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The Single Plan for Student Achievement 1 of 31 1/12/17

The Single Plan for Student Achievement

School: Eastwood Elementary School

CDS Code: 30667466030761

District: Westminster Elementary School District

Principal: Dr. Jason Kuncewicki

Revision Date: November 2, 2016

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: Dr. Jason Kuncewicki

Position: Principal

Phone Number: (714) 894-7227

Address: 13552 University StWestminster, CA 92683

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on January 19, 2017.


Table of Contents

School Vision and Mission ......................................................................................................................................................3

School Profile..........................................................................................................................................................................3

Comprehensive Needs Assessment Components ..................................................................................................................3

Data Analysis .................................................................................................................................................................3

Surveys ..........................................................................................................................................................................4

Classroom Observations................................................................................................................................................4

Analysis of Current Instructional Program ....................................................................................................................5

Description of Barriers and Related School Goals ................................................................................................................11

School and Student Performance Data ................................................................................................................................12

CAASPP Results (All Students) .....................................................................................................................................12

CELDT (Annual Assessment) Results............................................................................................................................16

Title III Accountability (School Data) ...........................................................................................................................17

Planned Improvements in Student Performance .................................................................................................................18

School Goal #1.............................................................................................................................................................18

School Goal #2.............................................................................................................................................................21

School Goal #3.............................................................................................................................................................23

Centralized Services for Planned Improvements in Student Performance ..........................................................................26

Centralized Service Goal #1.........................................................................................................................................26

Summary of Expenditures in this Plan..................................................................................................................................27

Total Allocations and Expenditures by Funding Source ..............................................................................................27

Centralized Service Total Expenditures by Funding Source.........................................................................................28

Combined Total Expenditures by Funding Source.......................................................................................................29

School Site Council Membership ..........................................................................................................................................30

Recommendations and Assurances......................................................................................................................................31


School Vision and Mission

Eastwood Elementary School’s Vision and Mission StatementsSchool VisionHigh academic achievement and good citizenship for all Eastwood students.

School MissionFrank N. Eastwood School's mission is for all students to reach their full potential. Through rigor and relevance in the delivery of instruction, students will master core subjects,technology and information systems, and develop life and career skills necessary for success in the 21st century global economy.

School Profile

The Frank N. Eastwood School community is located in the northwest corner of the city of Westminster in Orange County. Eastwood is one of 13 elementary schools and three middle schools serving approximately 10,000 students. The school facility is attractive, modern and well maintained. Eastwood is situated in a quiet residential neighborhood adjacent to a city park.

Eastwood’s fifty-four certificated and classified staff members work together delivering the same “High Academic Achievement and Good Citizenship for all Eastwood Students” message. The racial/ethnic composition of the student population is white (42.1%), Hispanic/Latino (25.2%), Asian (22.3%), American Indian (0.2%), Filipino (1.7%), Pacific Islander (0.0%), African American (0.4%) and Other (9.9%). English Language learners comprise 17.9% of the student population with a majority having Spanish and Vietnamese as their primary language. Our well-rounded diverse student body totals 560 students.

Eastwood has 31 classrooms, one 36 station computer lab and a library of over 12,000 books. The entire facility is in compliance with the Americans with Disabilities Act.

For the 2016-2017 school year, Eastwood has 180 instructional days. This meets or exceeds the state minimum requirement for instructional minutes at each grade level. Of these 180 instructional days, 136 are regular school days, 35 are modified days, 2 non student planning or professional development days, and 1 is a minimum day. The modified days are used for teacher/staff in-services, teacher planning and collaboration, and parent conferences/communications and the minimum day is the last day of school.

Comprehensive Needs Assessment Components

Data AnalysisPlease refer to the School and Student Performance Data section where an analysis is provided.


SurveysThis section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s).

A needs assessment was given to the teachers regarding staff development needs and direction to find focus areas and goals for the 2016-2017 school year. Outcomes included but are not limited to a focus on writing across the curriculum, implementation of our new mathematics adoption, and creating blended learning environments within the classroom.

Classroom ObservationsThis section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings.

Informal classroom observations take place daily with a focus on school goals, purpose and engagement. Formal observations take place with teachers that are evaluated every year, other year, or every five years.


Analysis of Current Instructional ProgramThe following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

• Not meeting performance goals• Meeting performance goals• Exceeding performance goals

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs.

Standards, Assessment, and Accountability

1. Use of state and local assessments to modify instruction and improve student achievement (ESEA)

Standards, Assessment and Accountability

State and local assessments used to monitor and evaluate the implementation of Eastwood’s Plan and the impact on student achievement:

Use of Local Assessments:

Utilizing Common Core State Standards, the district has developed and implemented trimester benchmark assessments in English Language Arts and Mathematics. The data from the benchmarks, progress monitoring, and formative and summative assessments is used to identify students’ needs and select appropriate instruction, including intervention or acceleration strategies, in order to assess student progress toward mastery of the content and grade level standards.

Teachers utilize state adopted textbook assessments, teacher made assessments, DIBELS (Dynamic Indicators of Basic Early Literacy Skills) and teacher observation as a means of assessing students to provide appropriate instruction.

Use of State Assessments:

An analysis of the spring WSD Benchmark test data and baseline Smarter Balanced Assessments was completed by the principal, the School Leadership Team and the teaching staff In the fall of the 2016-2017 school year. The data was disaggregated to examine not only school-wide results, but individual student groups; gaps in student performance determine the focus for establishing our school wide goals. During grade level collaboration sessions instructional concerns are identified and specific intervention strategies are planned and selected to ensure students mastery of the grade level content standards. Students are leveled for reading and mathematics. Students needing additional support are assigned to specialized reading classes/groups which use research-based curriculum designed to close the gap in their achievement. The identification of resources is also an important part of this process as the principal uses this information to align site budget resources to student needs.


2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)

Process for monitoring student progress and modifying instruction as needed:

Student progress is monitored throughout each trimester. Teachers use multiple measures (end of trimester benchmarks, formative and summative program/classroom assessments and teacher observational data) to ensure expected academic achievement for all students. Teacher collaboration sessions are used to review current data, identify areas of concern, and make modifications to instructional design and delivery as supported by the data. These sessions assist teachers in maintaining the coherence and continuity of the curriculum implemented within and across grade levels.

Grade level meetings, staff meetings, Student Success Team meetings and School Leadership Team meetings provide additional opportunities for teachers to discuss student progress and modify instruction accordingly.

Staffing and Professional Development

3. Status of meeting requirements for highly qualified staff (ESEA)

Instruction provided by highly qualified teachers:

Instruction at Eastwood School is delivered by Highly Qualified teachers. Their dedication to continuous learning supports the refinement of their lesson delivery to all students.

4. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC)

A variety of district and site opportunities are provided throughout the year based upon achievement goals and focus areas.

5. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)

Professional development in the Westminster School District is based on identified needs and in conjunction with the Professional Development Plan created by the Professional Development Master Plan Committee comprised of teachers and administrators. Professional development activities align with state standards, the district vision. The Westminster Board of Trustees supports continuous learning designating weekly modified days for professional development and professional collaboration. To meet individual professional development needs, teachers, administrators, and classified staff self select conferences/workshops/ trainings/classroom visitations designed to assist them in implementing best practices at their site and in the classrooms. In addition, Westminster School District teachers facilitate the professional development of their peers during collaboration sessions and through the implementation of professional learning communities.

Eastwood staff members are continuously striving to refine and improve instruction through self-analysis and continued education. Staff members are participating in professional development opportunities that include:PBIS (K-6)SLT (designated members at grades K, 1., 3, 4, 6)GATE (3-6 by site GATE coordinator)RTIELD (by site EL Coordinator)Reading/Literacy (Open Court/Read Naturally)Writing (Writing Alive site coaches)Technology (district provided) TeachersEstablishing Focus and Purpose in Lesson Design by site principalBlended LearningDifferentiated InstructionSocratic Seminar and Questioning Techniques


6. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)

Eastwood teachers are working with district Instructional Support Specialists (ISS) members in the areas of technology, thinking maps, project GLAD, Blended Learning, and English Language Development.

7. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC)

The Westminster Board of Trustees supports continuous learning designating weekly modified days for professional development and professional collaboration. To meet individual professional development needs, teachers, administrators, and classified staff self select conferences/workshops/ trainings designed to assist them in implementing best practices at their site and in the classrooms. In addition, Westminster School District teachers facilitate the professional development of their peers during collaboration sessions and through the implementation of professional learning communities on Modified Wednesdays and designated staff meetings.

Teaching and Learning

8. Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)

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

The District selects curriculum and instructional materials aligned with the state standards. Adoption committees comprised of teachers, parents and administrators, recommend textbooks for adoption by the Board of Trustees after completing a thorough analysis of their alignment with the state standards. Supplemental and intervention materials are also carefully selected to ensure alignment with content and performance standards as well as the needs of Westminster School District students. Teachers at Eastwood School adopt and implement research-based instructional strategies and delivery methods to ensure academic achievement for all students.

9. Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC)

Eastwood School adheres to the state’s recommended instructional minutes in the areas of ELA and Math. The school provides a 150 minute block of time for English Language Arts in K-3 and a 140 minute block of time in 4-6, as well as 50-60 minutes per day for math instruction. The Mind Research Institute ST Math program is being used in conjunction with the state adopted Scott Foresman Pearson Envision Math program and provides 60 minutes per week of additional math instruction in grades kindergarten and first and 90 minutes per week in grades two through five. Eastwood School meets or surpasses the mandatory number of minutes at each grade span. In addition we offer an all day kindergarten, a Transitional (TK) kindergarten and a 4 year old cooperative preschool program, all of which are designed to give students a jump start into school.

10. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)

Lesson pacing schedule and schedule flexibility for sufficient intervention:

Westminster School District has developed trimester pacing guides aligned to the California State standards. Teachers at Eastwood School implement these guides and assess student achievement on the standards presented using end of trimester benchmarks. Benchmark data, along with formative classroom assessments, determines the need for additional instruction provided by differentiated instruction or intervention groups. Assessments are used throughout the year to monitor student progress.


11. Availability of standards-based instructional materials appropriate to all student groups (ESEA)

Availability of state board adopted standards-based instructional materials including intervention materials appropriate to all student groups:

Instructional materials including intervention materials are purchased by both the site and district funds. Westminster School District takes care to evaluate instructional materials to ensure their appropriateness for all student groups. After the analysis of student data in the fall, budget allocations are made and materials are purchased in order to fill any instructional gaps that are revealed. The Westminster School District Curriculum and Instruction department assists school sites in making purchases of appropriate instructional materials.

12. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC)

District Instructional materials

Core/IMF Funded Materials Categorically Funded MaterialsOpen Court (K-2) Accelerated Reader (1-6)Houghton Mifflin ELA (3-5) Avenues ELD Curriculum (K-5)Holt ELA (6) Read Naturally (Intervention Groups)Writing Alive! (K-5) Rewards (3-6 SDC)Hands on Science Kits (K-6) Six Minute Solution (3rd/5th)Scott Foresman Pearson Math (K-5) Scott Foresman ERI (Intervention, K/1)Scott Foresman Pearson Science (K-5) Language! (3-6 SDC)Houghton Mifflin Social Studies (K-5) Corrective Reading (Intervention Groups)Holt Math (6) ST Math (K-5)CPO Science (Grade 6)TCI Social Studies (6)


Opportunity and Equal Educational Access

13. Services provided by the regular program that enable underperforming students to meet standards (ESEA)

In addition to the instructional materials outlined above the following services are provided by the regular program:

• Classroom Teacher• District Music Teacher (elementary)• Health Assistant*• Library Media Assistant (LMA)*• Nurse• School Psychologist• Special Education Caseworker• Special Education Para Educators• Special Education Teachers• Speech and Language Teacher• Differentiated Instruction• Leveled reading program• Leveled math groups• SST Team• Implementation of 40 Developmental Assets• Student Recognition Programs• Adult Mentors• Cross Age Tutors• Lunch program• Extended School Program (ESP)• Project B.O.L.D

*Hours based on enrollment

14. Research-based educational practices to raise student achievement

Eastwood teachers' educational practices are research based to raise student achievement. These practices include Thinking Maps, Blended Learning Opportunities, and Guided Language Acquisition Development (GLAD). Teacher employ close reading strategies, Socratic seminar methods of inquiry-based questioning and use technology as a tool for furthering achievement.


Parental Involvement

15. Resources available from family, school, district, and community to assist under-achieving students (ESEA)

The following resources are available to assist our students and their families:

• Student Achievement Counselors• Student Achievement Nurses• Student Attendance and Review Board (SARB)• Preschool program• Healthy Start program• Star Reading• Authors’ Festival• Extended School Program• PTA• Dolphin Dads• The Boys and Girls Club• Westminster Family Resource Center• Westminster Police Department• City of Westminster• Art Masters• Family Nights

16. Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932)

Eastwood School has a policy which encourages parent participation. The District recognizes that parents/guardians are their children’s first and most influential teachers and that continued parental involvement in the education of children contributes greatly to student achievement and conduct. Parents/guardians can directly affect academic success by reinforcing their children’s motivation and commitment to education. Parent guides for the content standards have been developed and are distributed to parents in the fall.

Eastwood staff recognizes the importance of the parents’ role in student learning. The community is actively involved in the educational process of all students through the School Site Council, PTA, Dolphin Dads, and parent volunteers. Parents are encouraged to participate in school decision making. The district provides one part-time community liaison to work with ourcommunity.

Parents are actively involved in school activities through:

PTADolphin DadsSchool Site CouncilDistrict Advisory CouncilFamily Education NightsSchool Volunteers in classroomsBack to School NightOpen HouseParent Teacher ConferencesGATE Parent Night School Events/Field TripsEnglish Learner Advisory Council


Funding

17. Services provided by categorical funds that enable underperforming students to meet standards (ESEA)

In addition to the categorically funded instructional materials outlined in number 12 above the following services are provided by categorical funds.

• All Day Kindergarten• All Day Transifional Kindergarten• Community Liaison• Computer Instructional Assistant **• Nurse**• Student Achievement Counselor**• Computer Lab• Technology in every classroom• Teacher Collaboration Sessions• Student recognition and positive school climate programs• Parent Involvement / Education Programs• Additional supplemental materials

** Centralized Services

18. Fiscal support (EPC)

All state and federal categorical program services are coordinated to address the needs of students. The Westminster School District participates and coordinates the following programs:

• CA Local Control Funding FormulaTitle I• Title II• Title III• Network for a Healthy California (Nutrition)• State Preschool• State Math Grants• TUPE• Proposition 49 Funds, PRIDE Club

Description of Barriers and Related School Goals

Limited personnel and funding adversely affect under performing students’ ability to meet and/or exceed standards. The greatest challenge is the lack of additional support personnel to implement intervention programs for the entire school year to effectively close the achievement gap in our students that come to us as "school choice" students from schools under the designation of Program Improvement. Students need instruction over and above the recommended 150 minutes of ELA instruction.


School and Student Performance Data

CAASPP Results (All Students)

English Language Arts/Literacy

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students TestedGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 75 72 74 68 74 68 98.7 94.4

Grade 4 76 71 76 69 76 69 100.0 97.2

Grade 5 82 76 78 74 78 73 95.1 97.4

Grade 6 67 72 65 69 65 69 97.0 95.8

All Grades 300 291 293 280 293 279 97.7 96.2

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not MetGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 2459.1 2459.1 43 43 22 21 20 18 15 19

Grade 4 2513.4 2505.9 50 45 24 22 8 14 18 19

Grade 5 2540.4 2557.1 36 47 26 27 22 18 17 8

Grade 6 2557.2 2559.7 26 25 32 36 26 29 15 10

All Grades N/A N/A 39 40 26 27 19 20 16 14

ReadingDemonstrating understanding of literary and non-fictional texts

% Above Standard % At or Near Standard % Below StandardGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 42 32 39 44 19 24

Grade 4 41 38 42 42 17 20

Grade 5 36 44 41 40 23 16

Grade 6 31 28 51 45 18 28

All Grades 38 35 43 43 19 22

WritingProducing clear and purposeful writing


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 43 43 42 40 15 18

Grade 4 50 51 38 35 12 14

Grade 5 37 49 46 36 17 15

Grade 6 42 42 37 43 22 14

All Grades 43 46 41 38 16 15


ListeningDemonstrating effective communication skills


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 22 26 64 63 15 10

Grade 4 37 22 51 64 12 14

Grade 5 29 32 60 62 10 7

Grade 6 15 17 78 71 6 12

All Grades 26 24 63 65 11 11

Research/InquiryInvestigating, analyzing, and presenting information


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 39 38 43 40 18 22

Grade 4 43 41 47 39 9 20

Grade 5 49 62 42 33 9 5

Grade 6 37 38 55 61 8 1

All Grades 42 45 47 43 11 12

Conclusions based on this data:

1. On Average, over 65% of all Eastwood Students are scoring at or above the standards in all 4 domains.

2. Demonstrating effective communication skills, especially in 6th grade, will be an area of focus as well as a school focus around the performance of students around on demand writing from a prompt.

3. The areas of Listening and Research had the highest numbers of students at or above the standard.



CAASPP Results (All Students)

Mathematics

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students TestedGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 75 72 74 68 74 68 98.7 94.4

Grade 4 76 71 76 69 76 69 100.0 97.2

Grade 5 82 76 78 74 78 73 95.1 97.4

Grade 6 67 72 65 69 65 69 97.0 95.8

All Grades 300 291 293 280 293 279 97.7 96.2

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not MetGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 2464.6 2465.8 42 32 26 35 12 21 20 12

Grade 4 2517.3 2514.8 43 41 30 25 16 22 11 13

Grade 5 2534.4 2550.5 37 45 22 22 22 19 19 14

Grade 6 2578.4 2568.7 45 39 25 26 15 17 15 17

All Grades N/A N/A 42 39 26 27 16 20 16 14

Concepts & ProceduresApplying mathematical concepts and procedures


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 54 50 23 31 23 19

Grade 4 55 58 21 23 24 19

Grade 5 42 51 35 23 23 26

Grade 6 54 48 25 32 22 20

All Grades 51 52 26 27 23 21


Problem Solving & Modeling/Data AnalysisUsing appropriate tools and strategies to solve real world and mathematical problems


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 42 34 34 51 24 15

Grade 4 47 39 39 38 13 23

Grade 5 36 52 35 33 29 15

Grade 6 32 36 49 48 18 16

All Grades 40 41 39 42 22 17

Communicating ReasoningDemonstrating ability to support mathematical conclusions


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 42 46 45 43 14 12

Grade 4 49 51 38 33 13 16

Grade 5 23 44 59 38 18 18

Grade 6 37 30 46 49 17 20

All Grades 38 43 47 41 15 16


1. On Average, over 68% of all Eastwood Students are scoring at or above the standards in all 4 domains.

2. Demonstrating ability to support mathematical conclusions will be an area of focus, especially in 5th grade

3. Problem Solving & Modeling/Data Analysis was the area of highest achievement area for Eastwood School.



CELDT (Annual Assessment) Results

Percent of Students by Proficiency Level on CELDT Annual Assessment

Advanced Early Advanced Intermediate Early Intermediate BeginningGrade

13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16

K *** 14 *** 71 *** 14 ***

1 20 18 14 60 45 43 7 18 14 7 14 7 18 14

2 25 44 11 33 22 33 25 6 56 8 11 8 17

3 21 29 33 29 24 20 21 12 20 14 13 14 35 13

4 29 18 17 29 18 33 21 18 17 21 45 8 25

5 38 23 30 46 46 20 8 31 10 8 30 10

6 40 57 50 40 29 20 20 10 14 10 10

Total 23 30 24 40 31 26 16 14 27 11 11 13 10 14 10


1. 50% of Eastwood second language students are performing at CELDT levels 4 and 5; based on classroom performance these students receive an emphasis on writing skills to ensure reclassification.

2. 27% of Eastwood second language students are performing at CELDT level 3; they are monitored closely to ensure progress toward CELDT level 4 t within two to three years.

3. 23% of Eastwood second language students are performing at CEDLT levels 1 and 2; students work with scaffolded support in the area of listening and speaking and a secondary focus on writing.



Title III Accountability (School Data)

Annual GrowthAMAO 1

2013-14 2014-15 2015-16

Number of Annual Testers 81 80 70

Percent with Prior Year Data 100.0% 100% 100.0%

Number in Cohort 81 80 70

Number Met 64 56 50

Percent Met 79.0% 70.0% 71.4%

NCLB Target 59.0 60.5 62.0%

Met Target Yes Yes Yes

Attaining English Proficiency

2013-14 2014-15 2015-16

Years of EL instruction Years of EL instruction Years of EL instructionAMAO 2

Less Than 5 5 Or More Less Than 5 5 Or More Less Than 5 5 Or More

Number in Cohort 75 22 72 21 61 20

Number Met 35 -- 32 15 23 12

Percent Met 46.7% -- 44.4% 71.4% 37.7% 60.0%

NCLB Target 22.8 49.0 24.2 50.9 25.4% 52.8%

Met Target Yes -- Yes Yes Yes Yes

Adequate Yearly Progress for English Learner SubgroupAMAO 3

2013-14 2014-15 2015-16

English-Language Arts

Met Participation Rate Yes

Met Percent Proficient or Above --

Mathematics

Met Participation Rate Yes

Met Percent Proficient or Above --


1. Eastwood second language students consistently achieve the annual growth targets and AMAO #1 and #2 were met.

2. Eastwood second language students consistently attain annual English proficiency targets.

3. Data will continued to be pulled from School City regarding growth of second language learners on benchmarks and writing samples will be looked at as well.


Planned Improvements in Student Performance

School Goal #1

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:

SUBJECT: English-Language Arts

LEA/LCAP GOAL:

Student Achievement--------

SCHOOL GOAL #1:

School-wide achievement in English Language Arts will increase by 6% in grade 2, as measured by WSD benchmark tests, and as measured by SBAC in grades 3-6Kindergarten and first grades will maintain or increase current levels of achievement as measured by WSD benchmark tests.

--------

Data Used to Form this Goal:

2015-16 WSD ELA 3rd Trimester Benchmarks - grades K-2; Smarter Balanced Assessment grades 3 - 6

Performance by grade level:

Grade Overall ScoreKinder 84% proficient or advanced1st Grade 95% proficient or advanced2nd Grade 76% proficient or advanced3rd Grade 64% Meets or Exceeds Standard4th Grade 67% Meets or Exceeds Standard5th Grade 74% Meets or Exceeds Standard6th Grade 61% Meets or Exceeds Standard--------

Findings from the Analysis of this Data:

In looking at the dataKindergarten and 1st grade students continue to exceed district averages in the ELA benchmark3rd and 6th grade have the least percentage of students meeting or exceeding standards in SBACAll grade levels at Eastwood outperform district averages.

Through item analysis of test questions, it has been determined that writing across curricular areas is an area of needed growth for the school. Through the use of thinking map strategies, project GLAD, blended learning opportunities and professional development around the writing process this goal will be achieved.--------


How the School will Evaluate the Progress of this Goal:

Grade level PLC Formative AssessmentsDIBELS Fluency TestingSchool City Rapid ResponseTrimester BenchmarksClassroom AssessmentsTeacher ObservationStudent Work Samples--------

Actions to be Taken to Reach This Goal Timeline Person(s)

ResponsibleProposed Expenditure(s)

Description Type Funding Source Amount

At-risk students in grades TK-6 will receive additional reading instruction during school for up to an hour from a credentialed Eastwood or intervention Teacher.

Start date of 10/31/2016and completion date of 4/29/2017

PrincipalSchool Leadership Team

Intervention Teacher 1000-1999: Certificated Personnel Salaries

Unrestricted 5343

1000-1999: Certificated Personnel Salaries

LCFF Supplemental/Concentration (English Learners)

2350

LCFF Supplemental/Concentration (At-Risk)

7005

All students will be assigned outside reading and will be assessed upon completion.

September 2016 - June 2017

StudentsClassroom TeacherLibrary Media Assistant

Accelerated Reader and STAR Reading Assessment

All students will participate in the monthly site reading incentive program


StudentsParent VolunteersClassroom Teacher

Eastwood Star Reading Program

4000-4999: Books And Supplies

Unrestricted 375

Oral reading fluency support will be provided for selected 2nd grade students.


Parent VolunteerStudents

Rolling Reader





All students will receive relevant and rigorous English Language Arts instruction


TeachersStudents

District-designed project based, inter-disciplinary units

District Funded

Full implementation of Common Core State Standards (CCSS)

Teachers will participate in professional development to assist in alignment of instruction to the Common Core State Standards


TeachersISS Team Members

Instructional support specialists (ISS)

District Funded

Students will use technology to support non-fictional reading and research


StaffStudents

Ed Tech Teacher District Funded

Teachers will collaborate with grade level team members to review data and determine student needs


TeachersPrincipal

Monthly PLC sessions District Funded

Monthly VAPA collaboration

Smarter Balanced Data was dispersed with benchmark data comparison to diagnose need for students and focus areas for staff.

September 2016 - June 2017 Teachers

Principal

Outset of the school year

Teachers will receive purchased instructional materials and supplies for student support and/or growth.


TeachersPrincipal

Instructional Supplies 4000-4999: Books And Supplies

Unrestricted 7563



School Goal #2


SUBJECT: English-Language Arts

LEA/LCAP GOAL:


SCHOOL GOAL #2:

All students will show growth in their written communication skills according to grade level writing standards.The percentage of second language students being reclassified will increase by 6% as measured by annual CELDT data.--------


Student writing samples, CELDT Data for 16-17 School year versus 15-16.--------


In looking at student writing samples, it has been determined that there is a school-wide need to focus on writing across all curricula and in multiple genres.--------


Student pre/post writing samples will be scored using SBAC writing rubricsStudent samples will be reviewed using baseline data--------




Student writing samples will be collected and reviewed by grade level teams to determine both a baseline and a level of growth.


Classroom TeacherPrincipalStudents

School-wide writing promptPLC time: Wed afternoons and VAPA

Classroom instruction will be genre specific per trimester and will be aligned with grade level report card assessment and Common Core standards.

Trimester 1, Trimester 2,Trimester 3

StaffPrincipalStudents

Pre/Post writing samples will be collected at the beginning and end of each trimesterPLC time for review





Thinking Maps will be used to increase student organization and to plan and process information across the curriculum.


StaffStudents

Student Work Samples

PLC time

classroom walk thrus

ISS support

Students will use a variety of technology devices to complete research based writing assignments.


StaffStudentsEd Tech Teacher

Chromebooks, laptops, classroom computers

District Funded

Ed tech support

PLC time

GATE icons and strategies will be used in grades 3-6 to increase the level of complexity expected within writing samples


StaffStudents

All Eastwood grade 3-6 teachers are GATE certified and will receive refresher training from the site GATE coordinator and ISS coachClassroom observations

GLAD strategies will be used in grades K-6 to increase vocabulary and the level of understanding expected within writing samples


StaffStudents

All Eastwood teachers have been GLAD trained within the last two yearsClassroom observations

ISS Support

Teachers will be provided with additional writing strategies to support classroom instruction


PrincipalStaffISS Teachers

ISS teachers will be used as a resource to assist teachers with additional support if needed

Unrestricted 5521.80



TeachersPrincipal

Monthly PLC sessions District Funded

Teachers will receive purchased instructional materials and supplies for student support and/or growth.


TeachersPrincipal

Instructional Supplies 4000-4999: Books And Supplies

Unrestricted 6608.



School Goal #3


SUBJECT: Mathematics

LEA/LCAP GOAL:


SCHOOL GOAL #3:

School-wide achievement in Mathematics will increase by 6% in grades 2-6, as measured by WSD benchmark tests in grade 2, and SBAC in grades 3-6.Kindergarten and first grades will maintain or increase current levels of achievement as measured by WSD benchmark tests.--------


2015-16 WSD Benchmarks - grades K-2, Smarter Balanced Exam Grades 3-6Performance by grade level:

All StudentsKindergarten 94% proficient or advanced1st Grade 90% proficient or advanced2nd Grade 83% proficient or advanced3rd Grade 67% meets or exceeds standards4th Grade 66% meets or exceeds standards5th Grade 67% meets or exceeds standards6th Grade 65% meets or exceeds standards

--------


In looking at the data:On Average, over 65% of all Eastwood Students are scoring at or above the standards in all 4 domains in Smarter Balanced Assessments.Applying mathematical concepts and procedures will be an area of focus.The areas of Listening and Research had the highest numbers of students at or above the standard.

Despite a majority of students scoring proficient or above on 2015-2016 WSD benchmark tests , there is a need to focus on individual strands to maintain and/or increase mathematical proficiency and increase complex problem solving capabilities.--------



Grade level PLC formative assessmentsClassroom teacher observationsTextbook assessmentsTrimester benchmark assessmentsST Math progress reportsSmarter Balanced Assessments

--------




K-6 students will receive additional weekly math instruction (60 minutes in grades K-1 and 90 minutes in grades 2-6)


StaffStudents

ST Math District Funded

Students will receive targeted intervention in math throughout the school day.


StaffStudents

Classroom teachers will provide small group instruction to students in need

Students will use a variety of technology devices for math facts practice, real world application and assessments.


StaffStudents

Chromebooks, Laptops, Classroom computers, computer lab



TeachersPrincipal

Monthly PLC sessions

Primary students will receive support in mastering math facts


StaffParent VolunteersStudents

Upper grade peer tutors and parent volunteers will be utilized for math fact practice.

Teachers will request and receive instructional materials and supplies to support student achievement.


TeachersPrincipal

Instructional Materials 4000-4999: Books And Supplies

Unrestricted 2573.20


932.





Students will participate in rotation stations and playlists of math activities and strategies to support small group instruction for all students.


Teachers


Centralized Services for Planned Improvements in Student Performance

The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each categorical program in this section must be aligned with the Consolidated Application.

Centralized Service Goal #1

SUBJECT: Centralized Services for Planned Improvements in Student Performance in ELA/Math

SCHOOL GOAL #1:





Centralized Services K-2 CSR None Specified Title II Part A: Improving Teacher Quality

27895

All Day Kindergarten None Specified Title III 2718

Professional Development

None Specified Title III 6757

Parent Involvement None Specified Title III 1376

All Day Kindergarten None Specified Other 2237

All Day Kindergarten None Specified Other 4157

Professional Development

None Specified Other 8792

Instructional Support None Specified Other 734

Parent Involvement None Specified Other 1649

School City None Specified Other 180


Summary of Expenditures in this Plan

Total Allocations and Expenditures by Funding Source

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)


7,937 0.00


2,350 0.00

Unrestricted 27,984 0.00

Total Expenditures by Funding Source

Funding Source Total ExpendituresLCFF Supplemental/Concentration (At-Risk) 7,937.00

LCFF Supplemental/Concentration (English Learners) 2,350.00

Unrestricted 27,984.00



Centralized Service Total Expenditures by Funding Source

Total Expenditures by Funding Source

Funding Source Total ExpendituresOther 17,749.00

Title II Part A: Improving Teacher Quality 27,895.00

Title III 10,851.00



Combined Total Expenditures by Funding Source

Total Expenditures by Funding Source (School Goals) Total Expenditures by Funding Source (Centralized Service)

Funding Source Total Expenditures Funding Source Total Expenditures


7,937.00 Other 17,749.00


2,350.00 Title II Part A: Improving Teacher Quality

27,895.00

Unrestricted 27,984.00 Title III 10,851.00

Funding Source Total (School Goals) Total (Centralized Services) Total (Combined)

Unrestricted

Title II

Title III

LCFF Supplemental/Concentration (At-Risk)LCFF Supplemental/Concentration (English Learners)District Funded


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

Jason Kuncewicki X

Jeannine Ewing X

Rebecca Park X

Annette Simrak X

Carie Chambers X

Kimberly Gonzalez X

Mia Levin X

Kristen McNair X

Jennifer Davis X

Teresa Sumrall X

Numbers of members of each category: 1 3 1 5

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.


Recommendations and Assurances

The school site council (SSC) recommends this school plan and Proposed Expenditure(s)s to the district governing board for approval and assures the board of the following:

1. The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.

2. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.

3. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):

State Compensatory Education Advisory CommitteeSignature

English Learner Advisory CommitteeSignature

Special Education Advisory CommitteeSignature

Gifted and Talented Education Program Advisory CommitteeSignature

District/School Liaison Team for schools in Program ImprovementSignature

Compensatory Education Advisory CommitteeSignature

Departmental Advisory Committee (secondary)Signature

Other committees established by the school or district (list):Signature

4. The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

5. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This SPSA was adopted by the SSC at a public meeting on 11/2/16.

Attested:

Dr. Jason KuncewickiTyped Name of School Principal Signature of School Principal Date

Kimberly GonzalezTyped Name of SSC Chairperson Signature of SSC Chairperson Date

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