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: wmkelly@rcsd.k12.ca.us The District Governing Board approved this revision of the School Plan on May 27, 2009. 2008 Single Plan for Student Achievement 1 of 35 5/27/2009 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. 2008 Single Plan for Student Achievement 2 of 35 5/27/2009 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. 2008 Single Plan for Student Achievement 3 of 35 5/27/2009 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. 2008 Single Plan for Student Achievement 4 of 35 5/27/2009 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 2008 Single Plan for Student Achievement 5 of 35 5/27/2009 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. 2008 Single Plan for Student Achievement 6 of 35 5/27/2009 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 2008 Single Plan for Student Achievement 7 of 35 5/27/2009 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. 2008 Single Plan for Student Achievement 8 of 35 5/27/2009 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. 2008 Single Plan for Student Achievement 9 of 35 5/27/2009 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. 2008 Single Plan for Student Achievement 10 of 35 5/27/2009 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. 2008 Single Plan for Student Achievement 11 of 35 5/27/2009 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. 2008 Single Plan for Student Achievement 12 of 35 5/27/2009 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. 2008 Single Plan for Student Achievement 13 of 35 5/27/2009 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] 2008 Single Plan for Student Achievement 14 of 35 5/27/2009 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. 2008 Single Plan for Student Achievement 15 of 35 5/27/2009 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. 2008 Single Plan for Student Achievement 16 of 35 5/27/2009 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. • • • 2008 Single Plan for Student Achievement 17 of 35 5/27/2009 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 18 of 35 5/27/2009 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 19 of 35 5/27/2009 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 20 of 35 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. 2008 Single Plan for Student Achievement 21 of 35 5/27/2009 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 22 of 35 5/27/2009 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 23 of 35 5/27/2009 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. 24 of 35 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. 2008 Single Plan for Student Achievement 25 of 35 5/27/2009 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 26 of 35 5/27/2009 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. 2008 Single Plan for Student Achievement 27 of 35 5/27/2009 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 28 of 35 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. 2008 Single Plan for Student Achievement 29 of 35 5/27/2009 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 30 of 35 5/27/2009 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 2008 Single Plan for Student Achievement 31 of 35 5/27/2009 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 33 of 35 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. 2008 Single Plan for Student Achievement 34 of 35 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 35 of 35 5/27/2009