2014-15
Sartorette Charter School
Cambrian District
The District Governing Board
approved this revision of the School
Plan on:
CDS Code:
43693856046494
Principal:
Scott Johnson, Principal
Superintendent:
Carrie Andrews
Address:
3850 Woodford Dr.
San Jose, CA 95124-3736
Phone:
(408) 979-2560
Email:
johnsons@cambriansd.org
Website:
www.cambriansd.org
Sartorette Charter 2014-15
Single Plan For Student Achievement Report
Goals and Actions
Start Date
Completion
Date
Amount
Reading/Language Arts
Increase Student Achievement In Reading/Language Arts
Interventions
8/20/2014
6/11/2015
$39,433
Response to Intervention/ExCEL
8/20/2014
6/11/2015
$47,288
Library
8/20/2014
6/11/2015
$11,580
Supplemental Instructional Materials
8/20/2014
6/11/2015
$18,849
Professional Development
8/20/2014
6/11/2015
$10,000
GATE
8/20/2014
6/11/2015
$2,500
English Language Instruction
8/20/2014
6/11/2015
$18,000
Differentiated Instruction
8/20/2014
6/11/2015
$0
Interventions
8/20/2014
6/11/2015
$19,847
GATE
8/20/2014
6/11/2015
$1,000
Garden
8/20/2014
6/11/2015
$550
Science Instructor
8/20/2014
6/11/2015
$7,000
FOSS
8/20/2014
6/11/2015
$1,000
Implement PBIS
8/20/2014
6/11/2015
$1,000
Wellness/Physical Education
8/20/2014
6/11/2015
$11,300
Art Vistas
8/20/2014
6/11/2015
$10,465
Music
8/20/2014
6/11/2015
$0
Improving 21st Century Skills
8/20/2014
6/11/2015
$13,600
Mathematics
Increase Student Achievement In Mathematics
Science
Increase Student Achievement In Science
School Climate
Maintain a Positive, Consistent, and Safe School Climate
Total Annual Expenditures for Current Site Plan: $213,412.00
5/20/2015
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Page 2 of 23
Sartorette Charter 2014-15
Single Plan For Student Achievement Report
Goals
LEA Goal:
Aligned
LCAP Goal:
Not Aligned
Goal Area : Reading/Language Arts
School Goal : Increase Student Achievement In Reading/Language Arts
By June 2014, 76% of all students in grades Kindergarten through 5th grade will attain grade level proficiency or above in English
Language Arts as measure by: K-2 Developmental Reading Assessment (DRA2); Grades 3rd-5th End of Year Curriculum
Associates Common Core ELA Assessment.
What data did you use to form this goal (findings from data analysis)?
ELA CST data from 2012-13; Sited and District ELA Benchmark Assessments; California English Language Development Test
(CELDT).
How does this goal align to your Local Educational Agency Plan goals?
LEAP Goal 1: Proficiency in Reading/Language Arts: All students will reach high standards, at a minimum, attaining proficiency or
better in reading and mathematics, by 2016-17. LEAP Goal 2A: AMAO 1 -Annual Progress Learning English: By June 2017, the
percentage of English learners learning English will increase from 70.4% to 80%, in order to remain beyond state defined growth
expectations as measured by CELDT. LEAP Goal 2B: AMAO 2 - English Proficiency: By June 2017, the percentage of English
learners in language instruction educational programs fewer than 5 years attaining English language proficiency will increase from
39.9% to 50%, in order to remain beyond state defined expectations for meeting the CELDT criterion for English-language
proficiency. By June 2017, the percentage of English learners in language instruction educational programs 5 or more years
attaining English language proficiency will increase from 48.9% to 60%, in order move toward state defined expectations for
meeting the CELDT criterion for English-language proficiency LEAP Goal 2C: AMAO 3 - AYP for EL Subgroup: By June 2017, the
percentage of English learners attaining proficiency in reading/language arts will be 60%, as measured by: 3rd-8th End of Year
ELA Curriculum Associate Benchmark or CAPA, in order to move toward state-defined expectations for proficiency in
Reading/Language Arts LEAP Goal 3: Highly Qualified Teachers: All students will be taught by highly qualified teachers by 201415.
What did the analysis of the data reveal that led you to this goal?
There was an increase of 1% in all students proficient (from 75% to 76%) in ELA for 2013. The 3 major subgroups increased in the
percent of students that are proficient from 2011-2012: Hispanic from 50% to 59%, SED from 44% to 51% and EL from 50% to
62%. District benchmark and grade level assessments show evidence over the year of increased student proficiency, especially
for students consistently receiving targeted intervention.
Which stakeholders were involved in analyzing data and developing this goal?
Teachers, School Site Council, Instructional Aides, and District Office Staff
Who are the focus students?
Target subgroups: Socio-economically Disadvantaged, English Learners, Hispanic/Latino
What is the expected growth?
5/20/2015
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Sartorette Charter 2014-15
Single Plan For Student Achievement Report
Projected growth by target subgroups:
47% of Socio Economically Disadvantaged students will achieve grade level proficiency
62% of English Learner students will achieve grade level proficiency
Other subgroup:
60 % of Hispanic/Latino will achieve grade level proficiency
What data will be collected to measure student achievement?
K-2 Developmental Reading Assessment (DRA2)
Grades 3rd-5th End of Year Curriculum Associate Common Core Benchmark District Benchmarks
District ELA Curriculum Associates Common Core Benchmark
Site determined assessments
California English Langauge Development Test (CELDT)
What process will you use to monitor and evaluate the data?
Uisng the Cycle of Inquiry process, all stakeholders will review, analyze, recommend, and implement aactions as outcomes of data
collcted at the beginning of the year, and at the end of each trimester throughout the year.
Actions to improve achievement to exit program improvement (if applicable).
Through ongoing benchmark and formative assessments, teachers will monitor progress of their target students and modify
instruction accordingly. Through the RtI regrouping strategy, students who are not meeting grade level standards will be provided
appropriate intervention to meet their needs. The emphasis of Professional Development will be best practices and addressing the
achievement gap between all students and sub groups.
Strategy:
5/20/2015
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Sartorette Charter 2014-15
Single Plan For Student Achievement Report
Action Title: Interventions
Means of Achievement: Increased educational opportunity
Action Type :
Form A: Planned Improvements in Student Performance.
Tasks :
Identified students falling below grade level in reading will receive extra assistance through Reading Intervention (grades 1-3) and
Prime Time (kindergarten). The learning time may include foundation skills/phonics and use of non fiction to support Common
Core. We will use DRA2, district pre and post tests, and grade level assessments in reading/language arts for the initial
identification of these students. Throughout the year, teachers will use the measures listed below to monitor progress.
Measures :
DRA2, benchmark results, Curriculum embedded assessments
People Assigned :
Teachers, Intervention Teachers, Principal
Start Date :
8/20/2014
Completion Date :
6/11/2015
Funding Resources
Related Expenditures
Estimated Cost
LCFF Supplemental Grant
Intervention Teachers
$10,000
Charter Schools
Intervention Teachers
$21,433
NCLB: Title I, Part A, Basic Grants Low-Income
and Neglected
Intervention Teachers
$8,000
5/20/2015
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Sartorette Charter 2014-15
Single Plan For Student Achievement Report
Action Title: Response to Intervention/ExCEL
Means of Achievement: Alignment of instruction with content standards
Action Type :
Form A: Planned Improvements in Student Performance.
Tasks :
Teachers collaborate to determine the appropriate placement of students during RtI (ExCEL) regrouping for ELA. Students will
receive instruction based on grade level standards at the students' reading ability group for 50-60 minutes four days a week
(Tuesday through Friday). All students will have equal access to the core curriculum Houghton Mifflin and Common Core
standards Curriculum. Assessment will be ongoing to monitor student progress and adjust instruction. ExCEL support staff will
push in to the classroom to enhance small group instruction. Differentiated instruction will be provided based at the instructional
level of the group (e.g. intervention, benchmark, enrichment). Teachers will integrate the use of Junior Great Books, nonfiction and
informational text and GLAD strategies during flexible grouping time. We will continue to use grade level common assessments to
determine growth and to facilitate fluid placement of students for RtI (ExCEL) regrouping. We will continue to integrate RSP in to
RtI/ExCEL to service students with IEP reading goals including other students with intensive needs. Intensive students will have
access to SuccessMaker for 15-20 minutes 4 times a week. Fourth and fifth grade will incorporate the units written and
implemented as a result of their CCSS/ExCEL training. This training wil expand to second and third grade.
Measures :
Theme tests, Theme Skills Tests, District ELA Benchmark Assessments in November and MarchOther assessment tools as
determined by grade level
People Assigned :
Classroom Teachers ExCEL Support Staff
Start Date :
8/20/2014
Completion Date :
6/11/2015
Funding Resources
Related Expenditures
Estimated Cost
LCFF Supplemental Grant
Support Staff
$6,280
NCLB: Title I, Part A, Basic Grants Low-Income
and Neglected
Support Staff
$22,933
Charter Schools
Support Staff
$18,075
Action Title: Library
Means of Achievement: Increased educational opportunity
Action Type :
Form A: Planned Improvements in Student Performance.
Tasks :
All classrooms visit the library weekly for checkout. Additional AR level books need to be leveled. Teachers need to trained for
library book check-in/out.
Measures :
Library schedule
People Assigned :
Librarian
Start Date :
8/20/2014
Completion Date :
6/11/2015
Funding Resources
Related Expenditures
Donations
Librarian
$8,580
Charter Schools
Librarian
$3,000
5/20/2015
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Estimated Cost
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Sartorette Charter 2014-15
Single Plan For Student Achievement Report
Action Title: Supplemental Instructional Materials
Means of Achievement: Improvement of instruction strategies and materials
Action Type :
Form A: Planned Improvements in Student Performance.
Tasks :
Purchase supplemental materials such as leveled books, class sets of novels and non fiction to support differentiation during grade
level ExCEL grouping and for other materials for reading/langauge arts. Purchase and demonstrate use of non-fiction leveled
materials to create a balance between literature and informational test to support the Common Core. Purchase materials that
enhance the core curriculum that support Foundational Skills emphasized in the Common Core: phonological awareness, phonics
and word recognition, and fluency. Provide instructional materials to enhance the ELD core curriculum.
Measures :
Purchase orders grade level supplemental materials list student achievement data that supports need for content of specific
instructional materials
People Assigned :
Grade Level Teams, ELD Teachers, Principal
Start Date :
8/20/2014
Completion Date :
6/11/2015
Funding Resources
Related Expenditures
Estimated Cost
Charter Schools
Instructional materials
$18,849
Action Title: Professional Development
Means of Achievement: Alignment of instruction with content standards
Action Type :
Form A: Planned Improvements in Student Performance.
Tasks :
Release time will be provided for GLAD planning. Emphasis of staff development will be best practices and addressing the
achievement gap between all students and sub groups in addition to the CCSS professional development provided by the district.
Second and third grade teachers will work with our RtI consultant to develop units that incorporate the CCSS. Release time will be
provided for teachers to observe each other using technology as a teaching/learning tool. Release time will be provided for
teachers in grades K-5 to assess students using the DRA-2 and to analyze results and identify best practices to address their
target students.
Measures :
Implementation level of key GLAD strategies, Implementation level of utilizing technology as a teaching and learning tool, Use of
DRA2 results to inform instruction
People Assigned :
Teachers, Principal, District Office Staff
Start Date :
8/20/2014
Completion Date :
6/11/2015
Funding Resources
Related Expenditures
NCLB: Title I, Part A, Basic Grants Low-Income
and Neglected
Professional Development
$5,000
Charter Schools
Professional Development
$5,000
5/20/2015
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Estimated Cost
Page 7 of 23
Sartorette Charter 2014-15
Single Plan For Student Achievement Report
Action Title: GATE
Means of Achievement: Alignment of instruction with content standards
Action Type :
Form A: Planned Improvements in Student Performance.
Tasks :
Provide GATE instruction through in-class differentiation and the RtI (ExCEL) regrouping model, including use of Junior Great
Books. Continue to explore/provide carefully selected after school programs such as The Great Ocean Rescue, Slime Lab, Design
Challenge, State Bird or Flower Clay Seminar, and Forensics Seminar.
Measures :
Participation in after school programs and additional enrichment and extension activities within the classroom.
People Assigned :
Site GATE Coordinator, Teachers, Vendors, Principal
Start Date :
8/20/2014
Completion Date :
6/11/2015
Funding Resources
Related Expenditures
Charter Schools
Instructional Materials, Vendors, Personnel Costs
Estimated Cost
$2,500
Action Title: English Language Instruction
Means of Achievement: Alignment of instruction with content standards
Action Type :
Form A: Planned Improvements in Student Performance.
Tasks :
Provide additional standards based instructional opportunities for EL students through differentiated instruction and time with the
EL instructional aide, a credentialed teacher. Through a pull out model, the EL instructor will support language acquisition through
small group instruction 4 times a week for 30 minutes, determined by students' CELDT levels and teacher input using the selected
ELD curriculum. ELD teachers will communicate to classroom teachers student progress. ELD teachers GLAD trained and
continue to implement GLAD strategies. We will continue our English Learner Advisory Committee (ELAC) to involve EL parents in
the learning and education of their children. The ELAC will meet 3-4 times during the school year.
Measures :
CELDT, ELD Program Assessments, Benchmark Assessments, Grade level assessments,
People Assigned :
Classroom Teachers, ELD Teachers, Principal
Start Date :
8/20/2014
Completion Date :
6/11/2015
Funding Resources
Related Expenditures
LCFF Supplemental Grant
ELD Teachers
5/20/2015
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Estimated Cost
$18,000
Page 8 of 23
Sartorette Charter 2014-15
Single Plan For Student Achievement Report
LEA Goal:
Aligned
LCAP Goal:
Not Aligned
Goal Area : Mathematics
School Goal : Increase Student Achievement In Mathematics
By June 2014, 79% of all students in grades kindergarten through 5th grade will attain grade level proficiency or above in
mathematics as measured by: K-1 End of Year benchmark, 3rd-5th End of Year Curriculum Associates Common Core Math
Assessment.
What data did you use to form this goal (findings from data analysis)?
CST data from 2012-13; Site and District Math Benchmark Assessments; California English Language Development Test
(CELDT); MARS Assessment
How does this goal align to your Local Educational Agency Plan goals?
LEAP Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by
2016-2017. LEAP Goal 2C: AMAO 3 - By June 2017, the percentage of English learners attaining proficiency in Mathematics will
increase from 48.9% to 60%, as measured by: Grades K-1 End of Year Math Benchmark; Grades 2nd-6th End of year Curriculum
Associates Math Benchmark; Grades 7th -8th End of Year Mathematics Diagnostic Testing Project (MDTP) Assessment, in order
to move toward state defined expectation for proficiency in Mathematics Leap Goal 3: Highly Qualified Teachers - All students will
be taught by highly qualified teachers by 2014-15.
What did the analysis of the data reveal that led you to this goal?
The percentage of All Students proficient increased from 74% in 2011-2012 to 79% in 2012-2013. Hispanic increased from 50%
to 59%, SED increased from 52% to 55%, and EL increased from 59% to 64%. District benchmark and grade level assessments
show evidence over the year of increased student proficiency, especially for students consistently receiving targeted intervention
(e.g. extended day Math Academy).
Which stakeholders were involved in analyzing data and developing this goal?
Teachers, School Site Council, Instructional Aides, Principal
Who are the focus students?
Socio-Economically Disadvantaged, English Learners
Other Subgroups:
Hispanic/Latino
What is the expected growth?
Expected growth for target subgroups:
69% fo English Language students will achieve grade level proficiency
60% of Socio-Econically Disadvantaged students will achieve grade level proficiency
Other subgroups:
64% of Hispanic/Latino students will achieve grade level proficiency
What data will be collected to measure student achievement?
K-2 End of YEar Math Benchmark, 2nd-5th End of year ELA Curriculum Associates Common Core math Benchmark, District
Mathematics Benchmark Assessment (Fall, Winter), Site Assessments, MARS Assessment
5/20/2015
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Sartorette Charter 2014-15
Single Plan For Student Achievement Report
What process will you use to monitor and evaluate the data?
Teacher/Grade Level Teams will review student achievement data disaggregated by subgroups. Teachers/Grade Level Teams will
monitor student progress using benchmarks and ongoing grade level assessment. Using the Cycle of Inquiry process, all
stakeholders will review, analyze, recommend, and implement actions as outcomes of data collected at the beginning of the year,
and the end of each trimester throughout the year.
Actions to improve achievement to exit program improvement (if applicable).
Through ongoing benchmark and formative assessments, teachers will monitor progress of their target students and modify
instruction accordingly. We will expand our SuccessMaker Math Academy extended day program to include all grade students
who are not proficient. We will also investigate other math intervention models/programs. The emphasis of Professional
Development will be best practices and addressing the achievement gap between all students and sub groups.
Strategy:
Action Title: Differentiated Instruction
Means of Achievement: Increased educational opportunity
Action Type :
Form A: Planned Improvements in Student Performance.
Tasks :
All teachers will continue aligning the curriculum and instruction with the Common Core Standards, adapting Pearson Envison as
well as using Investigations. Teachers will use small group instruction (flex groups) and SuccessMaker and Scootpad to help meet
the individual needs of students. Opportunities will be provided for regrouping of students to facilitate differentiation. Teachers will
include critical thinking activities; including the MAC problem of the month prompts. There will be an increased focus on the use of
academic language in math. Kindergarten teachers use the ESGI assessment/data collection tool to determine which standards
students need extra support. Ongoing targeted and monitoring of students through the use of Data Walls. Expand use of
technology as a teaching and learning tool to facilitate differentiation for intervention and enrichment.
Measures :
Benchmark Results, SuccessMaker Reports, enVision topic tests, MARS prompts
People Assigned :
K-5 teachers, Principal, Asst. Superintendent of Curriculum & Instruction
Start Date :
5/20/2015
8/20/2014
Completion Date :
6/11/2015
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Sartorette Charter 2014-15
Single Plan For Student Achievement Report
Action Title: Interventions
Means of Achievement: Increased educational opportunity
Action Type :
Form A: Planned Improvements in Student Performance.
Tasks :
Additional and/or extended learning time will be provided for students who are non proficient in Math. Emphasis will be on
identifying target sub groups (ELs and Socioeconomically Disadvantaged). This may include SuccessMaker/Scootpad Math
Academy (extended day), other extended day assistance, and push-in or pull out provided by teacher/instructional aides.
Measures :
Benchmark Results, SuccessMaker and Scootpad Reports, enVision topic tests, MARS
People Assigned :
Teachers, Principal, Support Staff
Start Date :
8/20/2014
Completion Date :
6/11/2015
Funding Resources
Related Expenditures
Estimated Cost
LCFF Supplemental Grant
Instructional Aides
$14,847
NCLB: Title I, Part A, Basic Grants Low-Income
and Neglected
Instructional Aides
$5,000
Action Title: GATE
Means of Achievement: Alignment of instruction with content standards
Action Type :
Form A: Planned Improvements in Student Performance.
Tasks :
Provide GATE instruction through in-class differentiation. Continue to explore/provide enrichment activities. Continue/expand
utilizing parent volunteers to assist with grouping students to facilitate differentiation. Provide Math Olympiad as an after school
enrichment opportunity.
Measures :
Participation in after school programs and additional enrichment and extensions activities within the classroom.
People Assigned :
Site GATE Coordinator, Teachers, Vendors, Principal
Start Date :
8/20/2014
Completion Date :
6/11/2015
Funding Resources
Related Expenditures
Charter Schools
Instructional Materials, Vendors, Personnel Costs
5/20/2015
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Estimated Cost
$1,000
Page 11 of 23
Sartorette Charter 2014-15
Single Plan For Student Achievement Report
LEA Goal:
Aligned
LCAP Goal:
Not Aligned
Goal Area : Science
School Goal : Increase Student Achievement In Science
By June 2015, the percentage of 5th graders performing at proficient or above will increase from 79% to 84% as measured by the
CST.
What data did you use to form this goal (findings from data analysis)?
5th Grade CST Science, Curriculum Embedded Assessments
How does this goal align to your Local Educational Agency Plan goals?
Leap Goal 1: Proficiency in Reading/Langauge Arts and Mathematics - All students will reach high standards, at a minimum,
attaining proficiency or better in reading and mathematics by 2016-17
What did the analysis of the data reveal that led you to this goal?
Maintaining high passage rate could be attributed to the depth of use of the FOSS Science program and emphasis on integrating
ELA. District professional development has been in the area of Science and ELA integration.
Which stakeholders were involved in analyzing data and developing this goal?
Teachers, School Site Council. Instructional Aides, District Office Staff, District Science Committee
Who are the focus students?
All 5th grades and their significant subgroups:
Socio-Economically Disadvantaged students,
English Learners
Other subgroups
Hispanic/Latino
What is the expected growth?
The percentage of 5th graders performing at proficient or above will increase from 79% to 84% as measured by the CST.
What data will be collected to measure student achievement?
5th Grade CST Science, Curriculum Embedded Assessments (FOSS)
What process will you use to monitor and evaluate the data?
Teachers/Grade Level Teams review CST student achievement data disaggregated by subgroups. Ongoing monitoring of student
progress using benchmarks and curriculum embedded assessments.
Actions to improve achievement to exit program improvement (if applicable).
Strategy:
5/20/2015
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Sartorette Charter 2014-15
Single Plan For Student Achievement Report
Action Title: Garden
Means of Achievement: Alignment of instruction with content standards
Action Type :
Form A: Planned Improvements in Student Performance.
Tasks :
The Garden Committee will facilitate the integration of the FOSS program when appropriate and utilization of the garden by each
grade level to support science instruction. Site training will be provided by teachers on how to incorporate the garden and FOSS.
Measures :
Usage records will be kept by each classroom, increased use of garden
People Assigned :
Garden Committee, Principal, Teachers
Start Date :
8/20/2014
Completion Date :
6/11/2015
Funding Resources
Related Expenditures
Charter Schools
Garden Supplies
Estimated Cost
$550
Action Title: Science Instructor
Means of Achievement: Alignment of instruction with content standards
Action Type :
Form A: Planned Improvements in Student Performance.
Tasks :
A science instructor will implement hands-on FOSS science lessons for grade 4-5 students to support the science curriculum
provided by classroom teachers.
Measures :
Lesson plans, records of hours worked
People Assigned :
Teachers, Principal
Start Date :
8/20/2014
Completion Date :
6/11/2015
Funding Resources
Related Expenditures
Charter Schools
Science Instructor
5/20/2015
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Estimated Cost
$7,000
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Sartorette Charter 2014-15
Single Plan For Student Achievement Report
Action Title: FOSS
Means of Achievement: Alignment of instruction with content standards
Action Type :
Form A: Planned Improvements in Student Performance.
Tasks :
Teachers will integrate FOSS curriculum and instruction throughout the year through other curricular areas using problem based
learning and inquiry learning. Teachers will design and implement cross-curricular science lessons to support all disciplines with
an emphasis on ELA. Teachers will continue to integrate GLAD and emphasize use of informational texts. New teachers and
teachers new to the grade level will receive training in FOSS implementation.
Measures :
5th Grade Science CST scores, Participation in Science Fair, FOSS performance based assessments
People Assigned :
Teachers, Principal, District Educational Services, District Science Committee
Start Date :
8/20/2014
Completion Date :
6/11/2015
Funding Resources
Related Expenditures
Charter Schools
FOSS Supplemental Instructional Materials &
Supplies
5/20/2015
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Estimated Cost
$1,000
Page 14 of 23
Sartorette Charter 2014-15
Single Plan For Student Achievement Report
LEA Goal:
Aligned
LCAP Goal:
Not Aligned
Goal Area : School Climate
School Goal : Maintain a Positive, Consistent, and Safe School Climate
We will sustain a consistent school-wide implementation of Positive Behavior Interventions and Support (PBIS) to maintain a
positive school culture and foster an inclusive environment. We will continue to offer schoolwide incentives to further build a positive
sense of community. The school PBIS team will continue to meet regularly to review SWIS (School-Wide Information System) and
involve all staff in identifying and supporting strategies that provide a safe, positive, and healthy environment for all students.
What data did you use to form this goal (findings from data analysis)?
Office referrals and suspension records,
SWIS data (delienate behaviors, frequency of behaviors, time and location),
5th grade PE Fitness Test
How does this goal align to your Local Educational Agency Plan goals?
LEAP Goal 3: Highly Qualified Teachers By 2013-14, all students will be taught by highly qualified teachers.
What did the analysis of the data reveal that led you to this goal?
We currently have few office referrals and suspensions. We want this to continue. We do have students with chronic behavior
issues and need tools and strategies to assist them.
Which stakeholders were involved in analyzing data and developing this goal?
PBIS Team and Coach, Leadership Team, Principal, Cornerstone Teachers, All Support staff including Noon Duty Supervisors
Who are the focus students?
All Students
What is the expected growth?
The number of office referrals will drop by 50%. Evidence (observational) of students utilizing PBIS strategies such as Talk It Out.
Student behavior will align with PBIS expectations. Students will be able to articulate school rules and rationale behind them.
What data will be collected to measure student achievement?
Office referrals, Suspensions, SWIS Data,
What process will you use to monitor and evaluate the data?
The staff will review, analyze, recommend, and implement actions as outcomes of data collected at the beginning of year and at
the end of each trimester throughout the year. The PBIS Team meets regularly to review SWIS data and communicate any trends.
Actions to improve achievement to exit program improvement (if applicable).
Strategy:
5/20/2015
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Sartorette Charter 2014-15
Single Plan For Student Achievement Report
Action Title: Implement PBIS
Means of Achievement: Alignment of instruction with content standards
Action Type :
Form A: Planned Improvements in Student Performance.
Tasks :
Sustain Positive Behavior Interventions and Support (PBIS) through: Continued and consistent staff implementation and
participation. Provide consistent schoolwide rules, discipline matrix, guidelines for successful implementation. Maintain a positive
incentive program. Provide quarterly opportunities for analysis of data and work with entire staff to determine next steps. Support
PBIS committee to ensure our school climate work is systemic. Provide professional development opportunities for staff to
successfully implement PBIS. Incorporate Cornerstone, Conflict Resolution ("Talk It Out"), Life Skills, and Cornerstone under the
PBIS umbrella. Continue "Check In Check Out".
Measures :
SWIS data system to monitor student behavior. Results from staff, student, parent surveys. Observations from staff and students.
Number of major office referrals will drop by at least 50%.
People Assigned :
PBIS Team, Principal, PBIS coach, District Office Staff
Start Date :
8/20/2014
Completion Date :
6/11/2015
Funding Resources
Related Expenditures
Charter Schools
Supplies, Posters, Prizes for Students
Estimated Cost
$1,000
Action Title: Wellness/Physical Education
Means of Achievement: Alignment of instruction with content standards
Action Type :
Form A: Planned Improvements in Student Performance.
Tasks :
Students will participate regularly in physical education through the district P.E. program. The Motor Skills program will enhance
the P.E. program to align with State Standards. Classroom teachers will enhance the P.E. curriculum using the SPARK program.
We will continue The Walking Jogging Club where students have incentives to use the track during morning and lunch recess. We
will explore how we can encourage parents to bring healthy snacks and healthy food during special events through a school
nutrition policy and to be in alignment with the Board adopted wellness policy.
Measures :
5th Grade California Physical Fitness Test Results, Records of Track Usage for Walking and Jogging Club
People Assigned :
Teachers, Principal, Motor Skills Teacher, Parent Volunteers
Start Date :
8/20/2014
Completion Date :
6/11/2015
Funding Resources
Related Expenditures
Donations
Motor Skills Teacher
$8,300
Charter Schools
Motor Skills Teacher
$3,000
5/20/2015
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Estimated Cost
Page 16 of 23
Sartorette Charter 2014-15
Single Plan For Student Achievement Report
Action Title: Art Vistas
Means of Achievement: Alignment of instruction with content standards
Action Type :
Form A: Planned Improvements in Student Performance.
Tasks :
Support continued growth of art opportunities for K-5 during school through the Art Vista program. Site Art Vista coordinator
arranges for parent training, orders and monitors supplies for program. Plan and set-up for annual Art Show during Open House.
Measures :
Establish schedule for all parent volunteers and training designed in the fall. Plan and deliver separate grade level training
sessions to articulate lesson goals and procedures. Open House Art Show featuring student work
People Assigned :
Art Vista coordinator, parent volunteers, teachers, principal
Start Date :
8/20/2014
Completion Date :
6/11/2015
Funding Resources
Related Expenditures
Estimated Cost
Arts and Music Block Grant
Art Vistas Coordinator
$6,898
Charter Schools
Art Vistas Coordinator
$3,567
Action Title: Music
Means of Achievement: Alignment of instruction with content standards
Action Type :
Form A: Planned Improvements in Student Performance.
Tasks :
Provide both choral and instrumental music instruction and opportunities throughout the year for all students in grades K-5. Create
and maintain an after school choir and band for students in 4th and 5th grade.
Measures :
Increased participation of students in programs, end of year and other scheduled performances
People Assigned :
District Music Teacher, Teachers, Principal
Start Date :
8/20/2014
Completion Date :
6/11/2015
Funding Resources
Related Expenditures
Arts and Music Block Grant
District Music Teacher
5/20/2015
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Estimated Cost
$0
Page 17 of 23
Sartorette Charter 2014-15
Single Plan For Student Achievement Report
Action Title: Improving 21st Century Skills
Means of Achievement: Alignment of instruction with content standards
Action Type :
Form A: Planned Improvements in Student Performance.
Tasks :
We will continue to explore increased opportunities to incorporate 21st Century Skills including technology. Teachers will continue
to have opportunities for training on how to integrate technology as a teaching and learning tool. Teachers will participate in the
Digital Academy and professional development offered by the Krause Center. Teacher collaboration will continue through regular
designated time at Staff Meetings and Site Professional Development days. Release time will be provided for teachers to observe
each other. Technology integrated throughout the day will include AR for all grades and Scootpad classrooms. Teacher leaders
will continue to model and offer support (e.g. Free App. Fridays). We will continue to offer technical suppport with our SYSOPS in
conjunction with the district technology department.
Measures :
Classroom Observations, Computers on Wheels (COW) checkout log, Teacher lead trainings/support
People Assigned :
Teachers, Principal, SYSOPS, Technolgy Department
Start Date :
8/20/2014
Completion Date :
6/11/2015
Funding Resources
Related Expenditures
Charter Schools
SYSOPS
$1,600
Charter Schools
Technology Instructional Software, Materials &
Supplies
$5,000
Charter Schools
Professional Development
$7,000
5/20/2015
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Estimated Cost
Page 18 of 23
Sartorette Charter 2014-15
Single Plan For Student Achievement Report
Funding Programs Included in this Plan
Each state and federal categorical program in which the school participates.
Total Site Plan Budget :
$213,412
Total Annual Expenditures for Current School Plan:
($213,412)
Balance:
$0
Funding Resource
Code
3010
Allocation /
Expenditure
Funding Source
NCLB: Title I, Part A, Basic Grants Low-Income and Neglected
$40,933
Action: Interventions
($13,000)
Action: Professional Development
($5,000)
Action: Response to Intervention/ExCEL
($22,933)
Balance:
4600
Charter Schools
$99,574
Action: Art Vistas
($3,567)
Action: FOSS
($1,000)
Action: Garden
($550)
Action: GATE
($3,500)
Action: Implement PBIS
($1,000)
Action: Improving 21st Century Skills
($13,600)
Action: Interventions
($21,433)
Action: Library
($3,000)
Action: Professional Development
($5,000)
Action: Response to Intervention/ExCEL
($18,075)
Action: Science Instructor
($7,000)
Action: Supplemental Instructional Materials
($18,849)
Action: Wellness/Physical Education
($3,000)
Balance:
6760
Arts and Music Block Grant
($6,898)
Balance:
$0
Donations
$16,880
Action: Library
($8,580)
Action: Wellness/Physical Education
($8,300)
Balance:
5/20/2015
$0
$6,898
Action: Art Vistas
9010
$0
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$0
Page 19 of 23
Sartorette Charter 2014-15
Single Plan For Student Achievement Report
9999
LCFF Supplemental Grant
$49,127
Action: English Language Instruction
($18,000)
Action: Interventions
($24,847)
Action: Response to Intervention/ExCEL
($6,280)
Balance:
5/20/2015
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$0
Page 20 of 23
Sartorette Charter 2014-15
Single Plan For Student Achievement Report
School Site Council Membership
Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed
expenditures of funds allocated to the School through the Consolidated Application, by the school site council. The current
make-up of the school site council is as follows:
Name
Represents
Contact Info
Reviewed Plan Date
Scott R. Johnson
Principal
264-4380
4/14/2014
Lisa McConnell
Other School Staff
264-4380
4/14/2014
Buddy Butler
Parent or Community Member
264-4380
4/14/2014
Jeff Kanowitz
Parent or Community Member
264-4380
4/14/2014
Patty Peckham
Classroom Teacher
264-4380
4/14/2014
Mele Kent
Classroom Teacher
264-4380
4/14/2014
Total Number of Committee Members
Number of Members of each Category
5/20/2015
Principal
ClassRoom
Teacher
Other School
Staff
Parent or
Community
Member
1
2
1
2
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Secondary
Student
Page 21 of 23
Sartorette Charter 2014-15
Single Plan For Student Achievement Report
Recommendations and Assurances
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.
__________________________ Signature
Gifted and Talented Education Advisory Committee
__________________________ Signature
English Learner Advisory Committee
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 here in
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:
3/14/2013
Attested:
Scott Johnson, Principal
Typed name of School Principal
Signature of School Principal
Date
Signature of SSC Chairperson
Date
Jeff Kanowitz
Typed name of SSC Chairperson
5/20/2015
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Page 22 of 23
Sartorette Charter 2014-15
Single Plan For Student Achievement Report
5/20/2015
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Page 23 of 23