English Language Arts
Single Plan for Student Achievement
OBJECTIVES
• Provide guidance and support with
completing 5 critical areas for the English
Language Arts section of the SPSA.
• 1) Data Resources
• 2) Determine Findings
• 3) School Goal
• 4) Key Strategies
• 5) Actions/Tasks
Key Principles for English Language Arts
• Schooling must help all students achieve their
highest potential.
• The responsibility for learners’ literacy and
language development is shared.
• ELA/ELD curricula must be well designed,
comprehensive, and integrated.
• Effective teaching is essential to student success.
• Motivation and engagement play crucial roles in
learning.
- From Draft ELA/ELD Framework
Indicate all student data used to
determine Findings and School Goal
Examples of Data Sources
• Elementary: CST Data (2012-2013), CORE Waiver
Data Report, MyData, Curriculum-Based Data
(Benchmark Assessments, Progress-Monitoring
Assessments, etc.), Student Work Samples
• Secondary: CST Data (2012-2013), Student
Grades, CAHSEE Data, CORE Waiver Data Report,
MyData, Curriculum-Based Data (Intervention
Program Data), Student Work Samples
Use the guiding questions
to help determine Findings
Sample Findings
Our school has increased its API every year for the past 4 years. Although our
students with disabilities are also progressing, they are still performing well
below other subgroups in English Language Arts. 44% of students with
disabilities scored BB and FBB on the ELA portion of the CST, while only 16% of
students without disabilities scored BB and FBB.
Further investigation of the data showed the following distribution of scores :
Students with Disabilities:
Students without Disabilities:
EO – BB/FBB = 69%; B = 25%; P = 6% (no A) EO – BB/FBB = 12%; B = 34%; P/A = 54%
LEP – BB/FBB = 59%; B = 41%; P/A = 0%
LEP – BB/FBB = 62%; B = 33%; P = 5% (no A)
RFEP – BB/FBB = 20%; B = 55%; P/A = 25%
RFEP – BB/FBB = 11%; B = 37%; P/A = 53%
CST content strand analysis indicates that all students in grades 9 and 10 struggled
with Word Analysis & Vocabulary.
Extensive PD has been provided to the staff on strategies to support English learners,
and LEP students receive specific support on English Language Development in both
general education and special education settings. However, no specific training on
strategies to support students with disabilities has been provided.
Data indicate that Tier 2 and Tier 3 English Language Arts intervention programs
must be implemented, with specific support for students with disabilities included
in the instructional programs.
The School Goal sets a measurable target for improvement
based upon the LEA Goal and Findings from student data
[limit: one (1) School Goal per each Goal Matrix section]
Writing SMART School Goals – See
Resource Guide pp. 75-76
Sample SMART Goal
By ________ (e.g., June 2016), students will
improve/gain ___% in the area of _________
(e.g., Word Analysis and Vocabulary) as
measured by ____________ (e.g., curriculum
assessments, performance tasks data.)
Sample School Goal
By June 2016, 75% of students in grades 9 and 10
who participate in intervention will improve their
proficiency in the area of Word Analysis and
Vocabulary as measured by curriculum based
assessments in Tier 2 and Tier 3 intervention
programs.
• Students in the general population will improve
10% in proficiency.
• Students with special needs will show accelerated
growth with a 15% increase in proficiency.
Determine Key Strategy(ies) needed to achieve
the School Goal
Sample Key Strategy
• Implement a Tier 2 intervention program in
ELA (Read 180), that supports the Core
curriculum and has an emphasis on
Vocabulary Development for grades 9 and 10
to address the needs of students not meeting
proficiency levels in the content area of Word
Analysis and Vocabulary, and to accelerate the
growth of students with disabilities.
Determine Actions/ Tasks needed to execute Key Strategy(ies)
3 Focus Areas
• Effective Instructional Program (Professional
Learning and Classroom Instruction)
• Maximizing Instructional Time
• Interventions to Close Achievement Gaps
Effective Instructional Program
(Professional Learning and Classroom Instruction)
Questions to Surface Thinking:
1) What training will we need in pedagogy and/or
content?
2) What will we learn as a school about effective
teaching for students with disabilities?
3) What training is necessary to successfully
implement our intervention (Tier 2) program in the
classroom?
4) Who is going to support teachers in their
instruction?
Maximizing Instructional Time
Questions to Surface Thinking:
• How will we apply our professional learning to
maximize our instructional impact on students
with disabilities?
• In what ways will we provide support and
promote effective learning to address the needs
of our students with disabilities in an integrated
setting?
• How might our scheduling need to be modified to
maximize instructional time and provide
interventions during the day?
Interventions to Close Achievement Gaps
Questions to Surface Thinking:
• What will we do for our students with disabilities
who need more than good first instruction?
• How will we differentiate our instruction to meet
the needs of students with a variety of
disabilities?
• How will we implement our intervention program
and conduct ongoing evaluations to determine
student and program outcomes and inform
ongoing program needs?