John Gill Elementary School Redwood City School District

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The January 2009 - June 2010 Single Plan for Student Achievement
John Gill Elementary School
Redwood City School District
41-69005-6044523
CDS Code
Dates of this revision: April 1, 2009
The Comprehensive Schoolwide Program Plan is a plan of actions to raise the academic performance of all students to the
level of performance goals established under the California Academic Performance Index. California Education Code
sections 41507, 41572, and 64001 and the federal No Child Left Behind Act (NCLB) require each school to consolidate
all school plans for programs funded through the School and Library Improvement Block Grant, the Pupil Retention
Block Grant, the Consolidated Application, and NCLB Program Improvement into the Comprehensive Schoolwide
Program Plan.
For additional information on school programs and how you may become involved locally, please contact the following
person:
Contact Person:
Wendy Kelly
Position:
Principal
Telephone Number:
650-365-8320
Address:
555 Avenue Del Ora
Redwood City, CA 94062
E-mail Address:
[email protected]
The District Governing Board approved this revision of the School Plan on May 27, 2009.
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SCHOOL PROFILE
MISSIO* STATEME*T
Educating every child for success.
SCHOOL PROFILE
John Gill School is a performing arts focused school that strives to meet the needs of the “whole” child through a
curriculum that engages the minds, bodies and spirit of our students. This curriculum is offered in both a multiage and
straight grade level setting. We serve 420 students, including two deaf and hard of hearing classes. Our campus is located
in a scenic area of Redwood City.
Demographics of John Gill Elementary School
2008-09
PRACTICES/PROGRAMS TO DEVELOP POSITIVE CHARACTER TRAITS
At John Gill all children are encouraged to be respectful and helpful to each other as they develop social responsibility.
Character education is an integral part of the educational experiences at John Gill. The use of Tribes curriculum to
embrace team building, classroom rules, expectations, and respect towards classmates is used frequently. The use of “I”
messages for conflict resolution is used by all teachers in classroom and other settings/ Our yard duty personnel are
trained to help children with problem solving solving. Our outreach specialist is an integral part of our program and helps
students work out problems and build positive character traits through her work with individuals and small groups.
Next year, we are planning to use The Peninsula Conflict Resolution Center to build a more structured conflict resolution
program with 5th grade students, so they can learn skills to problem solve responsibly with their classmates. In the area of
conflict resolution, all classrooms and the playground supervisors practice the “Talk it Out” program. The use of words
empowers children to be successful.
There are many intervention programs for children at John Gill. Through our Outreach Specialist, Speech and Language
Therapist, Resiliency Counselor, Intergenerational program, Jewish Literacy Council, and counseling from The Children’s
Place, we are able to help children in a variety of ways throughout the school day.
The school’s discipline philosophy promotes a safe, warm, friendly environment, where good behavior is a solid
foundation on which to grow. Students at John Gill School are guided by specific rules and classroom expectations that
promote respect, cooperation, courtesy and acceptance of others.
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OTHER ELEME*TS OF THE SCHOOL’S PROGRAM
John Gill School is a performing arts school that strives to meet the needs of the “whole” child through a program that
engages the minds, bodies and spirit of our students. We strive to offer an academically engaging curriculum with safety
nets for students who need extra support as well as additional challenges for students working above grade level. Students
sing, dance, and perform as a part of our performing arts focus, which also incorporates technology in the upper grades.
Dance classes twice per week fulfill some physical education objectives of improving strength, flexibility, coordination
and cardiovascular fitness. High quality student performances bring families to the school to celebrate student learning.
John Gill embraces the diversity of our student body as a positive strength. In our multi-age program, students are served
in multi-grade classrooms, K-2 and 3-5. We also offer a single grade strand where children learn in single grade
classrooms. In all settings we strive to challenge our student to achieve at the highest levels.
John Gill School is a performing arts focused school. We are thankful to have funding through the PTA to fund a 80%
dance instructor to lead the dance instruction at Gill. Students participate in approximately 60 minutes of dance each
week. Students perform in front of other students, the community, and families. This year, we hosted a Holiday Dance
Celebration in downtown Redwood City in December, a performance at a Regional Spelling Bee in San Mateo in March,
a Spring Dance Celebration for the straight grades, a K-2 Musical, and a 3-5 Musical. These opportunities helped our
students learn about performance and at the same time brought together our school community to share in our students'
learning and success.
The Stanford Melody Program is in its tenth year at Gill. Students from Stanford University come to Gill each Saturday
morning and provide free piano and music theory lessons to twenty Gill students. A recital in May will celebrate the
successes of Gill students ranging from 2nd to 5th grade.
This year Mad Science science classes were offered after school for a fee once a week. We also offered fee based and free
instrumental music classes to students in grades 1-4 after school.
Gifted and Talented Education
The Redwood City schools offer the GATE Program for children qualifying for services. Children are identified as
cognitively and intellectually talented in the spring preceding their fourth grade year through teacher nomination, parent
nomination, either Stanford Achievement Test or the SABE Standardized Test, and the Matrix Analogies Test or OtisLennon School Ability Test results. Once identified, the children are invited to be served twice monthly, at an off site
location with other students of similar ability from throughout the district. The services offered foster an environment for
enrichment and affective activities including creative thinking skills, logical deduction skills and extension activities in
each of the content areas including language areas, history, science and mathematics. The GATE Program serves children
in grades four and five.
Safe and Drug Free Schools
John Gill School currently implements the following curriculum and interventions: alcohol/drug/tobacco use prevention
lessons for 4th – 5th grades taught by the school nurse, and health and nutrition lessons also conducted by the school
nurse. In addition, conflict resolution, classroom discussions about being aware around strangers, personal responsibilities
in regards to understanding and practicing respect towards self, school, and community occur in the classroom. After
school intervention, homework club, and enrichment programs are part of the daily lives of children at Gill.
Special Education
The Resource Specialist Program provides direct instructional services to students with learning disabilities. Students have
been identified by the School Study Team/Individual Education Plan (SST/IEP) team as needing and qualifying for this
program. The general education teacher and RSP teacher, working collaboratively, facilitate and support identified
students to function successfully in the regular classroom. Support and instruction is provided to help students learn grade
level appropriate skills in the areas affected by the specific learning disability/processing difficulty.
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A*ALYSIS OF STUDE*T PERFORMA*CE
API Base, Growth and Difference
School-wide and *umerically Significant Groups
Student Group
API Base 2007
API Growth 2008
Difference
John Gill Elementary School
786
778
-8
Hispanic / Latino
749
743
-6
White (not Hispanic)
846
866
20
Economically Disadvantaged
727
732
5
English Learners
734
715
-19
Students with Disabilities
Analysis of API Data:
The overall API score at Gill has decreased from 2007 to 2008 by 8 points. API scores have decreased in two subgroups:
Hispanic/Latino and English Language Learners. More emphasis needs to be placed on these subgroups in order to raise student
achievement. Prior to this last year, the overall API score at Gill had consistently increased. Our white population has increased by 20
points and our economically disadvantaged population has increased by 5 points.
In order for John Gill to achieve an API of 800 on the 2009 STAR test, the school API will have to increase by 22 points.
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A*ALYSIS OF STUDE*T PERFORMA*CE
(continued)
English-Language Arts AYP Results for 2007-2008
School-wide and *umerically Significant Groups
English-Language Arts
Student Group
John Gill Elementary School
African American or Black
Asian
# Tested
% Meeting At/Above Proficient
231
46.8
8
--
9
--
Hispanic / Latino
140
35.6
White
59
70.7
Socio-Economically Disadvantaged
135
38.0
English Learners
115
30.6
Students with Disabilities
36
33.3
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Analysis of English-Language Arts AYP Data:
The percent of students school-wide at John Gill who were proficient or above for ELA has increased from 2004 to 2008 and has met
the targets each year. If the percent of students school-wide who are proficient or above remains constant, the school as a whole will
barely reach the 2009 target but will likely not make the 2010 target.
The percent of the Hispanic or Latino student and Socio-economically disadvantaged subgroups who were proficient or above for
ELA has similarly increased from 2004 to 2008 and has met the targets each year. However if the current percent proficient remains
constant, these group will likely not make the 2009 target. The AYP target was not made with our English Learner subgroup on the
2008 test. More emphasis needs to be placed on these subgroups ( Hispanic/Latino, SED, and EL) to ensure that they meet AYP
targets.
Our white students have consistently shown considerable growth since 2006.
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A*ALYSIS OF STUDE*T PERFORMA*CE
(continued)
Mathematics AYP Results for 2007-2008
School-wide and *umerically Significant Groups
Mathematics
Student Group
John Gill Elementary School
African American or Black
Asian
# Tested
% Meeting At/Above Proficient
232
56.8
8
--
9
--
Hispanic / Latino
141
50.8
White
59
74.1
Socio-Economically Disadvantaged
136
49.6
English Learners
115
47.2
Students with Disabilities
36
41.7
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Analysis of Mathematics AYP Data:
The percent of all students at John Gill who scored proficient or above for Math has generally increased from 2004 to 2008 and has
exceeded AYP targets each year by a large margin (although there was a decline for the 2007 and 2008 test).
The percent of students in each of the significant subgroups who have scored proficient or above for Math has generally increased
from 2004 to 2008 and has exceeded AYP targets each year by fairly large margins. In order to exceed the AYP target for 2009, the
SWD subgroup needs to show growth.
The percent of students in each of the significant subgroups who have scored proficient or above for Math relative to the AYP targets
is much higher than the percent of students who have scored proficient or above for ELA. Consequently, more emphasis needs to be
placed on ELA instruction without reducing time for math.
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A*ALYSIS OF STUDE*T PERFORMA*CE
(continued)
English-Language Arts CST Results for 2006 to 2008
by Grade Level
English-Language Arts CST Results for 2007-2008
by Grade Level
(RCSD / John Gill Elementary School Comparison)
Analysis of English-Language Arts CST Data:
Performance results in fourth and fifth grade English language arts show the most consistently positive trend over the past three years.
There is an incredible gain of students scoring proficient in fourth grade. There is an increase from 26% to 45% of students scoring
proficient or above over a three year period.
However, in second grade there was a decline from 2006 to 2007 and an increase to 2008. Yet, there is still a decline from 58% to
50% over a three year period. The third graders are showing a steady growth, with a small decline in 2007, over the past three years.
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The current program has served to increase student achievement to keep pace with current AYP targets in all grades except third
grade. The 2009 Language Arts AYP goal increases to 46% of all students needing to be proficient. There is concern for our third
grade scores.
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A*ALYSIS OF STUDE*T PERFORMA*CE
(continued)
Mathematics CST Results for 2006 to 2008
by Grade Level
Mathematics CST Results for 2007-2008
by Grade Level
(RCSD / John Gill Elementary School Comparison)
Analysis of Mathematics CST Data:
Students in second grade scoring proficient or above decreased over the past three years, but increased to 63% on the 2008 STAR test.
Students in third grade scoring proficient or above decreased over the past three years to 45% on the 2008 STAR test. This is of
concern as the percent proficient or advanced needed to make the 2009 AYP in math has increased to 47%.
Students in fourth grade scoring proficient or above decreased over the past three years to 62% on the 2008 STAR test.
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Students in fifth grade scoring proficient or above has shown a steady increase over the past three years and has increased to 63% on
the 2008 STAR test.
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A*ALYSIS OF STUDE*T PERFORMA*CE
(continued)
AMAO 1/2/3 Data for 2006-2009
Year
2006-2007
2007-2008
2008-2009
% Students Making Annual Progress Learning English (AMAO 1)
48.9%
48.9%
%
Target for AMAO 1
48.7%
50.1%
51.6%
% Students Attaining Proficiency on CELDT (AMAO 2)
39.7%
27.4%
%
Target for AMAO 2
27.2%
28.9%
30.6%
% English Learners Proficient and Above CST ELA (AMAO 3)
42.9%
46.8%
%
Target for AMAO 3 ELA
24.4%
35.2%
46%
% English Learners Proficient and Above CST Math (AMAO 3)
61.1%
56.8%
%
Target for AMAO 3 Math
26.5%
37%
47.5%
Analysis of AMAO 1/2/3 Data:
AMAO 1: There is no growth noted in AMAO 1 scores from 2006-2007 and 2007-2008 school year. We did not make meet the
AMAO 1 target for 2007-2008.
AMAO 2: The percent of English Learners who scored proficient on the CELDT decreased from 39.7% in the 2006-2007 school year
to 27.4% in the 2007-2008 school year. AMAO 2 targets were met in 2006-2007 and 2007-2008.
AMAO 3 ELA: The percentage of students who scored proficient on the CST ELA test increased from 42.9% in the 2006-2007 school
year to 46.8% in the 2007-2008 school year. AMAO 3 targets were met both years.
AMAO 3 Math: The percentage of English Learners who scored proficient or above on the CST Math test decreased from 61.1% in
the 2006-2007 school year to 56.8% in the 2007-2008 school year. AMAO 3 Math targets were met for both years.
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A*ALYSIS OF CURRE*T I*STRUCTIO*AL PROGRAM COMPO*E*TS
Opportunity and Equal Educational Access: Teaching and Learning & Standards, Assessment and Accountability
Reading/Language Arts
To attain proficiency in language arts, students need a curriculum that is systematic and carefully articulated and is based on the
English-Language Arts Content Standards. All Gill teachers will use Houghton Mifflin Reading materials in 2009-2010. The
California language arts standards are the focus of all Language Arts lessons. [APS]
For all students to become proficient, the consistent use of differentiated instruction is necessary to optimize learning opportunities
and outcomes for all students. At Gill, teachers use differentiation strategies during whole-class instruction and small group
instruction. [APS]
The purpose of instructional grouping and scheduling is to maximize opportunities to learn. Homogeneous grouping is used to provide
specific instruction based on assessed student needs. A targeted intervention grouping (TIG) period has been designated at Gill as
circling time and has been used for a variety of activities including guided reading, ELD and additional grade-level reading
instruction. [APS]
A coherent instructional program that meets the needs of all student groups, must include sufficient time for core instruction and
interventions. Gill has scheduled 30-60 minutes for intervention, ELD, and enrichment daily for grades K-5. [APS]
Effective instruction must be informed by the results of curriculum-embedded formative assessments aligned with the language arts
content standards. Gill multiage teachers will use the Houghton Mifflin Summative tests frequently to monitor progress. Data review
is necessary on a regular basis. [APS]
To maintain a coherent, sequenced instructional program that assures content coverage of grade-level standards, teachers must use
pacing guides of Houghton Mifflin Reading. At Gill, district pacing guides are used consistently by straight grade teachers and K-2
multiage teachers. 3-5th grade multiage teachers at Gill will create their own Houghton Mifflin pacing guides that will align with a
multiage curriculum by using the Houghton Mifflin stories, comprehension skills and strategies in a multiage setting. [APS]
Mathematics
For students to achieve grade level standards in math, teachers use the most recent SBE-adopted core instructional programs,
including accelerated interventions, for every student on a daily basis. All students have SBE adopted texts and they are used weekly.
Teachers supplement materials with greater contextual meaning to reinforce essential grade level concepts, hands-on materials for EL
students, and instruction that explicitly teaches the academic language of mathematics. [APS]
For students to achieve grade level standards in math, all teachers implement adopted programs for mathematics for the required
instructional time. All students receive mathematics instruction in the SBE adopted curriculum and supplemental curriculum for the
required number of minutes. [APS]
Effective math instruction for English Learners requires a consistent, on-going assessment and monitoring system to provide teachers
with the necessary data to adjust, improve, and target instruction according to student learning needs. Some classes use weekly or
bimonthly chapter tests; some classes complete monthly unit tests; there is one district assessment used for reporting two times per
year. [APS]
To maintain a coherent, sequenced instructional program in mathematics for English learners teachers must consistently plan
instruction according to district pacing guides.
English Language Development
To achieve grade-level English proficiency, all English learners require daily instruction in a comprehensive, well-articulated English
Language Development curriculum aligned to proficiency levels. [APS]
To achieve grade-level English proficiency, English learners require a daily period of instruction in a comprehensive, well-articulated
English Language Development curriculum. [APS]
Effective instruction for English Learners requires a consistent, on-going assessment and monitoring system to provide teachers with
the necessary data to adjust, improve, and target instruction according to student learning needs. [APS]
To maintain a coherent, sequenced instructional program for English Learners, teachers consistently plan instruction according to
pacing guides prepared by the District. [APS]
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Staffing and Professional Development
Reading/Language Arts
In effective schools, administrators are knowledgeable about the English–language arts content standards and effective language arts
programs. They work with teachers to create a coherent plan in the school for language arts instruction that is based on assessment and
provides access to such programs for all students. The principal has participated in the AB 430 training. [APS]
Teacher preparation and ongoing support for their continued professional development are critical to establishing a coherent academic
program focused on increasing student achievement. The AB 466/SB 472 80-hour practicum for Houghton Mifflin Reading gives
teachers the necessary foundation for strategic and coherent implementation of the program. Almost all teachers have participated in
the AB 466/SB 472 80-hour practicum for Houghton Mifflin Reading. [APS]
Professional development for teachers should focus on student learning with attention given to tailoring curriculum and instruction to
students’ needs. Almost all Gill teachers have participated in the AB 466/SB 472 80-hour practicum for Houghton Mifflin Reading.
[APS]
A coherent instructional program provides instructional assistance and support to all teachers from coaches/content experts who are
knowledgeable about the adopted program. Gill does not have a language arts coach on site. [APS]
Maintaining a coherent instructional program requires teacher grade-level collaboration on a regular basis. This collaboration should
focus on the results of curriculum-embedded assessment data, the implication of these results for instruction, and grade-level lesson
planning. Some of Gill school’s collaboration time is currently used for teachers to analyze student assessment results, review lessons,
and plan further instruction. [APS]
Mathematics
As the school’s instructional leader, the Principal needs full knowledge of the Mathematics curriculum and the most effective
strategies for its delivery, including scaffolding, frontloading, and differentiation for English Learners. [APS]
To maximize student learning, teachers need full knowledge of the curriculum and instructional strategies. Most Gill teachers have
participated in the AB 466/SB 472 80-hour practicum for Harcourt Math. [APS]
English Language Development
As the school’s instructional leader, the principal needs full knowledge of English Language Development curriculum and
instructional strategies, the core curriculum and the most effective strategies for its delivery, including scaffolding, frontloading, and
differentiation for English Learners. The principal has participated in AB430 training. [APS]
For continuing school improvement and increased English Learner achievement, the school must have a comprehensive staff
development plan for acquiring effective instructional practices for English learners. Gill teachers use the District recommended
curriculum and assessments for ELD. [APS]
To help English Learners achieve mastery of grade level standards, effective instructional delivery requires teachers to have
comprehensive knowledge of ELD practices, frontloading and scaffolding strategies. Not all teachers have been trained in effective
ELD practices, frontloading and scaffolding strategies for English Learners. [APS]
To create and maintain an effective instructional program for English Learners, teachers need an organized, structured system of
teacher assistance, support and coaching. The role and duties of the ELDRT position have been redefined by the District to provide a
structured system of teacher assistance, support and coaching regarding instruction of English Learners. [APS]
A coherent instructional program for English Learners requires structured, consistent, grade level collaboration among all teachers to
review assessment results, discuss the data in meaningful ways, make instructional decisions and plan lesson delivery. There is time
set aside for teachers to engage in planning. [APS]
Every Monday, Tuesday, and Wednesday, after school, ten pre-selected English Language Learners attend an ELD class taught by a
John Gill teacher. This allows for a small teacher:pupil ratio. Targeted instruction in grammar, writing, vocabulary, and reading occurs
each week.
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Involvement
Parents play an important role at Gill School through active participation and involvement in School Site Council, English Language
Advisory Committee (ELAC), Parent Teacher Association (PTA), and other support committees. Parents are encouraged to volunteer
at school events and in classrooms. Gill staff is very proud of the strong support it receives from the community.
There is a considerable amount of community involvement at John Gill School. Most of this involvement includes families at Gill, but
we do have opportunities to bring the community to Gill to share in the successes of students.
Each week, a few retired teachers and community members, come to Gill to tutor students one-on-one. This individual attention is
very helpful for students that need additional help. Usually these volunteers work on reading skills or math skills. We find it beneficial
to pair students with certain volunteers based on the emotional and academic need of the child. While students are pulled out for this
service, it is usually during a pre-determined time with the student’s teacher. The teacher determines what skills need to be focused.
This Intergenerational Program has received two Kent Awards and School Board recognition since its existence.
A group of dedicated individuals volunteer their time and money each December to help families in need who struggle around the
holidays. Each adult takes a student shopping to buy warm clothes for the winter. This group is called “The Angel Brigade”. Some of
these same individuals also purchase presents for an entire Gill family in December. This helps children and families celebrate the
holidays in a positive way. This remarkable form of giving has been a part of Gill’s history for twelve years.
An Even Start program is hosted on the John Gill campus. Many mothers of Gill parents attend classes at Even Start to further their
English skills and parenting skills. This vital service helps families of school-age and pre-school age children become acclimated to
the expectations, customs, and requirements of education. By helping parents learn how to navigate the educational process, parents
are more informed about how to help their children.
The English Language Advisory Committee (ELAC) meets each month to discuss the needs of English Learners at Gill.
Approximately twenty parents attend each meeting. There is a District representative in ELAC who gives reports to the Gill ELAC at
each meeting. In February 2009, three separate ELAC sponsored parent education meetings were hosted at Gill. Notices are sent home
each week advertising the next meeting.
Each month a Parent-Teacher Association (PTA) meeting is hosted at Gill. Every parent is always invited to the PTA meeting.
Parents, along with the Principal, discuss the status of the school, fundraising events, and determine how to spend PTA funds to better
student experiences at Gill. Currently the PTA funds assemblies, field trips, beautification projects around the campus, the dance and
garden programs, the Spring Musical, and various supplies for teachers. The PTA hosts two main community building events each
year; one in the fall and one in the Spring. In the 2008-2009 school year, a Halloween carnival and Bingo night were planned.
The Stanford Melody Program is in its tenth year at Gill. Students from Stanford University come to Gill each Saturday morning and
give twenty Gill students free piano and music theory lessons. There is a recital in May to celebrate the successes of Gill students
ranging from 1st to 5th grade.
In the Fall and Spring, all teachers host a variety of events, including a Pot Luck gathering, orientation, and dessert socials, to allow
for families to meet and greet each other, to discuss academic and social expectations, and to instill a sense of community.
John Gill School is a performing arts school. We are thankful to have funding through the PTA to fund a 80% dance instructor to lead
the dance instruction at Gill. Students have approximately 60 minutes of dance each week. Students perform up to three times per year
in front of other students and families. This year, we hosted a Holiday Dance Celebration, a performance at a regional spelling bee, a
K-2 Musical, and a 3-5 Musical. This is a great way to bring in families and community members to watch students performing their
dance routines, and learning how to present themselves in front of an audience.
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STUDE*T ACHIEVEME*T GOALS
Achievement Targets in English Language Arts (ELA):
• Students will meet yearly AYP targets for ELA as measured by the CST, CMA and CAPA.
• The percentage of students scoring below proficient on the CST, CMA and CAPA will decrease each year.
2008-09
The percentage of students scoring at proficient or above will be at least 46% for all subgroups and the school as a whole.
At least twenty-five percent of the students scoring at Far Below Basic (FBB), Below Basic (BB) and Basic (B) in 2008 will
move up one or more proficiency levels.
•
•
2009-10
The percentage of students scoring at proficient or above will be at least 56.8% for all subgroups and the school as a whole.
At least twenty-five percent of the students scoring at Far Below Basic (FBB), Below Basic (BB) and Basic (B) in 2009 will
move up one or more proficiency levels.
•
•
Achievement Targets in Mathematics:
• Students will meet yearly AYP targets for Math as measured by the CST, CMA and CAPA.
• The percentage of students scoring below proficient on the Math CST, CMA and CAPA will decrease each year.
2008-09
The percentage of students scoring at proficient or above will be at least 47.5% for all subgroups and the school as a whole.
At least twenty-five percent of the students scoring at Far Below Basic (FBB), Below Basic (BB) and Basic (B) in 2008 will
move up one or more proficiency levels.
•
•
2009-10
• The percentage of students scoring at proficient or above will be at least 58% for all subgroups and the school as a whole.
• At least twenty-five percent of the students scoring at Far Below Basic (FBB), Below Basic (BB) and Basic (B) in 2009 will
move up one or more proficiency levels.
Achievement Targets for English Learners
English Learners will meet yearly AMAO targets as measured by the CELDT, CST, CMA and CAPA.
2008-09
AMAO #1: The percentage of EL students making progress in learning English will reach at least 55.8%
AMAO #2: The percentage of EL students attaining English language proficiency will reach at least 36.1%
AMAO #3 Language Arts: The percentage of students scoring proficient or above will be at least 46% for the English learner
subgroup.
• AMAO #3 Mathematics: The percentage of students scoring proficient or above will be at least 47.5% for the English learner
subgroup.
•
•
•
2009-10
AMAO #1: The percentage of EL students making progress in learning English will reach at least 57.4%
AMAO #2: The percentage of EL students attaining English language will reach at least 38.1%
AMAO #3 Language Arts: The percentage of students scoring proficient or above will be at least 56.8% for the English learner
subgroup.
• AMAO #3 Mathematics: The percentage of students scoring proficient or above will be at least 58% for the English learner
subgroup.
•
•
•
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EXECUTIVE SUMMARY of the
ACADEMIC PROGRAM PLA**ED ACTIO*S TO MEET STUDE*T PERFORMA*CE GOALS
Opportunity and Equal Educational Access: Teaching and Learning & Standards, Assessment and Accountability
Instructional Program:
Reading/Language Arts
Reading/Language Arts
Teachers will teach the California Language Arts standards using the Houghton Mifflin Reading curriculum and differentiated
instruction materials in a multiage and straight grade setting during a block of time (Grades K-5 60-120 minutes). Teachers will use
standards-based instruction for all students including English Learners.
Teachers will use standards-based, curriculum-embedded assessments. These assessments will be administered every 6-8 weeks in
conjunction with the pacing calendar and will be analyzed in grade level meetings.
Teachers will use an appropriate amount of time during the time allotted for core reading/language arts to provide differentiated
support to address the language learning needs of their English Learners within the language arts core period.
Mathematics
Teachers continue to align the mathematics curriculum and instruction with state standards. Teachers continue to implement the core
mathematics program 30 to 45 minutes for Kindergarten and 60 to 80 minutes for 1st-5th grades, using Math Boards, grade level
Harcourt Brace (SBA adopted materials) and other standards based curriculum within the allotted core time.
Teachers will address their EL students’ needs for access to grade standards-based instruction during their grade level math instruction
using the following:
§ SDAIE and SIOP strategies, and manipulative materials
§ Support materials available with the SBE adopted programs
§ Math Boards and academic word walls
English Language Development
English Language Development
Teachers will implement the District ELD instructional outline connecting the ELD and language arts standards, content vocabulary of
the Houghton Mifflin Reading stories, sentence forms, language functions and background building with graphic organizers and
interactive strategies.
English Learners (grades 1-5) will receive 45-60 minutes of ELD daily during Targeted Intervention Grouping (TIG) time, based upon
state ELD standards. All students will be grouped homogeneously based upon language proficiency for this period of instruction.
Kindergarteners will receive 30 minutes daily of ELD instruction.
All teachers will address the language learning needs of their English Learners, providing lessons appropriate to the level of their
students’ proficiency in English, using frontloading strategies during ELD, and SDAIE and SIOP strategies during language arts
instruction. Teachers who have not yet received the training in frontloading for Houghton Mifflin Reading will follow district
guidance for the content to be taught in ELD.
Instructional Time:
2008-09
*umber of Daily
Minutes
Kindergarten
English-Language Arts
Core
Targeted
Instructional Groups
ELD
Other*
Mathematics
Social Studies & Science
(Average daily, alternating)
60-150
30
30
30
20
Grade 1
165
45
45
30
30
Grade 2
165
45
45
30
30
Grade 3
90
45
45
80
45
Grade 4
90
45
45
80
45
Grade 5
90
45
45
80
45
2008 Single Plan for Student Achievement
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Description of use of TIG time
For the 2009-2010 school year, we will provide 30-45 minutes TIG time explicitly for ELD for English Learners scoring at levels 1-3
on CELDT. Reading/writing support, leveled reading, and/or enrichment will be provided for EO, IFEP and RFEP students.
Student Achievement Monitoring System:
Teachers will participate in monthly grade level collaboration meetings for language arts, mathematics, or English Language
Development.
Teachers will use pacing guides, provided by the district and by teacher collaboration, which include use of common, curriculumembedded assessments to be given every 6-8 weeks. Teachers will administer, score and discuss results of the above assessments in
grade level groups, collaborating to plan instruction based on the results.
Teachers use an ELD pacing guide and on-going, formative assessments of English language proficiency to regularly analyze student
progress with grade level colleagues as a means for improving ELD instruction.
Lesson Pacing:
Teachers will use pacing guides, provided by the district and by teacher collaboration, which include use of common, curriculumembedded assessments to be given every 6-8 weeks. Teachers will administer, score and discuss results of the above assessments in
grade level groups, collaborating to plan instruction based on the results.
Teachers use an ELD pacing guide and on-going, formative assessments of English language proficiency to regularly analyze student
progress with grade level colleagues as a means for improving ELD instruction.
Staffing and Professional Development
Principal Leadership Training:
The principal will complete professional development activities to support teachers to implement the Houghton-Mifflin Reading
program and other multiage or differentiated trainings to ensure success within the core curriculum for all English Learners.
The principal will participate in training sessions for Math by June 2010, and on the new adoptions for mathematics and math
interventions between June 2009 and August 2010.
The principal will participate in additional professional development through various means and on a variety of subjects related to
teaching English Learners.
Teacher Credentialing and Professional Development
Teachers at Gill will participate in trainings surrounding Houghton Mifflin, if needed, differentiated instruction and/or multiage
programs assuming funding is in place.
District mandated training:
Teachers will complete all professional development activities as required to fully implement the Houghton-Mifflin Reading program
and the new SBE adopted Mathematics program to ensure success within the core curriculum for all students which include 120 hours
of training/work for Houghton Mifflin's passport.
Additional training to support instruction for English Learners:
The Principal in consultation with teachers will develop a professional development plan for teachers to improve learning for English
Learners in reading/language arts, math and ELD. The plan shall be based on a school-wide needs assessment that includes LEA Plan
recommendations, and shall include elements of effective professional development.
Teacher Collaboration
Teachers will participate in monthly grade level collaboration meetings for language arts, or mathematics, or English Language
Development.
Teachers will use pacing guides, provided by the district and by teacher collaboration, which include use of common, curriculumembedded assessments to be given every 6-8 weeks. Teachers will administer, score and discuss results of the above assessments in
grade level groups, collaborating to plan instruction based on the results.
Teachers use an ELD pacing guide and on-going, formative assessments of English language proficiency to regularly analyze student
progress with grade level colleagues as a means for improving ELD instruction.
2008 Single Plan for Student Achievement
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Involvement
Parents will become better informed about the academic standards and students’ need for support at home to improve learning in
reading/language arts and mathematics by attending Back to School Night, reviewing content standards provided by the district, and
attending annual Title I and AYP parent meetings and other parent education meetings.
Parents will become better informed about standards for acquisition of English proficiency and students’ need for support at home to
acquire English proficiency by attending Back to School Night, reviewing content standards provided by the district, and attending
annual Title I and AYP parent meetings and other parent education meetings.
The school will maintain a functioning English Learner Advisory Committee (ELAC). We will have a liaison between ELAC and Site
Council who attends both meetings for communication purposes.
Monitoring
The SSC will meet on a regular basis to monitor the progress of the school in meeting its student achievement goals and implementing
the SPSA action steps. The District will provide guidance in developing the abilities of the SSC members to take on this monitoring
role. In addition, the District will conduct its own monitoring processes to support the systematic and consistent implementation of the
District achievement goals and plans. The ELAC will also meet on a regular basis to monitor the progress of the school in meeting its
student achievement goals and implementing the SPSA action steps.
Two-Year Cycle School Plan Development and Review
Timeframe
August
September
Evaluation, Planning and Review
[prior year and next year]
Review and analyze end of year test scores and
accountability reports.
Collect monitoring and formative assessment data
from prior year.
Celebrate achievement gains.
Begin evaluation of prior school year activities and
strategies.
October
November
Convene Evaluation and Review Team. This should
be a small, task-oriended group, consisting of:
* representatives from the SSC and ELAC
* ELD Coach
* Administration
* Lead Teachers
Evaluation and Review team conducts data analysis
and prepares report of findings.
Evaluation and Review Team shares the report of
findings with School Site Council and ELAC.
Evaluation and Review Team solicits input regarding
needed changes and priority actions for next school
year.
2008 Single Plan for Student Achievement
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Implementation and Monitoring
[current year]
Schedule procedures and staff for monitoring current
year activities, programs and strategies.
Engage School Site Council members and School
Leadership Team in the monitoring plan.
Explain how this activity intersects with the
Evaluation and Review Team work later in the year.
Monitor implementation-Reading/LA
* Collect formative assessment results
* Provide information to SSC and ELAC
* Get feedback from SSC and ELAC
* Adjust as needed
Monitor implementation-Math
*
*
*
*
Collect formative assessment results
Provide information to SSC and ELAC
Get feedback from SSC and ELAC
Adjust as needed
5/27/2009
Timeframe
December
Evaluation, Planning and Review
[prior year and next year]
Evaluation and Review Team combines information
from ongoing monitoring and formative assessments
of current year.
Evaluation and Review Team shares a summary of all
information compiled along with suggested changes
and /or priority actions for next year.
January
February
March
April
May
June
Implementation and Monitoring
[current year]
Monitor implementation-ELD
*
*
*
*
Collect formative assessment results
Provide information to SSC and ELAC
Get feedback from SSC and ELAC
Adjust as needed
Evaluation and Review Team compares existing
Monitor implementation-School-wide Learning
school plan with recommended changes and identifies Environment
gaps in terms of allocation of fiscal and human
resources.
* Collect formative assessment results
* Provide information to SSC and ELAC
Administration prepares revised budget with rationale * Get feedback from SSC and ELAC
for changes in allocation of resources and presents to * Adjust as needed
SSC.
School Site Council acts upon administration's revised Monitor implementation-Reading/LA
budget and recommends changes.
* Collect formative assessment results
* Provide information to SSC and ELAC
* Get feedback from SSC and ELAC
* Adjust as needed
Administration makes appropriate revisions to student Monitor implementation-Math
achievement goals and school plan and submits to
district for peer review.
* Collect formative assessment results
* Provide information to SSC and ELAC
School Plan peer review process using first drafts of
* Get feedback from SSC and ELAC
school plan.
* Adjust as needed
Final revisions for student achievement goals and
Monitor implementation-ELD
school plans.
* Collect formative assessment results
* Provide information to SSC and ELAC
* Get feedback from SSC and ELAC
* Adjust as needed
School Board review and approval of revised student Combine all data from ongoing monitoring and
achievement goals and school plan in special study
formative assessment results. Prepare portfolio of
session.
accomplishments to add to summative assessments
when received in August.
Celebrate accomplishments based upon ongoing
Celebrate accomplishments based upon ongoing
monitoring, and reaffirm the direction for the coming monitoring, and reaffirm the direction for the coming
school year.
school year.
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PLA**ED IMPROVEME*TS I* STUDE*T PERFORMA*CE
The school site council has analyzed the academic performance of all student groups and has considered the effectiveness of key
elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the
following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state
standards.
SCHOOL GOAL #1 ((Immediate Action/Short-term Improvement) All students scoring or likely to score at the Basic level will score at the
Proficient level on the CST/ELA in 2009.)
All students scoring below or at the Basic level will score at the Proficient level on the CST/ELA in 2009 and 2010.
Student groups and grade levels to participate in this goal:
Anticipated annual performance growth for each group:
Students of all subgroups, grades 2-5
As of April 2009,
50% of 2nd graders need to move to Proficient
65% of 3rd graders need to move to Proficient
38% of 4th graders need to move to Proficient
55% of 5th graders need to move to Proficient
Means of evaluating progress toward this goal:
Houghton-Mifflin Reading and Curriculum Associates formative
assessments, STAR Reading Program, Running Record assessments,
Houghton-Mifflin Summative assessments and other standards based
assessments will be used to evaluate progress.
Group data to be collected to measure academic gains:
Frequent (6-8 weeks) formative assessments will determine student
progress learning grade level standards.
Start Date
Proposed
Estimated
Funding
Completion Date
Expenditures
Cost
Source
(A) Core reading/language arts. Teachers will use an appropriate amount of time during the time allotted for core reading/language Arts to
address the language learning needs of all students.
Participating teachers plan explicit, direct standards-based
Ongoing
instruction strategies for all students including our ELLs.
K-2 multiage teachers will use the Houghton Mifflin
Reading program for 45 minutes daily for grades1 and 2
and 30 minutes daily for grade K.
3-5th grade multiage teachers will use HM stories,
comprehension skills and strategies within a multiage
curriculum. Straight grades will use the comprehensive
Houghton Mifflin Language Arts curriculum.
Principal supports teachers to implement explicit, direct
Ongoing
standards-based instruction strategies.
(B) ELD Time. Teachers will implement the District ELD instructional outline connecting the ELD and language arts standards, content
vocabulary of the Houghton Mifflin Reading stories, sentence forms, language functions and background building with graphic organizers
and interactive strategies.
Collaborative teams in consultation with the ELD Coach, if Annually in
provided, will regroup English Learners for 30-60 minutes September
of ELD during Targeted Intervention Grouping (TIG) time.
All students will be grouped homogeneously based upon
language proficiency for this period of instruction.
Teachers use the District provided ELD curriculum within
Ongoing
TIG time.
Teachers plan leveled reading, intervention, and enrichment Ongoing
for EO, IFEP and RFEP students during TIG time.
Teachers attend planning sessions on Intervention
Ongoing
curriculum, Houghton Mifflin, and Differentiated
Instruction.
Teachers will be trained by Principal on Curriculum
Annually in
Associates benchmark tests and the use of the database to
September
track student progress.
Targeted students will receive after school tutoring support, Annually, if
Stipends and materials
$5000 + ASES San Mateo
and teachers will monitor their attendance and work
funding is available
grant funds if
County
completion rates.
available
Homework
Center Grant, if
available.
Actions to be Taken to Reach This Goal
ASES grant, if
available
2008 Single Plan for Student Achievement
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Start Date
Proposed
Estimated
Funding
Completion Date
Expenditures
Cost
Source
(C) Teachers in grades 2-5 will receive training in the use of targeted intervention and formative assessments to focus on the learning needs
of students who performed at a high-Basic level on the CST/ELA in 2008.
Teachers attend planning sessions on Intervention,
Ongoing
Houghton Mifflin and Differentiated Instruction.
Actions to be Taken to Reach This Goal
Teachers will be trained by Principal on Curriculum
Associates benchmark tests and the use of the database to
track student progress.
Targeted students will receive after school tutoring support,
and teachers will monitor their attendance and work
completion rates.
Annually by
October 31st
Annually by
Stipends and materials
December, if
funding is available
$130,000
San Mateo
County
Homework
Center Grant
ASES grant if
available
2008 Single Plan for Student Achievement
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PLA**ED IMPROVEME*TS I* STUDE*T PERFORMA*CE
(continued)
SCHOOL GOAL #2 (Reading Language Arts Systemic and Long term improvement)
All students scoring or likely to score at the Basic level will score at the Proficient level on the CST/ELA in 2009 and 2010.
Student groups and grade levels to participate in this goal:
Students at John Gill in grades 2-5 will meet yearly AYP targets for ELA
as measured by the CST, CMA and CAPA.
The percentage of students scoring below proficient on the ELA CST,
CMA and CAPA will decrease each year.
Means of evaluating progress toward this goal:
Houghton-Mifflin Reading and Curriculum Associates formative
assessments, STAR Reading Program, Running Record assessments,
Houghton-Mifflin Summative assessments and other standards based
assessments will be used to evaluate progress
Anticipated annual performance growth for each group:
2008-09:· The percentage of students scoring at proficient or above will
be at least 46% for all subgroups and the school as a whole on the May
2009 STAR test. At least twenty-five percent of the students scoring at
Far Below Basic (FBB), Below Basic (BB) and Basic (B) in 2008 will
move up one or more proficiency levels.
2009-2010: The percentage of students scoring at proficient or above
will be at least 56.8% for all subgroups and the district as a whole as
measured on the May 2010 STAR test. At least twenty-five percent of
the students scoring at Far Below Basic (FBB), Below Basic (BB) and
Basic (B) in 2009 will move up one or more proficiency levels.
Group data to be collected to measure academic gains:
Frequent (6-8 weeks) formative assessments will determine student
progress learning grade level standards.
Start Date
Proposed
Estimated
Funding
Completion Date
Expenditures
Cost
Source
(A) Teachers will teach the California Language Arts standards using the Houghton Mifflin Reading curriculum, among other standards
based curriculum (Grades K-5-see schedule above). Teachers will use standards-based instruction for all students including English
Learners.
All Gill teachers will utilize State Board of Education
Ongoing
adopted English/reading/language arts instructional
materials, including intervention materials and will use
provided resources to differentiate instruction for all
students.
All multiage teachers will use research and standards based
Language Arts curriculum during multiage time.
All Gill multiage teachers will utilize a standards-based
Ongoing
pacing guide to inform teaching of grade level standards
using the State Board Adopted (SBA) Reading curriculum
(2008 Adoption) and other research and standards based
curriculum. Pacing guides for grades 3-5 will be constructed
with the aid of the San Mateo County office of Education
Language Arts Specialist.
Actions to be Taken to Reach This Goal
All Gill straight grade teachers will utilize a standardsbased pacing guide to inform teaching of grade level
standards using the State Board Adopted (SBA)
Reading/ELA curriculum.
All Gill teachers will use effective instructional strategies in
English/language arts in order to insure that all students
have equal opportunity to learn and master grade level
standards.
All Gill teachers will administer benchmark assessments in
language arts for their grade levels three times per year.
(This is in addition to standards-based, curriculumembedded assessments, Houghton Mifflin Summative
Assessments (in multiage classes) and screening/diagnostic
reading assessments.)
Gill 3-5th grade multiage teachers will develop Language
Arts pacing guides (2008 Adoption). All other teachers will
use pacing guides provided by the District for the SBA
Reading program.
2008 Single Plan for Student Achievement
Ongoing
Ongoing
For 2009-2010
school year, by
June 2009.
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5/27/2009
Actions to be Taken to Reach This Goal
Start Date
Completion Date
By June 2010
Proposed
Expenditures
Estimated
Cost
Funding
Source
The district will identify and adopt intervention materials.
The Principal will monitor implementation of instructional
time for the adopted reading arts core program.Teachers
will attend SB-472 training on new Reading/Language Arts
adoptions (2008 Adoption) if needed.
(B) The Principal in consultation with teachers will schedule time and group students for Targeted Intervention Grouping (TIG) time. All
students will be grouped homogeneously based upon language learning needs across their proficiency level.
Principal, in consultation with teachers, will plan to adjust
Annually in
existing circling time to 30-45 minutes of TIG time at each September
grade level, kindergarten through fifth grades.
Teachers plan intervention and enrichment activities for
Ongoing
EO, IFEP and RFEP students during TIG time.
Principal will use the “classroom walkthrough” and other
Ongoing
means to determine support needed for teachers to utilize
TIG time effectively for assigned students.
Teachers implement TIG time with all its components.
Ongoing
The District Office, in consultation with teachers, will
identify and calendar curriculum-embedded assessments to
be administered for the 2009-2010 school year.
Teachers administer curriculum-embedded assessments.
Teachers review the effectiveness of the curriculum
embedded (formative and benchmark) assessments, by
analyzing test performance of students and attainment on
curriculum embedded assessments during
planning/collaboration time.
Principal, in consultation with teachers, will revise the
collaborative meeting schedule for the 2009-2010 school
year so that teachers have uninterrupted opportunities to
collaboratively review and plan instruction.
Annually by
September
Principal in consultation with teachers develop meeting
protocols for analyzing assessments and student work so
that grade level meeting time is structured and productive
during staff meeting times.
Principal uses the “classroom walkthrough” and other
means to observe implementation of the district or school
pacing schedule.
Ongoing
Ongoing
Annually by
September
Ongoing
Teachers will complete professional development activities as required to fully implement the Houghton-Mifflin Reading program and to
ensure success within the core curriculum for all English Learners.
All teachers participate in additional professional
By June 2010
development as part of the 80-hour practicum for the
Houghton Mifflin Reading program.
All teachers will enroll and complete the SB 472 required
By June 2010
80-hour professional development for Houghton Mifflin
Reading.
The school will distribute and teachers will review with
Annually in
parents the content and performance standards for each
September
grade level during annual Back To School Nights.
[Materials will be provided in Spanish.]
Teachers review with parents their child’s progress based
Ongoing
on the standards during parent-teacher conferences.
At meetings with parents, teachers will discuss activities for Ongoing
parents to reinforce learning that has taken place in school.
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PLA**ED IMPROVEME*TS I* STUDE*T PERFORMA*CE
(continued)
SCHOOL GOAL #3 (English Language Development)
English Learners will continue to score above the district and state targets for AMAO 1 and AMAO 2.
Student groups and grade levels to participate in this goal:
English Learners in Grades K-5 participate in this goal.
Anticipated annual performance growth for each group:
English Learners will meet yearly AMAO targets as measured by the
CELDT and CST, CMA and CAPA.
Group data to be collected to measure academic gains:
English language proficiency gains will be measured by the percent of
students reaching targets CELDT test in 2009 and 2010.
Means of evaluating progress toward this goal:
English Learners will meet yearly AMAO targets as measured by the
CELDT and CST, CMA and CAPA.
2008-2009:· AMAO #1: Percent of EL students making progress in
learning English will increase to 55.8% at each school and district wide.
AMAO #2: Percent of EL students attaining English language
proficiency by the end of the school year will increase to 36.1% at each
school and district wide. AMAO #3: Percent of EL students attaining
English language proficiency by the end of the school year will increase
to 46% at each school site and district wide.
2009-2010: AMAO #1: Percent of EL students making progress in
learning English will increase to 57.4% at each school and district wide.
AMAO #2: Percent of EL students attaining English language
proficiency by the end of the school year will increase to 38.1% at each
school and district wide. AMAO #3: Percent of EL students attaining
English language proficiency by the end of the school year will increase
to 56.8% at each school and district wide.
Start Date
Proposed
Estimated
Funding
Completion Date
Expenditures
Cost
Source
(A) All teachers implement a daily period of systematic ELD instruction, designed for their students’ proficiency level during Targeted
Instructional Grouping (TIG) time, based upon state ELD standards. Grade K: CELDT levels 1-3: 30 minutes§ Grades 1-5: CELDT levels
1-3: 45 minutes
Teachers will implement ELD curriculum daily during TIG Annually in August
time.
and ongoing.
Principal will use the “classroom walkthrough” to
Ongoing
determine needed teacher support for TIG time.
(B) All teachers will address the language learning needs of their English Learners, providing lessons appropriate to the level of their
students’ proficiency in English, using frontloading strategies during ELD, and SDAIE and SIOP strategies during language arts
instruction.
Teachers implement the District ELD outline and content
Ongoing
within TIG time, using district recommended ELD
curriculum for English Learners during TIG time
Teachers use Houghton Mifflin Reading support materials
Ongoing
for scaffolding during the core language arts block.
Principal (with input from staff), using school needs
By October 2009
assessment data and the district LEA Plan, develops a
school professional development plan to build capacity of
all staff for teaching ELD and math for English Learners. It
will include timelines, an evaluation process, and means for
teachers to easily access appropriate training. Content will
include effective use of manipulative materials, SIOP and
GLAD strategies, benchmark assessments to modify
instruction, explicit direct instruction, culturally responsive
teaching, how to teach the academic language of math, and
use of SBE-adopted materials for teaching English Learners
(as available).
The District will distribute and teachers will review the
Annually in
ELD standards with parents during the annual Back To
September
School Night. Materials will be provided in Spanish.
Teachers review with parents their child’s progress based
Ongoing
on the standards during parent-teacher conferences.
Actions to be Taken to Reach This Goal
2008 Single Plan for Student Achievement
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Start Date
Completion Date
At meetings with parents, teachers will discuss activities for Ongoing
parents to reinforce student learning in school.
Actions to be Taken to Reach This Goal
Proposed
Expenditures
Estimated
Cost
Funding
Source
(C) Teachers use an ELD differentiated pacing guide and on-going, formative assessments of English language proficiency to regularly
analyze student progress with grade level colleagues as a means for improving ELD instruction.
Teachers and ELD Coach review available pacing guides to Ongoing
begin collaborative planning.
Teachers will administrater on-going formative assessments Ongoing
for English Learners.
Teachers plan ELD instruction using pacing guides and
Annually in
sample daily schedules provided by the district.
September and
ongoing
Teachers in collaboration with the ELD Coach will review Annually in
the initial assessment results at collaborative meetings and
September
agree on instructional adjustments based on these results.
Principal attends a minimum of one local or statewide
By June 2010
conference dedicated to promising practices for English
Learners (e.g. CABE, Title III accountability, ACSA
Student Services and Diversity Symposium).
Principal attends a minimum of one workshop in SIOP or
By June 2010
GLAD strategies.
Principal attends two additional conferences dedicated to
By June 2010
promising practices for English Learners.
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PLA**ED IMPROVEME*TS I* STUDE*T PERFORMA*CE
(continued)
SCHOOL GOAL #4 (Mathematics)
By 2010, at least 100% of students will score at proficient or above on the CST/Math.
Student groups and grade levels to participate in this goal:
Students who are in numerically significant subgroups in Grades K-5
participate in this goal.
Anticipated annual performance growth for each group:
As of April 2009,
37% of 2nd graders need to move from Basic to Proficient
55% of 3rd graders need to move from Basic to Proficient
38% of 4th graders need to move from Basic to Proficient
37% of 5th graders need to move from Basic to Proficient
Group data to be collected to measure academic gains:
Academic gains will be measured by the percent of students in each
subgroup scoring proficient or above on the CST/Math
Means of evaluating progress toward this goal:
In addition to annual results on CST/Math, district benchmark
assessments in Mathematics and curriculum embedded, formative
assessments will be used to evaluate progress toward this goal.
Start Date
Proposed
Estimated
Funding
Completion Date
Expenditures
Cost
Source
(A) Teachers will continue to implement the core mathematics program 30 to 45 minutes for Kindergarten and 60 to 90 minutes for 1st-5th
grades, using Math Boards and other research based math supplementary materials within the allotted core time.
Teachers provide instructional minutes in math as
Ongoing
determined by using Harcourt Brace and supplementary
materials as needed.
Teachers who have received Math Boards training
All training
implement Math Boards within the allotted instructional
completed by
time.
December 2009
Actions to be Taken to Reach This Goal
Following training in Math Boards, all teachers will
implement Math Boards within the allotted instructional
time.
All teachers understand and agree to align the use of math
block time with district-revised and teacher revised math
pacing guides.
All teachers use updated math pacing guides, which will
include the identification of common, curriculum-embedded
assessments to be given every 6-8 weeks, as provided by the
district.
Gill Elementary School aligns report card periods and
conference schedules to facilitate commonality of reported
scores across the district.
All teachers administer the identified curriculum-embedded
assessments, score them and discuss results in collaborative
groups. These results will be used to identify students who
are attaining standards, students in need of support, and as a
resource in the modification of instructional practices.
All teachers report assessment scores in math using the
district report card.
All staff review results of CST Mathematics to determine
strengths and weaknesses and develop instructional
priorities at each grade level.
Teachers utilize small groups to provide math intervention
as needed.
School will provide extended day tutoring for students in
need of more intensive math intervention, providing that
funds are available.
Principal replaces and/or augments missing supplementary
materials (workbooks) and manipulative and practice
materials, assuming funds are available.
2008 Single Plan for Student Achievement
Ongoing
Ongoing
Ongoing
Ongoing
Ongoing
Annually in
October
Ongoing
SIP, TIIG, TItle
I
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5/27/2009
Start Date
Proposed
Estimated
Funding
Completion Date
Expenditures
Cost
Source
The principal and teachers will participate in training sessions on Math for English Learners on the new adoptions for mathematics and
math interventions before August 2010.
All teachers will have received training on use of SDAIE
Before August 2010
and SIOP strategies for math, and Math Boards through
RSDSS, district trainer or site trainer.
Actions to be Taken to Reach This Goal
All teachers begin fully implementing SDAIE and SIOP
strategies for math, and Math Boards.
Principal creates professional development plan to learn
strategies for supporting teachers teaching math to EL.
Content will include effective use of manipulative
materials, SIOP and GLAD strategies, benchmark
assessments to modify instruction, explicit direct
instruction, culturally responsive teaching and how to teach
the academic language of math.
Develop plan for professional development for teachers for
math, to include ongoing training in SIOP and GLAD
strategies, developing the academic language of math, use
of manipulative materials, benchmark assessments, explicit
direct instruction, and culturally responsive teaching.
Teachers complete the training sessions described in the
professional development plan, offered locally and
regionally.
Teachers complete the course and practicum for SB 472
training on the new district adoption for K-5 mathematics
and/or mathematics intervention.
Principal arranges monthly grade level teacher meeting to
analyze results of the math assessments and student work,
to ensure that students are getting the instruction they need
to master grade-level standards.
All teachers participate in collaborative, collegial meetings
throughout the school year.
Ongoing
By August 2010
Ongoing
Parents will become better informed about the academic grade level standards and students’ need for support at home to improve learning
in Mathematics.
The school will distribute and teachers will review with
Annually in
parents the content and performance standards for each
September
grade level during annual Back To School Nights.
[Materials will be provided in Spanish.]
Teachers review with parents their child’s progress based
Ongoing
on the standards during parent-teacher conferences.
At meetings with parents, teachers will discuss activities for Ongoing
parents to reinforce learning that has taken place in school.
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PLA**ED IMPROVEME*TS I* STUDE*T PERFORMA*CE
(continued)
SCHOOL GOAL #5 (Partnership and Community)
Parents will be actively engaged with the school in ways that support increased academic achievement.
Student groups and grade levels to participate in this goal:
All students, regardless of ethnicity, culture, race, giftedness or
disability, or primary language, participate in this goal.
Means of evaluating progress toward this goal:
Progress will be measured by the number and percent of parents
participating in each opportunity and the results of school satisfaction
surveys.
Actions to be Taken to Reach This Goal
Parent members of the ELAC are elected by parents or
guardians of English learners, and constitute at least the
same percentage of the committee membership as their
children represent of the student body.
The ELAC assists with the development of the school’s
needs assessment, language census, and efforts to make
parents aware of the importance of regular school
attendance.
The ELAC and SSC assists with the development of the
Single School Plan for Student Achievement, and advises
the principal and staff on the school’s program for English
learners.
The ELAC and SSC receive training materials and training
to assist members in carrying out their legal responsibilities.
The ELAC has the opportunity to elect at least one member
to the DELAC.
The ELAC hosts meetings and serves snacks to its
members.
Anticipated annual performance growth for each group:
Information collected concerning parent participation and satisfaction
will be reviewed regularly with parents at SSC/ELAC meetings.
Group data to be collected to measure academic gains:
Progress will be measured by the number and percent of parents
participating in each opportunity and the results of school satisfaction
surveys.
Start Date
Completion Date
Ongoing
Proposed
Expenditures
Estimated
Cost
Funding
Source
Annually
Frequently
throughout the
school year.
Annually
Annually
Monthly
Snacks and materials
$400
EIA
(B) Gill staff will build capacity of parents to be meaningfully involved in the improvement of their children’s academic achievement.
Assist parents in understanding academic content and
Ongoing
achievement standards and assessments. Assist parents in
understanding the social and emotional needs of their
children and how to monitor and improve the achievement
of their children.
Provide materials and training to help parents work with
their children to improve their children's achievement.
Distribute information related to school and parent
programs, meetings, and other activities to parents in a
format and, to the extent practicable, in a language the
parents understand.
Provide support for parent involvement activities requested
by parents.
2008 Single Plan for Student Achievement
Ongoing
Ongoing
Ongoing
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PLA**ED IMPROVEME*TS I* STUDE*T PERFORMA*CE
(continued)
SCHOOL GOAL #6 (Science, Social Studies, PE, VAPA)
All students will demonstrate grade level proficiency within the standards-based curricula of Social Science, Science, Health/Physical Education,
and Visual and Performing Arts.
Student groups and grade levels to participate in this goal:
Anticipated annual performance growth for each group:
All students will be provided equitable means to fully participate in this Appropriate annual progress for each grade level via the grade level
goal.
report card.
Means of evaluating progress toward this goal:
Academic gains will be measured by the percent of students meeting
standards.
Group data to be collected to measure academic gains:
State assessment system as applicable; end of unit assessments;
classroom assessments; school-wide performance assessments.
Start Date
Proposed
Estimated
Funding
Completion Date
Expenditures
Cost
Source
All students will demonstrate grade level proficiency within the standards-based curricula of Social Science, Science, Health/Physical
Education, and Visual and Performing Arts.
Supplement the above curricula in order to extend students’ Ongoing
Computer software
$50,000
PTA
knowledge and skill development through performing arts
Assemblies
TIIG
and technology.
Field trips
Title I
Guest speakers
Books
Multimedia kits
Dance teacher, if funds are
available
Provide enrichment activities for the above curricula in
Ongoing
Enrichment units
$1000
PTA
order to challenge students who are gifted and academically
Computer software
EIA
talented, if funding is available.
Assemblies
TIIG
Field trips
Guest speakers
Books
Multimedia
Provide opportunities for teachers to purchase additional
Ongoing
materials
$1000
Art/PE block
visual-performing arts instructional materials and physical
grant
education equipment.
Provide resources for use of the garden program.
Ongoing
Garden teacher, if funding $38,000 for
PTA
is available
teacher
materials
$1000 materials SIP
Actions to be Taken to Reach This Goal
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CE*TRALIZED SUPPORT for
PLA**ED IMPROVEME*TS I* STUDE*T PERFORMA*CE
The school site council has analyzed the planned program improvements and has adopted the following program support goals, related
actions, and expenditures to raise the academic performance of student groups’ not meeting state standards.
Start Date
Proposed
Completion Date
Expenditures
TEACHI*G A*D LEAR*I*G & STA*DARDS, ASSESSME*T A*D ACCOU*TABILITY
The district will provide staff and materials necessary to
8/08 – 6/10
complete initial and ongoing CELDT testing of EL students.
The district will provide materials and training to use
8/08 – 6/10
curriculum embedded assessment aligned with language
arts and math pacing guides.
The district will provide benchmark assessment materials
8/08 – 6/10
for each grade level to use three times a year to determine
student learning of grade level standards.
The Director of Assessment will provide support and
8/08 – 6/10
training to teachers to record and analyze their students’
formative and summative assessment data.
STAFFI*G A*D PROFESSIO*AL DEVELOPME*T
ELD coaches will be provided to school sites based on need
8/08 – 6/10
and numbers of EL students at the sites. ELD coaches will
work with classroom teachers to support the
comprehensive, consistent and aligned implementation of
the district’s adopted instructional programs with a
concerted emphasis on the support of EL students.
ELD coaches, in collaboration with Speech/Language
8/08 – 6/10
therapists, will receive/provide trainings for school Student
Study Teams to enhance the identification process for
students who have a language disorder vs. students
demonstrating language acquisition characteristics.
Professional Development coaches, specializing in middle
8/08 – 6/10
school years, math/science, Houghton Mifflin and Special
Education will be available district-wide to provide
assistance and support for classroom teachers.
All teachers are expected to attend SB472 training and
8/08 – 6/10
complete the follow up 80 hours of Passport work in the
curriculum areas of language arts and math. The district
will fund the registration costs for all teachers.
Principals and assistant principals are expected to attend
8/08 – 6/10
SB430 training and complete the follow-up of 40 hours of
additional work in the curriculum areas of language arts and
math.
Ongoing SB472 ELPD training and coaching will be
8/08 – 6/10
provided to district teachers working with EL students.
OPPORTU*ITY A*D EQUAL EDUCATIO*AL ACCESS
Newly arrived students to the US will be provided an
8/08 – 6/10
Teachers
opportunity to attend a specially designed Newcomer
ELD Coach
Academy in order to accelerate their initial acquisition of
English and orient themselves to the US school system.
The district will provide centralized translation services for
8/08 – 6/10
documentation including but not limited to SPSAs, Special
Education IEPs, 504 plans, SSTs, etc.
Schools with year-round calendars may offer intersession
8/08 – 6/10
classes to students deemed to be at risk or those who would
benefit from additional small group tutoring.
Summer school will be provided to students at risk of
8/08 – 6/10
Teachers
retention and needing remedial support.
Lead Teacher
Class materials
Actions to be Taken to Reach This Goal
2008 Single Plan for Student Achievement
32 of 35
Estimated
Cost
Funding
Source
EIA
Title III
EIA
Title II
Title I
Title I
TIIG
EIA
Title III
EIA
Summer school
Summer School
EIA
5/27/2009
Actions to be Taken to Reach This Goal
I*VOLVEME*T
A District Advisory Committee (DAC) will be established
with a representative group of parents and staff to discuss
the implementation of the district’s achievement plan and
school SPSAs.
The District English Learner Advisory Committee
(DELAC) will continue monthly meetings and advise on
District EL issues. Topics for discussion follow state
guidelines.
Trainings for EL parents that focus on parent leadership
development and parent advocacy will take place
throughout the school year.
2008 Single Plan for Student Achievement
Start Date
Completion Date
Proposed
Expenditures
Estimated
Cost
Funding
Source
8/08 – 6/10
Food
Title I
8/08 – 6/10
babysitting
EIA
8/08 – 6/10
Food
EIA
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5/27/2009
SCHOOL SITE COU*CIL 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 through the Consolidated Application, by the school site council. The current make-up of the school site
council is as follows*:
[ ]
Other
School
Staff
[ ]
Parent or
Community
Member
[ ]
[ ]
[X]
[ ]
[ ]
[ ]
Julie Propp, 3-5th grade multiage teacher
[ ]
[X]
[ ]
[ ]
[ ]
Laura Baldini, K-2nd grade multiage teacher
[ ]
[X]
[ ]
[ ]
[ ]
Jeff Thomas, K-2nd grade multiage teacher
[ ]
[X]
[ ]
[ ]
[ ]
John Floyd,K-2nd grade multiage teacher
[ ]
[X]
[ ]
[ ]
[ ]
Sandra Hoover, straight grade teacher
[ ]
[X]
[ ]
[ ]
[ ]
Maricela Braga, ELAC liasion
[ ]
[ ]
[ ]
[X]
[ ]
Karen Fernandez, Parent
[ ]
[ ]
[ ]
[X]
[ ]
Julie Guaspari, Parent
[ ]
[ ]
[ ]
[X]
[ ]
Erik Sincoff, Parent
[ ]
[ ]
[ ]
[X]
[ ]
Rusty Mooney, Parent
[ ]
[ ]
[ ]
[X]
[ ]
1
6
5
Principal
Classroom
Teacher
Wendy Kelly
[X]
Jeanne Martin, 3-5th grade multiage teacher
*ame of Members
*umbers of members of each category
*
Secondary
Students
[ ]
At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers,
and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers
must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal
numbers of parents or other community members selected by parents, and students. Members must be selected by their peer
group.
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5/27/2009
RECOMME*DATIO*S A*D ASSURA*CES
The school site council recommends this school plan and proposed expenditures to the district governing board for approval, and
assures the board of the following:
1.
The school site council is correctly constituted, and was formed in accordance with district governing board policy and state
law.
2.
The school site council reviewed its responsibilities under state law and district governing board policies, including those
board policies relating to material changes in the school plan requiring board approval.
3.
The school site council sought and considered all recommendations from the following groups or committees before adopting
this plan (Check those that apply):
[ ]
School Advisory Committee for State Compensatory Education Programs
[X]
English Learner Advisory Committee
[ ]
Community Advisory Committee for Special Education Programs
[ ]
Gifted and Talented Education Program Advisory Committee
Other (list)
4.
The school site council reviewed the content requirements for school plans of programs included in this Single Plan for
Student Achievement and believes all such content requirements have been met, including those found in district governing
board policies and in the Local Improvement Plan.
5.
This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a
sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.
6.
This school plan was adopted by the school site council on: April 1, 2009
Attested:
Wendy Kelly
Typed name of school principal
Signature of school principal
Date
Signature of SSC chairperson
Date
Rusty Mooney, Parent
Typed name of SSC chairperson
2008 Single Plan for Student Achievement
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5/27/2009
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