Skyline North ElementaryCulturally Proficient Action Plan

“Learning how to interact effectively with other cultures” (Lindsey, Robins, & Terrell, 2009, p. 4).

Vision Statementl “At Skyline North School, we believe that many of the crucial foundations in

education start in elementary school. It is our vision to provide an environment in which each student can learn, be challenged to go beyond his or her own expectations, and become respectful, productive citizens in an ever-changing world.”

Mission Statementl “Skyline North will provide a safe environment in which all students have

equitable access to standards-based learning. Students will build respect for themselves by communicating effectively, solving problems, and interacting positively within their community.”

Demographic Enrollment

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ELA CAASPP Results for Meeting or Exceeding

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Math CAASPP Results for Meeting or Exceeding

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Suspensions

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Research says?l “As educators, we should view diversity as a benefit and interact respectfully

with others who are culturally different than us” (Calabrese, 2009, p. 27).

l “We must be aware that the issue of equitable access to a quality education is the right of all students, regardless of gender, ethnicity, and economic status” (Calabrese, 2009, p. 81-82).

l “The goal is for students to gain access to dominant and critical ways of viewing the world so that they might become empowered citizens” Lubienski & Gutierrez, 2009, p. 367).

Research Continued?l “Closing the achievement gap begins with first closing the opportunity gap”

(Benner, Kutash, Nelson, & Fisher, 2013, p. 1).

l “At every level of prevention, effective instructional and classroom management practices provide the foundation for youth engagement and learning, which in return is associated with decreases in problem behaviors” (Benner, Kutash, Nelson, & Fisher, 2013, p. 1).

Action Planl Problem to be addressed: Suspension for both Students with Disabilities and African American Students. (Possibility that suspensions are

leading to lower CAASPP Results.)

l Goal One: Reduce suspension for both groups by a minimum of 10%, which is 0.67% of Students with Disabilities and 0.88% for African American students suspensions.

l Action Steps: (To be completed every Staff Development for 15 minutes. 5 min for review, and 5 min practice, and 5min. demonstration by 1 volunteer groups).1. Review One Point Quest Recommendations for “closing the opportunity gap”2. Review One PBIS positive consequence3. Practice one of the recommendations by Point Quest or PBIS

l Indicators of Success: Monthly review of PBIS data

l Positions Responsible: Entire Staff (Admin, Credentialed, and Classified)

l Resources: Point Quest and PBIS manuals

l Timeline: 2018-2019 School Year

l Cost: No additional costs as program is already purchased.

Action Plan l Problem to be addressed: Students with Disabilities are performing low in both ELA and Math CAASPP in comparison to other subgroups.

l Goal Two: Increase CAASPP results for Students with Disabilities in both ELA and Math by 10%.

l Action Steps: 1. Review student IEPs to stay compliant (Bi-Weekly). Know your students and their needs. It’s the Law!2. Provide small group instruction. This may be additional to IEP.3. More Practice opportunities in smaller increments. 10 min. per day review in weak areas.

l Indicators of Success: Monthly review of benchmarks, quizzes, and teacher created assessments.

l Positions Responsible: Admin and Credentialed

l Resources: Moby Max, SBAC Pract. Books, Common core sheets (Online) etc…

l Timeline: 2017-2018 School Year

l Cost: Curriculum already purchased. No additional costs.

Action Plan l Problem to be addressed African American students are performing low in Math CAASPP in comparison to other subgroups.

l Goal Two: Increase CAASPP results for African American students in Math by 10%.

l Action Steps: 1. Review student ILPs or IEPs to stay compliant (Bi-Weekly). Know your students and their needs. It’s the Law!2. Provide small group instruction. This may be additional to ILP or IEP.3. More Practice opportunities in smaller increments. 10 min. per day review in weak areas.

l Indicators of Success: Monthly review of benchmarks, quizzes, and teacher created assessments.

l Positions Responsible: Admin and Credentialed

l Resources: Moby Max, SBAC Pract. Books, Common core sheets (Online) etc…

l Timeline: 2017-2018 School Year

l Cost: Curriculum already purchased. No additional costs.

Trimester 1: Recommended Readingl Lindsey, R. B., Robins, K. N., Terrell, R. D. (2009). Cultural proficiency; A

manual for school leaders. Thousand Oaks, CA: Corwin.

l Lopez, N. (2016). The bridge to brilliance: How one principal in a tough community is inspiring the world. New York, NY: Viking.

References

l Benner, G. J., Kutash, K., Nelson, J. R., and Fisher, M. B. (2013). Closing the achievement gap of youth with emotional

and behavioral disorders through multi-tiered systems of support. Education & Treatment of Children, 36(3), 15-29.

Retrieved from https://web-a-ebscohost-com.ezproxy.csusm.edu/ehost/detail/detail?vid=0&sid=e601d870-a979-

474c-9c97-275fe294dd0d%40sessionmgr4008&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=89531114&db=aph

l Calabrese, C. M. (2009). A case study of the implementation and impact of school a’s effective schools plan on

student achievement in english and language arts (master’s thesis). California State University San Marcos, San

Marcos, California.

l Barilone, K. (2017). Skyline North Elementary School 2015-2016 School Accountability Report Card. Retrieved from

Barstow Unified School District: http://www.barstow.k12.ca.us/files/user/1/file/Skyline%20North%20ES%202015-

16%20SARC.pdf

l Lindsey, R. B., Robins, K. N., Terrell, R. D. (2009). Cultural proficiency; A manual for school leaders. Thousand Oaks, CA:

Corwin.

l Lubienski, S. T., Gutierrez, R. (2008). Bridging the gaps in perspectives on equity in mathematics education. Journal for Research in Mathematics Education, 39(4), 365-371. Retrieved from http://www.jstor.org/stable/40539303.

Acknowledgement l Thank you to Zoe Varela Beltz for the idea on using the red arrows in the

graphs.