST

Grade Four: At least 60% of the fourth graders will score greater than 70% correct on the Written Conventions section of the CST

Evidence Indicators CST to be administered to grades 2-4 in May 2012; classroom assessments including BPST and DIBELS. SSC survey to be administered in spring 2012. We will pay particular attention to the questions regarding curriculum that is stimulating and engaging, and content area rigor.

Key Driver Teachers Baseline Indicators 84% of students in Grades 2-4 were proficient or advanced on the ELA CST in 2011. 20% of parents reported that the Neil Cummins ELA curriculum was too easy on the data SSC Survey in May 2011.

Teams/Groups Responsible

PrincipalsGrade Level Teachers

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Measureable Action Steps to Achieve Goal (not all apply to every grade level)

Use revision and editing and peer/self editing Implement Study Island/Reading Eggs with all students K-4 Progress monitor every two weeks all students who are below

proficient Monthly GLM check-ins to discuss student progress Use a range of resources to teach/reinforce conventions (i.e. Daily

Language, Mountain Language) on a weekly basis to Increase foci of offerings at Intervention (aka: reading groups, flexible

groups, switharoos, enrichment, etc.) groups Send teachers to GLAD training Increasing options of “things to do when done”, differentiated

instruction, and hands-on, small group learning (communicate around this so parents know what students are learning)

Increase use of driving questions in lessons/units to create an inquiry-based approach

Communicate to parents what is happening in Intervention groups, GATE and DI

Improve student perseverance with complex problems Expand parent volunteer “reading buddies” program Advocates (teachers, staff, parents, etc.) for each child that is at risk After school tutorials Use our commons assessments throughout the year Integrate arts opportunities such as drama, puppets and story boards Use strategies such as guided oral retelling Meet three times a year with writing and score together

Monitor Dates Resources/Expenditures

Est. Cost

Funding Source

T1

11/18

T2

3/2

T3

6/8School license for Study Island

.3 FTE Reading specialist

$3500 Title 1

Title 1

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Planned Improvements in Student Performance (Action Plans)The school site council has analyzed the planned program improvements and has adopted the following program support goals, related actions, and expenditures.School: Neil Cummins Elementary Date: October 11, 2011District Strategic Priority


Goal #2 All students will demonstrate growth through a rigorous, engaging Math curriculum as measured by:

K-4: Less than 15% of parents will report that the Math curriculum is too easy.

100% of students K-4 who are in identified subgroups (SES disadvantages, and Hispanic) will show growth in Math through continuous progress monitoring.

Kindergarten: 85% of all students will be able to count to 100 by ones and by tens and write numbers zero to twenty .

Grade One: 80% of students will score proficient in math as measured by a newly created grade level common core math standards assessment.

Grade Two: Students will understand place value, using words, models and expanded form to represent numbers to 1,000. 85% of students will achieve a proficient score on a standards based test.

Grade Three: 75% (8 out of 11 students) who scored basic on the Math CST as second graders will score proficient on the third grade CSTGrade Four: At least 80% of the 4th graders will score greater than 70% correct on the addition/subtraction/multiplication/division cluster of the CST.

Evidence Indicators

CST to be administered to grades 2-4 in May 2012; classroom assessments including curriculum program materials. SSC to be administered in spring 2012. We will pay particular attention to the questions regarding curriculum that is stimulating and engaging, and content area rigor.

Key Driver Principals Baseline Indicators 86% of students in Grades 2-4 were proficient or advanced on the Math CST in 2011. 21% of parents reported that the Neil Cummins Math curriculum was too easy on the data SSC Survey in May 2011.


TeachersGrade Level Teachers

Measureable Action Steps to Achieve Goal (not all apply to every grade level) Monitor Dates Resources/ Est. Funding

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Ongoing collaboration and discussion of best practices for remedial instruction(i.e. use of manipulatives; alternative approaches to instruction ie. Lattice Approach)

Targeted Small Group Instruction in classroom Use peer buddies to aide understanding of the concepts Use integrated art lessons to deepen understanding of the concepts. Increase the use of the ELL recommendations in the Everyday Math Teacher

Manual including pre-teaching vocabulary and a Math Word Bank for each student

Increase foci of offerings at Intervention (aka: switcharoos, flexible groups, etc.) groups

Increasing options of “things to do when done” Increase opportunities for differentiated instruction Increase opportunities for hands-on, small group (communicate around this so

parents know what students are learning) Increase use of driving questions in lessons/units to create an inquiry-based

approach Communicate to parents what is happening in Intervention groups, GATE and DI Improve student perseverance with complex problems Advocates (teachers, staff, parents, etc.) for each child who is at risk After school tutorials Create/use common assessments throughout the year Homework/Remembering Workbooks to supplement at home.

Expenditures Cost Source

T1

11/18

T2

3/2

T3

6/8

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Planned Improvements in Student Performance (Action Plans)The school site council has analyzed the planned program improvements and has adopted the following program support goals, related actions, and expenditures.

School: Neil Cummins Elementary Date: October 11, 2011District Strategic Priority


Goal #3 All students will demonstrate growth through a rigorous, engaging Science curriculum as measured by:

K-4 Less than 15% of parents will report that the Science curriculum is too easy

Evidence Indicators

Key Driver Classroom Teachers Baseline Indicators Currently….Teams/Groups ResponsibleMeasureable Action Steps to Achieve Goal (not all apply to every grade level)

Increase opportunities for differentiated instruction Increase opportunities for hands-on, small group (communicate around

this so parents know what students are learning) Increase use of driving questions in lessons/units to create an inquiry-

based approach Communicate to parents what is happening in science Improve student perseverance with complex problems Access the community resources to learn about science


Est. Cost

Funding Source

T1

11/18

T2

3/2

T3

6/8

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Planned Improvements in Student Performance (Action Plans) cont.The school site council has analyzed the planned program improvements and has adopted the following program support goals, related actions, and expenditures.School: Neil Cummins Elementary Date: October 11, 2011District Strategic Priority

Ensure consistent, effective communication and collaboration among classroom, home, district and community

Goal #4 Vision and Communication

85% of parents will report that the principals provide strong leadership.

Evidence Indicators SSC to be administered in spring 2012. We will pay particular attention to the questions regarding leadership and communication.

Key Driver Principals Baseline Indicators 78% of parents reported that the principals’ provided strong leadership on the 2010-2011 SSC survey.


Grade Level/Department Teams

Measureable Action Steps to Achieve Goal

Principals will host three coffee chats this year to communicate the direction, curriculum, and vision of the school

The school website will reflect current information regarding the direction, vision, programs and curriculum of the school

Articles in The Weekly will reflect the curriculum and programs being offered

Teachers will create grade level and individual websites Communication regarding inquiry based learning—create a 3 year plan Communicate on API and Similar Schools Rating Teacher newsletters w/ labels for content areas at least bi-weekly Encourage parents to ask the teacher and specialists questions about

curriculum Communicate to parents how to translate our website Parent communication around: Intervention groups, GLAD, GATE,

differentiated instruction Work w/ teachers to standardize purpose of and info at BTSN, conference,

open house, newsletters: talking points regarding curriculum, inquiry, top “5” things to sell yourselves


Est. Cost

Funding Source

T1

11/18

T2

3/2

T3

6/8

28

Planned Improvements in Student Performance (Action Plans) cont.The school site council has analyzed the planned program improvements and has adopted the following program support goals, related actions, and expenditures.School: Neil Cummins Elementary Date: October 11, 2011District Strategic Priority

Cultivate safe, healthy, caring and inclusive school environments that foster respect and compassion

Goal #5 Playground & Positive School Environment:

90% of parents will rate their child’s experiences on the playground positively (good to excellent).

80% of parents will rate that students consistently show respect for other students (agree/strongly agree)

Evidence Indicators Site Council Survey to be administered in Spring 2012. We will pay particular attention to the questions regarding behavior, safe/secure, and experiences on playground.We will also survey students in the spring about their experiences on the playground.

Key Driver Cookie Morin Baseline Indicators 73% of parents stated that students consistently showed respect for other students (agree/strongly agree) on the ’10-11 SSC survey


PrincipalsYard DutyLead Teams

Measureable Action Steps to Achieve Goal

Create a schedule of games for recess: international, traditional, sports, crafts, etc., use Peaceful Playgrounds Program

Train Yard Duty staff in the rules of various games and in managing playground conflict

Train/refresh teachers in Character Counts curriculum on at least 2 occasions

Create Counselor’s Corner Web space with information about playground activities

Institute a monthly perfect attendance program Create opportunities for parent education in the areas of bullying/teasing

via the Weekly, articles, website, speakers Add a question to the SSC survey about their experiences on the

playground Create and implement student survey about playground experiences Once a month Character Counts assemblies Provide student leadership opportunities (i.e. safety patrol, student council,

compost crew)


Est. Cost

Funding Source

T1

11/18

T2

3/2

T3

6/8

Extra duty 1 hour/yard duty

Cost of assembly

?

$500/est

PTA

PTA

29

Planned Improvements in Student Performance (Action Plans) cont.School: Neil Cummins Date: October 11, 2011District Strategic Priority


Goal # 6 Integrate Arts Education in the Core Curriculum:

Arts integration: 75% of parents will rate arts integration positively on the SSC Survey.

Evidence Indicators K-4 Grade Classroom InstructionLesson PlansTeacher NewslettersSite Council Survey to be administered in Spring 2012. We will pay particular attention to the questions regarding arts integration.

Key Driver Principal, District Arts Team Baseline Indicator(s) 67% of parents rated arts integration as excellent/good on the 2010-11 SSC survey. 19% rated the same questions at Don’t Know.

Teams/Teacher Responsible

District Arts Team, Grade Level Teachers

Measureable Action Steps to Achieve Goal Monitor Dates Resources/Expenditures

Est. Cost

Funding SourceT1 T2 T3

Grades K-4: Identify essential visual arts standards and visual arts assessments 11/18 3/2 6/8 Curriculum Planning Time

MCF Arts Grant

K-4: Develop Year III Plans to integrate art into core instruction. 11/18 3/2 6/8 Curriculum Planning Time

MCF Arts Grant

K-4: Map curriculum to determine areas of integration. 11/18 3/2 6/8 Curriculum Planning Time

MCF Arts Grant

K-4: Create two integrated arts units at each grade level. Write at least 2 arts integrated lessons per year per teacher

11/18 3/2 6/8 Grade Level Meetings

K-4: Provide art materials and classroom supplies to teachers in order to meet the needs of all students.

Increase communication regarding integration Broaden the definition of arts integration Change/define survey question to “arts: dance, drama, visual arts, music”

11/18 3/2 6/8 Materials PTA, SPARK

30

Planned Improvements in Student Performance (Action Plans) cont.The school site council has analyzed the planned program improvements and has adopted the following program support goals, related actions, and expenditures.

School: Neil Cummins Elementary Date: October 11, 2011District Strategic Priority

Cultivate safe, healthy, caring and inclusive school environments that foster respect and compassion

Goal #7 Physical Education & Motor Skills:

65% of parents will rate the k-2 Motor Skills and 3-4 PE programs positively (good to excellent).

Less than 20% will state that the program is fair or needs improvement.

Evidence Indicators K-4 Grade Classroom InstructionLesson PlansTeacher NewslettersSite Council Survey to be administered in Spring 2012. We will pay particular attention to the questions regarding motor skills and PE instruction.

Results of the measurable student outcomes/classroom assessments for Motor Skills

Key Driver Principals Baseline Indicators 40% of parents rated Motor skills and 23 % of parents rated PE as excellent/good on the 2010-11 SSC survey. 37% and 53% respectively rated the same questions at Don’t Know.


Grade level teachers, specialists

Measureable Action Steps to Achieve Goal (not all apply to every grade level)

Identify a consistent space for health and calming activities (inside) and playground space for gross motor activities (outside)

Create a gym use calendar for teachers to use Provide dance to all students K-4 Provide PD opportunities w/ a dance educator for teachers Create a schedule which allows the Motor Skills specialist time to consult

w/ grade level teachers about PE Research PE curriculum Create PE units of instruction Provide materials and supplies to support program Evaluate methods for increasing student stamina/endurance (i.e. laps) Provide students opportunities to set healthy choice goals, track progress

and reflect on their progress Teach the 21st century skills of collaboration, sportsmanship and team

work through PE Create a measureable student outcome/classroom assessment for Motor

Skills to be administered in January and June


Est. Cost

Funding Source

T1

11/18

T2

3/2

T3

6/8

31

Programs Included in this PlanCheck 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. If the school receives funding, then the plan must include the proposed expenditures.)

State Programs Allocation

Economic Impact Aid/ State Compensatory Education Purpose: Help educationally disadvantaged students succeed in the regular program.

Don’t participate

√Economic Impact Aid/ English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners

$ 25,750

√Professional Development Block GrantPurpose: Train classroom personnel to improve student performance in core curriculum areas.

$ 29,846

√ Peer Assistance and Review Purpose: Assist teachers through coaching and mentoring. $ 6,699 (Districtwide)

Pupil Retention Block Grant Purpose: Prevent students from dropping out of school. Don’t participate

√ School and Library Improvement Program Block Grant Purpose: Improve library and other school programs. $ 40,120

√ School Safety and Violence Prevention Act Purpose: Increase school safety. $ 4,162 (Districtwide)

√ Gifted and Talented Education (District Allocation) $ 17,137 (Districtwide)

√ Art/Music Grant $ 17,117 (Districtwide)

Total amount of state categorical funds allocated to this school (All flexed through 2013-14)

32

Federal Programs under No Child Left Behind (NCLB)Title I, Neglected Purpose: Supplement instruction for children abandoned, abused, or neglected who have been placed in an institution

Don’t participate

Title I, Part D: Delinquent Purpose: Supplement instruction for delinquent youth Don’t participate

√Title I, Part A: School-wide Program Purpose: Upgrade the entire educational program of eligible schools in high poverty areas

Don’t participate

Title I, Part A: Targeted Assistance Program Purpose: Help educationally disadvantaged students in eligible schools achieve grade level proficiency

$ 32,701

Title I, Part A: Program Improvement Purpose: Assist Title I schools that have failed to meet NCLB adequate yearly progress (AYP) targets for one or more identified student groups

Don’t participate

√Title II, Part A: Teacher and Principal Training and RecruitingPurpose: Improve and increase the number of highly qualified teachers and principals

$ 9,275

√ Title II, Part D: Enhancing Education Through Technology Purpose: Support professional development and the use of technology $ 124 (Districtwide)

√

Title III, LEP: Language Instruction for Limited-English-Proficient Students Title III, Immigrant Ed Language InstructionPurpose: Supplement language instruction to help limited-English-proficient (LEP) students attain English proficiency and meet academic performance standards

$3,052 (Districtwide)$4,112 (Districtwide)

Total amount of federal categorical funds allocated specifically to this school: $41,976

Total amount of state and federal categorical funds allocated specifically to this school: $41,976

33

Form D: School Site Council MembershipEducation Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the school site council is as follows:1

Names of Members

Prin

cipa

l

Cla

ssro

omTe

ache

r

Oth

er

Scho

ol S

taff

Pare

nt o

rC

omm

unity

Mem

ber

Leslie Beatson X

Michelle Walker X

Brooke Suther X

Jessie Hawkins X

Amy Jehling X

Alice Franco X

Nadine Aarsheim X

Wendy Morgan X

Kelly Guffy X

Jennifer Browne X

Deb Blum X

Erin Langs X

CSEA Representative X

Numbers of members of each category 2 3 2 6

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

34

Form E: Recommendations and AssurancesThe 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

English Learner Advisory Committee

Community Advisory Committee for Special Education Programs

Gifted and Talented Education Program Advisory Committee

Other: School Teacher Leadership Team

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 LEA 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 at a public meeting on October 25, 2011.

Attested:

Michelle Walker

Typed name of school principal Signature of School Principal DateLeslie Beatson

Typed name of school principal Signature of School Principal Date

Wendy Morgan

Typed name of SSC chairperson Signature of SSC Member Date

35

SITE: NEIL CUMMINS PROGRAM: TITLE I, PART A, BASIC GRANT RESOURCE #: 3010

Please prepare a budget for this program indicating the description, purpose and amount of each projected expenditure in the appropriate category below. NOTE: Budgeted expenditures must not exceed total projected revenue.

REVENUE: PROJECTED ALLOCATION: $ 32,701 PRIOR YEAR CARRYOVER: $ _________________TOTAL PROJECTED REVENUE: $ 32,701

EXPENDITURES : OBJECT CODE DESCRIPTION AMOUNT1000 Certificated Salaries: Describe purpose of release time as appropriate.

(e.g., subs for conferences, Grade level meetings) (Sub costs = $105/day, $52.50/half-day) $ 22,641 __50% of .60 Academic Support Teacher__________________________________

2000 Classified Personnel: Describe purpose of extra duty, sub costs as appropriate. $ 0 ___________________________________________________________________

3000 Benefits: Statutory (Retirement, Worker’s Comp, STRS/PERS, etc.) + H/W $ 6,884 Certificated salaries = .12024 times salaryClassified salaries = .20897 times salary

4000 Supplies and Materials: Describe costs for materials and supplies, $ 730 e.g., instructional materials, student awards, student handbooks, paper, equip.__________________________________________________________________________

5000 Contracts: Describe costs for consultants, staff development (conferences), etc. $ 0 ___________________________________________________________________

7310 Indirect Costs (if allowable) Rate : 7.48% $ 2,446

TOTAL PROJECTED EXPENDITURES: $ 32,701

Approved by: ____________________________ ______________ ___________________________ ______________Principal Date Business Manager Date

36

SITE: DISTRICTWIDE PROGRAM: TITLE II, IMPROVING TEACHER QUALITY RESOURCE #: 4035




(e.g., subs for conferences, Grade level meetings) (Sub costs = $105/day, $52.50/half-day) $ 0

2000 Classified Personnel: Describe purpose of extra duty, sub costs as appropriate. $ 0

3000 Benefits: Statutory (Retirement, Worker’s Comp, STRS/PERS, etc.) + H/W $ 0 Certificated salaries = .12024 times salaryClassified salaries = .20897 times salary

4000 Supplies and Materials: Describe costs for materials and supplies, $ 0 e.g., instructional materials, student awards, student handbooks, paper, equip.

5000 Contracts: Describe costs for consultants, staff development (conferences), etc. $ 17,450 PROFESSIONAL DEVEL – ($2,695 TO MPMS) GLAD TRAINING - NC

7311 Indirect Costs (if allowable) Rate : 7.48% $ 1,410


Approved by: ____________________________ ______________ ___________________________ ______________

37

Principal Date Business Manager Date

38

SITE: Neil Cummins PROGRAM: EIA - LEP RESOURCE #: 7091




(e.g., subs for conferences, Grade level meetings) (Sub costs = $105/day, $52.50/half-day) $ 0

2000 Classified Personnel: Describe purpose of extra duty, sub costs as appropriate. $ 25,750 100% Gen Ed Para working with ELL at Neil Cummins

3000 Benefits: Statutory (Retirement, Worker’s Comp, STRS/PERS, etc.) + H/W Included above Certificated salaries = .12024 times salaryClassified salaries = .20897 times salary

4000 Supplies and Materials: Describe costs for materials and supplies, $ 0 e.g., instructional materials, student awards, student handbooks, paper, equip.

5000 Contracts: Describe costs for consultants, staff development (conferences), etc. $ 0

7312 Indirect Costs (if allowable) Rate : 7.48% $ 0


Approved by: ____________________________ ______________ ___________________________ ______________Principal Date Business Manager Date

39

Appendix A: Title I Programs – Reading, Math, and Academic Support

The Larkspur-Corte Madera School District utilizes Federal Title I funds to provide reading and math intervention programs for students who are economically disadvantaged or underperforming based upon grade level benchmarks, content standards or standardized assessments. The goal of the Title I program is to help identified students improve their academic performance, acquire skills, and attain grade level proficiency.

Title I programs consist of supplementary instruction in reading and math in order to reinforce grade level content skills, and improve achievement.

Title I services include:1. Direct instruction in Reading strategies in a small group setting for students in grades 1 through 4.2. Direct instruction in Mathematics in small group setting for grades 3 and 4.3. Remediation in reading, language arts or mathematics based upon individual student needs.4. In a school wide program, all staff at that building may benefit from professional development funded through Title I.

• In targeted assistance schools, only staff persons directly working with Title I students can benefit from professional development provided by Title I funding, including the regular classroom teacher if Title I students are in attendance.

• Parents of Title I students in targeted assistance schools and all parents in school-wide programs may participate in professional development funded by Title I.

Title 1 is also known as No Child Left Behind Act of 2001 (previously ESEA). It supports improving the academic achievement of the disadvantaged and its purpose is to unsure that all children have a fair, equal and significant opportunity to obtain a high quality education and reach proficiency on achievement standards and state academic assessments. Title I funds help pay for specialist services, such as reading and academic support specialists to provide instruction. Title I funds can also be used for summer, before and after school programs, professional development and training for teachers and classified staff.

Qualification for 1 st Grade Reading Intervention and Support – Pull Out (TIER II – RTI)

1. Classroom teacher administers the BPST (Basic Phonics Skills Test) and Sight Word Inventory in the fall. Students are referred to Reading Specialist for a screening if they score 60 points or lower on classroom assessment.

2. Students scoring Level 3 (Kindergarten) or lower are identified as “at risk.” Those students are provided with reading support 3-4 times per week in small groups of 3-5 children during grade level intervention blocks.

3. Reading Specialist sees students from October to June. Students are reassessed using the BPST and Dibels to determine if adequate progress has been made. Students not reaching grade level proficiency as determined by the BPST and Dibels continue to receive reading support in the fall of 2nd Grade.

40

Qualification for 2 nd Grade Reading Intervention and Support – Pull Out (TIER II – RTI)

1. Classroom teacher administers the BPST (Basic Phonics Skills Test). Students scoring 50 points or less are reassessed by the Reading Specialist.

2. Reading Specialist administers additional informal assessments to determine skills specific abilities in phonics, decoding and fluency. Students scoring in the lowest quartile (25%) are provided with reading support 3-4 times per week during the grade level intervention block.

3. Reading Specialist sees students from October to December. Students are reassessed using the BPST, Dibels, or other assessments to determine if adequate progress has been made. Students reading at grade level are exited from the program.

Qualification for 3 rd & 4 th Academic Support (ELLs and “At Risk” Students), Reading & Math Support (TIER II – RTI)

During the first 8 weeks of instruction, teachers identify students based upon classroom assessment data. That information is used to determine if a Tier 2 intervention is needed. Students will also be identified using the following criteria:

1. Below Basic or Far Below Basic in ELA or Math on the CST (STAR).

2. ELL with a fluency of Intermediate, Early Intermediate, or Beginning based upon initial CELDT testing.

3. Scoring below the 25th%tile (lowest quartile of grade level assessments) in math or reading.

4. Scoring below the 25th%tile on summative classroom assessments.

5. SST referral – Any student who is recommended for assistance through the Student Success Team.

41

Appendix B: Acronyms and Specialized Terms

Listed below are acronyms most often associated with programs funded through the Consolidated Application. Most of the acronyms are "hot-linked" to information on the topic of the acronym:

ACRONYM STANDS FOR WEB ADDRESS

ADA Average Daily Attendance http://www.cde.ca.gov/ds/fd/ec/

ADA Americans with Disabilities Act http://www.usdoj.gov/crt/ada/adahom1.htm

API Academic Performance Index http://www.cde.ca.gov/ta/ac/ap

APS Academic Program Survey http://www.cde.ca.gov/ta/lp/vl/improvtools.asp#aps

BTSA Beginning Teacher Support and Assessment http://www.btsa.ca.gov

BTTP Bilingual Teacher Training Program http://www.cde.ca.gov/sp/el/bt

CAHSEE California High School Exit Examination http://www.cde.ca.gov/ta/tg/hs/

CBEDS California Basic Educational Data System http://www.cde.ca.gov/ds/ss/cb

CBEST California Basic Educational Skills Test http://www.ctc.ca.gov/credentials/CAW-exams.html#CBEST

CDE California Department of Education http://www.cde.ca.gov

CELDT California English Language Development Test http://www.cde.ca.gov/ta/tg/el

COE County Office of Education http://www.cde.ca.gov/re/sd/co/index.asp

COP Committee of Practitioners (Title I) http://www.cde.ca.gov/sp/sw/t1/practitioners.asp

CPM Categorical Program Monitoring http://www.cde.ca.gov/ta/cr/cc

CSAM California School Accounting Manual http://www.cde.ca.gov/fg/ac/sa

CSIS California School Information Services http://www.cde.ca.gov/ds/sd/cs

CSR Comprehensive School Reform http://www.cde.ca.gov/ta/lp/cs/

CTC Commission on Teacher Credentialing http://www.ctc.ca.gov

DAS District Assistance Survey http://www.cde.ca.gov/ta/lp/vl/documents/

42

http://www.cde.ca.gov/ta/lp/vl/documents/distassistsrvy1.doc

http://www.ctc.ca.gov/

http://www.cde.ca.gov/fg/ac/sa

http://www.cde.ca.gov/ta/cr/cc

http://www.cde.ca.gov/ta/tg/el

http://www.cde.ca.gov/

http://www.ctc.ca.gov/credentials/CAW-exams.html#CBEST

http://www.ctc.ca.gov/credentials/CAW-exams.html#CBEST

http://www.cde.ca.gov/sp/el/bt

http://www.btsa.ca.gov/

http://www.cde.ca.gov/ta/lp/vl/improvtools.asp#aps


http://www.usdoj.gov/crt/ada/adahom1.htm


distassistsrvy1.doc

DSLT District and School Leadership Team

EC Education Code http://www.leginfo.ca.gov/calaw.html

EDGAR U. S. Department of Education General Administrative Regulations

http://www.ed.gov/policy/fund/reg/edgarReg/edgar.html

EL English Learner http://www.cde.ca.gov/ta/cr/el

ELA English Language Acquisition http://www.cde.ca.gov/sp/el/ii

ELAP English Language Acquisition Program http://www.cde.ca.gov/fg/aa/ca/englishlang.asp

ELD English Language Development http://www.cde.ca.gov/ta/cr/el

EO English-Only (Monolingual English)

EPC Essential Program Components http://www.cde.ca.gov/ta/lp/vl/essentialcomp.asp

ESEA Elementary and Secondary Education Act http://www.ed.gov/policy/elsec/leg/esea02/index.html

ESL English as a Second Language http://www.cde.ca.gov/ta/cr/el

ESLRs Expected Schoolwide Learning Results http://www.acswasc.org/process_ca_comprehensive.htm

FEP Fluent-English-Proficient http://www.cde.ca.gov/demographics

FOL Focus on Learning http://www.acswasc.org/process_ca_comprehensive.htm

FTE Full-Time-Equivalent http://data1.cde.ca.gov/dataquest/gls_fte.htm

GATE Gifted and Talented Education http://www.cde.ca.gov/sp/g/

GED General Educational Development http://www.cde.ca.gov/ta/tg/gd

HPSGP High Priority Schools Grant Program http://www.cde.ca.gov/ta/lp/hp/

IEP Immigrant Education Program (NCLB, Title III) http://www.cde.ca.gov/sp/el/t3

IEP Individualized Education Program http://www.calstat.org/iep/

II/USP Immediate Intervention/Underperforming Schools Program http://www.cde.ca.gov/ta/lp/iu

LC Language Census http://www.cde.ca.gov/ds/ss/lc

43

http://www.cde.ca.gov/ds/ss/lc

http://data1.cde.ca.gov/dataquest/gls_fte.htm

http://www.cde.ca.gov/demographics

http://www.cde.ca.gov/ta/cr/el

http://www.leginfo.ca.gov/calaw.html

http://www.cde.ca.gov/ta/lp/vl/documents/distassistsrvy1.doc


LD Learning Disabled

LEA Local Educational Agency http://www.cde.ca.gov/re/sd

LEP Limited English Proficient

NAEP National Assessment of Educational Progress http://www.nagb.org

NCE Normal Curve Equivalent

NCLB No Child Left Behind http://www.cde.ca.gov/pr/nclb

NRT Norm-referenced Test

PI Program Improvement http://www.cde.ca.gov/ta/ac/ti/programimprov.asp

PSAA Public Schools Accountability Act http://www.cde.ca.gov/psaa

PTA Parent Teacher Association http://www.pta.org

R-FEP Redesignated Fluent-English-Proficient

ROPC Regional Occupational Program and Centers http://www.cde.ca.gov/rocp/dsp/coord.html

RSDSS Regional System for District and School Support http://www.cde.ca.gov/sp/sw/ss/s4directory.asp

SABE/2 Spanish Assessment of Basic Education http://www.cde.ca.gov/ta/tg/sr

SARC School Accountability Report Card http://www.cde.ca.gov/ta/ac/sa

SBCP School-Based Coordinated Programs

SEA State Education Agency http://www.cde.ca.gov

STAR Standardized Testing and Reporting http://www.cde.ca.gov/ta/tg/sr

UCP Uniform Complaint Procedures http://www.cde.ca.gov/re/cp/uc

WASC Western Association of Schools and Colleges http://www.wascweb.org

44

http://www.wascweb.org/


http://www.cde.ca.gov/rocp/dsp/coord.html

http://www.cde.ca.gov/psaa

http://www.cde.ca.gov/pr/nclb/

http://www.nagb.org/

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