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The Single Plan for Student Achievement

Wilson Middle School

20-65193-6023907CDS Code

Plan Period: 8/1/2011-7/1/2014Date of revision: Feb 2012

The Single Plan for Student Achievement (SPSA) is a plan of action to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code sections 41507, 41572, and 64001 and the federal No Child Left Behind Act (NCLB) require each school to consolidate all school plans for programs funded through the School and Library Improvement Block Grant, the Pupil Retention Block Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student Achievement.

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

Contact Person: Jennifer Euker

Position: Principal

Telephone Number: (559)-665-8070

Address: 1209 Robertson Blvd, Chowchilla Ca 93610 Chowchilla, CA 93610

E-mail Address: [email protected]

Chowchilla Elementary School District

The District Governing Board approved this revision of the School Plan in June 2011

Wilson Middle School 1

Mission Statement

The mission of the Chowchilla Elementary School District is to provide each student a superior education in a safe and positive climate that promotes high academic performance, personal responsibility and respect for self and others.

School ProfileWilson Middle school is one of five schools that make up Chowchilla Elementary School District. Wilson Middle School has an enrollment of 472 students. The school serves 7th and 8th grade students and has a staff of 19 regular education teachers,1 Special Education instructor, 1 RSP teacher, computer lab tech, library assistant, 1 EL/RSP aide and 3 full time Special Education aides, a Behavior Management Supervisor, as well as, a Resource Officer. A school psychologist is employed by the district full time and spends two days a week on the Wilson campus. Approximately 79.2% (327) of the students participate in free and reduced lunch program.

Utilizing various assessments, teachers may refer students with special needs to the Student Study Team (SST) for regular education additional support The SST serves as a support for teachers and other staff in monitoring student progress and assisting in the development of successful educational strategies. Available interventions include, before and after school intervention classes, a District psychologist, in-class assistance by instructional assistants, a push-in program by the RSP teacher, homework lunch, intervention coordinator, classroom observations, peer tutoring, ROP tutoring. Make up Mondays are scheduled for students in need of making up a test.

This Single Plan for Student Achievement is a plan of action designed to raise the academic performance of the students and improve the school’s academic program. The plan describes activities, strategies, and approaches undertaken at Wilson Middle School with the goal of improving supplemental services that will provide opportunities for all students to meet high standards.


School Accountability Report Card

The School Accountability Report Card (SARC) is available from the school or district office. The School Accountability Report Card is also hosted on the district web site. (www.chowkids.com). The SARC includes details on:

* School & District Information* School Description & Mission Statement* Parent Involvement Opportunities* Demographic Information* School Facilities Information* School Safety* Class Size Information* Teacher/Staff Information* Curriculum & Instructional Materials* Types of Services Funded* Williams Settlement Requirements

Analysis of Current Educational Practice

Upon reviewing the following data: California Standards Test (ELA, math, history, and science), California English Learner Development Test (CELDT) Test Scores, Pre/Post Data, Semester Benchmarks, Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and local test data, it was concluded that mathematics should be our primary concern. Additionally, Wilson Middle school supports increasing student proficiency in writing as it is a District wide area of concern. With staff and students, of the ELD program, indicated that the students are not always placed u the appropriate classes. This is due in most part to the difficulties of placing students in electives, honors and intervention classes. As a result of this goal, the staff will focus on placing students in classes that are leveled based on CELDT results, benchmarks and CSTs. Furthermore, the EL support classes will be grade level and CELDT level appropriate.

Teachers and students indicated that having like levels and like grade levels would increase student performance in academic levels.

A review conducted Finally, English Language Learners in English Language Arts will focus on developing vocabulary.

Goal 1


Students will demonstrate writing proficiency on grade level benchmarks as evidenced through scoring proficient on site writing benchmark rubrics.Goal 2Thirty percent more students will score proficient on grade level math benchmark post-tests than had scored proficient on the pre-test for those same assessments.

Goal 3English Language Learners will show a growth of one level of proficiency on the CELDT exam for each year enrolled at Wilson.

Conclusions from Parent, Teacher and Student Input

Students of Wilson Middle school were interviewed regarding…

CELDT data shows growth however…

Working:A highly qualified teacher and bilingual aide communicate with students and parents regularly via telephone calls and progress reports. High expectations have been established regarding student progress in meeting rigorous educational goals.

Barrier:Class size continues to be a struggle. Class size is typically______. Elective classes for EL students are difficult to schedule as their elective time is taken with English support. Master scheduling without tracking students is also an issue.

1. Alignment of curriculum, instruction and materials to content and performance standards:Wilson Middle School has aligned the curriculum, instruction and materials to content and performance standards by implementing state adopted core materials and board approved programs. Teachers have been provided Staff Development opportunities and grade level articulation time weekly to focus on the California State Content and Performance Standards, adopted core materials, and the opportunity to share and discuss best teaching practices and strategies. Weekly, dedicated Staff Development time has equipped the staff with skills to effectively integrate the standards and adopted text materials throughout the lesson planning and delivery process. Student performance and progress is assessed and recorded on a quarter and semester basis. Wilson Middle School has developed a standards-based report card to align with the content and performance standards. Assessment is ongoing, with the results reported each semester on an assessment composite. Teachers have created and implemented 10 power-standards that aligned with their pacing guides, and common formative assessments in language arts, mathematics,


history, and science. Teachers have also created Explicit Direct Instruction (EDI) lessons that correspond with the standards and pacing guides to ensure students are learning.

2. Availability of standards-based instructional materials appropriate to all student groups:Chowchilla Elementary School District supports a rigorous plan for English Language Learners. The program is based on the state grade level English Development Standards. The program includes structured English immersion, transitional programs, mainstreaming and alternative programs. Holt Literature and Houghton Mifflin / Hampton Brown’s High Point are the state adopted curriculum used in the EL program. A rigorous writing plan which incorporates high level vocabulary an explicit instruction has also been implemented.

Good-first teaching has become a focus within the District. Ongoing staff trainings in the areas of writing and Explicit Direct Instruction (EDI) are in place to support staff in developing a wider repertoire of instructional strategies. Best meeting the needs of every student is our goal.

Holt Literature and Language Arts has been adopted (June 2002) as the ELA curriculum. All teachers have access to and utilize the Universal Handbooks that are a part of the Holt’s Interactive Readers. The Universal Access component is utilized in the EL classrooms.

The district adopted Glencoe for mathematics (June 2008), as well as, science and history (June 2007).

All programs in use have extensive accommodations to meet the instructional needs of all students including those who are English learners, at-risk, special education, as well as the gifted and talented students.

3. Alignment of staff development to standards, assessed student performance and professional needs:In order to meet the diverse needs of the students, the district has implemented weekly Staff Development. The dedicated Staff Development time allows the teachers to collect, analyze, review and reflect on student data. Staff Development days are also dedicated for teacher collaboration, sharing best teaching practices, and discussing intervention strategies and student enrichment.

The areas of focus for the 2011-2014 school years will be in English Language Arts, writing and mathematics using EDI strategies. Additionally, work will be done with the support of Madera County Office of Education to improve student placement in math courses, as well as, to improve instructional strategies and define content specific areas of priority.

Training for EDI strategies are spanning four years per site. The trainings have been set in tiers. Wilson Middle School began trainings with DataWorks in 2008. Fairmead and Reagan began the EDI work in 2009 with Fuller and Stephens beginning work in 2010.


DataWorks specialists walk each teacher through a one day overview of the Explicit Direct Instruction components. Next, are two rounds of grade specific, site demonstrations of EDI lessons which incorporate teachers taking on the lessons with the Data Works staff in the role of coach. In addition, once each year, each staff member will participate in EDI Lesson Design trainings. Staff learn to fold grade level chosen Power Standards into the EDI lesson template.

Writing Trainings came about as a result of members of the District Assessment Team (two teachers representing each grade level and site admin make up the team) expressing a desire to participate in trainings to improve their instructional strategies in the teaching of writing. Units of Study by Lucy Caulkins was a source chosen for the trainings. The initial trainings ranged from 30-45 hours of class time and reflections. Ongoing review of focus student writing samples and videotaped lessons were two ways to monitor the effectiveness of the classroom application of the instructional strategies learned. Additionally, grammar and convention trainings are taking place to align ELA content vocabulary used throughout the entire district. Teachers in grades Kindergarten through 8th grade are participating. The goal is to align content specific vocabulary and concepts throughout the grade levels in support of improving writing proficiency District-wide.

A teacher from the Wilson English Department provides district wide training opportunities to help calibrate and align English content K-8. The focus this year is the proper use of grammar and conventions in the writing application.

Attendance Staff Development Activities: Staff are required to sign in for every staff development. They are required to meet with the principal the day following the meeting on their prep if they fail to attend the trainings. When staff collaborates in their rooms they are required to keep minutes from their meetings and turn them into the principal.

4. Services provided by the regular program to enable Underperforming students to meet standards:All teachers implement the standards-based instructional materials described above in coordination with good-first teaching. The district adopted materials and instructional strategies address standards and instructional the needs of all students, including underperforming students. During initial instruction, teachers use explicit direct instructional strategies and techniques to address the needs of the underperforming students. Math intervention is provided for students within the daily schedule for those who require more support. The focus of this time is to more fully develop the foundational number sense concepts. The school has also added the position of an Intervention Coordinator. A teacher on special assignment observes the students weekly to discuss progress reports and assignments, meets with them individually, and enlists the help of the parent for additional support. The Principal and Vice-Principal conduct summer and quarterly meetings with families of those students deemed to be most at risk.

Wilson School has three highly qualified instructional aides for six hours a day. Bilingual instructional aides assist in the EL classrooms to help meet the needs of the English


Language Learner. The campus also has bilingual instructors present during homework lunch, library instruction, and Spartan Time for further support.

Wilson School has a Student Study Team process for students who are showing either academic or social difficulties. Students can be referred for an SST where a team, which includes the School Psychologist, Resource Program Specialist, Speech Therapist (if necessary), the classroom teachers, parents, and principal, meets and discusses the needs of the student. This team works together to create accommodations, modifications, goals and a plan for the student. Follow-up meetings and conferences are conducted to ensure the student is making adequate progress and/or to rewrite the goals if necessary.

A Resource Specialist (RSP) is employed to assist Special Education students and works in the area of language arts, history and mathematics as push-in support. The RSP also assists students during test taking.

Wilson Middle School students have the opportunity to attend Club Y.E.S. Club Y.E.S. provides instructional learning activities as well as some enrichment activities. Club Y.E.S. is offered to the students five days a week for three hours each day. Students that attend Club Y.E.S. are instructed and supported by specially trained paraprofessionals and high school students.

5. Services provided by categorical funds to enable Underperforming students to meet standardsTitle I funds are used to provide supplemental programs and materials for at-risk students in the District such as; Wilson Summer School and teacher trainings.

Title II Part A funds are used to provide quality staff development for all teachers such as peer coaching to enhance the Writing and EDI trainings, as well as content specific workshops.

Title II Part D funds are used to enhance the existing technology in the District such as; Smartboards, Promethean Boards, Mobi hand held devices, and iPad technologies.

Additionally, there are supplemental instructional materials provided for EL classrooms which are funded through Title III and EIA/LEP monies. These monies also help fund the Instructional Assistants that are assigned to support classrooms serving EL students.

6. Use of state and local assessments to modify instruction and improve student achievement:Data from a variety of standards-based assessments are gathered and used throughout the year to modify instruction and improve student achievement. Local assessments consist of pre/post benchmark assessments, Holt Reading and High Point contain benchmarks that are recorded in Data-Driven Classroom (DDC) so that instructors may compare results and decide on instructional next steps. This data is also added to the “student snap-shot” section in DDC which can be accessed by administration to help with placement and in determining potential student deficiencies.


Local data is gleaned through Glencoe’s mathematics pre/post chapter tests and is reviewed on a semester basis by the teachers and the administration.

The California English Language Development Test (CELDT) is administered to English Learners in the beginning of the school year. This assessment is analyzed by the curriculum office and utilized to place and instruct students.

7. Number and percentage of teachers in academic areas experiencing low student performance:Using CST results as a guide, teachers in the mathematics department experience a markedly lower performance than other content areas. Wilson School is comprised of 20 teachers working in academic areas where there has been low student performance. ALL of our teachers with the exception of one is highly qualified by NCLB standards. The teacher in question is on a “No Child Left Behind Non-Compliant TEACHER ACTION PLAN.

8. Family, school, district and community resources available to assist these students:A variety of family, school, district and community resources are available to assist our students:Special Education Program, Student Study Team Process, Edline (online progress reports and assignments to keep students and parents up to date on student progress) Family Club, 8th grade Parent Club, Drug Store, Police Officers Participation/Intramural Program, Run From Drugs Day, AVID tutorial, ROP High School student tutoring, Monthly Dance Chaperones, Competitive Athletics Program, Student Council Safety Committee, Parent Teacher Conferences, Gradequick Web, Monthly Newsletter on Web, Community Health Aide, Mental Health/Kings View Counseling Services, Migrant Services, ELAC/DELAC, School Site Council (SSC), District Advisory Council, Parent Right’s Handbook, Back to School Night, Open House, High School Helpers, Warriors Wrestling program run and operated on the campus for the community. College courses on Tuesday, and Chowchilla community 4H.

9. School, district and community barriers to improvements in student achievement:A variety of support systems are being implemented both at the district and school site level to address the major barriers identified that affect student achievement. These barriers include varying levels of parental involvement, English learner academic achievement compared to other subgroups of students, and varying levels of professional development as it relates to standards-based instruction, assessment and intervention. Wilson School has established goals for student achievement and has identified internal expertise, district support and community resources that will enable the school to carry out the defined action plans.


10. Limitations of the current program to enable underperforming students to meet standards:It is felt that there are no limitations to the goal for all students to achieve and meet high standards; only opportunities for growth and improvement. In working together as a team and implementing reaching strategies that are researched based and proven effective, Wilson Middle School will strive to meet the goals and be supportive of all students.

Chowchilla Elementary School DistrictSPSA Goals 2011-2014

1. Students will demonstrate writing proficiency on grade level benchmarks as evidenced through scoring proficient on site narrative, persuasive, or data-based writing benchmark rubrics.

2. Students will demonstrate proficiency on district-wide math benchmark assessments.

3. English Learners will raise one performance level each year until proficiency is reached. Students will retain level of proficient once it is reached.


English Language Arts - WRITING

Goal #1: Students will demonstrate writing proficiency on grade level benchmarks as evidenced through scoring proficient on site writing benchmark rubrics.

2010 -2011DataTable 1

Word Analysis

Reading Comp.

Literary Response and Analysis

Writing Conven.

Writing Strat.

Writing Applic.

Benchmarks % Prof. or Adv.

2nd Grade 71 63 75 65 59 57

3rd Grade 68 65 72 57 58 34

4th Grade 67 58 64 64 58 51

5th Grade 56 59 61 64 62 39

6th Grade 68 59 65 71 55 49

7th Grade 62 64 60 66 50 72 46

8th Grade 63 69 65 61 58 46

Conclusions indicated by data:

Five out of eight of the lowest strand scores are found in Writing Strategies. Conversation held with the District Assessment team revealed that many teachers did not teach writing as a content area of its own. Writing happens across the curriculum, but not in lessons design to TEACH writing skills. It was shared that students did not like to write and finding time to write was difficult.

When the lowest two areas are reviewed, Reading Comprehension comes to the surface as an area of concern. As reading and writing are reciprocal processes, determining a remedy for writing which incorporates reading comprehension strategies is needed.

Wilson has implemented writing across the curriculum. The site has incorporated writing with the 7th and 8th grade honors program and have added honors science and social studies in fall 2011 where writing is the focus. All ELA classes were responsible or adding four writing components throughout the year. CST 7 th grade writing indicates the writing scores are on the rise. Seven Wilson students scored perfect on the writing and 23 students increased a performance band.


Goal 2a: To increase the number of students scoring proficient on grade level benchmark post-tests by 30 % over the number that had scored proficient on the pre-test for those same assessments.

2010 -2011DataTable 1

Word Analysis

Reading Comp.

Literary Response and Analysis

Writing Conven.

Writing Strat.

Writing Applic.

Benchmarks % Prof. or Adv.

7th Grade 62 64 60 66 50 72 44

8th Grade 63 69 65 61 58 54

Conclusions indicated by data:

CST ELA Data points indicate that CESD has weaknesses within every strand depending on grade level. Training in Explicit Direct Instruction (EDI) was chosen to increase “Good-First Teaching” opportunities for all students.

Instructional effectiveness during the introduction to any new concept is a key component driving student success. Reducing the likelihood of mis-information, poor examples and lack of concept development while increasing checking for understanding is a basis for improved student performance.

While CST scores rise at a slow pace and continue to show improvement, the sites goal is to increase the number of students moving toward basic from below basic and far below basic. Comprehension and literary terms will be the focus for 2011-2012. The site will implement a Comprehensive Literary Terms Assessment that will be a requirement for graduation much as the Constitution test is for history. The students will show competency by a pass rate of 80% percent. The classes will use EDI strategies to teach the content and align the test with the California State Standards in data-driven.


English Language Arts - EDI

Mathematics – EDI / MCOE support

Goal #2b: To increase the number of students scoring proficient on grade level benchmark post-tests by 30 % over the number that had scored proficient on the pre-test for those same assessments.

2010-2011General Math 7th

Algebra I 8th

Rational Number

Exponent MultiStep Prob.Solv.

Measurement and Geometry

Statistics and Data Analysis

Quant.Relat.

Benchmark % Prof. or Adv.

7th Grade 57 55 58 50 64 59 27

8th Grade 36 25 35 23 44 23 19

Conclusions indicated by data:CST Math Data points indicate that CESD has weaknesses within every strand depending on grade level. Training in Explicit Direct Instruction (EDI) was chosen to increase “Good-First Teaching” opportunities for all students.

Instructional effectiveness during the introduction to any new concept is a key component driving student success. Reducing the likelihood of mis-information, poor examples and lack of concept development while increasing checking for understanding is a basis for improved student performance.

There was a dramatic decrease in CST scores in the district last year. The goal this year is to regain the points lost last year. We have implemented after school mathematics intervention that is standards based. Administration has been in math classes bi-weekly since the beginning of the school year in an effort to monitor student progress in passing data-driven chapter tests. Students who receive low scores retake the test. Collaborating with the high school to develop common assessments and align pacing guides began last year and has continued this year with the addition of 6th grade teachers.

Members of the Wilson Math Department spent time interfacing with both their HS and 6th grade peers to review pacing calendars and instructional strategies in an effort to better align instruction. As a result additional data points are under review.


Goal #3: English Language Learners will show a growth of one level of proficiency on the CELDT exam for each year enrolled at Wilson.

CELDT Data 2010-2011 CELDT Data 2011-2012

7th Grade EL Average Growth8th Grade EL Average Growth

7th Grade EL Average Growth8th Grade EL Average Growth

The average growth in Listening was .07 out of a possible overall score of 4.

The average change in Speaking was .-.03 out of a possible overall score of 4.

The average growth in Reading was .66 out of a possible overall score of 4.

The average growth in Writing was .21 out of a possible overall score of 4.

The average growth in Overall was .31 out of a possible overall score of 4.

Students are making progress in every area except speaking. The shift in writing appears to have an effect on El progress. Additional opportunities for speaking are needed. Reading has shown the largest percentage of growth.


English Language Learners

Form A: Planned Improvements in Student PerformanceThe 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 API and AYP growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards:

SCHOOL GOAL # 1 Students will demonstrate writing proficiency on grade level benchmarks as evidenced through scoring proficient on site writing benchmarks.

63% of all students scored \below Proficient/Advanced in ELAStudent groups and grade levels to participate in this goal:

This goal applies to all studentsAnticipated annual performance growth for each group:

Students are expected to raise one performance level each year until proficiency is reached. Students will retain level of Proficient once it is reached.

Means of evaluating progress toward this goal:

Rubric scores on benchmark writing samples

Group data to be collected to measure academic gains:

Student writing samples based on benchmark prompts

Actions to be Taken to Reach This GoalConsider all appropriate dimensions (e.g., Teaching and

Learning, Staffing and Professional Development)

Start DateCompletion Date Proposed Expenditures Estimated

CostFundingSource

Involvement Staff, SSC members and parents provide input through the

District Assessment Team and District Advisory CouncilGovernance SPSA’a are Board adopted, District support is provided

through trainings and support in vertically aligning writing standards and benchmarks

Funding Proposed expenditures are detailed in the SPSA and align

to the chosen activitiesStandards/Assessment/Accountability A review of site and district data brought to light the lack of

student performance in the area of writing. Additional conversations revealed a desire by staff to have professional development opportunities in research based

Spring 2010

Summer 2010

Summer of 2009 and 2010

Staff overtime to attend meetings

Writing Trainings Step – Up- To- Writing Units of Study

$4800.00

$15,000.00$12,500.00

Title II

Prof. Dev. BGARRA Title I


writing strategies. The District Assessment team chose to focus on creating grade level writing benchmarks with rubrics designed to monitor student progress in meeting state, grade level, writing standards. Staff will share writing results with parents through the parent teacher conferences held each year.

Staffing/Professional Development Writing trainings began in the summer of 2010. The

writing course is 45 hours of seat time and reflection. The training spanned 7 months. Two-thirds of all staff chose to participate in this first round of training. All staff will be held to supporting their students in gaining proficiency in writing. A desire to calibrate staff scoring using the adopted rubrics was also expressed. Additional writing trainings will be provided as the need arises.

Staff Development Google Docs Staff will provide onsite support through the English

Department for the exploration and usage in using Google Docs throughout the various curricular areas. Usage to begin most heavily in ELA

Opportunity and Equal Access The writing initiative began with the idea that student

progress toward proficiency required a block of instructional time devoted to writing instruction solely. First-good teaching is found to be the best line of defense in reaching at-risk students in an effort to support these students reaching proficiency in writing.

Teaching/Learning The goal for all students is scoring proficient on the grade

level writing benchmark. Step #1 – Determining Writing is an area of need through

review of student data Step #2 – Train staff in effective writing practices to insure

timely “Good-First Teaching” Step #3 – Two trainings were offered Lucy Caulkins – Units of Study Training – 45 hours

over 7 months. Shared teacher video lessons and student writing samples showing application of strategies shared.

Connection – What are we learning and why do we

Summer 2010 – Spring 2012

Spring 2012Fall 2014

Spring 2009-Spring 2014

Spring 2010 – Spring 2014


need this in the context of the mini-lesson. Teach - Mini-Lesson – Teach a strategy that students will use often when they write. Teachers determine

what is needed through the student’s ongoing writing. Active Engagement - Actively involve students in trying what has been taught.

Link – Link the strategy just taught to the student’s writing when they return to their seats.

Mid-Workshop Teaching Point – Halfway through the work time, offer another strategy that will improve student writing or highlight a particular example of good work.

After the Workshop Share – Highlight student success or attempt at what was taught during the mini-lesson. Improves student’s desire to write

Wilson Writing across the curriculum in honors history and

science classes. English Language Arts classes have implemented

essay writing to include all genres, narrative, response to literature, etc.

School wide reads. All staff reads and grades essays using the CST rubric.

Aligning essays in data-driven to allow data to drive instruction.



Form A: Planned Improvements in Student PerformanceThe 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 API and AYP growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards:

SCHOOL GOAL # 2 30% more students will score proficient on grade level benchmark post-tests than had scored proficient on the pre-test for those same assessments.42% of the students scored Below P/A in Math

Student groups and grade levels to participate in this goal:

This goal applies to all students

Anticipated annual performance growth for each group:

Students are expected to raise one performance level each year until proficiency is reached. Students will retain level of proficient once it is reached.

Means of evaluating progress toward this goal:

Scores on Pre-Post Benchmark exams

Group data to be collected to measure academic gains:

Student Benchmark Pre-post – test results

Actions to be Taken to Reach This GoalConsider all appropriate dimensions (e.g., Teaching and

Learning, Staffing and Professional Development)

Start DateCompletion Date Proposed Expenditures Estimated

CostFundingSource

Involvement Staff, SSC members and parents provide input through the

District Assessment Team and District Advisory CouncilGovernance SPSA’s are Board adopted, District support is provided

through EDI trainings and support in providing for peer coaching

Funding

Spring 2008

Summer 2008

Staff overtime to attend meetings

Explicit Direct Instruction (EDI) Trainings

DataWorks Trainers Sub Costs

Already listed in Goal # __

$84,000.00$7,500.00

Title II

MCOEARRA Title I


Proposed expenditures are detailed in the SPSA and align to the chosen activities

Standards/Assessment/Accountability A review of site and district data brought to light the lack of

student performance in the ELA and Math concepts. With good first teaching being a recognized research based practice, it was decided that trainings in Explicit Direct Instruction (EDI) was appropriate. TAPPLE is a foundational component in any EDI lesson and it is the initial focus of classroom implementation. Lesson design and incorporation follows. District and site administration attend the trainings, model lesson and conduct weekly walkthrough to monitor teacher proficiency. Peer coaching is also used to support staff in becoming comfortable with the EDI strategies.

Staffing/Professional Development EDI trainings began in the summer of 2008. The trainings

began at Wilson. The following year Fairmead and Reagan began using EDI. This year Stephens and Fuller came aboard. All staff will be held to supporting their students in gaining proficiency in ELA and Math. EDI lessons are primarily used to introduce content. TAPPLE refers to questions students throughout any lesson to determine a student’s understanding of the content or concept being taught. EDI trainings are planned to span 4 years to best support teachers implementing the EDI research based strategies within the classroom.

Madera County Office Of Education Support Kathy Woods will work with staff to develop criteria for

math placement. Additionally, Mrs. Woods will meet with staff to determine math content pacing and strategies for most effectively presenting the concepts. Mrs. Woods will coach, team teach and work to align/calibrate lessons for power standards amongst those teaching in the math department.

Opportunity and Equal Access The EDI initiative began with the idea that student

Summer of 2008 – Spring 2012


Fall 2012 – June 2012

Summer 2008-Spring 2012

Lesson Costs

MCOE Contracted hours for Mrs. Woods

$24,840.00

$5000.00

$6025

Title II

Title I

Title II


progress toward proficiency required explicit direct instruction of grade level chosen Power Standards. First-good teaching is found to be the best line of defense in reaching at-risk students in an effort to support these students reaching proficiency in ELA and Math standards.

Teaching/Learning The goal for all students is scoring proficient on the grade

level ELA and math benchmark. Step #1 – Determining Explicit Direct Instruction is needed

for ELA and math to improve student performance on CST Step #2 – Train staff in EDI practices to insure timely

“Good-First Teaching” Step #3 – EDI Trainings – 2010-2011 School Year

Wilson

5 days EDI coaching – Lesson Demonstration/Coaching

1 day EDI Lesson Design Training

Step #4 – Develop Power Standards / benchmarks Step #5 – Develop lessons for Power Standards Step #6 – Teach EDI Lessons Step #7 – Assess student performance of tested Power

Standards Step #8 - Maintain ongoing review of student progress to

determine next steps. Monitoring to be done with in the classroom, within the grade level or department and at weekly Professional Development Mondays

Staff Development – Cognitively Guided Instruction (CGI)

Train staff in CGI for upcoming school year to better align with Common Core and to support students in more rigorous curriculum.



Summer 2013 –Summer 2014

Already Listed Above


Form A: Planned Improvements in Student PerformanceThe 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 API and AYP growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards:School Goal # 3 English Language Learners will show a growth of one level of proficiency on the CELDT exam for each year enrolled at Wilson.

Student groups and grade levels to participate in this goal:

All 7th and 8th grade English Learner students at Wilson Middle School

Anticipated annual performance growth for each group:

One level of Proficiency for each year enrolled at Wilson Middle School

Means of evaluating progress toward this goal:Review of CELDT Data

Group data to be collected to measure academic gains:CELDT data

Actions to be Taken to Reach This GoalConsider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development

PROBLEM 1: Class compositions are inconsistent

Student arrangements in class seem to follow generally along ability level, but in many instances are dictated by scheduling needs, particularly for Math Lab.

Suggestion: Create New Course Categories1. ELD Basic:

1.1. Students who clearly are EL and need more scaffolding then others.

1.1.1. These students will be scoring 2 or less on the CELDT

1.2. Students in this class will be a mix of 7th and 8th graders

1.3. Students will use ELA 7 & 8 material (Holt First and Second Courses) and supplemental material.

2. ELD 7 2.1. Students who do not qualify for regular ELA 7 but

who are clearly beyond the basic needs of ELD.

Start DateCompletion Date

August 2011May 2012

August 2012May 2014

August 2012May 2014

Proposed Expenditures

No Funding Needed

No Funding Needed

No Funding Needed

EstimatedCost

FundingSource


2.2. All students in this class will be 7th graders and scoring 3 or above on CELDT.

2.3. Students will use ELA 7 material (Holt First Course) and supplemental material.

2.4. This class will be aligned with ELA 73. ELD 8

3.1. Students who do not qualify for regular ELA 8 but who are clearly beyond the basic needs of ELD.

3.2. All students in this class will be 8th graders and scoring 3 or above on CELDT.

3.3. Students will use ELA 8 material (Holt Second Course) and supplemental material.

3.4. This class will be aligned with ELA 8

PROBLEM 2: EL Support Classes have limited effectiveness

A. EL Support is suffering because the class is too small to be completely effective. Fewer than fifteen students in the classroom can be problematic because students feel the class isn’t a real “class.”

B. Further, because the class incorporates students from a variety of ELA instructors, it is difficult to do broad reinforcement of lessons. Students are being taught different concepts at different times and at different depths.

Suggestion for 2A: Create optimum EL Support Class Size (between 15 and 25)1. Increase Class Size by:

1.1. Including more EL students in EL Support1.1.1. Place all students in ELD Basic/ELD 1 in

EL Support1.1.2. Identify at-risk students in ELD 7 & ELD 8

to be included in EL Support1.1.3. Combine EL Support Classes

Suggestions for 2B:1. All students in EL Support will be from ELD courses

1.1. Eliminates the problems of complexity.2. Create separate EL Support classes based not on

grade level but on students who currently are and are not in ELD. Utilize SNAP! For reading intervention2.1. The two EL Support courses could then be better

August 2012May 2014

August 2012May 2014

August 2012May 2014

No Funding Needed

No Funding Needed

No Funding Needed


tailored to meet the new of the different student populations.


Form C: Programs Included in this Plan

Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. (The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.)

State Programs Allocation

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

Economic Impact Aid/ State Compensatory Education Purpose: Help educationally disadvantaged students succeed in the regular program. $ 52,503.00

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

High Priority Schools Grant Program Purpose: Assist schools in meeting academic growth targets. $

Instructional Time and Staff Development Reform Purpose: Train classroom personnel to improve student performance in core curriculum areas. $

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

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


School and Library Improvement Program Block Grant Purpose: Improve library and other school programs. $ 5,641.00

School Safety and Violence Prevention Act Purpose: Increase school safety. $

Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students. 2009/2010 $3,055.87 $

List and Describe Other State or Local funds (e.g., Gifted and Talented Education) $

Total amount of state categorical funds allocated to this school $ 58,144.00

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

$

Title I, Part D: Delinquent Purpose: Supplement instruction for delinquent youth $

Title I, Part A: Schoolwide Program Purpose: Upgrade the entire educational program of eligible schools in high poverty areas $ 84,925.00

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

$

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

$

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


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

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

$

Title IV, Part A: Safe and Drug-Free Schools and CommunitiesPurpose: Support learning environments that promote academic achievement $

Title V: Innovative Programs Purpose: Support educational improvement, library, media, and at-risk students $

Title VI, Part B: Rural Education AchievementPurpose: Provide flexibility in the use of NCLB funds to eligible LEAs $

Other Federal Funds (list and describe1) $

Total amount of federal categorical funds allocated to this school $ 84,925.00

Total amount of state and federal categorical funds allocated to this school $ 143,069.00

Form D: School Site Council Membership1 For example, special education funds used in a School-Based Coordinated Program to serve students not identified as individuals with

exceptional needs.


Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the school site council is as follows:2

Names of Members

Prin

cipa

l

Cla

ssro

omTe

ache

r

Oth

er S

choo

l S

taff

Par

ent o

rC

omm

unity

Mem

ber

Sec

onda

ryS

tude

nt

Jennifer Euker XJason Mercier (VP) X

Mike Martin XErin Henley X

Rosemary Gonzalez XDanielle Davison X

Cindy Black XMaria Crouch X

Vanessa Fuller X

Rebecca Muñiz X Numbers of members of each category

2 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.


Form E: Recommendations and Assurances

The school site council recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following:

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

2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval.

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

___ School Advisory Committee for State Compensatory Education Programs

___ English Learner Advisory Committee

___ Community Advisory Committee for Special Education Programs

___ Gifted and Talented Education Program Advisory Committee

___ Other (list) Family Club

4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the LEA Plan.

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

6. This school plan was adopted by the school site council at a public meeting on: 3/01/11.

Attested:

_________________________ _______________________Jennifer Euker (Principal) Signature of school principal Date_____

__________________________ _______________________Jason Mercier (Vice Principal) Signature of SSC chairperson Date______


The Single Plan for Student Achievement · Web viewThe school site council reviewed the content...

Documents

Transcript of The Single Plan for Student Achievement · Web viewThe school site council reviewed the content...