1
SINGLE PLAN FOR STUDENT ACHIEVEMENT
Pacheco School
6050454
CDS Code
Date of this revision: November 29, 2015
This is a plan of actions to be taken to raise the academic performance of students and improve the school's
educational program. For additional information on school programs and how you may become involved,
please contact the following person:
Contact Persons:
Jason Provence
Katy Pearce
Positions:
Principal & Vice Principal
Telephone Number:
530-224-4585
Address:
7430 Pacheco School Road
Redding, CA 96002
Email:
jprovence@pacheco.k12.ca.us
kpearce@pacheco.k12.ca.us
Pacheco Union School District
The District Governing Board will approve this revision of the School Plan on January 12 , 2016
The Pacheco School Site Council approved this revision of the School Plan on December 1, 2014
Vision Statement
The vision of the Pacheco Union School District is to see each student educated in an
environment that is safe and engaging as they participate in a rigorous and relevant
curriculum. All students will use 21st century technology and other educational
resources to meet high expectations while having the opportunity to succeed
academically and in extra- curricular activities.
Mission Statement
Preparing students to be confident and empowered leaders for tomorrow’s world.
2015-2016 Performance Goals
Pacheco Union School District
2015-2016
Performance Goals
 By June 2016 Prairie & Pacheco certificated staff will see an increase
in math and language arts assessment collaboration, using the
outlined assessment schedule.
 Staff collaboration will be data driven and measured
by individual grade level results. (Refer to assessment
schedule in collaboration binder)
 Throughout the 2015-2016 school year, students’
progress will be assessed using the district assessment schedule.
Pacheco School District
2015-2016
Teacher Evaluation Formal Goals
 Teachers will be evaluated on the use of California
State Teaching Standards. Teachers will incorporate
all levels of knowledge as indicated in Bloom’s
Taxonomy of Learning Domains.
 Teachers will be evaluated on essential questioning,
discourse, and rigor.
Bloom’s Taxonomy of Learning Domains
School Profile
Pacheco School’s motto is, “Graciously serving all students and families”, and it is our mission
to abide by this in all aspects of operation.
Pacheco School is a 4-8 site located in Redding on Pacheco School Road. Our enrollment as of
the 2015-2016 CBEDS was 295. Our significant subgroup is our Socio-economically
disadvantaged population at 59 percent of our student body.
There are 14 certificated teachers for grades 4-8, including 1 RSP and 1 SDC. teachers this.
Additionally, Pacheco has a 0.60 music teacher, 0.4 counselor, .25 academic counselor, 0.40
psychologist, 0.6 GATE teacher, 8 classified instructional aides, 1.5 secretaries, 2.5 custodians,
1.5 cafeteria workers, .50 Vice Principal, and a 0.6 Principal, who assist with the school’s
needs. Paraprofessionals support our regular ed. Classrooms, SDC teacher, resource teacher,
and P.E. classes. We also provide students with the services of a contracted school nurse,
school psychologist, and speech pathologist.
Our primary funding source beyond our Local Control Funding Formula is our Title I funds, and
our restricted special ed. funding. We maintain an active School Site Council. Our
Parent/Teacher Organization (PPPTG) is also very supportive and actively works to support
student-learning opportunities, such as plays and field trips, and academic rewards. In
addition, we have established an Education Foundation (AAAF), which also supports the arts,
athletics, and academics at Pacheco School. Every Monday is a minimum day, allowing
teachers regular and consistent opportunities to collaborate and/or experience professional
development. Pacheco School meets the state requirements for the number of instructional
minutes for each subject area.
This plan was prepared in accordance with the Action Protocol for schools in Program
Improvement Year 4, which requires a form of restructuring for alternative governance. When
developing the addendum for Year 4 Program Improvement status, the team decided upon the
re-governance option.
ANALYSIS OF CURRENT EDUCATIONAL PRACTICE
The following statements characterize educational practice at this school:
1. Alignment of curriculum, instruction, and materials to content and performance in the
Common Core State Standards:
 The staff members use the Common Core State Standards as guides for the
development of curricular and instructional programs.
 Board adopted and state adopted instructional materials aligned with the Common Core
State Standards are used by the teaching staff.
 The 8 Standards for Mathematical Practice are implemented by the teaching staff, in
conjunction with the CCSS.
 Essential Questioning, Depth of Knowledge quadrants, and teacher-student discourse
are implemented by all teaching staff to enhance student learning in each content area.
 The staff members use pacing guides from state-adopted standards-based curriculum
with essential standards for each grade level as a guide to prepare students for the next
grade level.
 Teachers are currently piloting Everyday Math in grades 4-6. A decision will be made for
full adoption of a math curriculum by 2016. 7-8 math curriculums have been adopted and
it is CPM.
 Pacheco is currently piloting a supplemental math and ELA technology program called
IReady.
2. Availability of standards-based instructional materials appropriate to all student
groups:
 State adopted, standards-based instructional materials are adopted and used in the
following curricular areas: English Language Arts, Math, History/Social Studies, Science,
Technology, and PE.
 Pacheco employs a full-time PE teacher to remain in compliance with state mandated
minutes for students in the subject area of physical education, as well as to
accommodate the need for daily common grade level and/or subject area preparatory
periods. The PE teacher is assisted by a PE tech.
3. Alignment of staff development to standards, assessed student performance and
professional needs:
 Common Core funds are set aside to provide various levels of professional development
for all staff members. Certificated staff members will attend math grant workshops,
Math Task Force meetings, STEM (Science, Technology, Engineering, & Mathematics)
and Common Core trainings to strengthen their understanding and delivery of
curriculum.
 Certificated staff participates in weekly collaborative meetings at which time they share
strategies for the student attainment of content and performance of standards, based on
common assessment data.
 Teacher use of technology is focused throughout each subject area.
 A concentrated focus on web-based resources and instructional materials is stressed
and implemented across all grade levels, in each subject area.
 Google classroom has been a focus for teachers in 2-8, especially because of the
writing focus.
 A concerted effort has been made to have a common assessment and collaboration
schedule for the entire certificated staff. Please see the links on the district site under
curriculum and instruction.
 A curriculum and instruction, assessment, and professional development vice-principal
is also a focus in 2015-16.
4. Services provided by the regular program to enable under-performing students to
meet standards:
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Teachers develop in-class modifications and provide differentiation for ALL students.
Contracts/Agreements pertaining to behavior, student academic responsibilities and/or
attendance are often developed to strengthen home and school efforts and to support
students to be more successful.
Teachers regularly communicate through the use of phone, email, web page, progress
reports, newsletters, and the automated school messenger system with families
regarding student progress and ways to help at home.
Interventions are in place for students below grade level and far below grade level.
Through the use of title 1 monies, we have hired aides to work daily, one-on-one and
with small groups in all grade levels, 4-8.
Parent night with Mr. Brown is a focus so that all students and their families feel
connected and engaged in school and to school.
A particular focus in 4th and 5th grades is a literacy period where underperforming
students receive extra help in reading fluency.
In addition to literacy Pacheco has added advanced classes so that all students get
classes like GATE, Music, Art, Foreign Languages, and other academic electives that
are college and career focused.
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Differentiation is implemented in reading and math at each grade level to provide
Universal Access to curriculum.
A third computer lab has been added for students to have further access to
technology, especially in the area of assessments that are to be taken online.
5. Services provided by categorical funds to enable under- performing students to meet
standards:
Several Intervention programs are in place at Pacheco School. These include:
 Title I funds also allow us to purchase supplementary materials and to provide
professional development opportunities to all teaching staff.
 Interventions in the subject areas of language arts, writing, and math are done 3 days
per week in 4-8 grades, for 40 minutes. In addition, students below grade level are
pulled by the RSP teacher and aides.
 Glencoe English Learners, Fast Track, Language Exclamation, and Glencoe Treasures
are being used in ELA interventions for Direct Instruction.
 Houghton Mifflin Harcourt “Go Math” and McMillan Mc Graw Hill “My Math”
curriculum is used for direct math instruction (pilot program).
 Lexia Reading and IReady reading and math are web-based supplemental programs and
are both used in the computer labs and classrooms for curriculum support in language arts
and mathematics.
 The after school program is being run for grades 4-8 to provide assistance with homework
and extra help in the areas of language arts and mathematics, music, art, and physical
education.
6. Use of state and local assessments to modify instruction and improve student
achievement:
The Pacheco Staff routinely applies assessment strategies to measure student growth
and determine appropriate instructional approaches. These measures include grade
level common assessments.
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The teaching staff annually (and when needed) reviews the grade 4-8 state testing
data (throughout the school year) to set school wide goals, inform instruction and to
modify curricular focus.
In accordance with the district assessment schedule, teaching staff reviews math and
ELA data monthly. Included in the reviews are unit benchmark data, chapter test data,
S T A R t e s t i n g , I R E A D Y t e s t i n g , and any other tests and quizzes given
from adopted materials.
2 assessments per year are performed electronically, in accordance with the District
Assessment schedule.
Each grade level studies student achievement data in August from June’s end of year
assessments to sets yearly grade level goals.
Collaboration meetings (both whole faculty and grade level) study student achievement
data no less than 3 times per year and make changes to student programs accordingly.
Teachers receive training in technology-based assessments for both Everyday
Math, IReady, Google Classroom and Treasures curriculum.
NINE ESSENTIAL PROGRAM COMPONENTS
1. Use of most recent State Board of Education (SBE) adopted/aligned
English/Language Arts (ELA) and Math texts, including interventions
a. Pacheco School has State Board of Education adopted materials in all
instructional areas:
i. Social Studies
ii. Mathematics
iii. Science
iv. English Language Arts
2. Monitoring of instructional time and an effective master schedule
a. Pacheco staff has implemented a master schedule to meet all instructional
minutes for ELA, Math & PE
b. The Shasta County Office of Education and Pacheco faculty have met to
create and review the master schedule & LCAP
3. Pacing Guide
a. Each grade level team follows a curriculum pacing guide based on adopted
instructional materials, state standards, and CA state assessment blueprints
and essential standards. Teachers have reviewed pacing guides to help
identify essential standards for each grade level and to help tie pacing to the
new state standards.
4. Administrator training
a. All school administrators have attended Shasta County Office of Education
workshops, leadership, and LCAP trainings.
b. Administrators will attend ACSA Northstate Conference
c. The vice principal attended the STEM conference in Reno, Nevada.
5. Fully credentialed teachers and provide SB 472 training for K-8 teachers
a. All of Pacheco’s teachers are fully credentialed and NCLB compliant
b. Pacheco has recognized single subject vs. multiple subject credentialing issues
and teachers are placed appropriately; self-contained in grades 4-6 and core in
grades 7-8.
6. An assessment and monitoring program system, including use of embedded
assessments to guide curriculum and instruction
a. The District currently has an electronic monitoring program to compile data:
Datawise/EADMS
b. Each grade level team will maintain use of agreed upon assessment
calendars with specific assessments.
7. Instructional assistance and support for teachers including coaching and content
area experts
a. Grade levels meet and collaborate with the principal at least 1 time per month.
b. 6 teachers are participating in the STEM training of which PUSD is the host
of the grant. Several teachers have and will attend Common Core Trainings
throughout the 2015-2016 summer and school year.
c. 3 administrators are involved in County Curriculum Leads and the
County Cooperative.
d. 6 beginning teachers (years 1 and 2) are actively involved in BTSA
and receive coaching from 2 master teachers on the Pacheco
School certificated staff.
8. Facilitate and support teacher grade level collaboration
a. Monday minimum day collaboration meetings include whole faculty meetings
as well as grade level meetings. Topics for meetings range from reviewing
assessment data, curricular needs, technology support, trauma informed
instruction, special education, and student achievement planning. Teacher
trainings are presented and key topics and strategies are shared with staff. A
focus for the 2015-2016 school year has been on learning from CAASPP data
and reviewing key achievement level descriptors.
b. We have support from the Shasta County Office of Education with state
standards, data analysis, technology, and collaboration.
9. Fiscal allocations support Reading/language and math goals in single school plan
a. Using these 9 essential program components we are aligning our school plan,
our LCAP and LCFF to meet the needs of our school.
Pacheco Student Performance Data Summary for spring 2001-2013
Academic Performance Index (API) School Growth Report
The API is a system for ranking schools statewide according to results of student performance
based on the Student Testing and Reporting System (STAR). The ranking includes ten deciles,
deciles one being the lowest.
Student Performance on the California Standards Tests
Pacheco School
Annual Growth Targets for Adequate Yearly Progress
California Standards Test - English Language Arts
School Year
Minimum Percentage
Proficient
School-wide
White
Socioeconomically
Disadvantaged
Students with
Disabilities
2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012- 20132002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
13.6 13.6 13.6 24.4 24.4 24.4 35.2 46.0 56.8 67.6 78.4 89.2 100.0
40.1 42.7 41.7 41.9 41.9 49.5 51.9 57.2 59.8 61 54 52.3 N/A*
41.8 42.9 44.0 44.4 42.5 51.8 53.7 58.6 65.4 58.8 58.7 53.5 N/A*
20.0 26.4 28.5 29.4 30.7 34.6 34.2 43.3 49.0 44.7 40
43 N/A*
12.5 9.5 13.3 12.9 12.8 13.0 27.5 33.3 31.0 32.0
31
19.2 N/A*
Pacheco School
Annual Growth Targets for Adequate Yearly Progress
California Standards Test - Mathematics
School Year
Minimum Percentage
Proficient
School-wide
White
Socioeconomically
Disadvantaged
Students with Disabilities
2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012- 20132002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
16.0 16.0 16.0 26.5
34.6 32.7 39.1 41.4
36.6 32.5 41.9 44.1
14.7 20.8 27.4 29.4
26.5
45.4
45.4
29.9
26.5
40.0
41.7
30.2
6.2 14.6 13.3 19.4 17.9 19.6 37.5 21.6 37.0
2013 End of Year Report Card Data
ELA Level
37.0 47.5 58.0 68.5 79.0 89.5 100.0
46.9 41.8 52.6 52.5 45.4 51.2 N/A*
49.5 45.1 57.2 56.8 48.4 52.1 N/A*
31.5 27.2 41.0 42.1 34.1 43.7 N/A*
%
Basic and Below
47.7
Prof./Adv
52.3
Math Level
Basic and
Below
Prof./Adv
%
48.8
51.2
*CAASPP field test. No individual student reports or data given.
34
31
7.7 N/A*
2014-2015 CAASPP Data
Pacheco Student Performance Data Summary
Conclusions from Student Performance Data
Although Pacheco is in Year 4 Program Improvement status, significant growth was made in the
overall API from 2012. Pacheco rose 12 points from 770 to 782. While we met the growth
targets for AYP in math for each subgroup area, we did not meet AYP for language arts in the
“White” subgroup. Measures will need to be taken to improve student performance in this area
specifically.
Conclusions from Parent, Teacher and Student Input
There needs to be a focus on the Common Core State Standards, collaboration, professional
development, writing, technology, and a specific focus on writing.
School Goals for Improving Student Achievement
Goal 1: Certificated staff will increase the use of essential questioning and making connections,
through depth of knowledge levels and rigor and relevance quadrants, as measured by weekly
collaborations and administration observations.
Goal 2: Increase the use of technology by utilizing online curriculum resources and regularly
monitoring students’ progress through the implementation of the district assessment schedule
for ELA and Math with fidelity. Students will learn to test online in preparation for SBAC testing
with CCSS.
School wide Goals
ELA Goal
By the end of the 2014-2015 school year 100% of Pacheco students will be proficient in
ELA as measured by the 2014 ELA CST in grades 4-8.*
Math Goal
By the end of the 2014-2015 school year 100% of Pacheco students will be proficient in
Math as measured by the 2014 Math CST in grades 4-8.*
*Note that Pacheco School has switched to implementing the CCSS, which do not
involve the implementation of NCLB and the use of the traditional CST. We are
preparing for the SBAC, which is the assessment used with CCSS.
GOAL # 1: By June 2016, Prairie and Pacheco certificated staff will see an increase in math and language arts assessments to
drive instruction and collaboration through the use of the outlined assessment schedule.
Student Groups participating in this goal: All Students
All students will be screened and assessed using district measures; STAR, CAASPP testing, iReady, and adopted math and ELA
curriculum diagnostics and benchmarks.
Description of Specific Actions to Improve Educational
Practice
1.
Implementers/ Timeline
Related
Expenditures
Develop and implement a district assessment
schedule.
Admin
Teachers
2015-2016 school year
N/A
Develop and implement a district collaboration
schedule.
Admin/Teachers
2015-2016 school year
N/A
3. Review individual student assessments
toresresults.EssentiaQuestions
posted within
daily inCAASPP claims.
To categorize areas of weakness
Admin/Teachers
2015-2016 school year
N/A
4.
Implement literacy and intervention classes.
Admin
Teachers
2015-2016 school year
N/A
5.
Ongoing assessments in intervention classes to monitor
Progress.
Admin/Teachers
2015-2016 school year
N/A
6.
Ongoing collaboration and progress monitoring with
Grade level teachers and admin.
Admin
Teachers
2015-2016 school year
N/A
2.
2.
Estimated Cost
Funding
Source
GOAL # 2 Increase the use of technology by utilizing online curriculum resources and regularly monitoring students’ progress through the
implementation of the district assessment schedule for ELA and Math with fidelity. Students will learn to test online in preparation for SBAC
testing with CCSS.
Student Groups participating in this goal: All students
All students will continue to develop keyboarding awareness skills and the opportunity to test on a computer (PC or
chromebook). All teachers will work toward mastering the use of the Google platform. After school help will be implemented
in the Pacheco School After School Program, as well as academic counseling. These interventions will be strategic for students
nearly meeting CAASPP grade level benchmarks and intensive for students not meeting CAASPP grade level benchmarks.
Description of Specific Actions to Improve
Educational Practice
Implementers/
Timeline
Related Expenditures
1.
Implement online resources through stateadopted curriculum
Teachers
2014-2015 school year
N/A
3.
Monitor use of online curriculum resources
through weekly observations on walkthroughs
Principal
2014-2015 school year
Walk-through system (Progress
Adviser)
3.
Assess students through the use of online
resources, as determined by the assessment
schedule in the areas of math and ELA
Teachers
2014-2015 school year
N/A
4.
Take part in SBAC testing online (Interim and
Principal
N/A
traditional test)
Teachers
Students
2014-2015 school year
Estimated Cost
$400.00
Funding Source
Pacheco Elementary School
Pacheco Union Elementary School District
Form C: Programs Included in this Plan
Check the box for each state and federal categorical program in which the school
participates and, if applicable, enter amounts allocated. The plan must describe the
activities to be conducted at the school for each of the state and federal categorical
program in which the school participates. 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
(All listed state programs incorporated into Local Control Funding
Formula)
State Programs
California School Age Families Education
Purpose: Assist expectant and parenting students to succeed in
school
Economic Impact Aid/State Compensatory Education
(EIA-SCE)
Purpose: Help educationally disadvantaged students
succeed in the regular program
Economic Impact Aid/Limited English Proficient (EIALEP)
Purpose: Develop fluency in English and academic
proficiency of English learners
Allocation
$
$11,282
$
Peer Assistance and Review
Purpose: Assist teachers through coaching and mentoring
$
Professional Development Block Grant
Purpose: Attract, train, and retain classroom personnel to
improve student performance in core curriculum areas
$
Pupil Retention Block Grant
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
School and Library Improvement Program Block
Grant
Purpose: Improve library and other school programs
$
$
School Safety and Violence Prevention Act
Purpose: Increase school safety
$
Tobacco-Use Prevention Education
Purpose: Eliminate tobacco use among students
$
List and Describe Other State or Local Funds (e.g.,
Career and Technical Education [CTE], Gifted and Talented
Education [GATE])
$
Total amount of state categorical funds allocated to this school
Federal Programs
Allocation
Title I, Part A: Allocation
Purpose: To improve basic programs operated by local
educational agencies (LEAs)
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 minimum reservation from the
Title I, Part A reservation for schools in PI Year 1 and 2)
$62,003
$
$21,086
Title II, Part A: Improving Teacher Quality
Purpose: Improve and increase the number of highly
qualified teachers and principals
Title III, Part A: Language Instruction for LimitedEnglish-Proficient (LEP) Students
Purpose: Supplement language instruction to help LEP
students attain English proficiency and meet academic
performance standards
Title VI, Part B: Rural Education Achievement Program
Purpose: 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)
$11,282
$
$
$24,874
$
$
Other federal funds (list and describe)
$
Other federal funds (list and describe)
$
Total amount of federal categorical funds allocated to this school
$
Total amount of state and federal categorical funds allocated to
$119,245
this school
Note: Other Title I-supported activities that are not shown on this page may be included in the
SPSA Action Plan.
Notes on amounts – these represent allocated expenditures by site as of the 2013/14 First Interim
Budget. REAP funds have been allocated to Title I programs to Prairie and Pacheco Schools on a
40%/60% basis roughly equivalent to the relative enrollments of the two schools.
Pacheco School’s Title I allocation includes the Supplementary Educational Services allocation of 20% of
district Title I funds.
All of the listed state categorical programs have been incorporated into the Local Control Funding
Formula. Listed EIA funds represent prior-year carryover funds from 2012/13. Allocations of LCFF
funds will be addressed in the forthcoming Local Control Accountability Plans.
Form D: School Site Council Membership
Jason Provence
x
Katy Pearce
x
Tom Johnson
x
Don Lee
x
Katie Webster
x
Candice Morgan
x
Russell Deedon
x
Chelsea Martinez
x
Heidi Armstrong
x
Staci Gibson
x
Laurie Pearson
Numbers of members in each category
Secondary
Student
Parent or
Community
Member
Other School
Staff
Classroom
Teacher
Names of Members
Administrator
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.1 The current make-up of the SSC is as follows:
X
2
4
2
3
0
Form E: 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
EC Section 52852
Katy Pearce
Lisa Piotrowski