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The Single Plan for Student Achievement 1 of 24 8/25/15

The Single Plan for Student Achievement

School: O. W. Erlewine Elementary School

CDS Code: 34-67439-6034177

District: Sacramento City Unified School District

Principal: Terry Smith

Revision Date:

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA.

For additional information on school programs and how you may become involved locally, please contact the following person:

Contact Person: Terry Smith

Position: Principal

Phone Number: (916) 228-5870

Address: 2441 Stansberry WaySacramento, CA 95826

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on .


Sacramento City Unified School District

School Description and Mission Statement (most recent year) School Description:

O.W. Erlewine Elementary School is a small neighborhood school located near the American River Parkway. It is located in a quiet residential neighborhood. O. W. Erlewine School provides a safe, orderly and nurturing environment for students, faculty and parents. It features designed to ensure a secure environment include a completely fenced campus, as well as close and caring supervision of students at all times. School behavior and safety procedures are frequently monitored to ensure effectiveness. O.W. Erlewine’s campus has an outdoor learning center on its campus that includes a Nature Area, which expands the width of the school site (a half of an acre) and 4,000 square foot garden with a fully automated drip irrigation system.

O. W. Erlewine is a 2002 California Distinguished School and a 2006 Exemplary School. We also recognized as a National Excellence in Urban School Winner in 2007.

Erlewine is Thematic Instruction School. It offers a well-balanced, thematic standards-based instructional program, which is closely focused on meeting the individual learning, emotional, social, and physical needs of each student. Students learn through different modes, styles and multiple intelligences. Themes are used as a way of understanding and organizing new concepts.

In addition Erlewine promotes the use of technology in the classroom. We have one computer for every three students on our site. We also have Smart Boards in every classroom.

Mission Statement: The students, staff, parents and the larger community of O. W. Erlewine School are committed to working harmoniously, in a spirit of mutual trust, close cooperation, and shared decision-making to pro-actively pursue excellence in education. Each of our students will succeed, as shown by continually rising test scores and other measures, through a positive learning environment. To support our learning environment we will:Provide a safe and secure environment; Provide continuous improvement of our building and equipment, particularly in technology; Involve all families in our school operation; Involve staff in an ongoing process of self-growth and training to sharpen and enhance teaching skills; Recognize the importance of our school library to learning; and direct our primary focus and emphasis on resources for classroom learning.

Through our efforts we are committed to creating a school, which is widely recognized and sought after because of its pursuit and achievement of excellence.

Erlewine provides a wealth of extended day enrichment activities for 4th-6th graders. We offer, Newspaper Club, Yearbook, Movie Making, Basketball, Tennis, Art, Gardening Club, Reading Tutoring and Math Tutoring. We also offer Readers Club, Math Club (tutoring), and tennis for our primary (k-3) students.


School and Student Performance Data

Academic Performance Index (API) 3-Year Average

2013 Growth Non Weighted Weighted

Schoolwide 810 836 836

African American 727

American Indian

Filipino

Hispanic 797

Pacific Islander

White 826

Socioecon Disadvantaged 769

English Learners 792

Students w/ Disabilities 752

*Produced in absence of a 2014 API Growth Report during California’s Assessment Transition

2014 Adequate Yearly Progress Report (AYP) PI Year: Year 3

Percent Proficient ELA Math PI

Schoolwide

African American

PIAmerican Indian

Filipino

Hispanic

Pacific Islander

Socioecon Disadvantaged

English Learners

Students w/ DisabilitiesNotes: AYP only reported for high schools based on 2014 CAHSEE, CAPA, and cohort graduation rate.



CELDT (All Assessment) Results

2013-14 CELDT (All Assessment) Results

Advanced Early Advanced Intermediate Early Intermediate Beginning Number TestedGrade

# % # % # % # % # % #

K ******** *** ********

1 2 40 2 40 1 20 5

2 2 33 3 50 1 17 6

3 1 17 3 50 2 33 6

4 ******** *** ********

5 ******** *** ******** *** ******** *** ********

6 ******** *** ********

Total 6 24 12 48 1 4 6 24 25



Title III accountability is a series of Annual Measureable Achievement Objectives (AMAO) that LEAs in receipt of Title III funds must meet each year for their EL populations. AMAO 1 measures the percentage of ELs making annual progress on CELDT, based on their previous CELDT performance level. AMAO 2 measures the percentage of ELs who have attained the English proficient level on the CELDT. Targets must be met for two EL cohorts: students in English language instruction educational programs for less than five years (Cohort 1); and students in English language instruction educational programs for five years or more (Cohort 2). AMAO 3 is based on ELA and Math AYP Participation and Performance targets for the EL subgroup.

Title III

2011 - 2012

AMAO 2 – Attaining English Proficiency AMAO 3 – Proficient or Advanced on STAR/CAHSEETitle III AMAO 1 – Annual

GrowthLess than 5 years 5 Years or More ELA Math

Targets 56% 20.1% 45.1% 78.0% 78.2%

# Annual Testers 27 27 27 27 27

% w/ Prior-Year Data 100.0% 100.0% 100.0%

# in Cohort 27 23 9

# Met AMAO -- -- --

% Met AMAO -- -- --

2012 - 2013

AMAO 2 – Attaining English Proficiency AMAO 3 – Proficient or Advanced on STAR/CAHSEETitle III AMAO 1 – Annual


Targets 57.5% 21.4% 47.0% 89.0% 89.1%


% w/ Prior-Year Data 100.0% 100.0% 100.0%

# in Cohort 15 18 7

# Met AMAO -- -- --

% Met AMAO -- -- --

Title III 2013 - 2014


AMAO 2 – Attaining English Proficiency AMAO 3 – Proficient or Advanced on STAR/CAHSEEAMAO 1 – Annual


Targets 59.0% 22.8% 49.0% 100% 100%


% w/ Prior-Year Data 100.0% 100.0% 100.0%

# in Cohort 14 19 2

# Met AMAO -- -- --

% Met AMAO -- -- --*In 2014, AYP was only reported for high schools based on 2014 CAHSEE, CAPA, and cohort graduation rate.



Guide to Success 13-14Base 14-15 13-14

Base 14-15 13-14Base 14-15 13-14

Base 14-15

Metric Distracted Targets (14-15, 15-16, 16-17) Schoolwide EL SES Foster

API Maintain: ALL, EL, SES until API is revised

810 792 769

Common Core Implementation (E/M/ELD/Sci)

# increase: staff trained

*12th grade cohort who graduate

% increase: Schwide to 90% and maintain, EL 3%, SES 2%, 1%% increase students enrolled in AP/IB, schwideAP (or IB) Course

Taking % increase scores 3+ (AP) 1%; % increase IB Diplomas% increase: A-G completion 5% each year% increase in exemptions: ELA (3%, 2%)

*On-track to be career and college ready (A-G completion, EAP exemption) % increase in exemptions: Math (2%,

3%)% increase in SAT college ready benchmarks

*ACT/SAT % increase in ACT college ready benchmarks

GATE % increase in participation: 3% each year

Colle

ge a

nd C

aree

r Rea

dine

ss

Linked Learning Pathways

# increase students participating (1038, 916)

Chronic Absenteeism % decrease: .05% each year (Schwide, EL, SES, Foster) 6.60%

*Staff attendance % of instructional school days present

Enga

gem

ent

Student attendance % increase: Schwide, EL, SES .05% each year, Foster 1% each year 96.07%



Base 14-15 13-14Base 14-15 13-14

Base 14-15


High School Cohort & Middle School Drop Out

% decrease: Cohort, EL, SES by .05%; MS maintain <1%

Parent Resource Centers/Information Areas

# increase from 47 to 56, 62, 71 schools

Parent/Teacher Home Visits # increase by 200, 100, 100

Academic Parent Teacher Teams

# increase from 13 to 15, 16, 17 schools

Active school PTA/PTOs

% increase in schools with active groups from 75% to 77, 78, and 79%

California Healthy Kids Survey

% increase in students reporting positive school climate factors ES and MS 1%, 2%, 3%.

Expulsions % maintenance: MS and HS <0.1%

*Suspension rate per 100 students 0.7

*Suspension Rate # decrease (in & out of school): variable # of days by Elem, K-8, middle, HS

Title III AMAOs % Meeting or exceeding AMAOs 1-3

EL Reclassification % increase in RFEP rate (1% each year) 17.9%

Tran

sfor

mat

ion

API Maintain: ALL, EL, SES until API is revised

810 792 769

Sufficiency of Textbooks Maintain sufficiency

Teacher Misalignment % decrease (.25% each year)

% meeting FIT inspection (100% each year)Ba

sic

Serv

ices

Facilities Maintenance FTE increase: Custodians (by 21.5,

maintain at 86.5)



Base 14-15 13-14Base 14-15 13-14

Base 14-15


FTE increase: Plant Manager (by 11, maintain at 71)

Notes: CAASPP ELA and Math Performance Data not available until 2015; GTS measures to be finalized for inclusion: SEL Student Guide to Success (Graduation Profile), Student Portfolios, and Transformation “growth” calculations. Please check back for data updates. Also, please check the appendices, as some schools provide additional information.

For Schools in Program Improvement:

What are the specific issues that caused the school to be identified in Program Improvement?


District LCAP Goals and Actions

Goal 1: Increase percent of students who are on track to graduate college and career ready.

Action 1.1: Provide standards aligned curriculum, assessments and high quality instruction to prepare students to graduate college and career ready.

Action 1.2: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed.

Action 1.3: Develop an infrastructure for on-going analysis of student performance and progress by providing teacher release time and collaborative learning time.

Goal 2: Schools will provide students with a clean, healthy, physically and emotionally safe learning environment.

Action 2.1: Students will be provided cleaner, better maintained learning environments.

Action 2.2: All schools will become safer, more culturally competent environments, where students learn social and emotional skills and receive additional supports to increase their engagement in learning.

Action 2.3: Schools will provide more varied opportunities for students to become interested in school and learning through technology based activities, project based learning, extended extracurricular, and expanded learning program involvement.

Goal 3: Parents, family and community stakeholders will become more fully engaged as partners in the education of students in SCUSD.

Action 3.1: Stakeholders will have improved opportunities to participate in district/site activities that increase their skills as partners in education.

Action 3.2: Stakeholders will receive improved district and site communications, including translation/interpretation services.


2015-16 Allocations of Funds

Allocations of FundsTotal Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

Title I Part A: Allocation 45,745 0.00

LCFF LEP 5,005 0.00

LCFF F/R 58,638 0.00


Planned Improvements in Student Performance

School Goal #1

District/LCAP GOAL:

Action 1.1 : Provide standards aligned curriculum

Action 1.2: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed.

Action 1.3: Develop an infrastructure for on-going analysis of student performance and progress by providing teacher release time and collaborative learning time.

SCHOOL GOAL #1:

To improve student achievement across all subjects, particularly in English Language Arts and Math, through implementation of Common Core Standards, differentiation, integrated thematic instruction and culturally-responsive strategies. In addition, we will analyze student performance outcomes and use the information as a diagnostic tool to drive instruction and target specific individual needs.--------

Data Used to Form this Goal:

Open Court Assessments, Fluency Assessments, Envision Math Common Core Assessments, I-Ready Assessments, CELDT Scores, Integrated Thematic Assessments. For Special Education students we will use the date from the CAPA test and IEP goals.--------

Findings from the Analysis of this Data:

We are need to improve in the following areas: reading comprehension, fluency, written conventions, writing strategy, math fluency, measuring/geometry, algebra, writing fluency and technology ability. --------

How the School will Evaluate the Progress of this Goal:

Teachers will do ongoing assessments to make sure students are making progress.--------

Parent Engagement Activities Related to this Goal:

Parents will attend back to school night to hear about the Common Core Standards, parents will attend parent conferences in the fall and if needed in the spring. Parents will encourage students to use I-Ready and Sokikom computer programs at home. Parents are encouraged to attend Family Nights with their children, which are held 3 times a year. Teachers will do monthly parent newsletters to keep parents informed of concepts being taught that month. Parents are encouraged to volunteer in their child's classroom.

For Schools in Program Improvement: How does this goal address the school’s program improvement issues?

We were put into Program Improvement because of our Special Education student's test scores. We plan to purchase technology that will meet the individual needs of each student.


Actions to be Taken to Reach This Goal

Person(s) Responsible

Proposed Expenditure(s)Item or Action

Funded Funding Source Amount Target Student Sub Group

Success Criteria/Monitoring

Establish consistency with which teachers implement differentiated instruction, integrated thematic instruction, Common Core Standards and culturally responsive strategies

Differentiated instruction will be implemented to support English Language Learners in all curricular areas.

Technology will be used as a strategy to increase student achievement.

Learner Center Problem: Teachers will focus on writing across the curriculum.

Implement Board Math in every classroom.

Bilingual Aide for 2-3 hours per day, total for 10 - 15 hours per week.

PrincipalTeachersBilingual Tutor

I-Ready Computer Software

Title I Part A: Allocation

7716 All

I-Ready Computer Software

LCFF F/R 1284. All

Sokikom Computer Software

LCFF F/R 11000. All

Replacement Technology

LCFF F/R 3126 All

Bilingual Aide Salary LCFF LEP 5005. All

Teacher lesson pland and walk throughs

Teacher lessonplans and walk throughs

IReady documentations

Lesson plans

Observations, beginning of the year check off list, class assignment sheet

Grade level plans for articulation, embedding standards, emphasizing student learning opportunities, and keeping instruction focused.

Integrated Thematic Instruction and Common Core Plans will be written at each grade level across the curriculum.

Vertical articulation will also occur annually

PrincipalTeachersAidesTrainerBilingual Aide

Lesson plans







to ensure that adjacent grade level instructors know the essential standards for success in the previous and next grade.

Continue after school enrichment classes to improve student achievement in ELA and Math.

Continue to provide enrichment classes after school for GATE and high achieving students.

Continue I-Ready computer software license-1 year

Purchase SOKIKOM site license for 1 year

TeachersTutors

Enrichment Class Salary


1000. All Classroom/content teachers monitor student achievement through the examination of student work, benchmark, and other formative assessment data attendance & anecdotal data.

Analyze data from the following assessments:• Formal Assessments• Informal Assessments• Project Based Learning• Common Core Standards Tasks

Test ELL students to establish ELD levels using the CELDT test.

Recognize growth in statewide tests with award certificates.

PrincipalTeacher K-6Special Education Teachers

Substitutes for One on Ones/Academic conferencing

LCFF F/R 2000. All

Substitutes for One on Ones/Academic conferencing


2000. All

Evaluate student achievement in relation to the progress made toward their individual targets and use the information to make necessary modification.







Evaluate student achievement in relation to the progress made toward their individual targets and use the information to make necessary modification.

TeachersPrincipalTrainers

Professional Development and Common Planning Time will take place.

In order to improve student achievement, we will collaborate as a committed team of professionals, supporting efficient and effective work centered on reviewing student work and assessment data using the Data Inquiry Process. Our findings will drive our instruction to increase achievement for all students.

TeachersPrincipalTrainers

Teacher Professional Development


4574. All



School Goal #2

District/LCAP GOAL:

Action 2.1: Students will be provided cleaner

Action 2.2: All schools will become safer

SCHOOL GOAL #2:

To improve the safety of our site and welfare of our students, while building parent/community relationships.--------


Sign In Sheets from all activities, Parent communication with school staff. --------


Currently we use monthly classroom and school newsletters, flyers, the marquee, and Infinite Campus Message Builder to communicate with our parents. 6th grade parents will access Infinite Campus Portal. These methods are working to engage our parents. Parents have encouraged us to continue using these methods of communication. --------


The school will continue to have families sign in at activities, to include: Ice Cream Social (before school begins), Back to School Night, Open House, and 3 Family Nights.--------


The school holds the following parent/student activities: Ice Cream Social, Back to School Night, Parent/Teacher Conferences, Winter Read, Family Nights, Open House, Monthly PTA/Site Council Meetings, Science Fair, Jog-A-Thon, Field Trips, Kindergarten Barbeque, Fall Festival, Garden Work Day and Parent Informational Meetings on Angel Island and Sly Park.


With parent support we work as a community to make sure our students achieve.







To increase a positive and safe environment for students and parents

Community Liaison, Noon Duty/Breakfast Duty,Campus Monitors, Principal, Teachers

Fund Community Liaison

LCFF F/R 4000. All

Continue to engage parent support throughout the school year

Parent input for the school plan

Strategies should be developed that solicit the assistance of parents in areas that will help the school reach their goal.

Technology Safety will be taught in all classrooms. Materials will be purchased where needed.

Principal, Office Staff, Teachers

1% purchase allocation set aside for Parent Involvement. Parent training, translating, food supplies and communication with parents, duplication and postage ($1403.00 is the total)


1403.00 All Sign in sheets will be done at parent/ family events

Technology safety will be monitored in Mrs. Nelson's plans.

To increase a positive and safe environment and safe environment for students and parents phycially, socially, and emotionally.

Teachers will be trained in the Second Step Program to address Social Emotional Learning.

To promote healthy decision making; nutrition and exercise

Principal, Office Staff, Teachers

Sign in sheets

PE Teachers Plans



School Goal #3

District/LCAP GOAL:

Action 3.1: Stakeholders will have improved opportunities to participate in district/site activities that increase their skills as partners in education.

Action 3.2: Stakeholders will receive improved district and site communications

SCHOOL GOAL #3:

To improve the quality of teaching and its impact on student learning in order to improve performance and enable students to meet their personal, academic, and career goals.--------


Open Court Assessments, Fluency Assessments, Envision Math Common Core Assessments, I-Ready Assessments, CELDT Scores, Integrated Thematic Assessments, and Standards Based Assessments.--------


Some students are working below grade level and others are working above grade level. In order to meet the needs of all students, teachers will continue to attend staff development in areas that will support student learning.--------


Teachers will use ongoing assessments and the results will be reflected in their lesson planning.--------


Parents will attend back to school night to hear about the Common Core Standards, parents will attend parent conferences in the fall and if needed in the spring. Parents will encourage students to use I-Ready and Sokikom computer programs at home. Parents are encouraged to attend Family Nights with their children, which are held 3 times a year. Teachers will do monthly parent newsletters to keep parents informed of concepts being taught that month. Parents are encouraged to participate in their child's classroom.


Teachers will attend staff development trainings to improve their knowledge of the Common Core; differentiated instruction, student collaboration, technology and student engagement, and Social Emotional Learning.







Utilize Common Core standards when addressing a new lesson.

Teachers will focus on:• Collaboration/Groups/Partners• Deeper Oral Response• Student Teaching Opportunities• Higher Level Order Thinking• Opportunites for Class Discussion• Student Centered Discussions

Maintain library hours to provide time for students to meet their goals.

Implement Thematic Instruction

Utilize student planners in grade 5 and 6 to help students with their organizational abilities. Teachers will teach organization skills and monitor use.

Implement Highly Effective Teaching Module

Teachers will use printed materials to support Thematic Instruction and The Common Core Standards.

Teachers will use Smart Boards to increase student interaction and engagement with learning.

Teachers

Teachers

Librarian

Principal/Teachers

Teachers

Teachers

Teachers

Teachers

Supplemental Instructional Materials


1145.00 All

Supplemental Instructional Materials

LCFF F/R 6291.00 All

Communication with parents

LCFF F/R 580.00 All

Salary for Librarian Title I Part A: Allocation

27907.00 All

Salary for Librarian LCFF F/R 27907.00 All

Purchase Student Planners

LCFF F/R 500.00 All

RISO supplies for Supplemental materials

LCFF F/R 450.00 All

Copier Rental for Supplemental Materials

LCFF F/R 1500.00 All

Grade level meetings & vertical acticulation will take place to share information.

Teachers lesson plan books and Principal observations


Summary of Expenditures in this Plan

Total Expenditures by Funding Source

Total Expenditures by Funding Source

Funding Source Total ExpendituresLCFF F/R 58,638.00

LCFF LEP 5,005.00

Title I Part A: Allocation 45,745.00


Summary of Expenditures in this Plan

Total Expenditures by Goal

Goal Number Total ExpendituresGoal 1 37,705.00

Goal 2 5,403.00

Goal 3 66,280.00


School Site Council Membership

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

Name of Members

Prin

cipa

l

Clas

sroo

mTe

ache

r

Oth

erSc

hool

Sta

ff

Pare

nt o

rCo

mm

unity

Mem

ber

Seco

ndar

ySt

uden

ts

Terry Smith X

Stephanie Ehrk X

Terri Webb X

Lisa Alexander X

Martine Lozano X

Julie Aebersold X

Rita Baker X

Tobi Doyle X

Tiffany Gentry X

Melissa Fletcher X

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. Members must be selected by their peer group.


Annual Evaluation – REQUIRED Spring 2016

Pursuant to California Education Code Section 64001(g), the School Site Council (SSC) must evaluate at least annually the effectiveness of planned activities. In the cycle of continuous improvement of student performance, evaluation of the results of goals will provide data to inform and guide subsequent plans.

Strategies and Activities

Identify those strategies or activities that were particularly effective in improving student achievement. What evidence do you have of the direct or indirect impact of the strategies or activities on student achievement?

Identify those strategies or activities that were ineffective or minimally effective in improving student achievement.

Based on an analysis of the impact of the strategies/activities, what appears to be the reason they were ineffective in improving student achievement?

Lack of timely implementation

Limited or ineffective professional development to support implementation

Lack of effective follow-up or coaching to support implementation

Not implemented with fidelity

Not appropriately matched to student needs/student population

Other:

Based on the analysis of this practice, would you recommend:

Eliminating it from next year’s plan

Continuing it with the following modifications:

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