2013-14 Single Plan for Student Achievement Buena Vista ... · PDF file2013-14 Single Plan for Student Achievement Buena Vista Elementary School ... English-Language Arts Adequate

The SPSA for Buena Vista Elementary School 1 of 42 11/26/13

2013-14 Single Plan for Student Achievement

Buena Vista Elementary School

PANAMA-BUENA VISTA UNION SCHOOL DISTRICT

Principal: Brandie DyeAddress: 6547 Buena Vista Road

Bakersfield, CA 93311Phone: 661.831.0818E-mail Address: [email protected]: www.pbvusd.k12.ca.us

The following items are included:[X] Recommendations and Assurances[X] Data Reports[X] Budgets[X] Parent Involvement Policy for Non-Title I Schools[ ] Title I Parent Involvement Policy[ ] Title I Home/School Compact

The District Governing Board approved this revision of the School Plan on .

PANAMA-BUENA VISTAUNION SCHOOL DISTRICT


TABLE OF CONTENTS

TABLE OF CONTENTS ..............................................................................................................................................................2

PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE ......................................................................................................3

PERFORMANCE GOAL #1: PROFICIENCY IN READING AND LANGUAGE ARTS ....................................................................3

PERFORMANCE GOAL #2: PROFICIENCY IN MATHEMATICS...............................................................................................8

PERFORMANCE GOAL #3: ENGLISH LEARNERS AND ENGLISH LANGUAGE PROFICIENCY ................................................13

PERFORMANCE GOAL #4: PROFESSIONAL DEVELOPMENT ..............................................................................................18

PERFORMANCE GOAL #5: ACADEMIC CENTERED PARENT/FAMILY ENGAGEMENT.........................................................21

PERFORMANCE GOAL #6: OTHER CURRICULAR ...............................................................................................................25

PERFORMANCE GOAL #7: OTHER CURRICULAR ...............................................................................................................28

ANALYSIS OF CURRENT INSTRUCTIONAL PROGRAM............................................................................................................32

FUNDED PROGRAMS INCLUDED IN THIS PLAN.....................................................................................................................38

SCHOOL AND STUDENT PERFORMANCE DATA ....................................................................................................................39

Table 1: Academic Performance Index by Student Group................................................................................................39

Table 2: English-Language Arts Adequate Yearly Progress (AYP) .....................................................................................40

Table 3: Mathematics Adequate Yearly Progress (AYP) ...................................................................................................41

Table 4: California English Language Development (CELDT) Data....................................................................................42


PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE

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.

PERFORMANCE GOAL #1: PROFICIENCY IN READING AND LANGUAGE ARTS

SMART Goal:Increase the number of students at each grade level who are meeting grade level expectancies in Reading/Language Arts.

How does this goal align to your Local Educational Agency Plan goals?The goal aligns to the LEA plan actions. Through the use of Professional Learning Communities (PLCs), district sponsored AB 472 training, full implementation of the district adopted Macmillian/McGraw-Hill's California Treasures reading program, and use of district-wide assessments, the focus of moving students to proficient or advanced on the CSTs is consistent with the district goal to increase academic achievement in Language Arts.

What data did you use to form this goal (findings from data analysis)?[X] API [X] AYP [ ] CELDT [X] CST [X] District Benchmarks [ ] Other (please specify):

What did the analysis of the data reveal that lead you to this goal? (Key findings):Data indicates that significant gains in achievement need to be made to reach a target of 100% proficiency by 2014 through focus on the core program and intervention strategies.

Which Stakeholders were involved in analyzing data and developing this goal?[X] Teachers [X] Administration [ ] Parents [X] Support Staff (Including Title I, EL, SPED) [ ] Academic/Intervention Counselors [ ] Leadership Team/ DSLT [ ] SSC [ ] ELAC [ ] Other (please specify):

Who are the focus students and what is the expected growth?All students with an emphasis on the subgroups not meeting growth targets (economically disadvantaged & Hispanic or Latino).

Kindergarten - This year, we will increase the percentage of students meeting the proficiency standard on grade level expectancies and district benchmark assessments to 75% or higher.1st Grade - This year, we will increase the percentage of students meeting the proficiency standard on grade level expectancies and district benchmark assessments to 75% or higher.2nd Grade - This year, we will increase the percentage of students meeting the proficiency standard on the CSTs to 68% or higher.3rd Grade - This year, we will increase the percentage of students meeting the proficiency standard on the CSTs to 50% or higher.


4th Grade - This year, we will increase the percentage of students meeting the proficiency standard on the CSTs to 76% or higher.5th Grade - This year, we will increase the percentage of students meeting the proficiency standard on the CSTs to 70% or higher.6th Grade - This year, we will increase the percentage of students meeting the proficiency standard on the CSTs to 70% or higher.

What process will you use to monitor and evaluate the data?Students will be evaluated using the district benchmark exams, quarterly assessments, report cards and the annual CSTs.

What data will be collected to measure student achievement?Annual CST results disaggregated by:Grade LevelEthnic DesignationEconomically DisadvantagedEnglish Learners

Actions to improve achievement to exit program improvement ([ ] not applicable):

Essential Program Components included in this goal:[ ] Instructional Time [ ] Ongoing Instructional Assistance [ ] Teacher Collaboration [ ] Monitoring System [ ] Highly Qualified Teachers [ ] School Admin Training [ ] District Instructional/Assessment Pacing Guides [ ] Fiscal Support [ ] Core/ ELD/ Intensive Intervention materials


7091: EIA/LEP 3010 TA: Title I, Part A: TAP 4035 D: Title II, Part D

7395: SLIP 3010 PI: Title I, Part A: PI 6010: After School Education and Safety Program

3010 SW: Title I, Part A: SWP 4035 A: Title II, Part A Other: Other

DatesStrategy Specific Actions to be Taken

Start EndEstimated Cost Monitoring Evidence

1. Allow teachers to develop grade level/classroom protected time for ELA.

7/1/2013 6/30/2014 7091--- $8,750 1. Information received from grade level review of assessments.2. Lesson Plans.3. Principal walk through observations.4. Review and evaluation of staff development.

2. Examine pacing guides and review implementation practices in order to effectively teach standards being assessed.

7/1/2013 6/30/2014

3. Inventory and order necessary instructional program components (i.e. workbooks, Standards Plus, LEXIA software/licenses, tests, etc.).

7/1/2013 6/30/2014 7395--- $15,000

4. Provide tutoring/intervention opportunities to students who are not meeting grade level standards, and when funding allows purchase additional materials to support the school Response to Intervention program.

7/1/2013 6/30/2014

Improvement of instruction strategies and materials

5. When funding allows, hire additional personnel (i.e.: Instructional Intervention Aides) to assist with intervention programs.

7/1/2013 6/30/2014


Strategy Specific Actions to be TakenDates

Estimated Cost Monitoring EvidenceStart End

1. Calendar a minimum of one grade level meeting per week to focus on data analysis and lesson planning.

7/1/2013 6/30/2014 7395--- $500 1. Grade level meeting minutes provided to the principal.2. Short term goals identified in the grade level collaboration meetings.3. Results of data analysis.4. Lesson plan reviews.

2. Identify a site leadership team. 7/1/2013 6/30/2014

3. Provide a recording tool for grade level collaboration (meeting minutes) to be provided to the principal.

7/1/2013 6/30/2014

4. Establish grade level collaboration meeting protocols and focus, and provide release time for grade level collaboration, development of improvement strategies and observation of effective teaching and programs.

7/1/2013 6/30/2014

Staff development and professional collaboration

5. Create a lesson plan bank (on the common drive) where teachers can access lessons that have been identified as successful.

7/1/2013 6/30/2014

1. Review CST data. 7/1/2013 6/30/2014 7395--- $500 1. District benchmark assessment pacing guide.2. Results from district assessment data (entry level, mid-year, and end of the year) and CSTs.3. Data reports disaggregated by students meeting, approaching, or below benchmark targets.

Monitoring program implementation and results

2. Review District benchmark assessment data. 7/1/2013 6/30/2014




3. Review chapter and unit assessment data. 7/1/2013 6/30/2014

4. Print and monitor progress toward program goals using EduSoft, DIBELs, Star Reading and Star Math

7/1/2013 6/30/2014

5. Utilize district professional development days to review goals and monitor progress.

7/1/2013 6/30/2014


PERFORMANCE GOAL #2: PROFICIENCY IN MATHEMATICS

SMART Goal:Increase the number of students at each grade level who are meeting grade level expectancies in Mathematics.

How does this goal align to your Local Educational Agency Plan goals?The goal aligns to the LEA plan actions. Through the use of Professional Learning Communities (PLCs), district sponsored AB 472 training, full implementation of the district adopted Houghton-Mifflin "California Mathematics" program, and use of district-wide assessments, the focus of moving students to proficient or advanced on the CSTs is consistent with the district goal to increase academic achievement in mathematics.

What data did you use to form this goal (findings from data analysis)?[X] API [X] AYP [ ] CELDT [X] CST [X] District Benchmarks [ ] Other (please specify):



Who are the focus students and what is the expected growth?All students with an emphasis on the subgroups not meeting growth targets (economically disadvantaged & Hispanic or Latino).

Kindergarten - This year, we will increase the number of students meeting grade level expectancies on district benchmark assessments to 80% or higher.1st Grade - This year, we will increase the number of students meeting grade level expectancies on district benchmark assessments to 85% or higher.2nd Grade - This year, we will increase the percentage of students meeting the proficiency standard on the CSTs to 68% or higher.3rd Grade - This year, we will increase the percentage of students meeting the proficiency standard on the CSTs to 70% or higher.4th Grade - This year, we will increase the percentage of students meeting the proficiency standard on the CSTs to 74% or higher.5th Grade - This year, we will increase the percentage of students meeting the proficiency standard on the CSTs to 65% or higher.6th Grade - This year, we will increase the percentage of students meeting the proficiency standard on the CSTs to 55% or higher.

What process will you use to monitor and evaluate the data?Students will be evaluated using the district benchmark exams, quarterly report cards, and the annual CSTs.











1. Examine pacing guides and review implementation practices in order to effectively teach standards being assessed.

7/1/2013 6/30/2014 7395--- $3,750 1. Information received from grade level review of assessments.2. Lesson Plans.3. Principal walk through observations.4. Review and evaluation of staff development.

2. Inventory and order necessary supplemental instructional program components (i.e. workbooks, Standards Plus, LEXIA software/licenses, tests, etc.).

7/1/2013 6/30/2014 7395--- $15,000

3. Grade level teams will continue to review benchmark test results after each reporting period.

7/1/2013 6/30/2014

4. Provide tutoring/intervention opportunities to students who are not meeting grade level standards.

7/1/2013 6/30/2014 7395--- $5,000


5. When funding allows, hire additional personnel (i.e.: Instructional Intervention Aides) to assist with intervention programs.

7/1/2013 6/30/2014




1. Calendar a minimum of one grade level meeting per week to focus on data analysis and lesson planning.

7/1/2013 6/30/2014 7395--- $500 1. Grade level meeting minutes provided to the principal.2. Short term goals identified in the grade level collaboration meetings.3. Results of data analysis.4. Lesson plan reviews.

2. Identify a site leadership team. 7/1/2013 6/30/2014

3. Establish grade level collaboration meeting protocols and focus, and provide release time for grade level collaboration, development of improvement strategies and observations of effecitve teaching and programs.teachers with data analysis.

7/1/2013 6/30/2014


4. Create a lesson plan bank (on the common drive) where teachers can access lessons that have been identified as successful.

7/1/2013 6/30/2014

1. Review CST data. 7/1/2013 6/30/2014 7395--- $500 1. District benchmark assessment pacing guide.2. Results from district assessment data (entry level, mid-year, and end of the year) and CSTs.3. Data reports disaggregated by students meeting, approaching, or below benchmark targets.

2. Review District assessment data. 7/1/2013 6/30/2014

3. Review chapter and unit assessment data. 7/1/2013 6/30/2014

Monitoring program implementation and results

4. Print and monitor progress toward program goals using EduSoft, DIBELs, Star Reading and Star Math.

7/1/2013 6/30/2014




5. Utilize district professional development days to review goals and monitor progress.

7/1/2013 6/30/2014


PERFORMANCE GOAL #3: ENGLISH LEARNERS AND ENGLISH LANGUAGE PROFICIENCY

SMART Goal:All identified EL students will gain 1 level of English proficiency per year.

How does this goal align to your Local Educational Agency Plan goals?The goal aligns to the LEA plan actions. Through the use of Professional Learning Communities (PLCs), district sponsored AB 472 training, full implementation of the district adopted Macmillian/McGraw-Hill's “California Treasures” reading program’s English Language Development components, and use of district-wide assessments, the focus of moving EL students to proficient or advanced on both the CELDT and the CSTs is consistent with the district goal to increase academic achievement.

What data did you use to form this goal (findings from data analysis)?[ ] API [X] AYP [X] CELDT [ ] CST [ ] District Benchmarks [ ] Other (please specify):

What did the analysis of the data reveal that lead you to this goal? (Key findings):A review of the CELDT data over a 3 year period indicates that a focus on ELD for English learners is critical to increase English proficiency.

Which Stakeholders were involved in analyzing data and developing this goal?[X] Teachers [X] Administration [X] Parents [X] Support Staff (Including Title I, EL, SPED) [ ] Academic/Intervention Counselors [ ] Leadership Team/ DSLT [ ] SSC [ ] ELAC [ ] Other (please specify):

Who are the focus students and what is the expected growth?Identified English Learners and RFEP students within the two year monitoring cycle.

English Learners will meet AMAO #1 and gain 1 level of English proficiency on the CELDT.

What process will you use to monitor and evaluate the data?Students will be evaluated using the district benchmark exams, quarterly report cards, and the annual state tests.

What data will be collected to measure student achievement?Annual CELDT testing.


Essential Program Components included in this goal:


[ ] Instructional Time [ ] Ongoing Instructional Assistance [ ] Teacher Collaboration [ ] Monitoring System [ ] Highly Qualified Teachers [ ] School Admin Training [ ] District Instructional/Assessment Pacing Guides [ ] Fiscal Support [ ] Core/ ELD/ Intensive Intervention materials







1. Send out information regarding Parent Involvement Policies (English/Spanish) to all parents.

7/1/2013 6/30/2014 7091--- $6,150 Sign-in sheets to tally the number of EL parents participating at events (ELACs, Parent Club meetings, workshops, etc.).Maintain records of parental contact via telephone calls to EL parents.

2. Inform parents of ELs about upcoming ELAC meetings and student report card conferences through notices and personal phone calls. (English/Spanish).

7/1/2013 6/30/2014 7091--- $500.00

3. Inform Spanish speaking parents of the Spanish Informational Service telephone number to help parents communicate with the school on school-related issues.

7/1/2013 6/30/2014

4. Provide child care and refreshments at various meetings.

7/1/2013 6/30/2014 7091--- $500.00

5. Utilize community entities to provide parent trainings and information on a variety of subjects.

7/1/2013 6/30/2014 7091--- $1,000

Involvement of staff, parents and community

6. Provide for oral interpreters of various languages as available for parents.

7/1/2013 6/30/2014 7091--- $2,190.39




7. As EIA-LEP funding allows, provide a community support liaison.

7/1/2013 6/30/2014

8. As EIA-LEP funding allows, provide a summer program to frontload EL students with reading skills for the next grade level.

7/1/2013 6/30/2014

1. Focus teaching staff on the importance of EL instruction.

7/1/2013 6/30/2014 7091--- $60,693.61 1. Information received from formal classroom evaluations.2. Teacher evaluation forms which address EL teaching techniques and strategies.3. Attendance at EL Lunch time/after school assistance programs (roll/sign in sheets).4. PREP Day agendas/notes/reports to principal.5. Service Plans, objectives developed by the classroom teacher and EL Support teacher to address specific academic areas for struggling ELs.

2. Have grade level teams collaborate instructional time to effectively teach all EL students and provide release time for collaboration.

7/1/2013 6/30/2014

3. Have grade level teams meet to compare and refine EL lesson plans.

7/1/2013 6/30/2014

4. Utilize staff development PREP time to address EL strategies and effective teaching techniques.

7/1/2013 6/30/2014


5. Provide EL lunch time or after school assistance programs (tutoring/LEXIA/Books & Backpacks) for English Learners.

7/1/2013 6/30/2014




6. Provide supplemental instructional materials to help English Learners access the core curriculum.

7/1/2013 6/30/2014

7. Provide academic incentives and awards for EL students.

7/1/2013 6/30/2014

8. As EIA-LEP funding allows, utilize an EL Support Teacher to provide intervention to assist ELs identified through the PLC process in accessing the core curriculum through supplemental instruction (all curricular areas).

7/1/2013 6/30/2014

9. As EIA-LEP funding allows, hire additional personnel to assist with intervention programs (i.e.: Instructional Intervention Aides) for students at risk.

7/1/2013 6/30/2014


PERFORMANCE GOAL #4: PROFESSIONAL DEVELOPMENT

SMART Goal:Provide staff members with opportunities to improve their professional learning through attending appropriate conferences and trainings that assist them in improving student performance in all subject areas.

How does this goal align to your Local Educational Agency Plan goals?The goal aligns to the LEA plan actions. The District focus has been to establish Professional Learning Communities at the District level and at the individual school sites. The District has sent District Administrators and school teams of at least 4 teachers and the principal to the PLC at Work Institute for the past several years, and has encouraged school sites to supplement additional attendees as funds allow. Additional professional development during the school year has included workshops emphasizing Classroom Management, Effective Instruction and Lesson Design, Grading and Reporting, and Response to Intervention. The district goal further emphasizes professional development in AB 472, analysis and alignment of curricular assessments to the ELA standards,

Student data has indicated the need for professional development in reading comprehension and writing strategies for grades 2-8, geometry in grades 5-6, and ELD curriculum. The school site focus in professional development aligns to the district goal to have a substantial, measurable, and positive impact on student academic achievement and the activities are used as part of a broader strategy to eliminate the achievement gap that separates low-income and minority students from other students.

What data did you use to form this goal (findings from data analysis)?[X] API [X] AYP [X] CELDT [X] CST [X] District Benchmarks [ ] Other (please specify):

What did the analysis of the data reveal that lead you to this goal? (Key findings):Data indicates that staff (teachers and paraprofessionals) would benefit significantly from ongoing, structured professional development aligned with curricular needs.

Which Stakeholders were involved in analyzing data and developing this goal?[X] Teachers [X] Administration [ ] Parents [ ] Support Staff (Including Title I, EL, SPED) [ ] Academic/Intervention Counselors [ ] Leadership Team/ DSLT [ ] SSC [ ] ELAC [ ] Other (please specify):

Who are the focus students and what is the expected growth?All staff members.

Increase the number of staff members participating in collaborative activities by 20% each year.

What process will you use to monitor and evaluate the data?


Monitoring the effects of staff development and collaboration on student progress towards annual state growth targets as well as the school API and AYP scores.










1. Provide staff development opportunities for staff members in all academic areas including conferences and workshops.

7/1/2013 6/30/2014 1. Results from district assessment data (entry level, mid-year, and end of the year) and CSTs.2. Data reports disaggregated by students meeting, approaching, or below benchmark targets.

2. Encourage the development of Professional Learning Communities for teachers to improve the academic achievement of all students.

7/1/2013 6/30/2014

3. Provide opportunities for grade level articulation, classroom observations of effective teaching/programs, and staff planning time to strengthen the academic program.

7/1/2013 6/30/2014


4. Provide guest speakers and presentations to help teachers develop their various educational programs including, but not limited to, reading-language arts, mathematics, English Language Development, visual and performing arts, history/social science and physical education.

7/1/2013 6/30/2014


PERFORMANCE GOAL #5: ACADEMIC CENTERED PARENT/FAMILY ENGAGEMENT

SMART Goal:Encourage parent and community involvement in an effort to eliminate the achievement gap, improve instruction, and increase student achievement for all students.

How does this goal align to your Local Educational Agency Plan goals?The goal aligns to the LEA plan actions. The LEA has established Board adopted Parental Involvement policies for both Title I and non-Title I schools. The focus of these policies is to increase parent engagement in the school and provide meaningful consultation with parent of students in the school setting. The school plans and implements effective parental involvement activities that improve student academic achievement and school performance based on its parental involvement policies.

What data did you use to form this goal (findings from data analysis)?[ ] API [ ] AYP [ ] CELDT [ ] CST [ ] District Benchmarks [X] Other (please specify): ELAC, SSC

What did the analysis of the data reveal that lead you to this goal? (Key findings):Data indicates that parents are interested in participating in trainings and activities designed to help them help their child achieve at school.

Which Stakeholders were involved in analyzing data and developing this goal?[X] Teachers [X] Administration [X] Parents [ ] Support Staff (Including Title I, EL, SPED) [ ] Academic/Intervention Counselors [ ] Leadership Team/ DSLT [X] SSC [X] ELAC [ ] Other (please specify):

Who are the focus students and what is the expected growth?All grade levels.

Increase the number of parents and community members participating in school activities.

What process will you use to monitor and evaluate the data?Sign-in sheets at school events, such as:Back-to-School NightStudents Awards AssembliesOpen HouseSchool Site Council MeetingsELAC meetingsEtc.

Parent Club Membership Drive


What data will be collected to measure student achievement?Annual Parent SurveyELAC SurveyStaff Survey









1. Help parents understand the importance of grade level standards and student assessments so they will be able to follow their student(s) progress.

7/1/2013 6/30/2014 7395--- $500 Annual Parent SurveyParent Participation

2. Encourage parents to attend EL/Literacy workshops and Latino Family Literacy Nights.

7/1/2013 6/30/2014

3. Encourage parent participation in all school activities (Back-to-School Night, Career Day, Family Math Night, Open House, Student Performances, Awards Assemblies and field trips).

7/1/2013 6/30/2014

4. Encourage parent participation in Parent Club. 7/1/2013 6/30/2014

5. Provide a School Accountability Report Card to all families.

7/1/2013 6/30/2014

Involvement of staff, parents and community

6. Train elected School Site Council members to work as a decision-making group for school improvement.

7/1/2013 6/30/2014




7. Provide interpreters for EL parent conferences and ELAC meetings.

7/1/2013 6/30/2014

8. Promote community involvement. 7/1/2013 6/30/2014

9. As funding allows, provide child care and refreshments at Parent Meetings to encourage attendance.

7/1/2013 6/30/2014

10. Assist parents in helping their child(ren) academically by encouraging their attendance at parent workshops offered through Kern County Superintendent of Schools office, at the school site and other locations as available.

7/1/2013 6/30/2014 7395--- $1,508


PERFORMANCE GOAL #6: OTHER CURRICULAR: Special Education

SMART Goal:Special education students will meet the objectives of their IEP in the least restrictive environment and be provided with maximum access to the general education classroom and core curriculum.

How does this goal align to your Local Educational Agency Plan goals?This goal aligns to the LEA plan actions. Through the use of Professional Learning Communities (PLCs), district sponsored AB 472 training, full implementation of district adopted reading and math programs, the use state assessments, and the focus of moving students to proficient on the CSTs and CMAs is consistent with the district goal to increase academic achievement.

What data did you use to form this goal (findings from data analysis)?[X] API [X] AYP [ ] CELDT [X] CST [ ] District Benchmarks [X] Other (please specify): CMAs



Who are the focus students and what is the expected growth?All students at all grades with an IEP, Speech IEP, or 504 plan.

Special education students will meet the objectives of their IEP in the least restrictive environment and be provided with maximum access to the general education classroom and core curriculum.

What process will you use to monitor and evaluate the data?IEP evaluations (annual and 3-year)STAR (CST, CAPA, CMA)Follow up SST reviews

What data will be collected to measure student achievement?


STAR (CST, CAPA, CMA)Follow up SST reviews









1. Consultation and collaboration between regular education and special education staff regarding appropriate instructional strategies for use when instructing special education students in the regular classroom.

7/1/2013 6/30/2014 7395--- $2,000 IEP evaluations (annual and 3-year)STAR (CST, CAPA, CMA)Follow up SST reviews

2. Increased training for regular education staff on how to differentiate instruction and classroom management techniques for special education students.

7/1/2013 6/30/2014

3. As funding allows, purchase supplemental materials to address the educational needs of the special education students.

7/1/2013 6/30/2014

Alignment of instruction with content standards

4. As space allows, utilize special education staff to work with regular education students at-risk of developing learning disabilities.

7/1/2013 6/30/2014


PERFORMANCE GOAL #7: OTHER CURRICULAR: Other Curricular Areas

SMART Goal:Increase the number of students at each grade level who are meeting the state standards in other curricular areas (History/Social-Science, Science, Technology & Physical Education).

How does this goal align to your Local Educational Agency Plan goals?The district recognizes that learning takes place across the curriculum. Reading/Language Arts, Mathematics, English Language Development (through SDAIE strategies) are necessary in all subject areas for all students. Additionally, extending the curriculum beyond the Performance Goals of the LEA Plan ensure that all students receive a well rounded education in the Arts, Sciences, Technology, Health and Physical Education. All subjects are enhanced by experiential learning opportunities such as field trips, assemblies, expert speakers, as well as student participation in various extracurricular activities such as Oral Language and Speech Programs, Science Fairs, academic competitions, sports, and various other methods of learning through doing. The school aligns to the LEA Plan and district philosophy through setting goals and actions that support student engagement across the curriculum.

What data did you use to form this goal (findings from data analysis)?[ ] API [ ] AYP [ ] CELDT [X] CST [X] District Benchmarks [X] Other (please specify): PLC meetings

What did the analysis of the data reveal that lead you to this goal? (Key findings):Through the discussions and surveys, data indicates that cross curricular activities to extend learning increase achievement for students and are beneficial to all students.

Which Stakeholders were involved in analyzing data and developing this goal?[ ] Teachers [X] Administration [X] Parents [X] Support Staff (Including Title I, EL, SPED) [ ] Academic/Intervention Counselors [ ] Leadership Team/ DSLT [ ] SSC [X] ELAC [ ] Other (please specify):

Who are the focus students and what is the expected growth?All students

Seventy-five percent of all students participating in district benchmark exams will perform at mastery.

What process will you use to monitor and evaluate the data?Students will be evaluated using the district benchmark exams, quarterly assessments, report cards and the annual CSTs.

What data will be collected to measure student achievement?Quarterly assessment results disaggregated by students approaching mastery, at mastery, or below mastery.


Actions to improve achievement to exit program improvement ([X] not applicable):








1. Provide students with supplemental instructional materials.

7/1/2013 6/30/2014 7395--- $20,171 1. District benchmark assessment pacing guide.2. Results from district assessment data (entry level, mid-year, and end of the year) and CSTs.3. Data reports disaggregated by students meeting, approaching, or below benchmark targets.4. EduSoft reports for grade level assessments in each curricular areas

2. Provide students with opportunities to participate in schoolwide and grade level competitions, such as Science Fair, Spelling Bee, Battle of the Books and Oral Language.

7/1/2013 6/30/2014 7395--- $1,000

3. Provide opportunities to extend student learning through activities, such as field trips, guest speakers, assemblies, and other curricular activities that enhance learning.

7/1/2013 6/30/2014 7395--- $1,000


4. Purchase and maintain equipment and software to extend learning across the curriculum.

7/1/2013 6/30/2014




5. Schedule activities and provide appropriate incentives/awards/uniforms that help students develop self-motivation, school spirit, good sportsmanship, and healthful lifestyles.

7/1/2013 6/30/2014 7395--- $2,000

6. Provide intervention/prevention programs including noon detention, lunch time tutoring, and after school tutoring.

7/1/2013 6/30/2014

7. Provide Student Success Team meetings to assist students with difficulties.

7/1/2013 6/30/2014

8. Purchase additional instructional materials necessary to enhance all instructional programs.

7/1/2013 6/30/2014

9. As funding allows, utilize categorical funds to provide supplemental personnel to promote academic achievement for all students, including, but not limitied to an EL Support Teacher and additional instructional support in tutoring/intervention for all students.

7/1/2013 6/30/2014


ANALYSIS OF CURRENT INSTRUCTIONAL PROGRAM

Standards, Assessment, and Accountability

1. Use of state and local assessments to modify instruction and improve student achievement (ESEA)

As a school, we are utilizing state and district assessment data to guide our instructional practices. School and grade level goals were developed at the beginning of the school year, and benchmark assessments are being used to monitor progress toward these goals. Data from benchmark assessments is also used to develop reteaching strategies for students not meeting standards.

2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC 1, 5, 6, 7)

Buena Vista School utilizes a combination of state, district and grade level curricular assessments to monitor student progress and modify instruction to improve student achievement. The staff analyzes state CST results at the beginning of the year to establish school and grade level goals. The use of District benchmarks and diagnostic assessments is used to modify instruction to improve student achievement. Buena Vista also uses ESGI, DIBELs, Star Reading and Star Math to assess our students.

Staffing and Professional Development

3. Status of meeting requirements for highly qualified staff (ESEA)

Currently, all certificated and paraprofessional staff meet the federal ESEA highly qualified requirement.

4. Principals' AB 430 training or other training on State Board of Education (SBE) adopted instructional materials (EPC 3)

The principal is not currently AB 75 trained.

5. Sufficiency of credentialed teachers and teacher professional development (e.g., access to SB 472 training on SBE-adopted instructional materials) (EPC 4)

Staff development that improves the learning of all students prepares educators to apply research to decision making. Teachers have access to a variety of professional development opportunities. Systematic professional development is offered through the Curriculum and Instruction Department and includes (but not limited to):

Rick Morris, Classroom Management; Mike Mattos, Pyramid Response to Intervention, Professional Learning Communities; Laurie Robinson; Professional Learning Communities; PBVUSD’s AB 472 (coming in 2012).

Additionally, school staff is encouraged to attend identified research-based, effective professional development that in all content areas and all grade levels.

6. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)


Buena Vista is in the process of developing a comprehensive staff development program. Our current staff development focus is on using assessment data to guide instruction as well as develop reteaching strategies that will assist students achieve mastery. The process of the school plan supports our analysis of data and our ability to monitor progress toward school goals.

Our district assessments continue to be evaluated to ensure alignment with state standards. Data from district benchmark assessments are used to plan future instruction and develop differentiated instructional practices to support students' needs.

7. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC 6)

Support for teachers is provided through the PLC process (grade level peers) and by various experts on site and in the district. Special Educations staff, school psychologist, Curriculum Specialists, and EL Program Specialists aid staff in instructional strategies to improvement academic achievement. New teachers receive extra support through the district’s BTSA program and the Curriculum and Instruction Department provides extensive assistance whenever requested.

8. Teacher collaboration by grade level (K-8) (EPC 7)

The district has enacted weekly release days to provide valuable time for teacher collaboration on student achievement. Teams are organized by grade level and are focused on analyzing student assessment data from the curriculum based assessments, district benchmarks and diagnostics, developing common assessments, identifying essential standards, and examining instructional practices to better align with the curriculum. Appropriate student interventions for struggling students are planned and progress monitored at these meetings.

Teaching and Learning

9. Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)

The Curriculum and Instruction Department provides grade level specific pacing guides that align to state standards. The curriculum and materials provided by the district are standards aligned to meet the challenge of increasing student proficiency. Teachers use successful instructional strategies to teach the standards, and provide supplemental support and intervention when necessary.

10. Adherence to recommended instructional minutes for reading/language arts and mathematics (K-8) (EPC 2)

All state recommended instructional minutes for ELA and mathematics are adhered to and monitored by the district.

11. Lesson pacing schedule (K-8) and master schedule flexibility for sufficient numbers of intervention courses (EPC 8)

The Curriculum and Instruction Department provides grade level specific pacing guides. These guides allow grade levels to determine the modifications necessary based on student needs as indicated by assessment results. Intervention opportunities are discussed in PLC meetings and made possible in the weekly lesson schedules developed by teachers.


12. Availability of standards-based instructional materials appropriate to all student groups (ESEA)

All students have access to standards based instructional materials in the core subject areas.

13. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC1)

The principal monitors the use of instructional materials ensuring that students are provided the SBE adopted, standards aligned instructional materials. Intervention materials are may be provided by the district, and teachers determine if additional supplemental intervention materials are necessary based on student needs.

Opportunity and Equal Educational Access

14. Services provided by the regular program that enable underperforming students to meet standards (NCLB)

To improve student achievement, staff will focus on instructional strategies shown by current research to be highly effective. Current research will be discussed at staff and grade level meetings and incorporated into daily lessons.

The district provides ELD curriculum in all classrooms for students who have been identified as English learners. English Language Development instruction is being provided on a daily basis by classroom teachers to assist students whose primary language is not English.

At risk students are identified and monitored in the classroom. Individualized actions plans are developed for our at risk students in an effort to assist students achieve mastery. Student Success Teams (SST) are convened to identify and further enhance grade level and class interventions and to bridge those efforts with the student's home.

15. Research-based educational practices to raise student achievement at this school (NCLB)

The research-based educational practices are explicit direct instruction, teacher collaboration, standards-based curriculum, benchmark assessments, and the systemic use of Thinking Maps school-wide. The PLC and RtI² models continually address ongoing student achievement across the curriculum. The district and site administrators provide opportunities for teachers to collaborate on their research-based practices and implementation is monitored through the annotated agendas.

16. Opportunities for increased learning time (Title I SWP and PI requirement)

17. Transition from preschool to kindergarten (Title I SWP)

Involvement

18. Resources available from family, school, district, and community to assist under-achieving students (NCLB)


Teachers and administration communicate consistently with families and the community through curriculum letters, school and district newsletters, website information, email, conferences, and parent education opportunities. Students are also provided with math assistance through a community sponsored homework hotline called "Do the Math."

19. Strategies to increase parental involvement (Title I SWP)

20. Involvement of parents, community representatives, classroom teachers, and other school personnel in the planning, implementation, and evaluation of consolidated application programs (5 CCR 3932)

The SPSA is developed in conjunction with the SSC. The members of the SSC receive input from the ELAC, teachers, parents, staff members and other committees deemed necessary in providing valuable information about programs and services to students. The SSC delegates the writing of the Plan to a leadership team that takes all the information from formal and informal surveys, discussions, meeting minutes, PLC agenda notes, and data analysis and develops a working plan that remains flexible as needs change throughout the year. The SPSA is reviewed by the SSC to verify that all components are included in the Plan, that the advice and input from committees was considered during the writing process, and then votes to approve the Plan. Once approved, the Plan is recommended to the Board of Trustees for final District Approval.

Ongoing monitoring of the Plan implementation and evaluation is done through the SSC at the scheduled meetings. The members are advised of promising practices that are working and need further support as well as strategies that either are not working or cannot be implemented and the reasons for the non-implementation. Expenditures are approved by the SSC.

Funding

21. Services provided by categorical funds that enable underperforming students to meet standards (NCLB)

The library program ensures that all students in the school have equal access to various media to meet the needs of all learners. The library is a focal point for providing a literacy-based program committed to improved student learning.

Students who score below basic or far below basic are identified as at-risk students and individualized action plans are developed to monitor their progress. Student Success Teams are convened to identify and further enhance grade level and classroom interventions and to bridge the efforts with the students' home.

We are also fortunate to have a part-time ELD teacher to assist with ELD instructional strategies and CELDT testing. As a school, we are providing daily ELD instruction with district adopted curriculum.


22. Fiscal support (EPC)

School Based Coordinated Program: To the extent that coordinated funds are available, the school elects to participate in the SBCP. The current SPSA addresses English learners, educationally disadvantaged, and special education students. The plan identifies funding sources to be used, establishes a budget annually including proposed expenditures, and funds are used to supplement - not supplant - existing state and local appropriations. Additionally there is a process within this plan for ongoing evaluation of the site’s educational program that addresses the needs of all student populations regardless of funding.

Following are the Centralized Services provided by the central office, including Title I and English Learner Services.

In order to receive funds through the Application for Funding Consolidated Categorical Aid Programs, the District must assure that it has developed a management system to support and monitor compliant school and district plan development and implementation. The district is also accountable for funds used to hire staff and to purchase equipment and services that supplement general fund programs and to assure that eligible students in eligible schools are served.The following Centralized Services are provided by the district office to comply with these requirements:* Secure funding through Application for Funding Consolidated Categorical Aid Programs - School-Based Program coordination of Title I, Title II, Economic Impact Aid (SCE/LEP),* Allocate funds to sites and programs; develop and monitor process for sites and departments to submit budgets* Monitor programs for compliance and quality; approve expenditures to monitor compliance* Coordinate Migrant Education with other consolidated application programs* Serve as liaison to District, State, and Federal personnel* Provide staff development support for programs and budgets* Provide supplementary services, training and support for parent involvement* Monitor and coordinate Title I and II Non-Public School programs, provide opportunities for private school consultations* Facilitate School-Based Program coordination and Title I Schoolwide Project applications* Develop and provide School Site Council training and materials to every school* Provide support services to improve academic achievement for all students* Provide professional development and coaching for district level and site staff* Assist in the development and implementation of the Local Educational Agency Plan, required for federal categorical funding* Assist the Liaison to facilitate Title I and McKinney Grant services to homeless students* Facilitate Title I, Program Improvement activities; Public School Choice and Supplemental Education Services* Support school sites in Program Improvement by processing all applications, conferencing with parents, developing individualized student learning plans, progress reports, and invoices; track and monitor all participants in PSC and SES* Produce date and complete all required federal and state reports, including the Consolidated Application, English Learner testing, primary language testing, R-30 Language Census, and other assessments mandated by the state or as requested by the district and sites.* Provide assistance to sites in Federal Program Monitoring (FPM)* Provide supplementary services for translations for English Learner parents* Provide districtwide training and technical support for English Learner parents and school site personnel regarding DELAC, ELAC* Provide support personnel, including EL/ELD Program Specialists and instructional aides in SEI classrooms, to assist school sites in building quality programs for English Learners* Provide to school sites assessments needed for newly enrolled students and documentation required by law* Provide resources for services and programs for English Learners K-8* Coordinate, articulate and facilitate the services and programs for English Learners K-8* Collaborate with other district offices to better service programs for English Learners K-8* Provide staff development for full implementation of district ELD program


* Provide staff development to upgrade teacher skills and strategies in services and programs for English Learners K-8* Provide resources for teachers to gain appropriate authorization to work with English Learners K-8* Provide resources and updated information through the maintenance of a web site* Disseminate the Master Plan for English Learners, ELAC Training Handbooks to guide district personnel and parents in working with services and programs for English Learners K-8* Other support to school sites as assigned.


FUNDED PROGRAMS INCLUDED IN THIS PLAN

As applicable, enter amounts allocated for each resource the SSC intends for this school to participate in. The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.)

Federal and State Programs AllocationBudgeted

ExpendituresBalance

Available

7091 Economic Impact Aid/English Learner ProgramPurpose: Develop fluency in English and academic proficiency of English learners

95,427.83 79,784 15,643.83

7395 School and Library Improvement Program Block GrantPurpose: Improve library and other school programs

79,011.26 68,929 10,082.26

3010 Title I, Part A: Schoolwide ProgramPurpose: Upgrade the entire educational program of eligible schools in high poverty areas

0

3010 Title I, Part A: Targeted Assistance ProgramPurpose: Help educationally disadvantaged students in eligible schools achieve grade level proficiency

0

301001 Title I, Part A: Program ImprovementPurpose: Assist Title I schools that have failed to meet ESEA Adequate Yearly Progress targets for one or more identified student groups

0

4035 Title II, Part A: Teacher and Principal Training and RecruitingPurpose: Improve and increase the number of highly qualified teachers and principals Purpose: Improve and increase the number of highly qualified teachers and principals

0

4035 Title II, Part D: Enhancing Education Through TechnologyPurpose: Support professional development and the use of technology

0

6010 After School Education and Safety ProgramPurpose: provide safe and educationally enriching alternatives for students during non-school hours

0

Other (list and describe resource): 0

Total state/federal categorical funds allocated to this school: 159,713 148,713 25,726.09

SBCP: [ ] Title I SWP: [ ] Title I TAS: [ ] Program Improvement: [ ]


SCHOOL AND STUDENT PERFORMANCE DATA

Table 1: Academic Performance Index by Student Group

PERFORMANCE DATA BY STUDENT GROUP

All Students White African-American AsianPROFICIENCY LEVEL

2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013

Number Included 596 609 629 180 180 191 44 44 39 70 70 75

Growth API 823 818 818 849 865 861 733 751 710 906 860 875

Base API 818 823 818 859 849 865 730 733 752 924 906 861

Target A A A A A A

Growth 5 -5 0 -10 16 -4

Met Target Yes Yes Yes Yes Yes Yes

PERFORMANCE DATA BY STUDENT GROUP

Hispanic English Learners Economically Disadvantaged Students with DisabilitiesPROFICIENCY LEVEL

2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013

Number Included 270 283 295 151 156 160 273 270 305 51 63 59

Growth API 791 786 784 794 791 800 775 778 772 619 635 609

Base API 772 791 786 759 794 792 761 775 778 623 619 636

Target 5 5 5 5 5 5 5 5 5

Growth 19 -5 -2 35 -3 8 14 3 -6

Met Target Yes No No Yes No Yes Yes No No


Table 2: English-Language Arts Adequate Yearly Progress (AYP)

ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP

All Students White African-American AsianAYP

PROFICIENCY LEVEL

2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013

Participation Rate 100 100 100 100 99 100 100 98 100 100 100 100

NumberAt or Above Proficient

353 378 376 121 135 128 16 24 17 53 49 53

PercentAt or Above Proficient

59.2 62.1 59.8 67.2 75.0 67.0 36.4 54.5 43.6 75.7 70.0 70.7

ES/MS 67.6 78.4 89.2 67.6 78.4 89.2 67.6 78.4 89.2 67.6 78.4 89.2

Met AYP Criteria No Yes No Yes Yes No -- -- -- -- -- --

ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP

Hispanic English LearnersSocioeconomicDisadvantage

Students w/DisabilitiesAYP

PROFICIENCY LEVEL

2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013



137 148 156 74 84 87 137 135 152 16 19 18


50.7 52.3 52.9 49.0 53.8 54.4 50.2 50.0 49.8 31.4 30.2 30.5

ES/MS 67.6 78.4 89.2 67.6 78.4 89.2 67.6 78.4 89.2 67.6 78.4 89.2

Met AYP Criteria Yes No No No Yes No No No No -- -- --


Table 3: Mathematics Adequate Yearly Progress (AYP)

MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP

All Students White African-American AsianAYP

PROFICIENCY LEVEL

2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013



371 350 371 123 126 136 21 16 16 58 52 54


62.4 57.5 59.0 68.3 70.0 71.2 47.7 36.4 41.0 82.9 74.3 72.0

ES/MS 68.5 79.0 89.5 68.5 79.0 89.5 68.5 79.0 89.5 68.5 79.0 89.5

Met AYP Criteria Yes No No Yes Yes Yes -- -- -- -- -- --

MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP

Hispanic English LearnersSocioeconomicDisadvantage

Students w/DisabilitiesAYP

PROFICIENCY LEVEL

2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013



144 137 144 85 82 86 137 136 140 17 17 18


53.5 48.4 48.8 56.7 52.6 53.8 50.4 50.4 45.9 33.3 27.0 30.5

ES/MS 68.5 79.0 89.5 68.5 79.0 89.5 68.5 79.0 89.5 68.5 79.0 89.5

Met AYP Criteria Yes No No Yes No Yes Yes No No -- -- --


Table 4: California English Language Development (CELDT) Data

California English Language Development Test (CELDT) Results for 2012-13

Advanced Early Advanced Intermediate Early Intermediate Beginning Number TestedGrade

# % # % # % # % # % #

K ********

*** ********

1 3 8 15 39 17 45 2 5 1 3 38

2 1 5 8 38 8 38 2 10 2 10 21

3 1 7 4 27 7 47 3 20 15

4 2 12 4 24 9 53 2 12 17

5 1 8 7 58 4 33 12

6 3 43 2 29 1 14 1 14 7

Total 8 7 41 37 47 42 9 8 6 5 111

Documents

2013-14 Single Plan for Student Achievement Buena Vista ... · PDF file2013-14 Single Plan for Student Achievement Buena Vista Elementary School ... English-Language Arts Adequate