Embed Size (px)
Citation preview
Single Plan for Student Achievement
2014 - 2015
Hollister Elementary School
A Resource for the School Site Council
The Single Plan for Student Achievement
School: Hollister Elementary School
District: Goleta Union School District
County-District School (CDS) Code: 6045462
Principal: Ryan Sparre
Date of this revision: 1/28/15
The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA. For additional information on school programs and how you may become involved locally, please contact the following person:
Contact Person: Ryan Sparre
Position: Principal
Telephone Number: 805-681-1271
Address: 4950 Anita Lane, Santa Barbara, CA 93111
E-mail Address: [email protected] The District Governing Board approved this revision of the SPSA on Enter Date.
Table of Contents Single Plan for Student Achievement
Form A: Planned Improvements in Student Performance 1
Form B: Centralized Services for Planned Improvements in Student Performance
6
Form C: Programs Included in This Plan
8
Form D: School Site Council Membership
11
Form E: Recommendations and Assurances
12
Form G: Single Plan for Student Achievement Annual Evaluation Parent/Guardian Involvement Policy
13 17
2
STRATEGY: During 2014–15, Hollister will implement school-wide research based instructional strategies and interventions. We will use a reading assessment program to determine and address the reading fluency and comprehension needs of struggling readers and English Learners as measured by benchmark assessments (baseline, at trimesters, annually).
Action/Date Person(s) Responsible Task/Date Cost and Funding Source (Itemize for Each Source)
August/Sept 2014 - Baseline Assessment, all students K-6 with DIBELs reading fluency assessment December 2014 – Baseline Assessment, all students 2-6th with Kamico reading comprehension assessment On-going 2014-15 Using the baseline and interim data students will receive targeted intervention instruction on identified areas, such as decoding and/or reading fluency as well as reading comprehension.
Classroom & Learning Center Teachers Classroom & Learning Center Teachers Classroom & Learning Center Teachers
Assess students K-6 for baseline DIBELs scores August/Sept Assess students 2-6 for baseline Kamico scores December Learning Center groups will have targeted instruction/remediation for 6-8 week periods, then reassess the skills to monitor progress.
Cost of Learning Center Teacher (provided at District Expense)
Cost of Leaning Center Certificated Tutors to reduce group size: $ 22,673 annually.
Use of Strategic Release time to monitor student progress and determine best practices to support student learning.
3
LEA GOAL: LCAP GOAL 1: Demonstrate robust achievement growth for all pupils; reduce disparity in levels of achievement between student subgroups. LEA Plan Goal II: Coherent standards-aligned Instructional program in all school to improve student achievement, including; the development of fact-fluency and part-whole thinking; engaging the Mathematical Practices through Number Talks and mathematical discourse; and implementation of the CCSS math content standards. SCHOOL GOAL 2: _Math __ 80% of Hollister students will show grade level proficiency at Numerical fact fluency as determined by reaching mastery of grade level Facts Wise goals. What data did you use to form this goal? We recognized a need to track and monitor student proficiency as determined by last year’s measures.
What were the findings from the analysis of this data? There was a severe lack of relevant data that could be used to monitor student progress.
How will the school evaluate the progress of this goal? Fact Wise assessments will be given on an on-going basis during the year to all students to determine academic growth.
STRATEGY: During 2014–14, Hollister will develop a system for monitoring progress of all students with fact fluency, data will inform targeted remediation/support for those students
Action/Date Person(s) Responsible Task/Date Cost and Funding Source (Itemize for Each Source)
August/Sept 2014 - Baseline Assessment for all students 1st-6th Facts Wise assessments Using the baseline and interim data students will receive targeted intervention instruction on identified area of fact fluency
Classroom Teachers, Learning Center Teacher and Certificated Tutors Learning Center Teacher in conjunction with ongoing feedback from classroom teachers.
Assess students K-6 for baseline Facts Wise scores August/Sept Learning Center groups with conduct targeted instruction/remediation for 6-8 week periods, and then reassess the skills to monitor progress.
Cost of Learning Center Teacher (provided at District Expense) Cost of Leaning Center Certificated Tutor to reduce group size: $ 22,673 annually.
4
LEA GOAL: Goal 3: The District will meet or exceed CELDT requirements for the Annual Measurable Achievement Objectives (AMAOs) 1, 2 and 3 during the 2014-15 school year. SCHOOL GOAL 3: _English Learner Goal_ 75% of Hollister students will demonstrate growth in language fluency in order to meet CELDT requirements as delineated in the LEA Plan, as determined by the annual CELDT test and ADEPT benchmark assessments. What data did you use to form this goal? Data from 2013 CELDT and from ADEPT formative assessments.
What were the findings from the analysis of this data? Hollister’s English Learning students are making steady progress in achieving language fluency as measured by the CELDT test. Some students are taking longer than one year to move from the Intermediate fluency level into Early Advanced.
How will the school evaluate the progress of this goal? ADEPT assessment will be given 3 times during the year to all students. (Baseline, mid-year, end of year) CELDT will be given during the state mandated window ending on Oct. 30.
STRATEGY: During 2014–15, Hollister will utilize research based instructional strategies and interventions and implement the use the ADEPT assessment, in conjunction with the CELDT, to determine and address the language fluency needs of English learners (baseline, at trimesters, annually).
Action/Date Person(s) Responsible Task/Date Cost and Funding Source (Itemize for Each Source)
Sept/Jan./May ADEPT Assessment English Language Development instruction, 35 minutes daily, using Systematic ELD based curriculum from ELAchieve, by fluency level. Classroom teachers will use instructional strategies from
Classroom & Learning Center Teachers ELD Teachers in conjunction with on-going feedback from classroom teachers.
ADEPT Testing of students K-6 Cost of 2 Certificated Tutors to support reduction of student group size at lowest EL fluency levels.
Learning Center CTs (2.5 positions) $22,673 from LCAP & Title III LEP
5
Kate Kinsella – Academic Language Instruction to ensure rigorous and thorough Tier I instruction of all students in use of Academic English.
Classroom Teachers
Ongoing support through District Grade Level release times, (TOSAs/Classroom Teachers)
No Cost to Site
7
• District parent and staff meetings to advise implementation of Compensatory Education Programs and Programs for English Learners
August 2014 – May 2015
Required translation of meeting materials
$1,570 Title I
• Coordination of reviews regarding program compliance with state regulations
August 2014 – Ongoing
Multi-funded central office administration to coordinate categorical programs
$9,650 $1,000
$10,650
Title I
• School Choice, and
Supplemental Services August 2014 – May, 2015
Required – set aside for Program Improvement
$62,869 Title I
8
Form C: Programs Included in this Plan
State Programs Allocation Consolidated in the SWP
Local Control Funding Formula (LCFF) – Base Grant Purpose: To provide flexibility in the use of state and local funds by LEAs and schools
$0
LCFF – Supplemental Grant Purpose: To provide a supplemental grant equal to 20 percent of the adjusted LCFF base grant for targeted disadvantaged students
$42,570
LCFF – Concentration Grant Purpose: To provide an additional concentration grant equal to 50 percent of the adjusted LCFF base grant for targeted students exceeding 55 percent of an LEA’s enrollment
$0
California School Age Families Education (Carryover only) Purpose: Assist expectant and parenting students to succeed in school
$0
Economic Impact Aid/State Compensatory Education (EIA-SCE) (Carryover only) Purpose: Help educationally disadvantaged students succeed in the regular program
$0
Economic Impact Aid/Limited English Proficient (EIA-LEP) (Carryover only) Purpose: Develop fluency in English and academic proficiency of English learners
$0
Peer Assistance and Review (Carryover only) Purpose: Assist teachers through coaching and mentoring $0
Professional Development Block Grant (Carryover only) Purpose: Attract, train, and retain classroom personnel to improve student performance in core curriculum areas
$0
Pupil Retention Block Grant (Carryover only) Purpose: Prevent students from dropping out of school $0
Quality Education Investment Act (QEIA) Purpose: Funds are available for use in performing various specified measures to improve academic instruction and pupil academic achievement
$0
School and Library Improvement Program Block Grant (Carryover only) Purpose: Improve library and other school programs
$0
School Safety and Violence Prevention Act (Carryover only) Purpose: Increase school safety
$0
Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students $0
9
List and Describe Other State or Local Funds (e.g., Career and Technical Education [CTE], etc.) $0
Total amount of state categorical funds allocated to this school $42,570
Federal Programs Allocation Consolidated in the SWP
Title I, Part A: Allocation Purpose: To improve basic programs operated by local educational agencies (LEAs)
$0
Title I, Part A: Parental Involvement (if applicable under Section 1118[a][3][c] of the Elementary and Secondary Education Act) Purpose: Ensure that parents have information they need to make well-informed choices for their children, more effectively share responsibility with their children’s schools, and help schools develop effective and successful academic programs (this is a reservation from the total Title I, Part A allocation).
$
For Program Improvement Schools only: Title I, Part A Program Improvement (PI) Professional Development (10 percent minimum reservation from the Title I, Part A reservation for schools in PI Year 1 and 2)
$
Title II, Part A: Improving Teacher Quality Purpose: Improve and increase the number of highly qualified teachers and principals
$0
Title III, Part A: Language Instruction for Limited-English-Proficient (LEP) Students Purpose: Supplement language instruction to help LEP students attain English proficiency and meet academic performance standards
$5,100
Title III funds may not be
consolidated as part of a SWP1
Title VI, Part B: Rural Education Achievement Program Purpose: Provide flexibility in the use of ESEA funds to eligible LEAs
$0
1 Title III funds are not a school level allocation even if allocated by the district to a school site. The LEA is
responsible for fiscal reporting and monitoring and cannot delegate their authority to a site at which the program is being implemented. If Title III funds are spent at a school site, they must be used for the purposes of Title III and only for those students the LEA has identified for services. For more information please contact the Language Policy and Leadership Office at 916-319-0845.
10
For School Improvement Schools only: School Improvement Grant (SIG) Purpose: to address the needs of schools in improvement, corrective action, and restructuring to improve student achievement
$0
Other federal funds: Title III (Immigrant) $1,000
Other federal funds (list and describe) $
Other federal funds (list and describe) $
Total amount of federal categorical funds allocated to this school $6,100
Total amount of state and federal categorical funds allocated to this school $48,670
Note: Other Title I-supported activities that are not shown on this page may be included in the SPSA Action Plan.
11
Form D: School Site Council Membership
California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school.2 The current make-up of the SSC is as follows:
Names of Members
Prin
cipa
l
Cla
ssro
om
Teac
her
Oth
er S
choo
l S
taff
Par
ent o
r C
omm
unity
M
embe
r
Sec
onda
ry
Stu
dent
Ryan Sparre
Alison Mowers
Nancy Yokubaitis
Laura Casanueva
Brian Pierce
Jenifer Ono
Sandra Edgar
Sharon Stevens
Numbers of members in each category 1 2 1 4
2 EC Section 52852
13
Form G: Single Plan for Student Achievement Annual Evaluation Pursuant to California Education Code Section 64001(g), the School Site Council (SSC) must evaluate at least annually the effectiveness of planned activities. In the cycle of continuous improvement of student performance, evaluation of the results of goals will provide data to inform and guide subsequent plans.
Plan Implementation 2013-14
• Teachers were provided Professional Development opportunities
that emphasized the strategies for writing summaries of narrative
and summaries of expository text.
• Consistent, dependable data on student progress in the areas of
ELA and Math were limited and not sufficient to effectively monitor
total student academic growth. Collection of common data was
limited. This was an area of weakness last year.
• Certificated Tutor support for English Language Development
classes for all English Language Learners was fully implemented.
Hollister had 2.5 Certificated Tutors 5 days per week for 2-5.5 hours
each day to support reduced teacher to student ratios for each
grade level’s 35 minutes ELD instruction.
• Currently have limited ability to collect and synthesize data in the areas of Math and ELA.
• We recognize the need to track and monitor progress toward
proficiency based on real time assessment.
14
Strategies and Activities 2013-14
• The activities that we can determine to have been most effective
based on data are the use of Certificated Tutor for additional support
in the Learning Center. We can look to the limited data and
strategically planned support to link support to student growth.
• Based on the analysis of this practice, we recommend:
! Continuing our plans for our Goal #1 and #2 for ELA
and Math with refining the systems for collecting data to monitor student progress in a more concrete manner.
! Continuing our plan as it stands for our Goal #3 in ELD
Involvement/Governance
• Plan drafted with Site Council at meeting on 4/14/2014.
• Plan was approved by the GUSD School Board in April. No specific
time for monitoring was built in to the plan.
• Moving the writing and approval of the plan to early in the year will allow better monitoring of the effectiveness of the plan by the SSC and other stakeholder groups.
15
Outcomes of 2013-14 Goals
Previous Goal #1 - 80% of Hollister School students will meet grade level performance expectations in English Language Arts and Math as identified on site measures.
Previous Goal #2 -100% of teachers will instruct students in the writing of
summaries of narratives and/or expository text which meets the College and Career Readiness Anchor Standard in Reading:
• Determine central ideas or themes of a text and analyze their development; Summarize the key supporting details and ideas.
Previous Goal #3 - 100% of teachers will implement Number Talks 4-5 days per
week to engage students in the Standards for Mathematical Practices and facilitate students’ learning with key standards in the domains of Numbers and Operations on Base Ten, Operations and Algebraic Thinking for grades K-5, and the Number System for grade 6.
Previous Goal #4 -Hollister will meet state and federal performance goals for
attaining English Proficiency for English Learners.
• We can determine that goals 2, 3, and 4 were met. • We do not have hard data to support that goal #1 was met, or to
what degree implementation was successful.
• Based on this information, we recommend that a more comprehensive data system be used to meet this goal.
Partially Met Met Met Met Partially Met
16
Plan Priorities 2013-14
• 80% of students will reach proficiency in both ELA and Math as identified by site
measures.
• Hollister will meet state and federal performance goals for attaining English
Proficiency by English Language Learners.
• Instructional goals for implementation of writing summaries of narrative and
expository texts to 100% of students over the school year. Instruction of Number
Talks 4-5 days each week in all classrooms.
• Major expenditures supporting these priorities were; ~Certificated Tutors to support Tier II & III intervention as provided by Learning Center
~Continued professional development in Facts Wise instruction and assessment
~Continued professional development in Daily 5
17
HOLLISTER SCHOOL
PARENT/GUARDIAN INVOLVEMENT
POLICY
Hollister School recognizes that parent/guardian involvement and support in the education of children are an integral part of achieving academic success and developing capable citizens, and that schools and parents/guardians must work together as knowledgeable partners to educate all students effectively. In order to assure parent/guardian/school collaboration Hollister School is committed to; • including parents/guardians as partners in the education of their children; • establishing and maintaining effective two-way communication with all
parents/guardians at both school and district office levels; • encouraging the development of programs to help parents/guardians acquire
parenting skills; • providing parents/guardians with the information and techniques to enable
them to assist their children with learning at home; • developing strategies and programmatic structures to enable
parents/guardians to directly participate in their children's education through: - involvement in classroom activities - school advisory groups and parent/guardian support organizations;
• fostering an environment at Hollister School that welcomes parents/guardians as active participants in their children's education;
• recognizing differences in the needs and interests between schools and between parents/guardians in each school.
REGULATIONS/PROCEDURES
I. MEETINGS AND SPECIAL PROGRAMS
A. School Site Meetings and Committees
1. Hollister School shall hold open houses, back-to-school nights, and parent/guardian organization meetings where the school's philosophy, mission, opportunities for adult participation, the core curriculum, and supplemental instruction are discussed.
2. Every effort shall be made to insure that the composition of
school committees reflects the population characteristics of Hollister School.
18
3. School Site Council members shall vote on the school site plan and categorical budget. All parents/guardians are welcome to give input at meetings of the Council.
4. To build school and parent capacity for strong parental
involvement, and to support a partnership among school, parents, and community to improve student achievement, the School Site council will work in collaboration with school staff to develop a schedule of parent educational activities that include understanding:
• State standards for academic content and achievement • State and school academic assessments and alternate
assessments • Requirements for Title I and other categorical programs • Ways that parents can monitor their child’s progress • How to work as collaborative partners with educators • The school-parent compact
Other topics of interest, to be considered annually by School Site Council, may include:
• Family literacy • Uses of technology • How school personnel and parents can work as partners
5. Parents, school staff, district office, and external presenters will
be sought to provide the necessary parent involvement workshops.
6. The list and schedule of parent involvement trainings will be
printed in school newsletters annually. 7. School Site Council will address funding needs for parent
involvement activities as appropriate through the site categorical budget.
8. Parent/guardian organizations, such as the Parent-Teacher
Association, will be encouraged to provide opportunities for adult education and participation.
9. Every effort shall be made to provide opportunities for adult
education and participation.
10. Accessibility and opportunities for parents with limited English proficiency, disabilities, or parents of migrant students will be offered through actions such as arranging school meetings at varied times, in-home conference, phone contacts, and outreach services through the school’s community liaison.
19
11. Translations will be provided as required by law.
B. Meetings with Certificated Personnel
1. Parents/guardians or teacher-initiated conferences to discuss student progress and/or methods to improve student achievement shall be a part of the educational program at Hollister School.
2. During conferences, school personnel may assist
parents/guardians with gaining access to community and support services for families and children.
C. School Site Activities
1. Parents/guardians shall have reasonable opportunities to
observe and volunteer in classrooms in accordance with school visitation procedures.
2. Activities designed to help parents understand school programs
and services shall be a part of school presentations.
II. WRITTEN COMMUNICATIONS BETWEEN THE SCHOOL AND HOME
A. Parents/guardians who are unable to attend school events,
activities, or meetings shall be encouraged to telephone and/or write school for information.
B. Materials such as school newsletters, classroom newsletters, and
general announcements that provide parents/guardians with information about Hollister School will be sent home on a regular basis.
C. Hollister School shall distribute a school handbook and Grade Level
Expectations to parents/guardians at the beginning of each school year and to the parents/guardians of new students after the start of the school year. The handbook shall contain information about current programs, criteria for pupil participation in these programs, and other information designed to acquaint parents/guardians with school regulations and procedures.
D. A letter explaining the purposes, organization, and services
provided by the Title I program shall be distributed annually to the parents/ guardians of eligible students prior to participation in the program.
20
ESCUELA DE HOLLISTER
PARTICIPACIÓN DE LOS PADRES/TUTORES
POLÍTICA
La escuela de Hollister reconoce que la participación y apoyo de los padres/tutores en la educación de sus niños es una parte integral del logro de éxito académico y del desarrollo de ciudadanos capaces; y que las escuelas y los padres/tutores deben trabajar juntos como socios informados para educar a todos los estudiantes con efectividad. Para asegurar la colaboración entre padres/tutores y la escuela, la escuela de Hollister se dedica a:
• incluir a los padres/tutores como socios en la educación de sus hijos; • establecer y mantener la comunicación mutua y efectiva con todos los
padres/tutores tanto al nivel de la escuela como al nivel de la oficina del distrito; • fomentar la creación de programas para ayudar a los padres/tutores a desarrollar
sus habilidades de crianza; • proveer a padres/tutores de la información y las técnicas necesarias para ayudar a
sus hijos a aprender en casa; • desarrollar las estrategias y la infraestructura del programa escolar para que los
padres/tutores puedan participar directamente en la educación de sus hijos a través de: - participar en actividades del salón de clase - involucrarse en grupos para dar consejos a la escuela y en organizaciones de
apoyo paternal • fomentar un ambiente en la escuela de Hollister que acoge a los padres/tutores
como participantes activos en la educación de sus hijos; • reconocer las necesidades y intereses distintos de cada escuela particular y de
cada padre/tutor dentro de la escuela.
REGLAMENTO/PROCEDIMIENTOS I. REUNIONES Y PROGRAMAS ESPECIALES
A. Reuniones y comités en la escuela 1. La escuela de Hollister celebrará jornadas de puertas abiertas, noches
de orientación para padres y reuniones de organizaciones para padres/tutores en cuales se discuten la filosofía, misión, oportunidades para participación adulta, el curso básico de estudios y la instrucción suplementaria de la escuela.
21
2. Se hará todo esfuerzo posible para asegurar que la composición de los comités escolares refleja bien las características de la población de la escuela de Hollister.
3. Miembros del Consejo asesor escolar votarán en el plan escolar y el presupuesto categórico. Se les invita a todos los padres y tutores a contribuir sus opiniones en las reuniones del Consejo.
4. Para fomentar la capacidad de la escuela y de los padres para la
buena participación paternal, y para apoyar la sociedad entre escuela, padres y comunidad para mejorar el rendimiento estudiantil, el Consejo asesor escolar trabajará en colaboración con el personal de la escuela para desarrollar un calendario de actividades educativas para padres. Estas actividades les ayudarán a entender:
• Los estándares estatales para el contenido y aprovechamiento académicos
• Las evaluaciones académicas del estado y de la escuela, y evaluaciones alternativas
• Requisitos para programas del Título I y otros programas categóricos
• Maneras en que los padres pueden seguir el progreso de sus hijos.
• Cómo trabajar en colaboración con los maestros como socios • El compromiso entre escuela y padres.
Otros temas de interés, para consideración anual por el Consejo
asesor escolar, pueden incluir: • La alfabetización familiar • Usos de la tecnología • Cómo el personal escolar y los padres pueden trabajar como
socios 5. Se buscará a padres, personal de la escuela, la oficina del distrito y
presentadores de afuera para proveer de los talleres necesarios de participación paternal.
6. La lista y el horario de los entrenamientos en la participación
paternal se incluirán en los boletines escolares cada año. 7. El Consejo asesor escolar se dirigirá a las necesidades monetarias de
las actividades de participación paternal como sea apropiado a través del presupuesto categórico de la escuela.
8. Se animará a las organizaciones de padres y tutores, tal como la
Asociación de Padres y Maestros (PTA), a proveer de oportunidades para la educación y participación adultas.
22
9. Se esforzará para proveer de oportunidades para la educación y participación de los adultos.
10. Se ofrecerá la accesibilidad y oportunidades para padres con dominio
limitado del inglés, con incapacidades o padres de estudiantes migratorios a través de medidas como la programación de reuniones escolares en horas variadas, conferencias en casa, comunicación por teléfono y servicios para alcanzar e involucrar a los padres por la Ayudante en la Comunidad de la escuela de Hollister.
11. Se proveerá de traducciones según la ley.
B. Reuniones con personal certificado
1. Las conferencias para conversar sobre el avance estudiantil y/o métodos para mejorar el aprovechamiento estudiantil, sean pedidas por los padres/tutores o por los maestros, serán parte del programa educativo en la escuela de Hollister.
2. Durante las conferencias, el personal escolar puede ayudar a los
padres/tutores a acceder los servicios comunitarios y auxiliares para familias y niños.
C. Actividades en la escuela
1. Los padres/tutores tendrán oportunidades razonables para observar
y trabajar como voluntarios en los salones según los procedimientos para visitas de la escuela.
2. Las presentaciones escolares deberán incluir actividades diseñadas
para ayudar a los padres a entender los programas y servicios escolares.
II. COMUNICACIÓN ESCRITA ENTRE ESCUELA Y CASA
A. Se animará a los padres/tutores que no pueden asistir a eventos, actividades o reuniones escolares a comunicarse con la escuela por teléfono o por escrito para recibir información.
B. Materiales tal como los boletines escolares, boletines del salón y
anuncios generales que proveen a los padres/tutores de información sobre la escuela de Hollister se mandarán a casa con regularidad.
C. La escuela de Hollister distribuirá una guía para la escuela y las
Expectativas del nivel de grado a los padres/tutores al principio de cada año escolar y a los padres/tutores de nuevos alumnos cuando entran después del principio del año escolar. La guía contendrá información
23
sobre los programas en curso, los criterios para la participación estudiantil en estos programas y otra información diseñada para familiarizar a los padres/tutores con los reglamentos y procedimientos de la escuela.
D. Se distribuirá anualmente una carta que les explica los motivos, la
organización y los servicios provistos por el programa de Título I a los padres/tutores de estudiantes elegibles antes de que participen en el programa.
