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The Single Plan for Student Achievement

School: Wilson

District: Chowchilla Elementary School District

County-District School (CDS) Code: 60-23931

Principal: Zachary White

Date of this revision: June 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: Zachary White

Position: Principal

Telephone Number: 559-665-8070

Address: 1209 W. Robertson Chowchilla, CA 93610

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on June 2016

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Table of Contents

Single Plan for Student Achievement

School Vision/Mission

School Profile and Description

Analysis of Current Educational Practice

School Accountability Report Card

Chowchilla Elementary School District 2014-2017 LCAP Goals

Student Safety (Goal #1)

Student Engagement (Goal #2)

Writing (Goal #3)

Reading (Goal #4)

Math (Goal #5)

Parent Participation (Goal #6)

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5

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Centralized Services for Planned Improvements in Student Performance 22

Programs Included in This Plan 23

School Site Council Membership 26

Recommendations and Assurances 27

Single Plan for Student Achievement Annual Evaluation

Appendix A: Data

Parent Compact

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School Vision and MissionThe 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 Profile and DescriptionWilson Middle school is one of five schools that make up Chowchilla Elementary School District. Wilson Middle School has an enrollment of approximately 500 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.

Each Monday provides time for staff development through an early release of students. District coaching is also utilized in the areas of ELA, 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

The Weekly Bulletin is a weekly memo that is distributed to all staff. The Bulletin highlights events for the week. A monthly calendar is also distributed to all staff at the beginning of each month. The yearly school calendar is distributed to all staff members and can be accessed on the district’s website. Flyers are sent home throughout the year (in English and Spanish) highlighting school and community events. Main events are also published in the local weekly newspaper. The School Messenger is used to call parents about special events throughout the year.

The Wilson Family Club meets once a month. The Family Club is active in raising funds for student supplies, incentives, field trips, assemblies, student planners, and other requests presented by the administration or parents.

The Wilson School Site Council meets a minimum of four times during the school year. The membership consists of 5 parents, 3 teachers, 1 classified, and the school administrator. The School Site Council helps determine the needs of the school.

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The Wilson ELAC meets three times during the school year. These meetings allow time for parents to learn about and provide input into the various programs and strategies used involving students learning English as a second language. The ELAC members also review, discuss, and provide input regarding legal issues, school priorities, safety issues, school attendance, and other school information. The SPSA is a plan which is designed to focus implementation efforts aimed at raising student achievement and improving the school’s academic programs. This plan outlines activities, strategies and approaches implemented at Wilson School.

ANALYSIS OF CURRENT EDUCATIONAL PRACTICEThe following statements characterize educational practice at this school:

1. Alignment of curriculum, instruction and materials to content and performance standards: Curriculum Guide District School Board adopted core curriculum The Board of Trustees has formally adopted the state standards in the core

subject groups. The district currently uses materials from the state approved adoption lists in these core subjects in addition to teacher and student generated materials. The materials are aligned with the standards at each grade level and in each subject. Teachers and administration are working to develop materials better aligned to best teaching practices.

Wilson Middle School has aligned the curriculum, instruction and materials to content and performance standards by implementing research based practices with state adopted core materials as resources and board approved programs. Teachers have been provided staff development opportunities and grade level articulation time weekly to focus on the California State Common Core 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 trimester basis. Assessment is ongoing, with the results reported each trimester on an assessment composite. Teachers have created and implemented pacing guides for use in language arts and mathematics. The pacing guides are another measurement to help ensure the alignment of curriculum, instruction and materials to the content and performance standards.

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 offerings include structured English

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immersion, transitional programs, mainstreaming and alternative programs. Our mainstream ELA teacher works closely with our bilingual aid in reading and writing instruction. Lessons are modified to both meet the standards and align with each child’s needs.

Good-first teaching has become a focus within the District. Ongoing staff trainings in the areas of writing and Cognitively Guided Instruction (CGI), guided reading, technology and Kagan Structures are in place to support staff in developing a wider repertoire of instructional strategies. Implementing strategies that best meet the needs of every student is our goal.

Adopted state material and supplemental materials in all classrooms All students have access to sufficient and appropriate textbooks and teacher

created instructional materials in the core subjects of Reading Language Arts Holt Rinehart and Winston ), Mathematics (McGraw Hill Glencoe), Science (McGraw Hill), and Social Studies (McMillan Mc Graw-Hill) consistent with the CESD Board adoptions.

3. Alignment of staff development to standards, assessed student performance and professional needs:

Student data analysis Deployment discussions Grade level collaboration meetings Professional Learning Communities (PLCs) Training for CGI strategies are spanning multiple years per site. The trainings

have been set in tiers. We began conversations in winter 2013. CSU Fresno staff and district staff work with each site to support teacher application of the Cognitively Guided Instruction components. Wilson Middle has the CGI team onsite for staff development Monday trainings, in addition to, support through 4 sub training days and trainings that occur each summer. The district CGI math coach is also used to provide reflective conversations with individual teachers or teams when requested.

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 access trainings to improve their instructional strategies in the teaching of writing. Units of Study by Lucy Caulkins. Ongoing review of student writing samples and videotaped lessons were two ways to monitor the effectiveness of the classroom application of the instructional strategies used. With the addition of an ELA coach further trainings and support for guided reading and literature circles are also available.

Kagan Structures trainings have been infused to district and site staff development activities. Student engagement combined with accountability measures is a research based formula for increased academic performance. A coach is in place to work with staff to increase the implementation and effectiveness of these structures districtwide.

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The use of technology is a districtwide need. Additional IT staff and a districtwide coach are in place to support the effective use of technology embedded in instruction. Wilson is one to one with technology for an entire grade level. Every teacher has access to either Chromebooks, laptops, pc’s or iPads. Every teacher has either a promethean board or smart board in the class.

Staff development is central to our efforts to increase academic achievement for all students. Regularly scheduled minimum days and sub day trainings allow for staff development to take place and also promote opportunities for teachers to work collaboratively on ensuring all students meet the grade level standards.

4. Services provided by the regular program to enable underperforming students to meet standards:

Comprehensive Student Reviews 2 times per year CAST (Site based Review team for struggling students) Universal Access/ELD Instruction Small group instruction in classroom setting LAB reading and math intervention IREADY Afterschool Student Care SST (Student Study Team - Special Education Review of Students

progress)

All students at Wilson Middle School participate in core instruction and take part in supplemental activities to support the core program. All teachers implement the standards-based instructional materials described above in coordination with good-first teaching. The district adopted materials and instructional strategies address the needs of all students, including underperforming students. Staff is using instructional strategies and techniques to address the needs of the underperforming students.

Wilson Middle School has a Student Study Team process for students who are showing either academic or social difficulties. Two times each year a Comprehensive Student Review is conducted to pinpoint the student needs of every student. At this time students are provided an intervention matching the concern. Timely monitoring of student progress is used to determine if the intervention remains in place, or if the child requires a different level of service. Services may be discontinued at this time, or bumped up to a more supportive service. Students can be referred for an SST where a team, which includes the School Psychologist, Resource Program Specialist, Speech Therapist (if necessary), the classroom teacher, 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.

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Chowchilla School students have the opportunity to attend an afterschool student care program. This program provides instructional learning activities as well as some enrichment activities. The afterschool offering is available to the students 5 days a week for 3 hours each day. The students that attend the program are instructed and supported by specially trained paraprofessionals and high school students.

5. Services provided by categorical funds to enable Underperforming students to meet standards:

Supplemental support services After school interventions provided by general education teacher Writing Instruction English Learner Language Development Strategies Instructional Aides Title I Learning Lab Teacher

Categorical funds are used to strengthen and support the core curriculum program. Title I funds are used to provide programs and materials for at-risk students in

the District such as Guided Reading and/or phonics-based leveled readers (SNAP!) which are used in the Reading Intervention setting and the SDC class.

Title II Part A funds are used to provide quality staff development for all teachers such as peer coaching to enhance the Writing and CGI trainings.

Title III funds are used to provide programs and materials for the EL students in the District such as writing training materials.

There are instructional materials provided for these ELL classrooms which are funded throughout EIA/LEP monies. These monies also help fund the Instructional Assistants that are assigned to these classrooms.

6. Use of state and local assessments to modify instruction and improve student achievement:

Computer data system (Data Driven Classroom)Analysis of student data (State Assessments, grades, benchmarks, DIBELS, other classroom assessments) is used to judge the overall achievement of the school and the subgroups. All test results and achievement data is disaggregated to identify student needs.

A variety of standards-based assessments are administered and used throughout the year to modify instruction and improve student achievement. Local assessments consist of pre/post benchmark assessments for English Language Arts and mathematics, frequent common formative assessments (chapter tests, smaller standards tests), as well as trimester Writing assessments.

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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 instruct students.

Wilson Middle School is in Year 5 of Program Improvement. To address the needs of those student groups who have not achieved the established Annual Measureable Objectives (AMO), the School Site Council has adopted a school Restructuring Action Plan (see Attachment A). Implementation of the Plan will be monitored by an Alternative Governance Board

7. Number and percentage of teachers in academic areas experiencing low student performance:

Student Study Team As noted by teacher semester data to PrincipalAll teachers at Wilson Middle School have some students with low student performance as well as students with superior performance. Efforts to meet the needs of the students not meeting standards are continual throughout the year.

Parent meetings when students fall below a 2.0 GPA.

8. Family, school, district and community resources available to assist these students:

ELAC Family Club ELA/ Math Family Nights School Site Council DELAC After school program After school intervention Nonprofit organizations that provide rich educational experiences Parent Training events Homework Hall

There are a variety of resources available to assist students in reaching their potential. There are frequent teacher-home communication, parent conferences twice a year, and referrals to outside agencies (counseling, medical needs). The district also has a variety of educational placements available to assist these students (on site intervention, Independent Studies, Home Hospital, RSP and SDC options).

9. School, district and community barriers to improvements in student achievement:

Family awareness of nonprofit organizations Transportation Parent Trainings

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Focus Walks (weekly) emphasis on good instruction, Kagan and the use of technology.

10. Limitations of the current program to enable underperforming students to meet standards:

Transportation Aligning strategies used at feeder schoolsThe current SPSA is designed to assist all students.

School Accountability Report Card

The School Accountability Report Card is available at the school office, district office or online (www.chowchillaelem.k12.ca.us). The School Accountability Report Card provides information on: Parent Involvement Opportunities, School Facilities, School Safety, School Demographics, Curriculum and Instructional Materials, Class Sizes, Teacher/Staff Information, Types of Funded Services, and Williams Settlement Requirements.

Chowchilla Elementary School District2014-2017 LCAP Goals

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http://www.chowchillaelem.k12.ca.us/

1. SAFE AND CLEAN ENVIRONMENT - Through the 2016-2017 school year, all sites be safe and clean as measured through Williams compliance forms. Additionally, >90 % of our parents and students surveyed will rate the sites as “clean” and “safe”.

2. STUDENT ENGAGEMENT - By the 2016-2017 school year, all staff will participate in content rich instructional strategy trainings to increase student engagement as measured by classroom observations, student survey results, an increase in student grades, lower suspension/expulsion rates and increased attendance.

3. WRITING - By the 2016-2017 school year, all students will make measurable growth in writing as measured obtaining an average 3.2 on the District Benchmark Writing Rubric and demonstrating proficiency on the State’s standardized testing and in meeting API targets. The percentage of ELs meeting the reclassification criteria, as a result of the instructional changes in ELA and Math, will remain consistent while the percentage of long term ELs will diminish by 5% yearly. The student grade level overall average scores on the district writing benchmark assessments are expected to rise by .3 out of a total score of 4 points each year until proficiency is reached. Students will retain level of proficient once it is reached.

4. READING - By the 2016-2017 school year, all students will make measurable growth in reading as measured by the site’s increase in average running record level and meeting API targets. There will be an increase the number of intervention students reading within 6 months of grade level by 20% each year until the target of 100% of students have met this goal.

5. MATH - By the 2016-2017 school year, all students will make measurable growth in math as measured by obtaining an average 2.8 on the District Benchmark Math Rubric and demonstration proficiency on the state’s standardized test and meeting API targets. Cognitively guided Instruction (CGI) and Intervention: EL, Migrant, Foster Youth, SpEd. In Mathematics, students are expected to raise their overall rubric score by 10% each year until proficiency is reached. Students will retain level of proficient once it is reached.

6. PARENT PARTICIPATION - By the end of the 2016-2017 school year parents will participate more fully and in larger numbers on site committees, will attend parent conferences 2 times each year and participate in parent trainings targeted on areas of parent interest. Increased parent participation will be measured through a parent survey and sign-in sheets from district and site events.

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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 academic performance index and adequate yearly progress growth 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: LEA GOAL 1: All students in the Chowchilla Elementary School District will be educated in a safe and healthy learning environment. Through the 2016-2017 school year, all sites be safe and clean as measured through Williams compliance forms. SCHOOL GOAL 1: By June 2017, the percentage of students that report feeling “safe” or “very safe” on the CESD Stakeholder Survey will remain in excess of 90%.

What data did you use to form this goal? CESD Stakeholder Survey of students,

staff, parents, and community Comments and testimonials of CESD

students and staff Williams Compliance forms

What were the findings from the analysis of this data?

In 2013-2014 Stakeholder Survey, <10% of CESD students said they felt “unsafe” at school

Williams Compliance forms – Minor repairs needed

How will the school evaluate the progress of this goal?

This school goal will be evaluated on an annual basis as part of the SPSA evaluation process

Williams Compliance forms

STRATEGIES: 1) Wilson will use an inquiry-based approach to identify major student safety issues, review current practices, and identify potential strategies or interventions to increase student safety. Issues noted on Williams Compliance forms will be addressed.

Action/Date Person(s) Responsible Task/Date Cost and Funding Source

(Itemize for Each Source)Each site will have a school safety planning committee

Wilson will install a camera system

The site leadership team will review SSC recommendations, develop implementation plans, and present ideas to stakeholders

Chairperson (SSC Chair)

Mr. White

Mr. White, Principal and site leadership team

August of each year – Williams Compliance walk-through

A new safety survey will be developed and given to staff to prioritize safety goals.

October 1–December : SSC meets to identify major safety issues and review current practices

January : SSC meets to identify potential strategies and make recommendations to site leadership

February : leadership team meets to review SSC recommendations and develop implementation plans

March : leadership team presents to stakeholders and makes revisions, if necessary

None

20K

None

LEA GOAL 2: By the 2016-2017 school year, all staff will participate in content rich instructional strategy trainings to increase student engagement as measured by classroom observations, an increase in student grades, lower suspension/expulsion rates and increased attendance.

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SCHOOL GOAL 2: By the 2016-2017 school year, all staff will participate in content rich instructional strategy trainings to increase student engagement as measured by classroom observations, an increase in student grades, lower suspension/expulsion rates and increased attendance.What data did you use to form this goal?

Wilson staff observations/grades Suspension/expulsion data Attendance rates Stakeholder survey data


Staff noted an increase in student engagement through the use of CGI, Kagan structures, and technology

In 2015-2016 Stakeholder Survey, parent shared that the school should focus more on career and college readiness as well as community meetings allowing for more parent input.

Suspensions/expulsions rate reduced


This school goal will be evaluated on an annual basis as part of the SPSA evaluation process

STRATEGIES: 1) PTMS will use an inquiry-based approach to identify major student safety issues, review current practices, and identify potential strategies or interventions to increase student safety.

Action/Date Person(s) Responsible Task/Date

Cost and Funding Source

(Itemize for Each Source)Use of Kagan Structures

Expand Technology usage

Cognitively Guided Instruction (CGI

Site Lead, Erin Henley Kagan/Tech Lead/CoachZachary White, PrincipalMr. White, Principal and site leadership team

All Staff

August - June: Utilize Kagan Structures through PD offerings. Use classroom to model Kagan Strategies for others – Demonstrate strategies at Monday Staff Development

February: leadership team meets to review technology uses on campus and develops plan for expansion to bridge to Wilson.

August through June: Staff train on the effective use of CGI (math instruction)

Compensation for work done outside school day - $1000

Sub Pay for Wilson Staff

Paid for with District FundsAlready noted in goal #4

LEA GOAL #3: The student grade level overall average scores on the district writing benchmark assessments are expected to rise by .3 out of a total score of 4 points each year until proficiency is reached. Students will retain level of proficient once it is reached.

SCHOOL GOAL #3: The student grade level overall average scores on the district writing benchmark assessments are expected to rise by .3 out of a total score of 4 points each year until proficiency is reached. Students will retain level of proficient once it is reached.

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What data did you use to form this goal?

District ELA Benchmark Writing Assessments 2012-2014 CELDT results (reading and writing scores) Re-designation rates

What were the findings from the analysis of this data?School-wide achievement in writing has improved greatly over the past three years; however, we have not reached proficiency. Consistent growth in achievement for the English learner subgroup in writing has begun to rival other high scoring CELDT domains. We are working to further strengthen the student’s writing as writing is the reciprocal process to reading, where we are seeing the same growth. It is working, so we will continue on.

How will the school evaluate the progress of this goal? Monthly, trimester, and annual program monitoring and evaluation—see action item #1 and 2 below.

Where can a budget plan of the proposed expenditures for this goal be found? Goal 1’ (Pg. 3) of the SPSA Budget Tool (Form F)

STRATEGY: During 2014-2017, the school will implement a school-wide writing intervention program to address the written communication needs of struggling writers and English learners as measured by student work samples and district benchmark assessments (weekly, monthly, quarterly, annually).



(Itemize for Each Source)

1. (by June 30, of each year through 2017)Identify student writers who did not meet the established rise in writing by the end of the previous year.

Linda Russell-ScheetAssistant Superintendent Site Administration

End of Year: Collect and analyze District Writing Benchmark work, of low scoring students and CELDT Data; identify students from each grade level for writing intervention.

$ Literacy Coach$ Blue Sheet time for grade level leads to meet outside of contracted hours

Identify student writers who did not meet established rise in writing by the end of the year.

SuperintendentSite Administration

In accordance with the Alternative Governance Board (AGB) Action Plan, conduct ongoing team collaboration to review grade level formative assessments, summative assessments, intervention progress, and student work samples in the area of Language Arts to identify struggling writers. Teachers will review students’ benchmark writing to monitor the progress of students, create interventions, and plan for addressing future standards.

Determine site level intervention for the upcoming year and throughout the year.

1. ContinuedReview student writing data by the end of each semester to monitor student progress.

Grade Level Literacy LeadsAdministration

School Site Council Members

End of Year, End Of Semester and Monthly: Determine struggling students and determine appropriate intervention. Determine area of instructional practice in need of additional staff training.

Schedule students into intervention schedule. Consider possible intervention needs of students which enroll or arise mid-year. Findings will be reflected in the SSC minutes.

Administration Monthly: A Writer’s Workshop model (Units of Study, by

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Monthly monitoring and discussions of students found not to be making sufficient progress will take place as needed.

Site LeadsMichelle WorrellLiteracy Coach

Lucy Calkins) has proven to be effective. Continue to provide coaching and training to best support the refinement instructional writing and collaboration strategies of staff.Teachers will discuss students struggling to improve writing practices monthly with Literacy Coach as needed. Instructional remedies will be discuss and utilized to raise student writing proficiency

2. (Professional Development Mondays Through 2017)Monday Staff Development – Analyze and discuss benchmark writing prompts, student work samples created in response to writing prompts and data collected in each of the strands of the writing rubric. Continue to calibrate scoring and instruction though conversations, and use of District Literacy Coach for modeling, demonstrations and team teaching.

Maria DiazLiteracy Coach

Grade Level Literacy Leads

ELA Teachers

Erin HenleyCooperative Learning/Tech Coach

Monthly: Collect and analyze District Writing Benchmark data to determine areas of student writing needs. Determine methods for best supported the increase in those areas of need. Continue to calibrate teacher scoring of writing rubrics.

Weekly: Continue to provide coaching and training to best support the refinement instructional writing and collaboration strategies of staff in order to calibrate writing instruction.

As Needed: Cooperative Learning/ Tech Coach supports use of collaborative structures and Technology in support of meeting common core standards interwoven through specific content.

3. ( Professional Development – Supersub Trainings through 2017)Hold 5 Supersub (provide subs for grade level leads to train during the workday) days to provide leads with training skills and content knowledge to share back with their site staff to improve writing instruction.



5 Half Days Yearly: Having defined areas of student writing needs, create a plan to refine the instructional writing practices which in turn will raise student writing proficiency.

4. In accordance with the Alternative Governance Board Action Plan, Lucy Calkins’ Units of Study has been implemented schoolwide to address the writing needs of all learners with additional focus on our EL subgroup (Professional Development through coaching through 2017)

Coach will model lesson or provide demonstrations aimed at improving

Maria DiazLiteracy CoachErin HenleyCooperative Learning/Tech CoachGrade Level Literacy LeadsWilson Teachers and Administration

As directed by the AGB Action Plan, implementation of Units of Study will be used with fidelity to support improved learning opportunities.

Use Units of Study, Writer’s Workshop model to continue making growth in writing. Use POD times as needed to assist in helping teachers become better prepared to teach

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the writing proficiency of students through the implementation of Units of Study.

writing.

5. (Professional Development through Leadership through 2017)Hold 6 leadership trainings aimed at improving leadership skills of site leads.


6 1 and a half hour trainings yearly: Book studies and discussions focused on developing leadership skills

Professional Development

Summer Session

5 day CARE for K-6 staff

Maria DiazLiteracy CoachDayna ValadaoConsultantGrade Level Literacy Leads

5 Half Day Trainings: CARE (Content Accessed through Repeated Exposure) training in a lab type setting. Staff train on components of effective lesson design using research based strategies for EL instruction. Accessing core content at a high level of rigor in order to write effectively using elaboration and powerful word choice.

LEA GOAL #4: To increase the number of intervention students reading within 6 months of grade level by 20% each year until the target of 100% of students have met this goal.

SCHOOL GOAL #4: To increase the number of intervention students reading within 6 months of grade level by 20% each year until the target of 100% of students have met this goal.


We used current CELDT scores for reading and writing as well as the iready reading assessment program. This program will be used to get a pre and a post year level for lexile, vocabulary,

What were the findings from the analysis of this data?School-wide achievement in reading has improved; however, we have not reached proficiency. Consistent growth in achievement for the English learner subgroup in reading has begun to rival other

How will the school evaluate the progress of this goal? Weekly, monthly, quarterly, and annual program monitoring and evaluation—see action item #1 below.

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comprehension of literature, and comprehension of informational text.

high scoring CELDT domains. We are working to further strengthen the student’s reading as reading and writing reciprocal processes. It is working, so we will continue to monitor progress and refine instructional reading practices.


STRATEGY: During 2012–13, the school will implement a school-wide reading intervention program to address the reading comprehension needs of struggling readers and English learners as measured by running records and student work samples (weekly, monthly, quarterly, annually).



(Itemize for Each Source)

1. (by June 30, 2014 and each year through 2017)

Identify student readers who did not meet the established rise in reading instruction by the end of year. Determine site level intervention for the upcoming year.

Review reading data at the end of each month, semester and year to monitor student progress and suggest instructional refinements and/or movement for struggling students into intervention.

Alternative Governance BoardSSCSite Administration

In accordance with the Alternative Governance Board (AGB) Action Plan, conduct ongoing team collaboration to review grade level formative assessments, summative assessments, intervention progress, and student work samples in the area of Language Arts to identify struggling readers. Teachers will use this data to monitor the progress of students, create interventions, and plan for addressing future standards.

$ Literacy Coach$ Blue Sheet time for grade level leads to meet outside of contracted hours


End of Year: Collect and analyze instructional reading levels, Running Records of low scoring students and CELDT Data; identify students from each grade level for reading interventions.

Grade Level Literacy LeadsAdministration


End of Year, End Of Semester and Monthly: Determine struggling students and determine appropriate intervention. Determine areas of instructional practice in need of additional staff training.Schedule students into intervention schedule. Consider possible intervention needs of students which enroll or arise mid-year. Findings will be reflected in the SSC minutes.


Monthly: Literature circles have proven to be effective. Continue to provide coaching and training to best support the refinement instructional reading and collaboration strategies of staff

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2. (Professional Development Mondays Through 2017)Monday Staff Development – Analyze and discuss guided reading levels, running records and reading related student work samples. Continue to calibrate scoring and instruction though conversations, use of District Literacy Coach for modeling, demonstrations and team teaching. Purchase additional reading materials as needed.




Monthly: Collect and analyze student instructional reading level data and student reading related work samples to determine areas of student reading needs. Determine methods for best supporting the increase in those areas of need. Purchase additional reading materials as needed.

Weekly: Continue to provide coaching and training to best support the refinement instructional reading and collaboration strategies of staff.Cooperative Learning/ Tech Coach supports use of collaborative structures and Technology in support of meeting common core standards interwoven through specific content.

3. ( Professional Development – Supersub Trainings through 2017)Hold 5 Supersub (provide subs for grade level leads to train during the workday) days to provide leads with training skills and content knowledge to share back with their site staff to improve reading instruction.

Maria DiazLiteracy CoachGrade Level Literacy Leads

5 Times Throughout Year: Having defined areas of student reading needs, create a plan to refine the instructional reading practices which in turn will raise student reading proficiency.

4. In accordance with the Alternative Governance Board Action Plan, Lucy Calkins’ Units of Study- Reading, Fountas and Pinelll Literature Circles and Mari Clay’s Guided Reading have been implemented schoolwide to address the reading needs of all learners with additional focus on our EL subgroup

(Professional Development through coaching through 2017)

Coach will model lesson or provide demonstrations aimed at improving the reading proficiency of students through the implementation of Whole Class Reading, Guided Reading and Lit Circles.

Maria DiazLiteracy CoachErin HenleyCooperative Learning/Tech CoachGrade Level Lit LeadsReagan Teachers and Administration

As directed by the AGB Action Plan, implementation of Guided Reading, whole class reading and Literature Circles will be used with fidelity to support improved learning opportunities. Student reading will be observed through teacher observation, formative assessments and summative assessments. Lessons will be designed to address specific needs of students. Iready program will be used to get specific summative assessment results. These results as well as classroom data will be used to place students into appropriate intervention classes for extra support

Coaching: Using data from student reading assessments, train staff to refine Instructional practices best aligned to Effective Literacy practices. Work with ELA leads to create model classrooms for future trainings.

Guided Reading, Mari Clay and Fountas and PinnellNotice and Notes, Literature Circles and Guided Writing

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5. (Professional Development through Leadership through 2017)Hold 6 leadership trainings aimed at improving leadership skills of site leads.


6 One and a half hour trainings yearly: Train staff to refine Instructional practices best aligned to Effective Literacy practices.

Guided Reading, Fountas and PinnellNotice and Notes, Literature Circles and Guided Writing

LEA GOAL #5: In Mathematics, students are expected to raise their overall rubric score by 10% each year until proficiency is reached. Students will retain level of proficiency once it is reached.

SCHOOL GOAL #5: In Mathematics, students are expected to raise their overall rubric score by 10% each year until proficiency is reached. Students will retain level of proficiency once it is reached.


MDTP assessment will be used as a pre and a post year assessment. In addition, they will use formative assessments to guide their instruction and summative unit assessments to decide on their next unit of instruction.

What were the findings from the analysis of this data?School-wide achievement in mathematics was an area of concern noted through previous years of CST data in grades 3-8. Grades K-2 had made a shift to incorporate Cognitively Guided Instruction (CGI) with the help of CSU Fresno. Second grade showed that our 2nd grade students outscored their counterparts throughout the county in every subgroup. We did not find these same results at grade levels which had not trained in CGI. A districtwide effort to move this approach of instruction up through grade 8 is in the process of implementation. Stephens and Fuller began implementation 8 years ago, Reagan began 3 years ago, Wilson Middle School is in the 3rd year of implementation and Wilson Middle school began this year. Wilson is also in their 2nd year of a program called Making it Real which adds hands on application of math skills for real life situations to help students make important connections to math.

How will the school evaluate the progress of this goal? Weekly, monthly, quarterly, and annual program monitoring and evaluation—see action item #1 below.


STRATEGY: During 2014-2017, the school will implement a CGI instruction school-wide to address the math problem solving needs of all students inclusive of English learners as measured by student work performed daily and district benchmark assessments (trimesterly, annually).

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(Itemize for Each Source)1. (by June 30th of each year through 2017)Identify students struggling in mathematics who did not meet the established rise in their math rubric score by the end of year. Determine site level intervention for the upcoming year.

Review Math data at the end of each quarter to monitor student progress and suggest refinements for instructional practices and/or movement for struggling students into intervention.

Alternative Governance Board SSCSite Administration

In accordance with the Alternative Governance Board (AGB) Action Plan, conduct ongoing team collaboration to review formative assessments, summative assessments, intervention progress, and student work samples in the area of math to identify struggling students. Teachers will use this data to monitor the progress of students, create interventions, and plan for addressing future standards.


End of Year: Collect and analyze student math rubric scores, MDTP data and correlating student work samples to identify students from each grade level for math interventions.

$ Math Coach$ Blue Sheet time for grade level leads to meet outside of contracted hours

Grade Level Math LeadsRSP TeacherTitle I Teacher & AidesAdministration


End of Year, End Of Semester and Monthly: Determine struggling students and determine appropriate intervention. Determine area of instructional practice in need of additional staff training.Schedule students into intervention schedule. Consider possible intervention needs of students which enroll or arise mid-year. Findings will be reflected in the SSC minutes.

Stacy AndersonMath Coach

Monthly: CGI has proven to be effective. Continue to provide coaching and training to best support the refinement instructional math and collaboration strategies of staff.

2. (Professional Development Mondays Through 2017)Monday Staff Development – Analyze and discuss math rubric scores, and related student math work samples. Continue to calibrate scoring and instruction through conversations, use of District Math Coach for modeling, demonstrations and team teaching. Purchase additional math manipulatives as needed.

Stacy AndersonMath Coach

Grade Level Math Leads


Monthly: Collect and analyze student math rubric scores and student related math work samples to determine areas of student math needs. Determine methods for best supporting the increase in those areas of need. Purchase additional math materials as needed.

Weekly: Continue to provide coaching and training to best support the refinement instructional math and collaboration strategies of staff.

Cooperative Learning/ Tech Coach supports use of collaborative structures and Technology in support of meeting common core standards interwoven through specific content.

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3. ( Professional Development – Supersub Trainings through 2017)Hold 5 Supersub (provide subs for grade level leads to train during the workday) days to provide leads with training skills and content knowledge to share back with their site staff to improve math instruction.

Stacy AndersonMath CoachGrade Level Math Leads

5 Times Throughout Year: Having defined areas of student math needs, create a plan to refine the instructional CGI practices which in turn will raise student math proficiency.

4. (Professional Development through Embedded Days through 2017)Hold 4 half day embedded CGI trainings within the workday aimed at improving the math proficiency of students through the implementation of CGI

Stacy AndersonMath CoachErin HenleyCooperative Learning/Tech CoachGrade Level Math LeadsWilson Teachers and Administration

4 Half Days Yearly: Using data from student math rubrics and daily student work, train staff to refine Instructional CGI practices.

CGI, CSU Fresno

5. Professional DevelopmentSummer Session - 20145 day CGI Training for K-8 staff

Stacy AndersonMath CoachCSU Fresno StaffConsultantGrade Level Math Leads

5 Half Day Trainings: CGI training in a lab type setting. Staff worked on learning CGI instructional strategies

$ Consultant$ Blue sheet time

LEA GOAL #6: By the end of the 2016-2017 school year parents will participate more fully and in larger numbers on site committees, will attend parent conferences 2 times each year and participate in parent trainings targeted on areas of parent interest. Increased parent participation will be measured through a parent survey and sign-in sheets from district and site events.

SCHOOL GOAL #6: By the end of the 2016-2017 school year parents will participate more fully and in larger numbers on site committees, will attend parent conferences 2 times each year and participate in parent trainings targeted on areas of parent interest. Increased parent participation will be measured through a parent survey and sign-in sheets from district and site events.

What data did you use to form this goal? Parent and Staff Survey Comments and testimonials of CESD

students and staff


In 2014 CESD Stakeholder Survey, >90% of parents felt that CESD provides opportunities for participation, but singular


This school goal will be evaluated on an annual basis through the CESD Stakeholder Survey and parent sign

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comments were made about wanting more information about Common Core and how to help their children with homework.

DELAC survey indicated that parents would like support in knowing better how to help their children.

in sheets.

STRATEGIES: CESD will offer two Parent Nights during the 2016-2017 school year aimed at addressing the student literacy and math needs to increase student parent participation. Kagan structures will be employed to ensure engagement. There will also be a monthly forum for parents to get a calendar review of important dates as well as ask questions.

Action/Date Person(s) Responsible Task/Date Cost and Funding Source

(Itemize for Each Source)Alternative Governance Board Site Administration

Teachers

Staff

In Accordance with the Alternative Governance Board (AGB) Action Plan, our school site will call families, send out a text message, send home flyers, talk to students, post on our marquee, offer student incentives for attending, raffle prizes the night of the events, provide snacks, and resources.

4 meetings yearly to review Action Plan in place, monitor progress and make revisions as necessary

Site leadership with the assistance of the district coaches will present two parent night trainings during the 2016-2017 school year. One in the area of literacy and the other focused on mathematics.

ELAC/DELAC Event

District Literacy, Math and Kagan/Tech CoachAssistant SuperintendentPrincipalsTeachers

TBD

September Parent Night 2016: Literacy November Parent Night 2016: Math College & Career Parent Night 2016: Date TBD Monthly parent calendar review as well as question

and answer sessions to keep parents informed of upcoming events.

TBD

$ Blue sheet time$ Materials

TBD

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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 Form B must be aligned with the Consolidated Application.

School Goal #: 3, 4, and 5Actions to be Taken to Reach

This GoalConsider all appropriate

dimensions (e.g., Teaching and Learning, Staffing, and

Professional Development)

Start Date

Completion Date

Proposed Expenditures EstimatedCost

FundingSource

(itemize for each source)

Goals 3,4,5District supported coaches in the areas of math, literacy and cooperative learning/technology

July 1, 2014

June 30, 2017 (end of this SPSA, not the coaches)

Salaries

Materials

$266K

$10K

School Improvement Grant

Goal 3,4,5,Summer Session Trainings

Summer 2014

$ Title IMigrant

Goal 3,4,5, Sub Costs for Embedded & Supersub Trainings

2014-2017

Sub Costs $ 15.5K

$ 23.5K

EIA/LEP

Goals 3,4,5,Leadership Trainings

2014-2017

Extra Time Staffing Costs

$5500 Title I

Goals 3,4CARE trainings for content trainings to support reading and writing proficiency of EL students

2014-2017

Extra Time Staffing Costs

$17K PD Block Grant

Goal 4,5Reading/Math After School Intervention

2014-2017

Staffing/Trans/Materials $173k PD Block GrantEIA/LEPSLIP

Note: Centralized services may include the following direct services:\ Research-based instructional strategies, curriculum development, school climate, and data

disaggregation for instructional staff District-wide staff providing specific services to schools, e.g., English Language Development

Coordinator, Teachers on Special Assignment, Instructional Coaches After–School and Summer School programs funded by categorical program Data analysis services, software, and training for assessment of student progress

Centralized services do not include administrative costs.Programs Included in this Plan

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Check the box for each state and federal program in which the school participates. Enter the amounts allocated for each program in which the school participates and, if applicable, check the box indicating that the program’s funds are being consolidated as part of operating a schoolwide program (SWP). The plan must describe the activities to be conducted at the school for each of the state and federal programs in which the school participates. The totals on these pages should match the cost estimates in Form A and the school’s allocation from the ConApp.

Note: For many of the funding sources listed below, school districts may be exercising Categorical Program Provisions options (flexibility), which are described at http://www.cde.ca.gov/fg/aa/co/ca12sguiappcatprog.asp.

Of the four following options, please select the one that describes this school site:

This site operates as a targeted assistance school (TAS), not as a schoolwide program (SWP).

X This site operates a SWP but does not consolidate its funds as part of operating a SWP.

This site operates a SWP and consolidates only applicable federal funds as part of operating a SWP.

This site operates a SWP and consolidates all applicable funds as part of operating a SWP.

State Programs AllocationConsolidated in

the SWP

XLocal Control Funding Formula (LCFF) – Base GrantPurpose: To provide flexibility in the use of state and local funds by LEAs and schools

$

XLCFF – Supplemental GrantPurpose: To provide a supplemental grant equal to 20 percent of the adjusted LCFF base grant for targeted disadvantaged students

$28,303 (SLIP Alloc) 12,231 (EIA/CO) 84,876 (EIA/LEP Alloc) $125,410 (Total)

X

LCFF – Concentration GrantPurpose: To provide an additional concentration grant equal to 50 percent of the adjusted LCFF base grant for targeted students exceeding 55 percent of an LEA’s enrollment

$ 21,626 (Carryover)$ 24,701 (Allocation) $ 46,327(Textbooks)

California School Age Families Education (Carryover only)Purpose: Assist expectant and parenting students to succeed in school

$

Economic Impact Aid/State Compensatory Education (EIA-SCE) (Carryover only)Purpose: Help educationally disadvantaged students succeed in the regular program

$

Summary Detail for Base, Supplemental and Concentration Funds Carryover Only

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http://www.cde.ca.gov/fg/aa/co/ca12sguiappcatprog.asp

XEconomic Impact Aid/Limited English Proficient (EIA-LEP) (Carryover only)Purpose: Develop fluency in English and academic proficiency of English learners

$12,231

Peer Assistance and Review (Carryover only)Purpose: Assist teachers through coaching and mentoring

$

Professional Development Block Grant (Carryover only)Purpose: Attract, train, and retain classroom personnel to improve student performance in core curriculum areas

$

Pupil Retention Block Grant (Carryover only)Purpose: Prevent students from dropping out of school $

Quality Education Investment Act (QEIA)Purpose: Funds are available for use in performing various specified measures to improve academic instruction and pupil academic achievement

$

XSchool and Library Improvement Program Block Grant (Carryover only) Purpose: Improve library and other school programs

$1,962

School Safety and Violence Prevention Act (Carryover only)Purpose: Increase school safety

$

Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students $

X List and Describe Other State or Local Funds Textbooks $46,327

Total amount of state categorical funds allocated to this school $171,737

Federal Programs Allocation Consolidated in the SWP

Title I, Part A: AllocationPurpose: To improve basic programs operated by local educational agencies (LEAs)

$ 77,725 (Allocation) 3,468 (C/O) $ 81,193 (Total)

Title I, Part A: Parental Involvement (if applicable under Section 1118[a][3][c] of the Elementary and Secondary Education Act)Purpose: Ensure that parents have information they need to make well-informed choices for their children, more effectively share responsibility with their children’s schools, and help schools develop effective and successful academic programs (this is a reservation from the total Title I, Part A allocation).

$

For Program Improvement Schools only: Title I, Part A Program Improvement (PI) Professional Development (10 percent

$

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minimum reservation from the Title I, Part A reservation for schools in PI Year 1 and 2)

Title II, Part A: Improving Teacher QualityPurpose: Improve and increase the number of highly qualified teachers and principals

$

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

$ 4,611 (Allocation) 3,883 (C/O) $ 8,494 (Total)

Title III funds may not be

consolidated as part of a SWP

Title VI, Part B: Rural Education Achievement ProgramPurpose: Provide flexibility in the use of ESEA funds to eligible LEAs

$

For School Improvement Schools only: School Improvement Grant (SIG)Purpose: to address the needs of schools in improvement, corrective action, and restructuring to improve student achievement

$

Other federal funds (list and describe) $



Total amount of federal categorical funds allocated to this school $89,687

Total amount of state and federal categorical funds allocated to this school $261,424

Salaries SLIPSalaries EIA/LEP

$ 8,670$ 75,960

Salaries Title ISalaries Title III

$ 86,075$ 4,729

Total Salaries $175,434

Discretionary Funds $ 85,990

School Site Council Membership

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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:

Names of Members

Prin

cipa

l

Cla

ssro

omTe

ache

r

Oth

er S

choo

l St

aff

Pare

nt o

rC

omm

unity

Mem

ber

Seco

ndar

ySt

uden

t

Zachary White, Principal X

Michelle Worrell, Vice Principal X

Mike Martin, Teacher X

Jacinta Bento, Bilingual Clerk, Parent X X

Miriam Song, Parent X

Patricia Sandoval, teacher X

Starla Basler, Parent X

Stanley Hobart, Student X

Amber Blair, Student X

Ryan Basler, Student X

Donna Blair, Parent X

Jennifer Thomas, Parent X

Numbers of members in each category 1 2 2 3 3

Recommendations and Assurances26

The school site council (SSC) recommends this school plan and proposed expenditures 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):

Signature:

State Compensatory Education Advisory Committee______________________________

English Learner Advisory Committee__________________________________________

Special Education Advisory Committee________________________________________

Gifted and Talented Education Advisory Committee______________________________

District/School Liaison Team for schools in Program Improvement___________________

Compensatory Education Advisory Committee__________________________________

Other committees established by the school or district (list)_________________________

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: May 18, 2016.

Attested:

___Zachary White___________ _______________________ ________Typed name of School Principal Signature of School Principal Date

____Michelle Worrell_________ _______________________ ________Typed name of SSC Chairperson Signature of SSC Chairperson DateSingle Plan for Student Achievement Annual Evaluation

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Pursuant to California Education Code Section 64001(g), the School Site Council (SSC) must evaluate at least annually the effectiveness of planned activities. In the cycle of continuous improvement of student performance, evaluation of the results of goals will provide data to inform and guide subsequent plans.Annual evaluation by the SSC and local educational agency (LEA) is a critical part of the continuous cycle of improvement for a school. Furthermore, it is an integral component of the Compensatory Education (CE) Federal Program Monitoring (FPM) review process for Single Plan for Student Achievements (SPSAs). During an FPM review, the SSC and LEA must be able to provide evidence of the evaluation process to determine if the needs of students are being met by the strategies described in the SPSA.

The SPSA annual evaluation may be a summary description of the school’s progress toward implementation of the strategies and actions in the SPSA. The report may also include a data analysis of the school’s progress towards its student achievement goals based on local, state, or national assessment data.

During the evaluation process, it is important for the SSC and LEA to exercise caution about jumping to conclusions about the effectiveness or non-effectiveness of specific activities and programs without examining the underlying causes. The SSC and LEA should consider all relevant factors when evaluating the plan, such as the degree of implementation, student enrollment changes, and health and safety issues.

Plan Priorities

Identify the top priorities of the current SPSA. (No more than 2–3.) The sites top two priorities were to increase writing proficiency on grade level benchmarks and to raise the math skills of our math lab students.

Identify the major expenditures supporting these priorities.The major expenditures which supported these priorities were: the purchase of class sets of chromebooks to be used to increase writing proficiency, utilizing research, ELA Coach, instructional suppliesMath: Cost of a full time math lab/intervention teacher, math coach, instructional supplies

Plan Implementation

Identify strategies in the current SPSA that were fully implemented as described in the plan.1A- writing proficiency: refining grade level writing benchmarks and rubrics, monitoring student progress, calibrating scoring of rubrics, classroom observations, use of google docs and research techniques. Reading 1b: Use of SNAP reading comprehension strategies with students in the reading intervention lab. Math Goal 2: department developed benchmark rubrics, peer and district coaching of KAGAN structures and CGI strategies, Monday professional development, embedded day trainings, leadership trainings, super sub day vertical alignment trainings, monitoring student work, additional support offered during the summer.

Identify strategies in the current SPSA that were not fully implemented as described in the plan or were not implemented within the specified timelines.

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Goal 1A: AR materials were not purchased Goal 1B: Family Club did not fund an incentive program and running records were not used to determine student growth.

What specific actions related to those strategies were eliminated or modified during the year? Goal 1: AR materials were deemed not necessary as staff is considering an alternate program for reading incentive. Goal 1B: Running have been substituted out for comprehension checks due to students reading abilities. Family club was unable to fund a program for a program that is not yet realized.

Identify barriers to full or timely implementation of the strategies identified above. We will schedule time into our professional development meetings to discuss the issues above, come up with a plan, and a timeline for implementation.

What actions were undertaken to mitigate those barriers or adjust the plan to overcome them? Conversations were held and will continue to be held with staff and parent club to better remedy deficits.

What impact did the lack of full or timely implementation of these strategies have on student outcomes? What data did you use to come to this conclusion? Goal 1A: Student comprehension, while improving, could greatly benefit from explicit comprehension strategy instruction. Goal 1B: Surveyed students continue to show that most students do not spend more than 15 minutes reading.

Strategies and Activities

Identify those strategies or activities that were particularly effective in improving student achievement. What evidence do you have of the direct or indirect impact of the strategies or activities on student achievement? All of the goals were positively affected by the use of district ELA, Math, and KAGAN coaches. Through teacher surveys we know that the coaching sessions with the coaches were effective. The use of writing rubrics and formative assessments to guide instruction was effective and will be continued next year.

Identify those strategies or activities that were ineffective or minimally effective in improving student achievement.Strategies that were ineffective included the use of a common prep period for department members to collaborate. It is recommended that the department members have different prep periods to enable them to participate in classroom observations and peer coaching with fellow staff members. This did not work due to time restraint and not being implemented with fidelity. The implementation of AR was ineffective and will be eliminated from next years plan. The use of running records was ineffective in increasing students reading ability. This method needs to be modified for next year to include a more comprehension based assessment to determine reading ability.

Involvement/Governance

How was the SSC involved in development of the plan? Throughout the year the SSC met to discuss site needs, during these meetings the member learned and discussed various needs on campus. The members were given opportunities to make recommendations and provide input. The SSC approved the plan.

How were advisory committees involved in providing advice to the SSC? The advisory committee were given opportunities to share advice with the committee.

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Content leads will attend the 2016-2017 meetings and share out goals as well as strategies required to meet those goals.

How was the plan monitored during the school year? The plan was monitored as it was shared with the committee at meetings.

What changes are needed to ensure involvement of all stakeholders and adequate monitoring of planned activities and outcomes? All stakeholders need to be active members in the progress of the plan. The committee needs to have thorough discussions which include activities, strategies, and outcomes as the year progresses. Consider changes to the recommendation process to ensure that all voices speak and are heard.

Outcomes

Identify any goals in the current SPSA that were met. Students made progress towards each of the goals but were not able to show that the goals were met. This is due to inaccurate alignment between the goals and the measurment tools.

Identify any goals in the current SPSA that were not met, or were only partially met.Goal 1A: The data that was collected showed gains in each of the writing domains. The data that was collected did not accurately measure the goal and will be adjusted for next year. Goal 1B: The data that was collected did not accurately measure this goal and will be changed for next year. Goal 2: The math data collected for each grade level shows gains in math skills. The data does not show if the math lab students raised their math skills toward the average of their peers by 20%.

Based on this information, what might be some recommendations for future steps to meet this goal?

Stakeholders will develop an assessment method to measure each specific goal to ensure that the data is relevant and useful.

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PARENT-STUDENT TEACHER COMPACTChowchilla Elementary School District

District Mission: The mission of the Chowchilla 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.

HAND IN HAND WE CAN WORK TOGETHER TO BUILD A BETTER COMMUNITY

As a Teacher I will: Believe that each student can learn; Show respect for each child and his or her family; Come to class prepared to teach; Provide an environment that is conducive to learning; Help each child grow to his or her fullest potential; Provide meaningful and appropriate homework assignments; Enforce school and classroom rules fairly and consistently; Maintain open lines of communication with students and parents; Seek ways to involve parents in the school program; and Demonstrate professional behavior and a positive attitude.

Signature:

As a Student I will: Always try to do my best in my work and my behavior; Work cooperatively with my classmates Show respect for myself, my school and other people; Obey the school and bus rules; Take pride in my school; Come to school prepared to learn; Complete and turn in my homework on time; and Believe that I can and will learn.

Signature:

As a Parent/Guardian I will: See that my child attends school regularly and on time; Provide a home environment that encourages my child to learn; Insist that all homework and assignments be completed; Communicate regularly with my child's teacher; Support the school in developing positive behaviors; Talk with my child about his/her school activities each day; Encourage my child to read at home and monitor his/her TV viewing; Volunteer time at my child's school; and Show respect for my child, the teacher and the school.

Signature:

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Wilson Middle School Parent Involvement Policy

Wilson Middle School has developed a written Title I parental involvement policy with input from Title I parents. This policy was created with parent, staff and student input through SSC meetings and surveys. It has distributed the policy to parents of Title I in Parent Handbooks, as well as being located on the Wilson website. The policy describes the means for carrying out the following Title I parental involvement requirements [20 USC 6318 Section 1118(a)-(f) inclusive].

INVOLVEMENT OF PARENTS IN THE TITLE I PROGRAM

To involve parents in the Title I program at Wilson Middle School the following practices have been established:

The school convenes an annual meeting to inform parents of Title I students about Title I requirements and about the right of parents to be involved in the Title I program. Four School Site Council meetings are held each year after school in the Wilson library from 4:00-5:00pm. All parents are invited and encouraged to attend.

The school offers a flexible number of meetings for Title I parents, such as meetings in the morning or evening.Our school site offers a variety of meetings at various times to accommodate all parents, including early mornings, during the day, and evenings.

The school involves parents of Title I students in an organized, ongoing, and timely way, in the planning, review, and improvement of the school’s Title I programs and the Title I parental involvement policy.The Title I policy is discussed and reviewed at each meeting. Elements of the SPSA are strategically scheduled throughout the year to ensure parent input in all key areas without overwhelming those present.

The school provides parents of Title I students with timely information about Title I programs.Updates regarding Title I programs’ staffing and data are shared at each of the SSC meetings.

The school provides parents of Title I students with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet.The SPSA includes an explanation of the curriculum and assessments used to gauge student proficiency, in addition to the rubrics which detail the proficiency level criteria.

If requested by parents of Title I students, the school provides opportunities for regular meetings that allow the parents to participate in decisions relating to the education of their children.An additional meeting TBD is added to each year’s calendar should parents wish to have additional time to discuss, review and refine the SPSA. Parents are surveyed to determine if additional meetings are needed.

Page 2

SCHOOL-PARENT COMPACT

Wilson Middle School distributes to parents of Title I students a school-parent compact. The compact, which has been jointly developed with parents, outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. It describes specific ways the school and families

32

will partner to help children achieve the State’s high academic standards. It addresses the following legally required items, as well as other items suggested by parents of Title I students.

The school’s responsibility to provide high-quality curriculum and instruction The ways parents will be responsible for supporting their children’s learning The importance of ongoing communication between parents and teachers through, at a minimum, annual

parent-teacher conferences; frequent reports on student progress; access to staff; opportunities for parents to volunteer and participate in their child’s class; and opportunities to observe classroom activities

The School-Parent-Student Compact was developed with input from students, parents and teachers. The compact is reviewed each year and possible revisions are brought forward for review by the SSC. The School –Parent -Student Compact is included in the Wilson Parent handbook. Signatures of the student, parent and teacher are collected each year on the form which is then returned to the office.

BUILDING CAPACITY FOR INVOLVEMENT

Wilson Middle School engages Title I parents in meaningful interactions with the school. It supports a partnership among staff, parents, and the community to improve student academic achievement. To help reach these goals, the school has established the following practices.

The school provides Title I parents with assistance in understanding the State’s academic content standards, assessments, and how to monitor and improve the achievement of their children. Math, ELA and Parenting Family Nights are held each year to share elements of the State’s academic content standards and State and local assessments. Parent teacher conferences are held each year to inform parents of student progress. In addition, parents have access to the child’s grades and assignments at all times through the Aeries parent portal.

The school provides Title I parents with materials and training to help them work with their children to improve their children's achievement. Math, and ELA Family Nights are held each year to provide parents with strategies for supporting the academic success. Parenting classes which focus on improving communication with each child are also conducted.

With the assistance of Title I parents, the school educates staff members about the value of parent contributions, and in how to work with parents as equal partners. Student Council, Speech Team, Family Club, and Wilson sports are entities which unite the child and parents as partners in conjunction with staff members to “DO GOOD” in the community. Parents learn that their guidance is a key factor in a child determining what is important and how they can give back to the community.

Page 3

The school coordinates and integrates the Title I parental involvement program with other programs, and conducts other activities, such as parent resource centers, to encourage and support parents in more fully participating in the education of their children. The school’s library is available to parents, as are the Parenting trainings. Our site also holds technology dates at the beginning of the year to help parents gain access to the parent portal. These resources encourage parental involvement in the education of the child.

The school distributes Information related to school and parent programs, meetings, and other activities to Title I parents in a format and language that the parents understand. All communication with Wilson parents is regularly provided in English and Spanish.

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The school provides support for parental involvement activities requested by Title I parents.Parents requested through a survey to have access to English for Spanish speaking parents and parenting classes. Both are now available.

AccessibilityWilson Middle School provides opportunities for the participation of all Title I parents, including parents with limited English proficiency, parents with disabilities, and parents of migratory students. Information and school reports are provided in a format and language that parents understand.

Parenting classes are held in both English and Spanish. Forms, documents and plans are provided in paper form and online in both English and Spanish. Interpreters are made available for all meetings and parent teacher conferences. Large print materials are available upon request.

Parents and staff will conduct an annual evaluation of the content and effectiveness of the parental involvement policy in improving the academic quality of the schools served under this part, including identifying barriers to greater participation by parents in Title I activities (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background). Findings from the evaluation will be used to design strategies for more effective parental involvement, and to revise, if necessary, the parental involvement policies.”

Exhibit 6020 Site Parent Involvement Policy

APPENDIX AData

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LCAP/SPSA READING GOAL:By the 2016-2017 school year, all students will make measurable growth in reading as measured by the

site’s increase in average running record level and meeting API targets. GOAL: To increase the number of intervention students reading within 6 months of grade level by 20%

each year until the target of 100% of students have met this goal.Method: Guided reading instruction and intervention.

Reading Intervention Table 2013-2014 School Year

Grade # Intervention Students Served

% of intervention Students within <6

months of grade level

# Exited Intervention

Students

% of intervention Students within <6

months of grade levelKinder N/A N/A N/A N/A

1-2 124 0 Level 10, 18 45 36%3-4 118 0 57 48%5-6 79 0 20 25%7-8 N/A N/A N/A N/A

Reading Intervention Table 2014-2015 School Year (You will only have the first two columns filled out)

Grade # Intervention Students Served

% of intervention Students within 6

months of grade level

# Exited Intervention

Students

% of intervention Students within 6

months of grade levelKinder 23 100 0 0%

1-2 133 69 0 52%3-4 151 9 62 41%5-6 85 0 13 16%7-8 46 0 8 17%

7-8 Reading Intervention Table 2015-2016 School Year 7th Grade 8th Grade Pre Post Pre Post Lexile Level N/A 623 N/A 786 Level 4Vocabulary N/A 511 Level 3 N/A 562 Level 5Comprehension of Literature N/A 501 Level 3 N/A 548 Level 4Comprehension of Informational Text N/A 504 Level 3 N/A 540 Level 4Overall N/A 507 Level 3 N/A 550 Level 4

LCAP/SPSA Writing Goal:GOAL: The student grade level overall average scores on the district writing benchmark assessments are

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expected to rise by .3 out of a total score of 4 points each year until proficiency is reached. Students will retain level of proficient once it is reached.

METHOD: UNIT OF STUDY, Lucy Calkins (Writer’s Workshop)

Seventh/Eighth: Writing Rubric Table 2014-2015 School Year Writing Rubric Domains 7th 8th Point Difference 2014-2015

Pre Post Pre Post 7th 8thGenre 2.1 2.7 1.8 2.3 +0.6 +0.5Organization and focus 2.2 2.8 2.0 2.5 +0.6 +0.5Citations 1.0 3.1 2.6 2.9 +2.1 +0.3Conventions 2.5 2.0 2.6 2.6 -0.5 +0.0

Overall 2014-15 7.8 10.6 9.0 10.3 2.8 1.3Average per Domain 1.95 2.65 2.25 2.575 .7 .325

Writing Rubric Domains- *5 pts possible in each category

* Score of 4 is proficient

7th 8th Point Difference 2015-2016Pre Post Pre Post 7th 8th

Focus Claim 2.3 3.7 2.4 2.9Structure 1.9 3.5 2.5 3.0Evidence/Support 1.9 3.2 2.4 2.3Analysis 2.0 3.7 2.6 3.2Language 2.7 3.6 3.0 2.9

Overall 2015-16 10.8 17.7/20 12.9 14.3/20

LCAP/SPSA MATH Goal:GOAL: In Mathematics, students are expected to raise their overall rubric score by 10% each year until

proficiency is reached. Students will retain level of proficient once it is reached.METHOD: Cognitively Guided instruction (CGI)

Seventh Grade

Math Rubric Domains7th Growth 2014-2015

Pre Post 7th Fair Game - Probability 2.9 3.3 .4Lawn Mowing – Ratio/Proportion 1.0 1.9 .9Parallelogram – Area /Perimeter 0.9 2.3 1.4Toy Trains – Number Patterns/Alg. Expressions 2.8 3.5 .7Overall 2014 7.61 10.9 3.4Average per Domain 1.9 2.725 .85

Math Rubric Domains 7th Growth 2015-2016

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Pre Post 7th MDTP- Data Analysis & Statistics 1.25 1.3 .05MDTP- Decimals, their Operations & Applications; Percent 2.21 2.31 .1MDTP- Fractions and their Applications 2.92 3 .08MDTP- Measurement of Geometric Objects 2.03 2.16 .13MDTP- Integers 3.6 3.75 .15MDTP- Literals and Equations 2.17 2.24 .07MDTP- Proportional Reasoning 1.73 1.81 .08Overall 2014 15.91 16.75 .84Average per Domain 2.27 2.39 .12

Eighth Grade


Pre Post 8th MDTP- Data Analysis & Statistics 2.5 3.4 .9MDTP- Decimals, their Operations & Applications; Percent 1.5 2.8 1.3MDTP- Fractions and Their Applications 1.4 3.2 1.8MDTP- Measurement of Geometric Objects 0.3 .8 .5Overall 2014 5.7 10.2 4.5Average per Domain 1.425 2.550 1.125


Pre Post 8th MDTP- Data Analysis, Probability, and Statistics 1.36 1.39 .03MDTP- Decimals, their Operations and Applications; Percent 2.1 2.09 -.01MDTP- Fractions and their Applications 1.66 1.68 .02MDTP- Measurement of Geometric Objects 2.89 2.85 -.04MDTP- Integers 3.21 3.25 .04MDTP- Literals & Equations 2.58 2.59 .01MDTP- Proportional Reasoning 1.67 1.68 .01Overall 2014 15.47 15.53Average per Domain 2.21 2.22

2012-2015 SUSPENSION and EXPULSION Figures (9 Month)37

Code Disposition 2015-2016 Frequency

2014-2015 Frequency

2013-2014 Frequency

2012-2013 Frequency

ARR Arrested 0 0 1 0BEH Behavior Contract 8 6 2 0COU Counseled 89 62 59 71DET Detention 363 78 51 27DET-B Detention-Break 57 24 13 17DET-BL Detention-Break-Lunch 316 283 356 328DET-L Detention-Lunch 286 693 487 95EXP Expulsion 1 1 1 1EXP P Expulsion Pending 0 0 1 1HOME Sent Home 14 15 17 22OR Opportunity Room/Center 97 98 89 124PC Parent Conference 45 41 34 14PN Parent Notification 192 92 424 137SIH Suspension, In House 170 123 80 78SPD Suspension, Class Period 85 73 63 22SRO School Resource Officer Referral 7 6 0 0SS Saturday School 110 190 488 645SUS Suspension 132 146 213 131TLS Truancy Letter Sent 913 386 479 235TO Time Out 40 14 17 55WARN Warning 334 361 271 196WD Work Detail 16 36 31 8

Totals 3275 2728 3177 2207

2012-2016 Attendance Figures (9 month)

School Grade Span

Attendance Percentage2015-2016 2014-2015 2013-2014 2012-2013

Stephens K-3 94.10 94.24 93.38 93.90Fuller K-3 95.39 94.71 95.63 94.89

Reagan K-3 95.93 95.76 95.96 95.37Reagan 4-6 96.37 95.47 96.09 96.03

Fairmead 4-6 95.72 94.93 95.78 95.44Wilson 7-8 96.38 95.52 95.71 95.72

Overall 95.65 95.10 95.52 95.26

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2015-2016 Student, Parent and Staff Survey Overall Results

Survey Area

ResponseParents Classified Staff Staff Members Student

S F R FM W D % R FM W D%Safe Yes 40 48 57 66 58 88% 87% 95% 90 100 75 88%

No 2 7 7 3 5 8% 2% 2% 10 0 25 12%Comment 1 3 5 4 1 5% 10% 3% 0 0 0 0%

Clean Yes 40 53 64 65 60 92% 97% 91% 100 100 46 82%No 0 2 3 7 2 5% 2% 2% 0 0 54 18%Comment 3 3 2 1 2 3% 2% 7% 0 0 0 0%

Questions Parent Responses Classified Responses

Teacher/Admin Responses

LCAP Result

#06Career Ready

Technology - More and more creative use ofCareer Info – Career DayListen to KidsEncouragementConnect with KidsPromote High ExpectationsHands on Events

Career InformationTechnologyReal Life Situation ProjectsReading writing Emphasis

TechnologyCC MaterialsCross District CollaborationCareer Information (Day)Counseling Common Core MaterialsImprove Rigor

Upgrade TechSearch Out Effective CC Support MaterialsKid Talks- Randomly Selected Students Interviewed as GroupCounselor Hired / Add internContinue High ExpectationsContinue to Develop or Enhance EventsCREATE CAREER DAY / College Dress Fridays

#07Discipline /Suspension

Involve ParentIncrease Cameras and Gate SecurityResource OfficerCoverage – Watch what is happening

Peer CounselingHome VisitsKinder AttitudesYard Duty TrainingParent Night for DisciplineParent Involvement

Parent InvolvementResource OfficerBe StricterSupport for Classroom Strategies – Bucket FillingMore Counselor TimeMentor KidsResource Officer back

Bring Parents into the Discipline Conversation EarlierAdmin Continue to Supervise Arrival, Recess. Lunch and DismissalCounselor HiredCameras Increased District WideReplace Gate LatchesInsure Process in Place for Referrals and Discipline

#08EL

InterventionFamily NightInterpretersOnline SoftwareTechnologyInvolve Parents1 on 1 Tutoring

Examples of Expected WorkShare Ideas w/ParentsDual ImmersionEncourage Parents to Learn English

CCSS and ELD StandardsPD for StaffPut ELD Standards in HandbookAnalyze DataInterventionHigh Expectations for ALLComputer Aligned to SBAC

Expand InterventionContinue PDExpand District Interpreter StaffStarting Lunch Port and Online Student Prog Access for ParentsPurchase ComputersExpand Internet Capabilities District wideEnglish Training Support for ParentsParenting Skills Trainings

#09Parent Involvemt

Meet in Evening -Times FlexibleDirect Contact with FamiliesSend Paper Minutes HomeIncentivesConsistent Meeting DatesOnline Access (Lunch, Progress, Notices)Email and Text Options

IncentivesAdvertise moreEvening Meetings After 5Send Out AgendasEmailProvide Transportation

Meet in EveningAdvertiseProvide InterpretersCoffee/Tea EventsIncentivesConsistent Meeting DatesAgendas Sent in Advance

Set Flexible Meeting DatesCall Families / Make Home VisitsConsistent Meeting Dates – Do Not Cancel ThemStart Coffee/Tea Events “What’s Brewing?”Offer IncentivesExpand Online Options for Parents – Get Staff on Board

#10Attendance

IncentivesMore Classroom Involvement

Hands on ActivitiesOnce a Month Rewards

IncentivesParent Class Volunteer

Continue $2K per site for Site IncentivesMake Learning More Engaging

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Extra-Curricular ActivitiesComputers for Kids

Hold Parents AccountableCounseling

More Classroom Involvement - EngagingExtra-Curricular ActivitiesComputers for Kids

Purchase additional Computers per ClassroomOffer additional Extra-Curricular Events

#11Williams

Update FacilitiesBathroomsTechnology

Face lift at most sitesMore technologyDeal with Clover and BeesUpdate TextsInvolve Kids in the Care of their School

Math Text booksUpdate FacilitiesBathrooms – Remodel and Privacy

Search Out Effective CC Support MaterialsUpdate Facilities – 5-10 year PlansRemodel BathroomsKid Talks About Facilities- Randomly Selected Kids Interviewed as Group

#12Student Outcomes

More TechnologyInterventionsParent /Community InvolvementContinue PDIncentivesCombines SitesParent Access OnlineOnline Pay LunchCGI classes for Parents

Examples of Expected WorkShare Ideas w/ParentsDual ImmersionEncourage Parents to Learn English

More TechnologyInterventionsParent /Community InvolvementContinue PD Cooperative StructuresTutoring Alternatives / Follow-up on HomeworkBe Innovative and Fun with instructionBe Kind / No Favorites / No EngagementInvolve Community – ChurchesMore ElectivesPositive Parent Contacts

Continue PDPurchase ComputersExpand Internet Capabilities District wide“What’s Brewing?” Explain CC, Facilities, Staffing, Offer IncentivesOffer CGI classes for ParentsAdd Online Services – Lunch, Progress Monitoring, Notices, InformationImprove Student EngagementContinue to Address Common Core Concerns

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Professional Development from Survey for:Reading (Small Group Instruction), Writing, CGI and Kagan Structures

2016 Staff LCAP SurveyThe District has focused on three areas of instruction in addition to the use of Kagan Structures over the past few years. Please indicate how comfortable are you in each of the areas listed below.

Answer OptionsNot at all comfortab

le

Somewhat comfortab

leComfortab

leVery

Comfortable

Rating Average Response Count

Reading (whole class) 2 10 40 45 3.32 97Reading (small groups) 4 12 42 39 3.20 97Writing (using a writers workshop model) 6 25 42 23 2.85 96Math (using CGI) 13 24 37 22 2.71 96Kagan Structures 11 32 37 16 2.60 96

answered question 98

2016 Staff LCAP SurveyThe District has focused on three areas of instruction in addition to the use of Cooperative Structures over the past few years. Please indicate how comfortable are you in each of the areas listed below.

Answer OptionsNot at all comfortab

le

Somewhat comfortab

leComfortab

leVery

Comfortable

Rating Average Response Count

Reading (whole class) 0 8 16 33 3.44 57Reading (small groups) 0 10 22 25 3.26 57Writing (using a writers workshop model) 1 15 21 19 3.04 56Math (using CGI) 4 12 18 23 3.05 57Cooperative Structures 0 14 25 19 3.09 58

answered question 58

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