Single Plan for Student...

2019-2020 SCHOOL PLAN FOR STUDENT ACHIEVEMENT

Claremont Unified School District 170 West San Jose Avenue, Claremont, California 91711 909-398-0609 Telephone www.cusd.claremont.edu

Vista del Valle Elementary School CDS Code: 19-64394-6012223 Principal Janie Nuanes Address 550 Vista Drive Claremont, California 91711 Telephone 909-398-0331 Website http://vista.cusd.claremont.edu School Site Council (SSC) Approval Date September 30, 2019 Local Board Approval Date November 7, 2019

http://www.cusd.claremont.edu/

http://vista.cusd.claremont.edu/

Vista del Valle Elementary School 2019-2020 School Plan for Student Achievement

2019-2020 School Plan for Student Achievement – Vista del Valle Elementary School of 29

STAKEHOLDER INVOLVEMENT How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update?

Involvement Process for the SPSA and Annual Review and Update The input and planning process has been a collaborative effort. The staff, parents and School Site Council (SSC) played an instrumental role in developing the 2019-2020 School Plan for Student Achievement (SPSA). The timeline is as follows:

• CAASPP data was shared with staff. We reflected and discussed the action steps that were in place the prior year which led to growth and challenges. Teachers reviewed goals and made a recommendation for growth in goals A and B (August 27, 2019).

• Staff conducted an Analysis of Educational Practices Rubric which outlines areas such as curriculum, instruction, school culture, assessment and accountability. These results helped guide the decision to include specfic action steps (August 27, 2019).

• CAASPP data and parent survey results were shared with the SSC and previous goals and new goals for the 2019-2020 school year were discussed (September 10, 2019).

• English Learner Advisory Council (ELAC) met on September 12, 2019. ELAC reviewed the English learner subgroup data and discussed the school’s EL program. ELAC representatives made recommendations to support English learners which was shared with SSC.

• Teachers selected an area of focus for Goal C and discussed action steps to increase parent involvement (September 18, 2019). • Findings and recommendations from different stakeholders were presented to SSC for discussion and approval of the plan

(September 30, 2019).



ANNUAL REVIEW AND UPDATE SPSA Year Reviewed 2018-2019

SCHOOL GOAL A English Language Arts The percentage of students meeting or exceeding standards schoolwide in English language arts will increase from 67% to 71% as measured by the California Assessment of Student Performance and Progress (CAASPP). Annual Measurable Outcomes

Metric Indicator Expected Outcomes Actual Outcomes 2019 CAASPP results 71% of the students will meet or exceed the

standards in English language arts. Met Partially Met Not Met

55.4% of students met or exceeded the standards in English language arts as measured by the CAASPP.

Analysis Describe the overall implementation of the strategies/activities to achieve the articulated goal. The following actions and strategies contributed to the articulated goal in English language arts: • Implementation and continued staff development with Thinking Maps and Kagan Cooperative Strategies • Targeted small group instruction during classroom instruction • Response to Intervention (RtI2) time within the day to provide small group instruction • Regular practice with iPads and technology based learning and assessment methods • Individualized student support with technology through the schoolwide implementation of i-Ready, Accelerated Reader, and Spelling City • After-school intervention classes • Opportunities to enhance learning through music and art programs • College work-study tutors provided additional student support

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school.

Although educational research has proven the above strategies effective, Vista del Valle teachers need to dive deeper into student data and intervention.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. There were no material differences between the proposed expenditures and the actual expenditures.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Strategies and activities to achieve this goal are: • Provide targeted after-school intervention based on a specific area of need. Teachers will use a method similar to the RtI model to identify a

student need, assess student progress after a six week session, and determine student growth and next steps. • Utilize data reflection sessions that include the use of CAASPP blueprints and claims to analyze area of focus and need. • Utilize technology and the CAASPP Interim Assessment Blocks (IAB) as a tool for instruction and assessment.



SCHOOL GOAL B: Mathematics The percentage of students meeting or exceeding standards schoolwide in mathematics will increase from 59.9% to 64% as measured by the California Assessment of Student Performance and Progress (CAASPP).

Annual Measurable Outcomes Metric Indicator Expected Outcomes Actual Outcomes 2019 CAASPP results 64% of the students will meet or exceed the

standards in mathematics. Met Partially Met Not Met

47.8% of students met or exceeded the standards in mathematics as measured by the CAASPP.

Analysis Describe the overall implementation of the strategies/activities to achieve the articulated goal.

The following actions and strategies contributed to the articulated goal in mathematics: • Individualized student support with technology through the schoolwide implementation of i-Ready • After-school intervention classes • Parent volunteers helped students learn their basic multiplication facts • College work-study tutors provided additional student support

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school.

Although educational research has proven the above strategies effective, Vista del Valle teachers need to dive deeper into student data and intervention.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures.

There were no material differences between the proposed expenditures and the actual expenditures.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Strategies and activities to achieve this goal are: • Provide targeted after-school intervention based on a specific area of need. Teachers will use a method similar to the RtI model to identify a

student need, assess student progress after a six week session, and determine student growth and next steps. • Utilize data reflection sessions that include the use of CAASPP blueprints and claims to analyze area of focus and need. • Utilize technology and the CAASPP Interim Assessment Blocks (IAB) as a tool for instruction and assessment.



SCHOOL GOAL C: Develop a partnership between the school, families, and community in order to encourage, guide, and support children’s learning at school and at home. A minimum of 30 families will participate in Family Stories and other parent workshops and at least 45 participants will take part in learning opportunities outside of school.

Annual Measurable Outcomes Metric Indicator Expected Outcomes Actual Outcomes Attendance sign-in sheets, teacher records for the fall goal setting conferences and spring student teacher conferences, graduation certificates for parent workshop celebrations, and the Parent and Community Survey results.

Vista del Valle expects to increase the amount of parent participation across several parent learning opportunities provided throughout the school year.

Met Partially Met Not Met Our school had 100% participation in parent/ teacher goal setting conferences. The evening workshops held in AVID, Nurtured Heart, Family Literacy Night and STEM Night indicate that there were 53 parents in attendance. Additionally, a cohort of parents came in each Friday to volunteer to help students that were having difficulty memorizing their multiplication facts. Each week they would meet with two to three students, reviewing multiplication facts and providing flash cards for student home study.

Analysis Describe the overall implementation of the strategies/activities to achieve the articulated goal. • New workshops such as Family STEM Night and a follow-up session to the Nurtured Heart approach. • Increased participation in the Family Stories program to promote literacy at home • 100% of family participation in goal setting and student led conferences • Participation in a fall college visit that included a tour and activity with college age volunteers • Participation in a spring college visit that included activities for students, a campus tour for parents, a financial aid workshop, and a question

and answer forum in which parents could ask college students (as well as the parents of college students) questions related to the college experience

• Additionally, a cohort of parents came in each Friday to volunteer to help students that were having difficulty memorizing their multiplication facts. Each week they would meet with two to three students, reviewing multiplication facts and providing flash cards for student home study. Students gained confidence and were excited to demonstrate their progress to their tutor.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Vista families appreciate having opportunities to extend their learning and explore how they can better support their children in school. Families are eager to attend one-night student performances and exhibits of student work, but long term classes or workshops often conflict with other commitments outside of school. Fall and spring conferences were successful; faculty members made it a priority to meet with all families, and conferences were rescheduled for any families that did not show up for the first conference. Based on these results, we concluded that this goal was fully met and we will continue to develop a home-school partnership and extended learning opportunities for our students.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. There were no material differences between the proposed expenditures and the actual expenditures.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. Vista del Valle will provide additional opportunities for parents to extend their learning and support their children. The results of the parent survey indicate that parents would appreciate various topics. We intend to offer new workshops in order to increase parent involvement.



MISSION STATEMENT At Vista del Valle Elementary School, we inspire a community of leaders and learners to achieve their highest potential in an academically rigorous and joyful learning environment that celebrates our cultural diversity. STUDENT ENROLLMENT BY GROUP

Student Group Percent of Enrollment Number of Students

2017-2018 2018-2019 2017-2018 2018-2019

African American 8.0% 8.1 27 27

American Indian/Alaskan Native 0.0% 0.0 0 0

Asian 9.8% 7.8 33 26

Filipino 2.4% 1.8 8 6

Hispanic/Latino 67.0% 70.9 225 236

Pacific Islander 0.3% 0.0 1 0

White 10.1% 7.2 34 24

Two or More Races 1.8% 2.7 6 9

Declined to State 0.6% 1.5 2 5

Total Enrollment: 100.0% 100.0% 336 333 STUDENT ENROLLMENT DATA BY GRADE

Grade Number of Students

2015-2016 2016-2017 2017-2018 2018-2019

Transitional Kindergarten 0 0 0 8

Kindergarten 57 46 45 39

Grade 1 39 63 57 46

Grade 2 48 43 58 61

Grade3 47 53 42 50

Grade 4 53 51 50 45

Grade 5 30 47 41 45

Grade 6 45 32 43 39

Total Enrollment: 319 335 336 333

LCAP SUBGROUP DATA

2015-2016 2016-2017 2017-2018 2018-2019

# % # % # % # %

Total Enrollment 319 335 336 333

Special Education 28 8.8% 39 11.6% 39 11.6% 34 10.3%

English Learners 57 17.9% 63 18.8% 56 16.7% 53 16%

Socio-Economic 241 75.5% 262 78.2% 256 76.2% 208 62.8%

Unduplicated Student Count 252 79.0% 264 78.8% 263 78.3% 218 65.8%

**English Learners: English learners enrollment numbers are based on the first Wednesday in October; CALPADS reporting date.



THE SCHOOL PLAN FOR STUDENT ACHIEVEMENT, LOCAL CONTROL ACCOUNTABILITY PLAN, AND DISTRICT STRATEGIC GOALS School Plan for Student Achievement (SPSA)* The plan is designed to provide an analysis of student performance data, set priorities for program improvements, identify effective solution strategies, and provide ongoing monitoring of results. Local Control Accountability Plan (LCAP) Under the Local Control Funding Formula (LCFF) all school districts and charter schools are required to prepare an LCAP, which describes how they intend to meet annual goals for all pupils in eight state priority areas:

AREA 1 LCAP Priority - Basic Services AREA 2 LCAP Priority - Implementation of the California Standards AREA 3 LCAP Priority - Parent Involvement AREA 4 LCAP Priority - Student Achievement AREA 5 LCAP Priority - Student Engagement AREA 6 LCAP Priority - School Climate AREA 7 LCAP Priority - Course Access AREA 8 LCAP Priority - Other Student Outcomes

CUSD Strategic Goals The Strategic Goals provide the essential framework required for the District to create a “roadmap” for a three year period. These goals are used to align District resources and enable the Governing Board to monitor progress made each year toward reaching the Vision, focusing on the Mission, living the Core Values, and accomplishing the Goals of the District.

GOAL #1 Our students will achieve their academic and creative potential in challenging, relevant, and engaging learning environments that prepare them for career, college, and post-secondary opportunities.

GOAL #2 Our schools will provide unique opportunities that develop the whole child by promoting involvement in extracurricular and co-curricular activities and encouraging positive student behaviors.

GOAL #3 Our District will attract, support, and retain high-performing, highly qualified staff.

GOAL #4 Our District will remain fiscally sound by maintaining a balanced budget, demonstrating long-term financial stability, and distributing resources equitably, based on student need.

GOAL #5 100% of our facilities will be safe, clean, and appropriate to support student learning.

GOAL #6 All schools will engage their families and community to increase student success.

*The SPSA is specifically designed to align with the state’s eight priorities of the LCAP and CUSD’s Strategic Goals.

Area 1 LCAP Priority - Basic Services

Basic Services*

Findings Documentation Teacher Misassignment 0 California Teacher Credentialing Report

Facilities in Good Repair Exemplary Facilities Inspection Tool Survey

Student Access to Standards Aligned Instructional Materials 100% Williams Report *Data from fall 2018



Area 2 LCAP Priority – Implementation of the California Standards

Implementation of the California Standards

Strengths Areas for Growth • The school supports site level professional development and

collaboration based upon the California standards. • Vertical teams meet monthly to discuss progress toward

specific California standards goals. • All grade levels have received training in AVID WICOR

teaching strategies. • The focus of our vertical teams is aligned to the major shifts

in the California standards. • Professional learning communities (PLCs) allow for analysis

and implementation of the California standards.

• Utilize technology and the CAASPP Interim Assessment Blocks (IAB) as a tool for instruction and assessment

• Develop pacing and unit assessments for curriculum to ensure that all standards are being met

• Use CAASPP blueprints and claims to analyze area of focus and need • Use the RtI model for after-school intervention in order to hone in on a

specific area • Increase the use and articulation of AVID WICOR strategies across all

grade levels including the use of the student rubric across all grade levels

• Increase the focus of PLC meetings based upon central questions: o What do we want our students to know? o How will we know that they have learned it? o How will we respond to the students that did and did not learn?

Area 3 LCAP Priority – Parent Involvement

Annual Parent Survey (Total of 43 respondents with 18% reporting)

Strengths Areas for Growth • Vista del Valle Elementary School welcomes parent support. • The school responds quickly to parent calls and emails. • The school regularly practices positive recognition of student

success. • Parents feel that the staff treats students with respect. • Parents feel that Vista teaches students to positively embrace

diversity and act responsibility. • Parents believe that Vista celebrates the success of its

students. • Parents feel we have a clean and safe campus.

• Improve communication of expectations and rigor to parents • Provide additional student learning opportunities beyond the normal

school day • Provide extra help and support for struggling students • Communicate our schoolwide positive behavior, intervention, and

support program (PBIS) to parents • Communicate with families how PBIS closely relates to and supports an

anti-bullying approach • Provide families with information to reinforce positive behavior and

intervention at home

Parental Involvement

Efforts to Seek Parent Input Promotion of Parent Participation • Annual Parent Survey • Annual English Learner Parent Survey • School Site Council • English Learner Advisory Committee • Parent Compact • District English Learner Advisory Committee • Parent Faculty Association • Claremont Parent Faculty Association • Coffee with the principal

• Blackboard Connect phone, text, and email messages • Nurtured Heart Approach family workshops • The Latino Literacy Project, Family Stories • Monthly newsletter sent home and posted on website • Academic achievement awards assemblies • AVID Family workshops, Family Literacy Night • Walk for Wellness/100 Mile Club events • Goal setting conferences and student led conferences • PFA sponsored Family Fun Nights • Classroom and school volunteer opportunities



SCHOOL-PARENT COMPACT The school distributes to parents of Title I, Part A students, a school-parent compact (Compact). The Compact, which has been jointly developed with parents, outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. The Compact describes specific ways the school and families will partner to help children achieve the state’s high academic standards. The Compact addresses the following legally required items, as well as other items suggested by parents of Title I, Part A students:

• The school’s responsibility to provide high-quality curriculum and instruction (ESSA Section 1116[d][1]). • The ways parents will be responsible for supporting their children’s learning (ESSA Section 1116[d][1]). • The importance of ongoing communication between parents and teachers through, at a minimum, annual parent-teacher

conferences; frequent reports on student progress; access to staff; opportunities for parents to volunteer and participate in their child’s class; and opportunities to observe classroom activities (ESSA Section 1116[d][2]).

• The parents will have high expectations for their student(s). • The parents will ensure that his/her child is prepared for school each day. • The parents agree to set aside time for reading on a daily basis. • The parents agree to attend parent conferences. • The parents agree to participate in other learning opportunities.

The school engages Title I, Part A parents in meaningful interactions with the school. The Compact supports a partnership among staff, parents, and the community to improve student academic achievement. To help reach these goals, the school has established the following practices: The school provides Title I, Part A parents with assistance in understanding the state’s academic content standards, assessments, and how to monitor and improve the achievement of their children (ESSA Section 1116[e][1]).

• The teachers will encourage students and parents by providing information about student progress. • The staff agrees to suggest resources that will support student learning. • The staff agrees to use a variety of educational activities to make the learning environment positive and enjoyable. • Parents will participate in other learning opportunities provided.

The school provides Title I, Part A parents with materials and training to help them work with their children to improve their children's achievement (ESSA Section 1116[e][2]).

• The staff agrees to provide resources that will support student learning. • The parents agree to attend parent conferences and participate in other learning opportunities.

With the assistance of Title I, Part A parents, the school educates staff members in the value of parent contributions, and in how to work with parents as equal partners (ESSA Section 1116[e][3]).

• The parents and staff will keep open communication. The school coordinates and integrates the Title I, Part A parental involvement program with other programs, and conducts other activities, such as parent resource centers, to encourage and support parents in more fully participating in the education of their children (ESSA Section 1116[e][4]).

• The parent agrees to participate in other learning opportunities. • The staff will suggest resources that will support student learning.

The school distributes Information related to school and parent programs, meetings, and other activities to Title I, Part A parents in a format and language that the parents understand (ESSA Section 1116[e][5]).

• The staff will suggest resources that will support student learning. • The parent agrees to participate in other learning opportunities.

The school provides support for parental involvement activities requested by Title I, Part A parents (ESSA Section 1116[e][14]). • The staff will encourage students and parents by providing information about student progress. • The staff will recognize individual learning styles and needs of students.

The school provides opportunities for the participation of all Title I, Part A parents, including parents with limited English proficiency, parents with disabilities, and parents of migratory students. Information and school reports are provided in a format and language that parents understand (ESSA Section 1116[f]).

• The parents and staff will keep open communication. This Compact was adopted by the Vista del Valle Elementary School Site Council on September 10, 2019 and will be in effect for the 2019-2020 academic year. The school will distribute the Compact to all parents of students participating in the Title I, Part A program on, or before October 1, 2019. _____________________________________ __________________ Signature of Authorized Official Date Approved



SCHOOL-LEVEL PARENT AND FAMILY ENGAGEMENT POLICY This policy describes the means for carrying out designated parent and family engagement requirements pursuant to ESSA Section 1116(c). To involve parents in the programs, the following practices have been established:

• Invite parents to serve on the school’s School Site Council and Parent Faculty Association. • Parents will be informed on an ongoing basis about student support programs (i.e. Title I), classroom activities and

school events. The school convenes an annual meeting to inform parents about requirements and about the right of parents to be involved in the program (ESSA Section 1116[c][1]).

• Invite all parents/guardians of eligible children to attend an annual meeting in order to inform them about the school’s participation in Title I and the parent’s right to be involved.

The school offers a flexible number of meetings for parents, such as meetings in the morning or evening (ESSA Section 1116[c][2]). • Meetings are offered at various times of the day to ensure that parents have various opportunities to attend.

The school involves parents of students in an organized, ongoing, and timely way, in the planning, review, and improvement of the school’s programs and the parent involvement policy (ESSA Section 1116[c][3]).

• Throughout the year, parents will receive specific information about Title I programs and program implementation in varied ways (i.e. meetings, newsletters, school bulletin boards, email, phone messages). The principal and the school staff shall provide timely information about curriculum, local and state assessment results, and the proficiency levels students are expected to meet. Parents will be informed on an ongoing basis about student support programs (i.e Title I), classroom activities, and school events.

The school provides parents of students with timely information about programs (ESSA Section 1116[c)(4][A]). • The principal and the school staff shall provide timely information about curriculum, local and state assessment results,

and the proficiency levels students are expected to meet. Parents will be informed on an ongoing basis about student support programs (i.e Title I), classroom activities, and school events.

• We will communicate about curriculum, instruction, assessment, staff development, school programs and student progress through timely and effective school-to-home, home-to-school, and school-to-community methods. An emphasis will be made to communicate effectively with those parents who have limited proficiency in English or literacy challenges.

The school provides parents of students with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet (ESSA Section 1116[c][4][B]).

• We will promote family involvement in learning activities at home including homework and other curriculum-related activities appropriate to the grade and development of the student.

• We will communicate about curriculum, instruction, assessment, staff development, school programs and student progress through timely and effective school-to-home, home-to-school, and school-to-community methods. Methods of communication include newsletters, website, phone calls, etc. An emphasis will be made to communicate effectively with those parents who have limited proficiency in English or literacy challenges.

If requested by parents of students, the school provides opportunities for regular meetings that allow the parents to participate in decisions relating to the education of their children (ESSA Section 1116[c][4][C]).

• We will include students, parents, and community members as partners in planning and decision-making. We will encourage participation by parents/guardians in decisions that affect their child’s educational experiences and comply with state and federal laws and regulations pertinent to family involvement.

This School-Level Parent and Family Engagement Policy has been developed jointly with, updated periodically, and agreed on with parents of children participating in programs, as evidenced by:

• To ensure that parents/guardians of Title I children are consulted and participate in the planning, design, implementation and evaluation of Title I Programs, the school shall invite parents to serve on the school’s School Site Council and Parent Faculty Association.

This policy was adopted by Vista del Valle Elementary School Site Council on September 10, 2019 and will be in effect for the 2019-2020 academic year. The school will distribute the policy to all parents of students participating in the Title I, Part A program on, or before October 1, 2019. _____________________________________ __________________ Signature of Authorized Official Date Approved



Area 4 LCAP Priority – Student Achievement English Learner Language Data

English Language Proficiency Assessments for California (ELPAC)

2017-2018 2018-2019

Level 1 Level 2 Level 3 Level 4 Level 1 Level 2 Level 3 Level 4 # of Students 2 3 21 12 2 15 20 8 Percentage 5.3% 7.9% 55.3% 31.6% 4.4% 33.3% 44.4% 17.8%

ELPAC Performance Level Descriptions (Oral and written English skills): Level 1 – Minimally developed; Level 2 – Somewhat developed; Level 3 – Moderately developed; Level 4 – Well developed.



School Achievement Data

Smarter Balanced Assessment (SBA) ELA/Literacy and Math Schoolwide Achievement Levels

SBA ELA/Literacy and Math Schoolwide Met/Not Met Comparison



SBA ELA/Literacy Achievement Level by Grade

SBA ELA/Literacy Met/Not Met Comparison by Grade



SBA ELA/Literacy Achievement Level by Subgroup



SBA ELA/Literacy Met/Not Met Comparison by Subgroup



SBA Math Achievement Level by Grade

SBA Math Met/Not Met Comparison by Grade



SBA Math Achievement Level by Subgroup



SBA Math Met/Not Met Comparison by Subgroup



Analysis of Educational Practices - LCAP Staff Survey

Strengths Areas for Growth • The school produces a yearly schedule that provides time for

horizontal and vertical PLC meetings. • The school honors established roles, responsibilities, and

norms. • The staff participates in difficult conversations in order to

support student growth. • Meeting agendas are set in advance and notes are

distributed in a timely manner. • Learning results are used to set goals and improve instruction

for students. • There is a collaborative school culture that values working

together to improve student learning. • The school demonstrates caring, concern, and high

expectations for students in an environment that honors individual differences that are conducive to learning.

• Continue to look for times that teachers can meet to analyze results from common assessments and examine student work to help guide instructional planning and delivery

• Provide time to develop interventions to support students that require additional learning opportunities

• Continue to provide faculty time to pace out ELA curriculum and share how the implementation is progressing across the grade levels

• Provide professional development in Next Generation Science Standards (NGSS) and time to plan for unit instruction in science

• Continue to use technology to assist students in achieving the academic standards

• Continue to use assessment results to make changes in the school program, professional development activities, and resource allocations



Area 5 LCAP Priority – Student Engagement

Four-Year Attendance Rate

2015-2016 2016-2017 2017-2018 2018-2019

Attendance Rate Attendance Rate Attendance Rate Attendance Rate Vista del Valle Elementary School 96.7% 96.6% 96.7% 96.4%

TK-6 Schools 96.5% 96.3% 96.2% 96.3% District 96.3% 96.2% 96.1% 96.2%

Chronic Absenteeism Defined as a student who is absent for any reason on ten percent or more of the school days in the school year

2015-2016 2016-2017 2017-2018 2018-2019 Chronic Absenteeism

Rate Chronic Absenteeism



Rate Vista del Valle Elementary School 2.7% 3.2% 4.3% 6.0%

K-6 Schools 4.3% 5.7% 5.7% 5.7% District 6.3% 7.7% 7.2% 7.5%

Area 6 LCAP Priority – School Climate

Four-Year Suspensions/Expulsions 2015-2016 2016-2017 2017-2018 2018-2019

Suspensions 3 5 0 1 Expulsions 0 0 0 0

*Suspension data represents the total number of partial or full-day out-of-school suspensions for the school year. This data does not represent the number of events by unduplicated student counts, that is, one student may generate multiple suspension days. Four-Year Mobility Rate

2015-2016 2016-2017 2017-2018 2018-2019 Mobility 11.8% 15.4% 12.7% 13.9%

Area 7 LCAP Priority – Course Access (applies to high schools only)

Area 8 LCAP Priority – Other Student Outcomes Four-Year Annual Retentions

2015-2016 2016-2017 2017-2018 2018-2019 # Retained # Retained # Retained # Retained

Kindergarten 1 0 0 0 1st Grade 0 0 0 0 2nd Grade 0 0 0 0 3rd Grade 0 0 0 0 4th Grade 0 0 0 0 5th Grade 0 0 0 0 6th Grade 0 0 0 0

Total 1 0 0 0



CRITICAL FINDINGS/BASIS FOR 2019-2020 GOALS As a result of analyzing the eight state LCAP priorities, other local data, and educational practices, Vista del Valle Elementary School has selected to focus on the following:

State Priorities Challenges

Area 2 Implementation of the California Standards • Provide professional development in NGSS and time to plan for unit instruction in science

Area 3 Parent Involvement • Develop a partnership to support learning at school and at home

Area 4 Student Achievement • Increase the schoolwide achievement levels in English language arts and

mathematics • Increase student achievement for English learner students in English language arts

and mathematics

Area 5 Student Engagement • Provide opportunities for students to receive enriching educational experiences



ACTION PLAN

District Strategic Goal #1: Our students will achieve their academic and creative potential in challenging, relevant, and engaging learning environments that prepare them for career, college, and post-secondary opportunities.

LCAP Priority Area(s): Area 4 – Student Achievement

School Goal A: English Language Arts The percentage of students meeting or exceeding standards schoolwide in English language arts will increase from 55.4% to 60% as measured by the California Assessment of Student Performance and Progress (CAASPP).

Actions To Be Taken To Reach This Goal

Timeline Students to be Served

Mid-year Evaluation

End-of-Year Results

1. Support teachers in their professional learning communities using the following essential questions to guide their work: • What do we want our students to learn? • How will we know that they have learned it? • How will we respond to the students that didn’t learn? • How will we challenge the students who learned it?

August 2019 - June 2020

All

2. The teachers will identify focus standards and use common formative assessments to monitor student mastery of the California standards.


All

3. A schoolwide Response to Intervention (RtI2) structure will be used to support students that need additional instruction and time to meet the essential learning targets. This structure will also be used for after-school intervention.


All

4. Technology will be used to assess student learning and provide individualized support. Some of the programs and applications that will be used in our computer lab and on iPads are i-Ready, Spelling City, Accelerated Reader, and Illuminate.


All

5. The school will provide ongoing staff development opportunities to ensure that new faculty and staff members are trained in effective teaching strategies. Strategies will include: • Thinking Maps • Next Generation Science Standards • Positive Behavior Interventions and Supports • Nurtured Heart Approach • AVID


All

6. The AVID Elementary teachers in grades K-6 will receive ongoing support to implement Writing, Inquiry, Collaboration, Organization, and Reading (WICOR) strategies. Goals will be set in the areas of instruction, culture, systems, and leadership. The AVID team will meet to discuss progress toward certification.


All

7. The teachers will use iPad carts and/or the computer lab to support 21st century skills and the 4 Cs (critical thinking, collaboration, communication, and creativity).


All

8. The school will purchase supplemental and intervention materials as well as technology/equipment as needed.


All

9. Teachers will use CAASPP blueprints and claims to analyze area of focus and need.


10. Teachers will conduct an initial screening to determine at-risk students. Those identified as at-risk in ELA will be provided intervention and regular progress monitoring.


All

11. The teachers will develop common formative assessments to administer between summative assessments. Progress monitoring and discussions on instructional strategies for students at-risk in ELA will be a focus of PLCs.


All

12. The teachers will meet every six to eight weeks to examine student performance and assessment data to monitor student mastery of standards for students at-risk in ELA. Students who have not met the standard in ELA will receive strategic interventions.


All




LCAP Priority Area(s): Area 4 - Student Achievement

School Goal B: Mathematics The percentage of students meeting or exceeding standards schoolwide in mathematics will increase from 47.8% to 52% as measured by the California Assessment of Student Performance and Progress (CAASPP).



Mid-year Evaluation

End-of-Year Results

1. See Goal A , Actions 1-9. August 2019 - June 2020

All

2. All teachers will support the development of students’ critical thinking and problem solving skills in mathematics.


All

3. The school will develop a schoolwide academic vocabulary in mathematics that will be taught as students progress through the grades.


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4. The school will develop ways to provide interventions to support students in mathematics.


All

District Strategic Goal #2: Our schools will provide unique opportunities that develop the whole child by promoting involvement in extracurricular and co-curricular activities and encouraging positive student behaviors.

LCAP Priority Area(s): Area 6 – School Climate

School Goal C: Develop a partnership between the school, families, and community in order to encourage, guide, and support children’s learning at school and at home. We will increase parent participation by offering various workshops on a wide range of topics. The school will increase the amount of workshop topics from six to ten workshops and a minimum of 60 families will participate.



Mid-year Evaluation

End-of-Year Results

1. The school will provide Family Stories, a series of classes to support literacy at home.


All

2. The school will host parent workshops such as AVID, literacy, math and STEM nights to provide programs to increase families’ capacity to support and monitor their children’s learning.


All

3. The school will provide volunteer college student tutors to assist students during the day.


All

4. The school will hold goal setting and student-led parent teacher conferences to communicate with all parents about student progress.


All students, as needed

5. The school will provide positive self-concept workshops to assist parents in helping their child build confidence.


All

6. Parents will be invited to participate in the Nurtured Heart Approach workshop series and PBIS workshops to help foster positive self-concept at home.


All

7. The school will host family events including awards assemblies in order to recognize student success.


All

8. Parents will be encouraged to attend learning opportunities to support their child’s learning in and outside of school (Pomona College visits and field trips).


All



ALIGNMENT TO THE DISTRICT’S LEA PLANS (LCAP & LEA Plan) - PLANNED IMPROVEMENTS District Strategic Goal #1: Our students will achieve their academic and creative potential in challenging, relevant, and engaging learning environments that prepare them for career, college, and post-secondary opportunities.

LCAP Priority: Area 4 - Student Achievement

School Goal D: English Learners The percentage of English learner (EL) students meeting or exceeding standards schoolwide in English language arts will increase from 23.8% to 28% as measured by the California Assessment of Student Performance and Progress (CAASPP).



Mid-year Evaluation

End-of-Year Results

1. See Goal A, Actions 1-12; Goal B, Actions 2 -4; and Goal C, Actions 1-6.


English Learners

2. English learner students will initially be screened using the DIBELS NEXT assessments. Students identified as at-risk in ELA will be provided interventions and regular progress monitoring.


English learners

3. The teachers will provide a separate, daily, 30 minute block of time devoted to ELD instruction. Students will be grouped by language proficiency levels during this instructional time.


English learners

4. Kagan Cooperative Learning strategies will be used to promote student active engagement strategies and boost achievement.


English learners

5. Cognitive Thinking Maps will be used to assist students in organizing and verbalizing their thinking.


English learners

6. After school intervention will be provided to support newcomers and students needing additional support in language acquisition.


English learners


LCAP Priority: Area 4 - Student Achievement

School Goal E: Socio Economically Disadvantaged The percentage of Socio Economically Disadvantaged (SED) students meeting or exceeding standards schoolwide in English language arts will increase from 54.3% to 58% as measured by the California Assessment of Student Performance and Progress (CAASPP).



Mid-year Evaluation

End-of-Year Results

1. See Goal A, Actions 1-12; Goal B, Actions 2 -4; and Goal C, Actions 1-6.


All



TITLE I, PART A – SCHOOLWIDE PROGRAM VISTA DEL VALLE ELEMENTARY SCHOOL has been authorized by the California Department of Education to operate a Schoolwide program. As a result, the school receives resources from the state and federal governments that enable us to upgrade the entire educational program in order to help all students meet the challenging state standards.

The purpose of the Title I, Part A schoolwide program at VISTA DEL VALLE ELEMENTARY SCHOOL is to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.

This is accomplished at VISTA DEL VALLE ELEMENTARY SCHOOL by Core Elements of Schoolwide Programs as required by ESEA Section 114 1114 (b) (1) for Title I.

Element 1: VISTA DEL VALLE ELEMENTARY SCHOOL has conducted a comprehensive needs assessment.

Element 2: Schoolwide reform strategies are currently in place provide opportunities for all children

Element 3: VISTA DEL VALLE ELEMENTARY SCHOOL students are instructed by highly qualified teachers.

Element 4: The professional development activities for VISTA DEL VALLE ELEMENTARY SCHOOL include District-wide goals, school specific areas for improvement as well as individual professional growth plans.

Element 5: Claremont Unified School District continues to provide a variety of incentives to attract the highest quality teachers.

Element 6: Parental Involvement is a priority at VISTA DEL VALLE ELEMENTARY SCHOOL.

Element 7: Preschool transition is an important Element at VISTA DEL VALLE ELEMENTARY SCHOOL. Students entering kindergarten are provided transitional support through a variety of activities.

Element 8: Teachers continually provide input into the decisions regarding the use of the results from state assessments, as specified in ESEA Section 1111(b)[3].

Element 9: Effective, timely assistance for students who experience difficulty in attaining the Proficient or Advanced level of the academic content standards is provided.

Element 10: All programs are coordinated and integrated at VISTA DEL VALLE ELEMENTARY SCHOOL as outlined throughout the SPSA plan.



TITLE I, PART A – BUDGET SUMMARY Title I funds are used to purchase supplemental materials and supplies to support student achievement and to provide students access to the curriculum. In addition, parents are provided opportunities to become involved in the school program and encouraged to participate in workshops and meetings to provide home-school communication and expand learning to families. Teachers are given opportunities to analyze data and meet collaboratively with their grade level. Expenditures include student planners, childcare for parent meetings, professional development costs, and supplemental materials to support instruction such as Accelerated Reader and Spelling City. TITLE I ACTION PLAN: PARENT AND COMMUNITY SUPPORT As a requirement under Title I, 1% or more of school funds will be used for Parent Support.

Actions to be taken to reach this goal Timeline Students to be Served

Amount Mid-year Evaluation

End-of-Year Results

1. Staff will provide parent workshops on social emotional learning and building self-esteem using the Nurtured Heart Approach and PBIS.


All $1,500

2. Teachers will provide family nights such as AVID, literacy, math and STEM to help support learning at home.


All $1,500

3. Science enrichment classes will be provided beyond the school day.


Students in grades 4-6

$4,000

4. Student planners will be provided to facilitate daily home/school communication regarding academic progress, upcoming events, and student assignments.


Students in grades 3-6

$800

5. The school will provide childcare for parents who would like to attend family informational nights and parent workshops.


All $1,500

6. The school will provide resources and books to support parents.


All $3,500

7. The school will provide summer supplemental materials such as Home School Connection and summer books.


All $2,000

8. Parent/teacher goal setting conferences will be held two times per year.


All $0

TITLE I PROFESSIONAL DEVELOPMENT SET-ASIDE As a requirement under Title I, 10% or more of school funds will be used for Professional Development



End-of-Year Results

1. Teachers will meet in grade level PLCs to plan for instruction. August 2019 - June 2020

All $2,000

2. The school will provide teachers with classroom release time throughout the year to assess students and analyze student progress to plan for instruction.


All $6,000

3. The school will provide opportunities for teachers and staff to participate in trainings and conferences to support school programs.


All $3,500

4. The school will provide professional resources and books. August 2019 - June 2020

All $3,000

OTHER TITLE I EXPENDITURES



End-of-Year Results

1. The school will purchase the online subscription for Accelerated Reader.


All $4,000

2. The school will purchase an online license for Spelling City. August 2019 - June 2020

All $800

3. Teachers will provide after-school intervention in language arts and/or math for struggling students.


At-risk $10,000

4. The school will provide after-school Intervention for English learners.


English learners

$1,000

5. The school will provide after-school intervention to support language acquisition for newcomer students.


Newcomers $500

6. Part-time paraprofessionals have been hired to serve students in need of intervention support for RtI.


All $81,500



7. The school will purchase supplemental instructional materials to support instruction.

August 2019 - June 2020 All $4,290

8. The school will purchase other supplies to support student access to the curriculum.

August 2019 - June 2020 All $11,000

FEDERAL BUDGET The plan describes the activities to be conducted at the school for federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.

Federal Programs under the Elementary Secondary Education Act Allocation

Title I, Part A: Schoolwide Program Purpose: Upgrade the entire educational program of eligible schools in high poverty areas $142,390.00



SCHOOL SITE COUNCIL MEMBERSHIP* California Education Code Section 64001(g) requires that the School Plan for Student Achievement be reviewed and updated at least annually, including proposed expenditures of funds allocated through the Consolidated Application, by the School Site Council (SSC). The current make-up of the SSC is as follows:

Names of Members

Prin

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l

Clas

sroo

m

Teac

her

Oth

er S

choo

l St

aff

Pare

nt o

r Co

mm

unity

M

embe

r

Seco

ndar

y St

uden

t

Janie Nuanes X

Nick Wallace X

Momi Garcia X

Leah Holsheimer X

Cyndi Leier X

Veronica Sanchez X

Jorge Haro X

Yvonne Jimenez X

AnneMarie Cortez X

Ofelya Manalese X

Total number of members in each category 1 3 1 5

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